Annual SAT, RTI, 504 Review2009-2010

Presented by RDA

Albuquerque Public SchoolsPresenters

Sue Broemmer, Jackie Calvert, Wendy Shanahan, Pam Sutcliffe, Cheryl Brubaker

Norms

Keep sidebar conversations to a minimum Take care of your personal needs Be respectful of others Turn cell phones to vibrate. Step outside if you must answer your cell

phone

Welcome and Agenda

Review of RTI, SAT, and 504 purposes Review of integration of RTI and SAT Introduction of 2009-2010 forms and

processesUpdate on 504 issuesDual Discrepancy K-3

Purpose of RTI

RTI(Response to Intervention) is way to ensure success of all students, and provide early assistance to students who are experiencing academic and/or social/emotional challenges.

RTI and SAT

RTI guides the SAT (Student Assistance Team) in developing a plan to support students in becoming successful in the general education classroom. It also helps the general education faculty develop successful strategies and interventions to use with all students.

Simply put:

SAT is a “support group” for regular education teachers and students in need.

Response to Intervention, Parents Reaching Out, Winter, 2008

Moving through the RTI and SAT Processes

and the associated

Forms

TIER IA

All students are Tier IA students. It means students are enrolled in classes at the appropriate level and have highly qualified teachers using best practices and core curricula.

Is there paperwork to be done?

Yes.

We ask that every teacher fill out the following form in pencil and keep it in their grade book or plan book.

It will need to be filled out for each group of students you teach.

Is there paperwork to be done?(continued)

The purpose is to have teachers look at their classrooms with an eye towards the type of instruction they will offer.

The top portion of the form will be filled out on the copy submitted to SAT.

CLASSROOM PROFILE

CLASSROOM PROFILE Student Name:_____________________ Student ID:__________________ School:_____________________ Teacher:____________________ Date:_______________ ______ Number of students in classroom already identified and receiving Special Education services for anything except Articulation, Voice or Fluency ______ Total number of students in classroom excluding the students already receiving Special Education services ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ______ Number of students requiring and receiving Tier IB interventions ______ Number of students requiring and receiving Tier II Intervention (additional 30 minutes beyond the core instruction) ______ Number of students receiving ELL services ______ Number of students receiving 504 accommodations RDA/SAT September 2009 .

Tier III

Tier II

Tier I

What Else Do I Do?

Keep anecdotal records Record and evaluate general screenings Log student progress and responses to general education practices Keep a record of parent contact— notes, phone calls, e-mails Document everything done to improve student learning

My student is still not making adequate progress

At this point the general education teacher enters the Decision Making Process.

Determine if the lack of progress is caused by a possible lack of instruction, lack of comprehension, a language issue, a physical issue, a cultural issue, or an emotional issue.

RTI

Response to Intervention

Most intense intervention usually of a duration of a year or longer.

More intense intervention Duration 4-18 weeks continuing with review

Multi-Tiered System

Progression to higher or lower tiers depends upon student response. Tier III

Decision Making

Tier II

Decision Making

Tier I B

Decision Making

Tier I A

__Alternative __Program

___Special __ Education

___Refer to Diagnostician_________ ___Review Cultural Impacts Document ___Modify Tier II _________________ ___Continue Tier II ___ Return to Tier IB

___Refer to SAT_________ ___Review Cultural Impacts Document ___Prepare Dual Discrepancy Information ( K-3 only) ___Modify Tier IB_____ ___Continue Tier IB ___ Return to Tier IA

__Move to Tier IB ___Review Cultural Impacts Document _ ___Continue Tier IA ___ Create CIP ___Complete AIP

___Create CIP ___Complete AIP

__More intensive intervention/SAT Improvement Plan-((SIP) ___Small group intervention __Individual intervention ___Use problem solving protocols ___Monitor student progress

__Use effective Core Instruction ___Use effective Classroom Management ___Use School-wide Behavior Supports -------__Identify Attendance issues ___Use TABS for potential Gifted referrals ___Early identification of Struggling Students

Academic and Behavior in General Education—Teacher Directed

__Use differentiated instruction ___Use small groups ___Use School-wide Behavior Supports __Create and use CIPs in math and reading ___Complete AIPs and follow __Continue effective core instruction ___Contact Parents/Guardians

RTI/SAT September 2009

The RTI Triangle

My student is still not making adequate progress (continued)

Check to see if student has identified physical issues (vision, hearing, etc.)

Check to see if student has an AIP (Academic Improvement Plan available on the RDA website). Act upon it accordingly.

If student does not have an AIP develop a CIP (Classroom Improvement Plan – will be available on the RDA website) and implement, documenting the outcomes thereof.

NOW WHAT DO I DO?

You are now in Tier IB

And there is paperwork to be done.

As you move into Tier IB you should have the following information already completed about your student and your classroom.

