Robert C Hatch School RtI Manual

Address:________________________

Phone:________________________

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Understanding the RTI Framework

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Robert C Hatch School

The Mission of Robert C Hatch School: To develop responsible and productive citizens who are prepared for the challenges of

the future.

Purpose of the RtI manual: Establish the Response to Intervention (RtI) procedures at RCHS. Provide uniformity of procedures among 10th -12th grades.

RtI Overview

“Response to Instruction (RtI) refers to an instructional framework that promotes a well- integrated system connecting general, gifted, supplemental, and special education services in high quality, standards-based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs. RtI combines core instruction, assessment, and intervention within a multi-tiered system to increase student achievement and reduce behavior problems” (Response to Instruction, Alabama Department of Education).

RtI is promoted and monitored by the Problem Solving Committee. This committee meets monthly to discuss student progress and to design individual intervention plans. To successfully reach all students, the RtI process requires involvement of classroom teachers, parents, students, administrators, counselors, and special education teachers.

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Alabama’s Tiered Service Delivery Model

For example, an interdisciplinary team of 130 students would fit the 3-tier pyramid in the following order:

Tier I – 104 Students Tier II – 19 Students Tier III – 7 Students

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PST Expectations

Team MeetingsInterdisciplinary teams will be required to meet once a month to discuss data and intervention for all students serviced by PST. The PST students will be divided into two groups; only one group (half the PST students) should be discussed at each meeting.

Students will not move tiers until the PST committee has made a decision. Factors that will affect tier movement are as follows:

Rate of Improvement Attendance in intervention

PST Conferences Referring teachers must communicate the importance of the PST process to

both students and parents/guardians. The members of the PST along with the referring teacher will conduct a

conference with the parents of the student. Conferences may include: parent meeting, phone call, or email.

PST Committee Meetings1. Be prompt to all meetings 2. PST Binder should be complete3. Be prepared to present data4. Bring updated Attendance Profile for each student in PST (located in STI)

Please refrain from the following: Using computers in the conference room to print data Grade assignments Cell phone usage

Three Tier Model5

To provide adequate intervention, specific learning objectives will be identified using the Global Scholars diagnostic report.

Tier I: Whole Class Implemented by teacher Flexible small group determined by the teacher with differentiated instruction, re-

teaching, or ongoing practice and accommodations. Core instruction following the district wide pacing guide.

Tier II: Targeted Group (30 minutes – twice a week ) Implemented by the teacher or by an assistant under the direct supervision of the teacher. Small group of students (At-risk students) Bi-weekly progress monitoring (schedule will be provided) English will work on Mondays and Wednesdays. Math will work on Tuesdays and Thursdays.

Tier III: Targeted Individuals ( 30 minutes daily ) Implemented by a teacher, assistant under the direct supervision of a teacher, special

education teacher, or specialist skilled in deficit area (not in general classroom) Students not responding to Tier I and Tier II (after 8 weeks of interventions) Interventions determined by the Problem Solving Committee.

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Tier II Intervention

Math 2 times a week for 30 minutes (8:20am – 8:50am) Method of Intervention: Teacher derived tutoring materials All intervention should be logged using the “Student

Intervention Documentation Form”

English 2 times a week for 30 minutes (8:20am – 8:50am) Method of Intervention: Teacher derived tutoring materials All intervention should be logged using the “Student

Intervention Documentation Form”

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PST Transitions

Tier I to Tier II If a student was not previously referred for PST and meets the PST

eligibility guidelines, he or she will be eligible for Tier II. Complete Section I of the PST Referral form and bring with requested data

to the next PST Committee meeting. Initial PST Letter

Tier II to Tier III If a student does not meet the benchmark set by the PST committee, then in

the course of 8 weeks, a student will be moved to Tier III. Student needs to increase tutoring from 2 times a week to 4 times a week. Tier III letter must be sent home

Tier III to Tier II If a student meets or exceeds the benchmark set by the PST committee, a

student will be moved to Tier II. Referring teacher must be notified to begin documentation on tier II

intervention. Tier II to Tier I

If a student meets or exceeds the benchmark set by the PST committee, a student will be moved to Tier I.

Referring teacher will be encouraged to continue less frequent small group intervention.

