and Instructional Support Team (IST) Coman Hill … Instructional Support Team (IST) Coman Hill...

Byram Hills Central School District-Coman Hill ES Revised 11/18/2009

Response to Intervention

(RTI) and

Instructional Support Team (IST)

Coman Hill School

2009-2010

This booklet represents the collaborative authorship and dedicated work of the Coman Hill School RTI team of the Byram Hills Central School District. The contents represent the Team's creative

efforts in conjunction with materials adapted from other sources.

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What is the purpose of RTI?

• RTI is the first step in obtaining support and documentation to meet the individual needs of students and improve their performance

• The RTI process provides ideas, strategies and support to enable the classroom teacher to implement developmentally appropriate instruction at Tier 1

• The RTI process provides access and collaboration with specialists at Tier 2 and 3

What is an Instructional Support Team (IST)?

• Team of colleagues • Provides teachers the opportunity to share ideas and strategies • Provides consultation to teachers to meet students’ classroom

needs • Provides a structured process to design student intervention and

support

What is the purpose of RTI/IST?

• To meet a broad range of student needs • To offer a structured process to support teachers • To provide teachers and students with more effective problem-solving

strategies in a timely manner • To improve student performance • To support teachers in collecting necessary documentation and data

What can IST do for you?

• Provides more support for highly complex and pervasive problems that require the integration of knowledge from various specialists with specific expertise

2


RTI Case Managers and Process

Please follow the RTI process when meeting about students. Any teacher requesting a meeting should fill in the Student Record Form. If the student is having behavioral issues, contact the psychologist assigned to your class. For academic issues, contact the teacher assigned to your class. An academic specialist working with a child in a Tier 2 setting becomes the case manager. Please arrange a suitable time with your case manager teacher or case manager school psychologist. Grade K Teacher Case Manager/

Academic Case Manager/ Behavior

Grade 1 Teacher Case Manager/


Grade 2 Teacher Case Manager/


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Revised 10/22/2009

Student Record Form

Student: _______________ Teacher: _________________ Date of Birth: ___________ Age: ____________________ Date Presenting Problem:

Concrete Example:

Concrete Example:

Please Attach Literacy Intervention Checklist (if applicable)

This section is filled out with case manager: _____________ Date

Started

Duration New Intervention to be

Implemented

Notes Return to case manager by:

□ Intervention Successful □ Refer student to IST

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Kindergarten Tier 1 Interventions:

Phonemic Awareness Phonics Fluency Comprehension Vocabulary o Earobics o Rhyming

- Nursery Rhymes - Draw a Rhyme - Picture Match - Rhyming BINGO __________________

o Phoneme Deletion/ Substitution/Addition Activities

o Segmenting Activities o Blending Activities o FCRR Activities o Other:

o Recipe For Reading o Fundations o Earobics o Lexia o Letter Sound Chart

- Flash Cards - Personal Copy at Desk

o Letter Sorts o Word Families o Alphabet BINGO o Word Work

- Generate list of words by B/M/E sound

- Bead/Cube for each letter/word

o Dictation o FCRR Activities o Other:

o Lexia o Timed Letter ID o Letter Naming o Sight Word Activities

- Flash cards o Listening Center o Choral Reading o Concepts of Print

- Finger Framing - Voice Print Matching - Left to Right Progression - Return Sweep

o Repeated Reading o FCRR Activities o Other:

o Picture Walk o Reteach Read Aloud

Skills o Retelling o Reading or Listening

Center Response o FCRR Activities o Other:

o Opposites o Compound Words o Read Aloud o Preteach o Reteach o Picture Cues o Graphic Organizers

- KWL - Word Web

o Word Charts o Environmental Print o FCRR Activities o Other:

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First Grade Tier 1 Interventions:

Phonemic Awareness Phonics Fluency Comprehension Vocabulary o Earobics o Oral rhyming games o Segmenting

