Grand Prairie Independent School District

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Grand Prairie Independent School District

• Response to Intervention
• Reclaiming Struggling Students

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RTI Mandate

• Is required by federal law in the reauthorization
  of IDEA
• Is now required for the diagnosis of learning
  disabilities.
• Is required by state commissioner rules effective
  November 2007.
• Is seen as the final piece of the legislative
  intent of NCLB, Reading First, and IDEA.

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• Commissioners Rules 11/2007

89.1040 Eligibility Criteria Learning
Disability A. Prior to and as a part of the
evaluation....in order to ensure that
underachievement is not due to lack of
appropriate instruction in reading or math, the
following must be considered
(ii) data based documentation of repeated
assessments of achievement at reasonable
intervals reflecting formal evaluation of student
progress during instruction...may include, but is
not limited to, response to intervention
progress monitoring results, in class tests on
grade level curriculum, or other regularly
administered assessments.
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Commissioners Rules, Cont.

• (B) A student with a learning disability is one
  who
• (ii) does not achieve adequately for childs age
  or meet state approved grade level standards in
  oral expression, listening comprehension, written
  expression, basic reading skills, reading
  fluency, reading comprehension, math, math
  calculation, or math problem solving when
  provided appropriate instruction , as indicated
  by performance on multiple measures over time...
• (iii) does not make sufficient progress when
  provided a process based on the childs response
  to scientific, research based tiered
  intervention...

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Core Principles of Response to Intervention (RTI)

• We can effectively teach all students.
• Intervene early.
• Develop a multi tier model of service delivery
  for academic and behavioral interventions.
• Use a problem solving team approach to make
  individual student decisions within a multi tier
  model.

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Core Principles of Response to Intervention (RTI)

• Use research based, scientifically validated
  instructional and behavioral interventions.
• Monitor student progress to inform instruction.
• Use data to make decisions about interventions.
• Use assessment to 1) screen children 2) determine
  what children can and cannot do in specific skill
  areas 3) monitor progress to determine if
  academic or behavioral interventions are working.

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Why RTI? Why Now?

• Activity What do you believe all students need
  to be successful and how well are we meeting
  those needs in the GPISD?

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Why RTI? Why Now?

• Special Ed. Students Meeting TAKS TAKS
  Accommodated Standard

• All Students Meeting TAKS Standard

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The purpose of Response to Intervention (RTI) is
to improve educational outcomes for students by
maximizing students access to quality
instruction and intervention within the general
education program.

• What is RTI?

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Beliefs Supporting RTI

• All children can learn
• Educators are responsible to teach them
• Parents have vast knowledge about their children
  and should be partners in the educational system
• Children should be assisted when concerns arise,
  before problems grow

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Beliefs Supporting RTI

• Childrens needs should be met in the general
  education setting whenever appropriate.
• Teachers and parents deserve the resources
  necessary to meet the educational needs of
  children.
• Effectiveness of instruction should be evaluated
  frequently.

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Myths About RTI

• RTI is intended to put students into special
  education.
• RTI is intended to keep students out of special
  education.
• RTI will open the floodgates to special
  education.
• RTI is what we have always done.
• RTI is a simple and easy process that requires no
  new skills.
• RTI delays services to students who need help.

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RTI A Shift in Thinking

• Shifting from the problem is within the child to
  the problem is due to a breakdown in the teaching
  and learning interaction.
• Shifting away from categorical thinking to
  solving the problems of individual
  students.
• Shifting from a placement orientation to a
  teaching orientation.
• Shifting from determining pathology or disability
  to determining what needs to be done for the
  student.

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District Systems Required for RTI

• Three tiered model for instructional and
  behavioral interventions and service delivery.
  
• Assessment System (universal screening, progress
  monitoring, diagnostic prescriptive.)
• Well trained campus level problem solving team to
  assist struggling learners.
• Systemwide process for documentation of student
  interventions.