1. Classroom profile2. Log of contacts with parents/guardians (and

results)3. A record of what approaches have been used with

the student4. A hypothesis of what might help the student 5. A copy of the AIP if applicable

6. Be prepared to write a CIP if applicable

Begin Compiling Documentation

Document the reasons you feel the

student is not making progress. Select intervention strategies you feel will

help the student achieve. Complete the District AIP or develop a

class CIP—fill out the appropriate form

and place a copy in your student’s file.

Classroom Intervention Plan

Classroom Intervention Plan: Tier IB

Student Name _________________________ ID Number ___________ Date _____________ Grade _______ Teacher ________________________

Enter or attach and specify information requested below. All cells must be completed or referenced to appropriate attachment. Intervention #1 should be implemented for a continuous duration of 4-8 weeks before implementation of Intervention #2. Intervention #2 is needed only if intervention #1 does not provide sufficient positive response. Classroom program/curriculum

Specific targeted skills identified

Program minutes per day

______days per week for ______ weeks

Student groupings for instruction

Person(s) responsible for implementation of plan

Intervention #1 Describe teacher instructional strategy to address identified skill deficit

Describe/list specific student activity to address identified skills development with specific instructional outcome measures (include starting and ending dates of implementation, and dates of assessment)

Summary of effectiveness (qualitative and quantitative data)

Teacher/SAT recommendation for continuation/discharge of intervention

Maintain intervention Modify intervention Replace intervention Discharge Other

Intervention #2 Describe teacher instructional strategy to address identified skill deficit

Describe/list specific student activity to address identified skills development with specific instructional outcome measures (include starting and ending dates of implementation, and dates of assessment)

Summary of effectiveness (qualitative and quantitative data)

Teacher/SAT recommendation for continuation/discharge of intervention

Maintain intervention Modify intervention Replace intervention Discharge Other

The CIP Form

Addressing the student’s skill deficit, the teacher will design and implement a program of intervention to assist student in reaching targeted goal.

Begin implementation of the intervention within the classroom instructional time. Specific measurable skills development must be set. Time period is four to six weeks. Progress monitor and graph results every week.

The CIP form(Continued)

Review the effectiveness of the intervention. If it is working, continue with the intervention as indicated. If student is not succeeding, begin the second intervention and proceed as before.

Inform the parents of actions you as the teacher have taken and are planning to take. Invite them to review your results. Consult with them in developing future plans.

The AIPAcademic Improvement Plan

• This form will automatically be generated by the district.

• It is generated on the District Benchmark Assessment (DBA) taken in Spring of the previous year for most students.Students new to the district will be assigned based on the Fall DBA. Students who did not take the Spring DBA will assigned based on the Fall DBA.

First graders will all be assigned based on the Fall DBA.

The AIP Form

The form is parallel to the CIP form and the process is nearly the same.

Both forms require measurable outcomes.

The interventions may be designed as a school-wide implementation or individually by the teacher.

The AIP Form(continued)

Invite the parents to attend a meeting to receive information about what is being done to help their student.

The AIP form is generated by the District as a result of District Benchmark Assessments given the previous spring or fall in the cases of new enrollees, students who missed the spring testing window, and all first graders.

TIER IB

Tier I B is a general education responsibility and relies upon the teacher’s expertise in recognizing students who are experiencing academic and/or emotional difficulties.

Academic issues are addressed within the classroom. Teachers develop CIPs for students without AIPs who are in need of interventions. The teacher then implements the interventions and progress monitors students keeping accurate records of progress and parent contacts. Again everything done must be documented.

TIER 1B & Progress Monitoring

Plan and implement classroom interventions to be done during regular class instructionContact parents to develop and share intervention plansReview possible other influences affecting student performanceProgress monitor

This is the point students with emotional issues should be referred to the Health and Wellness Team at your school. They have a set procedure to follow before a Behavioral Intervention Plan is developed and turned in to the SAT.

Tier IB and Behavioral Issues

BIPBehavioral Intervention Plan

ALBUQUERQUE PUBLIC SCHOOLS

Functional Behavioral Assessment

Student Name: Date: School: Grade: Age: Gender: Area(s) of exceptionality: A Functional Behavioral Assessment (FBA) is done when a student’s behavior interferes with his or her learning or the learning of others. Its purpose is to identify why a behavior is happening so that the SAT members can develop appropriate interventions. This Document should include information provided by those individuals having direct knowledge of the student’s academic and behavioral functioning.