Activities o Blending Activities o FCRR Activities o Other:

o Earobics o Lexia o Letter/Word Building o Letter/Word Hunts o Letter/Word Sorts o Word Families o Letter/Word Chains o Letter/Word Bingo o Making Words o FCRR Activities o Other:

o Lexia o Sight Word Activities o Listening Center o Choral Reading o Partner Reading o Repeated Reading o Assisted Reading o FCRR Activities o Other:

o Reteach Read Aloud Skills

o Story Maps o Retelling o Comprehension

Self-Check o Answering 5W

questions o Reading or

Listening Center Response

o Journals o Sentence Charades o Make and Check a

Prediction o Venn Diagrams o Stories & More I o FCRR Activities o Other:

o Read Aloud o Preteach o Reteach o Word Charts o Word Cards o Synonym/Antonym

Activities o Homophone Activities o Stop and Check o FCRR Activities o Other:

6


Second Grade Tier 1 interventions:

Phonemic Awareness Phonics Fluency Comprehension Vocabulary o Earobics o Starfall o Lexia o Oral rhyming games o Segmenting

Activities o Blending Activities o FCRR Activities o Other:

o Earobics o Lexia o Word Building (Letter combinations /sounds) o Sound/Word Hunts o Sound/Word Sorts o Word Families (Magnetic Boards) o Sound/Word Ladders o Sound/Word Bingo o Making

Words/Chunking o FCRR Activities o Other:

o Lexia o Sight Word Activities o Listening Center o Choral Reading o Readers’ Theatre o Stories & More 1&2 o Flashcards o Passage previewing o Phrasing Practice (“slashes”) o Repeated Reading (earphones, partner, dialogue, poems, paragraphs, pieces of texts, full text) o Assisted Reading o FCRR Activities o Other:

o Reteach Read Aloud Skills

o Lexia o Graphic Organizers

(story maps, Venn diagrams)

o Retelling o Comprehension

Self-Check o Answering 5W

questions o Reading or Listening

Center Response o Journals o Make and Check a

Prediction o Stories & More I &2 o FCRR Activities o Other:

o Read Aloud o Preteach o Reteach o Word Charts o Word Cards o Synonym/Antonym

Activities o Homophone

Activities o Stop and Check o FCRR Activities o Other:

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K-2 RTI Reading Checklist


Student:_______________________ Teacher:___________________ Date: _________________________ Case Manager:______________ PHONOLOGICAL AWARENESS __ Difficulty blending __ Difficulty segmenting __ Difficulty rhyming CONCEPTS OF PRINT __ Does not have 1-to-1 correspondence __ Does not have return sweep __ Does not use pictures for prediction PHONICS: __ Difficulty identifying letters __ Difficulty identifying letter sounds __ Difficulty with short vowel sounds __ Difficulty with blends/digraphs __ Difficulty blending beginning-middle-end sounds __ Difficulty with long vowel sounds __ Difficulty with word endings __ Relies on initial sounds and guesses at the remainder of the word __ Difficulty with multi-syllabic words FLUENCY: __ Difficulty recognizing grade level sight words __ Difficulty retaining new words __ Does not read with appropriate speed (too slow/too fast) __ Does not read with appropriate expression __ Loses place when reading __ Ignores punctuation __ Omits small words COMPREHENSION __ Does not self–correct for meaning __ Does not use picture cues __ Does not use context clues __ Does not understand grade level appropriate vocabulary __ Difficulty recalling the sequence of events __ Difficulty identifying story elements (characters, setting, problem, solution) __ Difficulty retelling story __ Difficulty with implicit comprehension

8

K-2 RTI Writing Checklist


Student _______________________ Teacher:________________________ Date: _____________________ Case Manager:___________________ PHYSICAL PRODUCTION OF WRITING __ Writing is illegible __ Awkward pencil grasp __ Does not form letters correctly __ Does not space words appropriately __ Difficulty with letter/line relationship __ Difficulty drawing basic shapes __ Difficulty coloring within lines __ Difficulty cutting with scissors MECHANICS __ Does not apply rules of capitalization __ Does not apply rules of punctuation __ Reverses letters SPELLING __ Does not use sound/symbol relationships __ Does not spell grade level sight words correctly CONTENT __ Difficulty generating a topic __ Difficulty labeling pictures __ Difficulty maintaining a topic __ Difficulty organizing a story __ Difficulty including details/expanding thoughts __ Does not write in complete sentences WRITING BEHAVIOR __ Difficulty getting started __ Does not stay on task