Referring teacher will be notified to stop bi-weekly progress monitoring. Horizontal Shift (move teacher/period, but same subject)

Student’s new teacher will be notified of intervention and progress monitoring information.

Vertical Shift (move course) Student’s new teacher will be notified of intervention and progress

monitoring information.

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Initial Referral Process

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PST REFERRAL GUIDELINES

If a student meets two of the three following criteria

____ Scores Below Proficiency on the Global Scholar Test (Sophomores), PLAN(Juniors), or ACT (Seniors) in Math or English/Reading;

____ Scores a 59 or below in any core subject;

____ Scores a 59 or below on most current end of course test

If a student meets the previous requirement, please complete Section I of the Problem Solving Team (PST) Intervention Plan.

**Students referred may be tested during the morning tutoring period to identify specific objectives in need of remediation prior to beginning Tier II tutoring.

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Robert C Hatch SchoolProblem Solving Team (PST) Student Intervention Plan

Section I. FACTORS CONSIDERED IN DETERMINING NEED FOR INTERVENTION

Student’s Name: _____________________________ Sex: _____ Race: ______

Date:__________________ Teacher (s) Referring Student: _________________________________

School: Robert C Hatch High School Grade: ______ Age: _____

Subject Being Referred: (circle all that apply) Math or Reading

Specific Concerns (s):

________________________________________________________________________

________________________________________________________________________

Retention for School Year__________: Yes No

Specific Screening/Benchmark Data:

Global Scholars PLAN ACTReading Math Reading Math Reading Math

Grades 1st Quarter 2nd Quarter 1st Semester 3rd Quarter 4th Quarter 2nd Semester

Math

Language Arts

Social Studies

Science

EOC Test MathEOC Test English

Evaluation Method Observation/Information Intervention Methods Dates of Interventions (From - To)

Work samples:

Classroom Tests

Other information:

Parent input:

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Section II. INTERVENTION PLANTeacher (s) Responsible for Intervention: ________________________________________________________

Indentified Concern(s) to be Addressed (Choose one or more of the following):

[ ] 01 Reading/English[ ] 02 Math

Types of Interventions:

[ ] Tier II Intervention in ____________________ Date Initiated: ___________________[ ] reading: word-level intervention[ ] reading: comprehension intervention[ ] math: computation intervention Date Initiated: ___________________[ ] math: reasoning/problem solving intervention[ ] other intervention: __________________________________

Types of Interventions:

[ ] Tier III Intervention in ____________________ Date Initiated: ___________________[ ] reading: word-level intervention[ ] reading: comprehension intervention[ ] math: computation intervention Date Initiated: ___________________[ ] math: reasoning/problem solving intervention[ ] other intervention: __________________________________

Intervention Program/Materials:

[ ] Tutoring[ ] Small Group Instruction – 30 minutes daily _______________ days per week[ ] _____________________[ ] _____________________[ ] other intervention: __________________________________

Intervention goal: In _______ weeks, the student will: _____________________________________________

__________________________________________________________________________________________

Section III. INTERVENTION PLAN REVIEW1ST QUARTER 2ND QUARTER 3RD QUARTER 4TH QUARTER

TARDIESABSENCESABSENCES DUE TO DISCIPLINEOFFICE REFERRALS

HAS THIS STUDENT BEEN RETAINED? ____YES ____ NO, FOR SCHOOL YEAR 20_______See Student Intervention Documentation (SID) Form for outcome information.

Signatures:

______________________________________________ _______________ ______________PST Chair Initiation Date Completion Date

______________________________________________ _______________ ______________PST Secretary Initiation Date Completion Date

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Interventions

IDENTIFIED PROBLEMS (LEARNING AND/OR BEHAVIORAL PROBLEMS)01 Reading below grade level02 Math performance below grade level03 Performs test or classroom assignments/quizzes at a failing level04 Fails to complete assignments independently05 Has difficulty with short-term memory06 Has difficulty with abstract concepts07 Has difficulty staying on task08 Does not follow directions09 Poor peer interaction10 Temper tantrums11 Other chronic behavior challenges