School Use Only: Notice delivered by: US Mail In person by date Translation/Interpretation provided: N/A Yes by language Additional copies: No Yes If yes, indicate person(s) & position, agency(ies) other than district, and their relationship to student

1. Sources of Information √ Check sources to be used; Circle E if reviewing existing data, Circle N if new data is needed.*

E N Anecdotal information provided by parents E N Parent interviews E N Diagnostic evaluation(s) done by the district/public agency E N Diagnostic evaluation(s) done by outside agency E N Classroom/school observation(s) E N Student interview E N Interview with other professionals E N Teacher interview(s) E N Behavior Rating scales E N Discipline records E N IEP(s) E N Attendance records E N (other) E N (other)

Note: Parent consent is required for any evaluation or reevaluation. If the FBA team seeks more diagnostic information than what already exists in records (behavior ratings, interviews, etc.) then consent is required. Once the FBA is completed, the team may then develop a Behavior Intervention Plan (BIP) if appropriate. 2. Identify the problem behavior that most significantly impacts student’s learning/function (what the student is doing or not doing). State setting, frequency, duration, intensity, and severity. A) Observed and/or reported by School Staff Parents Other B) Observed and/or reported by School Staff Parents Other C) Observed and/or reported by School Staff Parents Other 3. Events that Typically Precede the Problem Behavior (school setting) Check all that apply, then describe:

directive or request from authority provocation form peers academic activity unstructured setting transition time certain time of day no obvious circumstance other 4. Events that Typically Follow the Problem Behavior (school setting) Check all that apply behavior is socially reinforced by peers receives attention gets corrective feedback is removed from the setting privileges are withheld gets negative consequence no consequences or behavior is ignored no obvious consistency other Describe all checked areas: * See note 5. Effectiveness of Interventions on Behavior Describe what positive reinforcers have been tried and rate their level of effectiveness from 0-5, with 5 being very effective and 0 being completely ineffective. Example: special activities (4): compliments (1)

FBA Functional Behavioral Assessment

Continuing with Tier I B

Students may remain in Tier I B indefinitely as long as adequate growth and achievement occur. For example if an intervention is completed and the student achieves the targeted goal, another intervention may be implemented for another area in which the student has a deficit.

If the teacher finds the student is still not making progress after two interventions for the same targeted goal, it is time to consider making a SAT referral.

Prior to Making a SAT Meeting Request

One form needs to be completed prior to making a request for a SAT meeting.

Tier I B Documentation -- AIP/CIP

Tier I B Documentation – AIP/CIP Reading Written Language Math Other (Specify) ____________________

Must complete information for all areas in which student has difficulty

Student ____________________________ Student ID ______________ Date _____________ Grade _____ Teacher _______________

The following table must be completed and included for every request made to the Student Assistance Team (SAT), excluding referrals for Gifted and Speech Articulation, Voice, and Fluency (ONLY). It must be included for all other referral reasons and concerns, including academic areas, health, social/emotional, etc. The information documented by the teacher on these pages will be used by the evaluator and will become part of the confidential evaluation report. Participation in Core Curriculum in Area of Concern: This student has been provided the following instruction in core and supplemental curriculums in reading, math, and written language that includes the essential components noted for each content area. Include the following information for each component: Student’s Core Curriculum – Name and/or Description; Student’s Supplemental Curriculum – Name and/or Description. Attach instructional program data (unit tests, writing samples, etc.) for both core and supplemental curricula –anytime a student is reviewed at SAT.

Name of and Descriptions of Programs: READING WRITTEN LANGUAGE MATH Phonemic Awareness Spelling

Basic Concepts (number sense, counting, 1:1 correspondence, vocabulary, signs, etc.)

Phonics (including alphabetic principle and decoding)

Grammar

Reading Fluency (including oral reading fluency)

Sentence and Paragraph Construction Fluency (i.e. math fact automaticity)

Vocabulary Development (including academic words)

Mechanics (including capitalization and punctuation)

Calculation

Reading Comprehension Strategies

Problem Solving/Math Reasoning

Oral Language Development

Tier IB Documentation -- AIP/CIP

Other Issues Affecting a SAT Referral

Review other issues that may be affecting the decision to send a student to SAT.

1. Cultural2. Language3. Social/Emotional4. Lack of prior instruction5. Issues other than academic6. Attendance

Cultural Impacts Checklist

Language Usage Data Form

At this point of the year we are going to start with using the current form which is available on-line from the LCE website (www.lcequity.com ).

The required information will need to be gathered prior to referring a student to SAT. This form is only for students who are not considered fully English Proficient.

Check to see if student qualifies as a PHLOTE student. Check with your school’s ELL specialist for guidance

Decision to go to SAT

Steps that must be taken:

1. Schedule a SAT meeting with the SAT chair. 2. Pick up the necessary forms that will need to be

completed prior to a SAT meeting. 3. Send letter of invite and notification to parents.

4. Fill out the appropriate forms for PHLOTE students and submit to the Bilingual Committee.

5. Maintain or modify interventions with documentation and progress monitoring.

6. Complete the Classroom Profile for the student.

You have now arrived at

Tier II/SAT

The Initial SAT MeetingThe first SAT meeting regarding a particular student is at hand. Everyone pertinent to the meeting has been notified and is present.