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K-2 RTI Behavior Checklist


Student:_______________________ Teacher:_________________________ Date: ________________________ Case Manager:____________________ WORK BEHAVIOR __ Does not work independently __ Does not stay on task __ Does not complete work neatly and carefully __ Does not organize self and materials __ Does not complete work in a timely manner BEHAVIOR __ Does not accept responsibility for own actions __ Does not accept suggestions for improvement __ Does not manage transitions __ Does not demonstrate self-control __ Does not interact appropriately with peers/adults __ Does not follow directions __ Easily distracted __ Interrupts while others are talking __ Calls out __ Avoids tasks (sharpens pencil, walks about the room, etc.) __ Frustrates easily

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Request for Instructional Support Team (IST) Meeting Instructions: Complete this form and submit it to Sandy Levin. You will be notified about the date and time to come to the IST. Student’s Name: _______________ Date of Birth: ____________ Grade/Teacher:__________ Case Manager: ________ Date of Request:____ 1. Have you informed the parent of your concern? yes no 2. List Student Strengths: (interpersonal, math, language, visual, kinesthetic, artistic, musical, other)

Reason for Request of IST: Please list only 2 concerns.

Area of Concern Strategies Implemented/Evidence of Results #1

#2

3. List two things that you want the child to be doing that s/he is not already

doing. • •

Services Currently Receiving (Check all that apply): K-ASP Speech Loc Opt. / CSE CSE LD Jr. Great Books Grade 1 ASR PT Loc opt. / CSE OT Loc opt. / CSE Project Create Grade 2 ASR ESL Counseling Social Skills Math Remed 504 Plan Enrichment Math APE

**You MUST bring portfolios, work samples or other appropriate data to support your

concerns.**

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IST Meeting

Who

What

Case Manager

Introduce the background information and the concern

Referring Teacher

Discuss student’s strengths and needs

Team

Clarify the problem Ask questions

Team

Brainstorming Generate potential

strategies/interventions

Referring Teacher

Rate strategies

Facilitator/Recorder

Summarize chosen strategies Staff responsible is assigned

Time Keeper Makes sure we adhere to time

frame

Facilitator

Schedule follow-up meeting

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Seven-Step Process for IST Meeting

Step 1: (2 Minutes) The case manager provides background information on student.

Step 2: (3 Minutes) The referring teacher explains in more detail the particulars of the situation: strengths, needs and what he/she wants the child to do that they are not doing now. Goals must be stated in measurable terms. Everyone listens attentively and non-judgmentally. There are no questions at this time. The recorder captures the essential details of the teacher’s statement.

Step 3: (6 minutes) The facilitator thanks teacher and invites group to ask clarifying questions (questions should clear up any uncertainties they may have about the situation).

Step 4: (10 minutes) The Team brainstorms strategies that are brief and practical. The facilitator asks one person to start and then each person gets a chance to contribute. This continues until all ideas have been given. Ideas are spoken to the facilitator, not the referring teacher and are recorded by the scribe.

Step 5: (5 minutes) The referring teacher will have an opportunity to select the most viable suggestions.

Step 6: (3 minutes) The facilitator summarizes the goal of the meeting and what the teacher wanted to achieve; summarizes strategies that the teacher will try; assigns people who will be responsible for implementing strategies and determines a follow-up date.

Step 7: (1 minute) Everyone is thanked for participating.

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IST Instructional Support Plan


Student Name: _______________ Age: ___ Grade: ___ Date: ________ Teacher:_________________ 1. Describe student strengths: 2. Describe 1 or 2 areas in which this student needs support or accommodation(s): 3. What do you want the child to do now that he/she is not already doing? 4. The following modifications, actions and/or adaptations will be implemented to further support school achievement:

Strategy

Progress-monitoring tool and frequency

Staff responsible

Date to be reviewed:

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IST Review Student: ___________________________ Date of Initial IST: ___________________ Date of Review: _____________________ Teacher: _________________________ Grade: ________

Initial Recommendation

Outcome

New Recommendations: Priority

Modification/Recommendation

Staff Responsible

New Review Date: _____________________

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IST Procedures


Team Organization Status-(2-3 minutes) Update team

• Child’s Name • Teacher • Grade • Background Information • Referral Reason • Referral Code • Tier • Intervention

Clinical (10 minutes)