TYPES OF INTERVENTIONS DURING REFERRAL1. ACCOMMODATIONS FOR PRESENTATION OF MATERIAL

01A Break assignments into segments of shorter tasks (chunking)01B Use concrete examples of concepts before teaching the abstract01C Relate information to the student’s experiential base and/or learning style01D Reduce the number of concepts presented at one time01E Provide an overview of the lesson before beginning01F Monitor the student’s comprehension of vocabulary used during instruction01G Schedule frequent, short conferences with the student to check for comprehension

01H Provide consistent review of any lesson before introducing new information

01I Allow student to obtain and report information utilizing cassette recorders, dictation equipment, typewriters/computers, interviews, calculators, or fact sheets

01J Highlight important concepts to be learned in text material01K Monitor the rate at which material is presented01L Give additional presentations by varying the methods using differentiated strategies such as

repetition, simpler explanations, more examples, modeling, etc.01M Require verbal responses to indicate comprehension01N Give frequent reminders of homework assignments01O Provide clear, concise directions, and concrete examples for homework

assignments01P Allow for the oral administration of tests temporarily, then taper off01Q Check assignment sheet for accuracy01R Other

2. ACCOMMODATIONS FOR THE ENVIRONMENT02A Use study carrels02B Seat student in an area free of distractions02C Use preferential seating02D Allow the student to select his/her seating02E Help keep student’s work area free of unnecessary materials02F Use checklists to help the student get organized02G Frequently check the organization of the student’s notebook/desk02H Monitor the student’s use of his/her assignment sheet02I Check the assignment sheet for accuracy02J Provide opportunities for movement02K Other

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3. ACCOMMODATIONS FOR TIME DEMANDS03A Increase time allowed for completion of tests or assignments03B Break work into segments or blocks03C Break times for work and/or test completion into blocks of time03D Break tests into segments/blocks for completion03E Prioritize assignments and/or steps to completing assignments for the student03F Space short work periods with breaks or change of tasks03G Consistently follow a specific routine03H Alternate quiet and active tasks03I Set time limits for specific task completion03J Other

4. ACCOMMODATIONS FOR MATERIALS04A Allow for spelling errors temporarily04B Allow student to use either cursive or manuscript04C Set realistic and mutually agreed upon expectations for neatness04D Let student type, record, or give answers orally instead of writing04E Avoid/adjust pressures of speed and accuracy04F Provide copies of notes and/or outline of material04G Reduce the amount of copying from text and board04H Keep written assignments and work area free from extraneous and/or irrelevant distracters04I Review visual task with student and make sure student has a clear understanding of all parts of the

assignment04J Avoid cluttered worksheets by using techniques such as blocking (blocking assignments into

smaller segments); cutting (cut worksheets into sections); and highlighting, color coding, or underlining

04K Give written directions to supplement verbal directions04L Keep statements simple and avoid the use of metaphors, idioms, and puns04M Familiarize student with any new vocabulary before beginning the lesson04N Alert student’s attention before expressing key points04O Use visual aids such as charts and graphs04P Use manipulative, hands-on activities whenever possible04Q Cue student by calling his/her name before asking questions04R Always demonstrate how new material relates to previously learned information and show

relevance to students04S Contract with student and use rewards for completion of contract04T Check the student’s notebook to ensure the use of dividers, assignment sheets, calendars, etc.04U Provide a due date on written assignments and follow it up 04V Provide a specific place for turning in completed assignment04W Other

5. ACCOMMODATIONS FOR USING GROUPS AND PEERS05A Use cooperative learning strategies when appropriate05B Assign a peer helper to check understanding of directions05C Assign a peer helper to read important directions and essential information05D Assign a peer tutor to record material dictated by the student05E Use small group instruction05F Other

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6. ACCOMMODATIONS FOR ATTENTION06A Establish relevancy and purpose for learning by relating to previous

experiences06B Shape approximations of desired behavior by providing direct reinforcement such as praise or

immediate feedback for correct answers06C Seat student close to teacher06D Make a positive, personal comment every time the student shows any evidence of interest06E Make frequent check for assignment progress/completion06F Give advance warning when a transition is going to take place06G Use physical proximity and appropriate touch to help student focus06H Other