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The Promise of RTI

• ...The quality of a school as a learning
  community can best be measured by how effectively
  it addresses the needs of struggling students
• _Wright, J. (2005)

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Conceptual Framework for GPISD RTI

A FOUNDATION OF BEST
PRACTICES Clear Leadership Imperative for Student
Centered Practices- Cohesive Aligned Standards
Based Curriculum - Student Assessment Process
that Guides Decisions - High Quality
Instructional Practices - Array of Academic
Behavioral Services And Supports - Parental
Community Support Involvement - School wide
Discipline Plan Established - Emphasis on
Building Student/Teacher Relationships -
Character Education/Pro Social Behaviors Taught
and Reinforced -
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Dilberts Take on RTI
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Tier I- All Students

• Academics
• Within core instruction
• Evidence based instructional strategies
• Differentiated Instruction
• Small, flexible instructional groups
• Consultation with grade level/departmental team
  to develop interventions
• Documentation of student progress

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Tier I - All StudentsBehavior

• Effective classroom management practices.
• Classroom procedures and routines.
• Classroom rules defined.
• Expected behaviors taught and reinforced.
• Tiered classroom consequences for inappropriate
  behaviors.
• School wide disciplinary responses implemented.
• Social skills training through classroom guidance
  activities.

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Tier II - Targeted Small GroupAcademics

• Within core instruction in flexible groups (3-6
  students)
• Additional 30 minutes 2 to 3 times weekly of
  targeted instruction to address identified skill
  areas.
• Students may be identified through TPRI, Tejas
  LEE, Benchmark Assessments, etc.
• Regular formal and informal progress monitoring
  (pg. 6 RTI manual).
• Supplemental programs and resources (pg. 6 RTI
  manual).

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Tier II - Targeted Small GroupBehavior

• Behavioral contracts and plans
• Behavioral interventions monitored
• Small group counseling for targeted behavior
• Student mentoring (Handprints on Hearts)
• Referral to district student services personnel
  for intervention
• Parent education classes

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Tier III - Intensive IndividualAcademics

• Smaller intensive groups, outside core
  instruction.
• Additional time added to core instruction (60
  minutes weekly).
• Instruction based on diagnostic prescriptive
  assessment.
• Weekly progress monitoring.
• Instructional coaches monitor intervention.

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Tier III - Intensive IndividualBehavior

• Functional behavioral assessment.
• Behavior Improvement Plan (BIP) developed.
• Behavior Improvement Plan monitored and revised
  based on data.
• Referral to community resources/intensive
  counseling.
• Brief solution focused individual counseling.

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Whats in Place on My CampusActivity

• Are there programs on my campus that fit into the
  tiers described?

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Teaching and Learning

• Assessments and progress monitoring
• Instructional resources and materials
• Utilization of personnel
• Scheduling

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Teacher Documentation Forms
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Teacher Documentation Forms
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Why Behavior Matters

• Behavior and academic success are codependent.
• The 1 reason teachers leave the profession is
  student behavior.
• High performing schools report statistically
  fewer behavioral incidents.
• Students with early onset behavioral concerns are
  three times more likely to fail.

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Why Schools Struggle to Address Behavior

• Multiple initiatives compete for time.
• School organizational structures and processes
  not developed to address behavior.
• Occurrences of antisocial behavior in schools
  more severe and complex and often overwhelming.
• Public demand high for academic accountability.

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Education Support

• Programs and services available for students
  experiencing social, emotional, behavioral
  problems.
• Moving from a centralized referral approval
  system to a decentralized model.
• Meeting documentation requirements for referral.
• Coordination of instructional support for
  bilingual and special education students and
  staff.

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The Student Success Team The Heart of Response
to Intervention
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The Student Success Team

• Is diverse in knowledge and experience.
• Is student centered and student focused.
• Is collaborative and collegial.
• Is seen as a source of help and support in
  assisting teachers to meet the needs of
  struggling students.

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The Student Success Team

• Not the old Student Success Portfolio process.
• Not the paper signing conduit to special
  education.
• Not a means to a different placement.