• Child’s Name • Teacher • Grade • Background Information • Referral Reason • Referral Code • Tier • Discussion • Next steps/Intervention/Expertise • Assignments • Date Check Back

IST Meeting with Teacher (30 minutes) • Case Manager provides background and introduces concern

o Teacher- strengths and weaknesses

o Team- Clarifying questions

o Brainstorm to generate potential strategies o Teacher-rates strategies (ones she will implement) o Facilitator/Recorder-

Summarize chosen strategies Staff responsible is assigned

o Facilitator- Schedule follow-up meeting

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IST Meeting with teacherpresenting

Teacher implements strategies andcollects data/Tier 2 may be

implemented

Follow-up IST meeting

Tier 2 or Tier 3 referral can beimplemented at this time if

necessary

Progress continues to be monitoredand possible CSE referral if not

sufficient progress

RTI PROCESS

Student has problem

Progress continues to be monitoredand possible CSE referrral if not

sufficient progress

Teacher completes IST referralform at case managers request

Tier 2 or Tier 3 referral can beimplemented at this time if

necessary

Teacher contacts case manager usingStudent Record Form

Case manager provides strategies/materials to teacher and reports

status to teamor

brings concern to team as a clinicalfor additional strategies

Teacher implements suggestedstrategy(ies) and collects data on

Student Record Form

Teacher and case manager meet toreview and update Student Record

Form

Case manger brings StudentRecord Form to IST Team to

demonstrate progress or lack ofprogress

Byram Hills Central School District-Coman Hill ESRevised 11/18/09

20

IST Agenda


Date:_______________ Below is the schedule for this week’s IST meeting. Special area teachers who have pertinent input about a specific child should contact Sandy Levin with any relevant information. Status Reports (2-3 minutes) Time_________ Child Teacher Presenter Clinical (10 minutes) Time_________ Child Teacher Presenter Area of Concern IST Team and Teacher (30 minutes) Time Child Teacher Presenter

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Myths about Kindergartener Speech & Language Skills

• Kindergartener’s should be able to produce all of the following sounds properly: /p, m, h, n, w, b, d, k, g, f, y/.

○ Developmentally they are not expected to be able to produce the following sounds: /t, ng, l, ch, sh, j, th, s, z, v, zh, r/.

○ Child’s intelligibility is the Cardinal Rule here, if most of what s/he says is understandable they are on target!

• Kindergartener’s should be able to follow simple 1 to 2 step

directions. ○ 46% of incoming Kindergartener’s need support with following directions.

● Word-Retrieval Problems: “tip of the tongue phenomenon”

o All Kindergartener’s have word finding difficulties, they often circumlocute or say “never mind”

• Kindergartener’s should be able to answer: what, who, and where

questions. o ~Wh questions follow a developmental sequence: what, who,

where. o At this age they are just beginning to answer simple when

questions. o Why questions are the most difficult to master & children at

this age are not developmentally expected to do so.

Please remember that all children develop at their own rate & you will see varying levels of abilities in your classrooms.

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The Top Five Myths About Kindergarten Motor Skills

1. Kindergartners should be able to write between writing lines

• While it’s a great idea to introduce writing lines to kindergarteners, it isn’t expected that they should orient their writing appropriately until first grade. Spatial awareness and fine motor control are still developing in the kindergarten child which is what makes writing within lines so challenging.

2. Kindergarteners shouldn’t have letter reversals or “mirror written” words

• Letter reversals reach their peak in the later part of kindergarten. Reversals and mirror writing are both appropriate for the kindergarten age student. Mirror writing should start to dissipate by the second half of kindergarten. Reversals can still linger until the second grade.

3. Kindergarteners should be able to copy from the board

• Kindergarten age students are still developing the skills needed to copy from a distance.

4. Kindergarteners should be able to stay on a cutting line when cutting out all shapes

• Cutting on a straight line is easier for the early kindergartener. Later in the year kindergarteners become more adept at cutting curved lines and complex shapes.

5. Kindergarteners should be able to use correct spacing between letters and words when writing

• Visual-spatial skills are developing all throughout the elementary school years. Writing in kindergarten is often the first activity where demands for visual-spatial precision are expected. The ability to put appropriate spaces between letters and words is an emerging skill in kindergarten.

Remember that development is a unique process for all children and can vary tremendously!

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