The SAT chair or designated person begins the meeting with introductions of all present. After the introductions a brief summary of why the meeting has been scheduled is given usually by the referring teacher or other referring person. In lieu of that person the SAT chair gives the review.

The SAT chair or designated person begins the completion of the Initial SAT Meeting form (a three page document). All present need to sign the form.

Initial SAT Meeting

Student ____________________ Student ID _______ Grade _____Teacher _____________Date ________ Referred by teacher parent/guardian other (specify): ______________________ In Attendance at the Meeting:

SAT chairperson Name: ______________________ Signature ________________________________

Administrator Name: ______________________ Signature ________________________________

Teacher Name: ______________________ Signature ________________________________

Parent/guardian Name: ______________________ Signature ________________________________

Parent/guardian Name: ______________________ Signature ________________________________

_______________ Name: ______________________ Signature ________________________________

________________ Name: ______________________ Signature ________________________________ Did Parent grant permission for additional screening or testing?

Yes No Fill out all areas of concern: Vision - Does the student’s vision have a negative impact on learning?

Yes No Impact on Learning: Hearing - Does the student’s hearing have a negative impact on learning?

Yes No Impact on Learning: Are there concerns with Speech/Language (e.g. slow, rapid, slurred, unintelligible, articulation errors, etc.)?

Yes No Impact on Learning: Are there concerns with the student’s general physical health that have a negative impact on learning (e.g. chronic illness, fragility, frequent absences due to health issues, etc.)?

Yes No Impact on Learning: Are there behavioral or other health concerns that have a negative impact on learning (e.g. depression, anxiety, conduct, low self esteem, overconfidence, etc.)?

Yes No Impact on Learning: Cultural Background Describe: Is there evidence that the student’s level of acculturation is having a negative effect on learning? (SEE Note (1))

Yes No Describe: Languages Spoken

none English only Bilingual: and other (specify):

During the Meeting

The meeting is a give and take of ideas to support the success of the student. All sides are given an opportunity to give input.

At grades K-3 the Dual Discrepancy forms are completed.

With a mutual discussion a plan of action is developed for the student’s success. A SAT Intervention Plan: Tier II is developed. Copies of the plan will be shared with all involved parties.

Completing the Initial SAT Meeting

Complete the SAT Meeting Summary Form. Have all participants sign again.This form must be completed at the end of every SAT meeting.

Set the follow-up SAT Meeting.

Be sure copies of all documents are made available to all parties.

At subsequent meetings one more document must be brought. Tier II Documentation – SAT

Tier II Documentation – SAT Summary of Documentation of Tier II Interventions and Results

Reading Written Language Math Other (Specify) _____________________

Date __________ Student ___________________________Student ID ______________ Grade ______ Teacher ______________________

The following table must be completed and included for every request for an initial special education evaluation made by the Student Assistance Team (SAT). If this student is referred for a special education evaluation, the information documented by the teacher on these pages will be used by the evaluator and will become part of the confidential evaluation report.

The following documentation must be provided for the student’s specific deficit areas. These areas are identified by high quality, standardized, curriculum based measures (i.e., DIBELS); other formative assessments (i.e., assessments within the core Harcourt or Houghton-Mifflin); or supplemental intervention programs (i.e., Fundations).

Each deficit area must be addressed; however, information regarding two areas may be combined if intervention(s) are the same or overlap (For example, the Fundations Double Dose lesson focuses on phonemic awareness, phonics, oral reading fluency, and spelling in the integrated Tier 2 lesson. The Avenues lesson focuses on English language proficiency through oral language, vocabulary, grammar, and comprehension strategies.) See APS Matrix of Elementary Tier 2 Programs.

Specific area(s) of concern:

Intervention and Group Size: Frequency and Duration of Interventions: Fidelity of Interventions (description of components taught to student): Rate of Progress (list or attach assessment results for interventions): Dual Discrepancy (for K-3 only; attach achievement and growth worksheets):

Student’s Classroom Profile (attach)

Tier II Documentation -- SAT

Continue at Tier II

Continue to hold SAT review meetings as scheduled. Complete a SAT Summary after each meeting.

After two intervention cycles the determination needs to be made whether to return the student in Tier IB, retain the student in Tier II with further interventions, or to refer the student to the Diagnostician for further review.

After the Diagnostician

The Diagnostician will review the SAT file sent to him or her. A determination will be made as to whether this is a good referral or not. Additional forms will be sent to be completed before further action can be taken. Upon completion of the additional forms and the referral is considered valid, the file now belongs to the Special Education Department.

Reference

Should you have further questions, please use the hotline to get help.

rti@aps.edu