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Campus Problem Solving Teams

•   the ability of school staff to collaborate as
  an effective team is essential to RTI. 
  Successful problem solving and intervention
  processes involve teams that work collectively
  for the school's "greater good," and
  professionals who work, as colleagues and
  consultants, to share knowledge, skill,
  expertise, and experience for the benefit of all
  students.
• Project Achieve Building Strong Schools to
  Strengthen Student Outcomes

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Selecting My Team

• Collaborative and experienced
• Willing to share ideas and knowledge
• Master teacher skilled in the utilization of
  effective interventions
• Student centered and student focused

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Core Team Members

• Campus Administrator
• Assistant principal
• Counselor
• Nurse
• Referring Teacher
• General Education, Special Education, and
  Bilingual Teachers

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Core Team Members

• Serve on the SST Team on a regular basis.
• Have a regularly scheduled meeting time.
• Know the RTI process.
• Understand the schools implementation
  procedures.
• Trained in collaborative problem solving and can
  work with the team to benefit all students.
• Aware of a variety of supplements and
  interventions available.
• Support the RTI initiative and underlying
  theoretical basis.

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Flexible Team Members

• Grade level/content area teachers
• Specialists Math, Dyslexia, Literacy, etc.
• Social Workers
• LSSPs
• Educational Diagnosticians
• Speech Clinicians
• Other teachers of referred student, if appropriate

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SST Team Member Roles

• Administrative Chairperson - (Principal) Selects
  team members, provides support and resources to
  assist team effectiveness.
• Working Chairperson (School Counselor Suggested)
  - Convenes meetings, maintains student packet,
  coordinates training of faculty, meeting
  facilitator, assigns case managers.
• Recorder - Takes minutes, records assignments and
  plans, serves as timekeeper, knowledgeable of
  forms and paperwork requirements.
• Case Manager - Coordinates activities for student
  intervention plan, monitors intervention plan,
  provides feedback on case progress.

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Problem Solving Model
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Organizing a Team Case Study

• Secure appropriate information (health history,
  student academic records, attendance file,
  discipline data, etc,)
• Describe referring student and reason for
  referral
• Review and evaluate student records and relevant
  information
• Discuss and consider
• -Cultural competencies
• -Social/emotional/behavioral factors
• -Instructional techniques and strategies
• -Interventions attempted (duration, frequency,
  intensity)
• -Progress monitoring results
• -Student assessment data

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Organizing a Team Case Study, Cont.

• Analyze all student information
• Develop an intervention plan
• Complete all appropriate forms
• Assign a case manager
• Schedule follow up meeting

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How a Students Academic Problem is Addressed
Through RTI
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The Referral Form
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Parent Invitation Form
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Tier ll Planning Meeting Form
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Tier lll Planning Meeting Form
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Tier lll Follow Up Meeting Form
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What Makes a Student Success Team Effective?

• Principal support and recognition.
• Team members who are committed to the process.
• A consistent time and place to meet.
• Time to meet with faculty to introduce the RTI
  process .
• Consistent high quality training regarding the
  development and monitoring of effective student
  interventions.

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Response To Intervention

• Provides early intervention for struggling
  students.
• Establishes a district structure and tiered
  system for existing interventions and service
  provision.
• Provides ongoing documentation and monitoring of
  student interventions.
• Requires parents become involved early in the
  process.

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Response To Intervention

• Develops a multidisciplinary problem solving
  structure to assist the performance of teachers
  with student behavioral and academic problems.
• Provides data to inform leadership decision
  making.
• Places the emphasis on the teaching and learning
  interaction.

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Next Steps

• Complete SST selection form
• SST team training dates
• October 6th 230 - 400 Auxiliary Service
  Center
  October 9th 830 - 1000 GPHS Library
  Lecture Rm.
• October 9th 230 400 GPHS Library Lecture Rm.
  
• - October 14th 830 -1000 Auxiliary Service
  Center
• SST trains campus staff October 14 - October 31
• Secure all RTI/SST related forms and procedural
  manual from Administrator Share Drive or
  Education Support website
• Begin new RTI procedures November 1, 2008