7. ACCOMMODATIONS TO ASSIST THE RELUCTANT STARTER07A Give a personal cue to begin work07B Give work in smaller units (chunks)07C Provide immediate reinforcers and feedback07D Make sure the appropriate books and materials are open to the correct pages07E Introduce the assignment in sequential steps07F Check for student understanding of instructions07G Check on progress often in the first few minutes of work07H Provide time suggestions for each task07I Provide a checklist for long detailed tasks07J Assign peer partner for beginning of assignments07K Other

8. ACCOMMODATIONS FOR DEALING WITH INAPPROPRIATE BEHAVIOR08A Provide clear and concise classroom expectations 08B Provide clear and concise consequences linked to the behavior (natural consequences)08C Consistently enforce rules08D Avoid the use of confrontational techniques08E Provide student with alternatives08F Designate a “cooling off” location within the classroom08G Assign activities which require some movement08H Use praise generously08I Avoid power struggles08J Ignore attention-getting behavior for a short time08K Avoid criticizing the student08L Communicate frequently with parents08M Monitor levels of tolerance and be mindful of signs of frustration08N Speak privately, without the audience of peers, to student about inappropriate behavior08O Speak privately with the student about progress of appropriate behavior08P Establish Behavioral Contract08Q Use behavior observation/recording card for documentation08R Teach the desired behavior to the student08S Other

OUTCOME OF INTERVENTION(S)1. Problem/s better2. No change3. Problem/s worse5. Withdrawn from school

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REQUIRED BINDERS

CONTENTS

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PST BINDER

The following items should be sent home every month for progress monitoring: 1. Detailed Progress Report (Includes all classes)2. Global Scholar Report 3. Progress Report Parent Letter with Aimline Graph

Binder Contents: Signature Sheet that student has received Progress Monitoring Report. Each student should have a designated section in the binder

o Returned Progress Monitoring Datao Intervention Log

Most recent progress monitoring material should appear first in the binder Parent Conference Sheet Maintain a call log where the teacher has contacted the parents to return the

progress report.

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PST INTERVENTION SERVICESSUBJECT DATE

REFERRED

1ST

QUARTER TIER

2ND

QUARTER TIER

3RD

QUARTER TIER

4TH

QUARTER TIER

FINAL RECOMMENDATION

READING/ ENGLISH

MATH

Student Intervention Documentation Form (SID)Student:______________________________________________ Grade:__________ School Year:___________________

Intervention:___________________________________ Baseline Score: __________ ROI: _________Goal:____________

Intervention Provided by:___________________________________ Tier: __________

WK Date M T W Th F PM Data

Team Recommendations (continue/intensify/dismiss)

Progress Report to Parent

Objective Standard

1 234567891011121314151617181920212223242526272829303132

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PST ConferenceStudent:______________________________________ Please document any concerns, comments, or thoughts of the parent and student.

PARENT CONFERNCE: Date:_____________

Method of Communication:________________________

Summary of Conference: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STUDENT CONFERENCE: Date:_____________

Summary of Conference: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Parent Letters

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Parent Progress Report

Date: _______________

Dear ___________________________,

We are providing __________________________________ with extra assistance daily by using intervention strategies which target:

___ reading comprehension skills___ word-level reading skills___ math computation skills___ math reasoning and problem-solving skills___ behavior skills___ other ______________________________________________

We measure the progress being made weekly. Based on our progress measurements, we believe that, at this time, your child is:

____ making good progress and we plan to continue the intervention at this time.

____ making some progress and we plan to continue the intervention at this time.

____ making limited progress and we plan to consider changes in the intervention we are providing.

____ making insufficient progress and we are changing the intervention in an effort to assist your child achieve academic success.

As a school staff, we are pleased to have this opportunity to provide your child with this needed help. If you have any questions, please feel free to contact your child’s classroom teacher.

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Parent RTI Meeting InvitationDate:________________

Dear Parent/Guardian of:

Robert C Hatch uses a problem-solving model called Response to Intervention (RTI). RTI is based on a series of assessments and interventions used to help determine the nature of your child’s academic/behavioral concerns and to develop an effective plan that will help increase his/her level of performance here at school. Our Problem Solving Team (PST) meets on a regular basis to offer assistance to students, teachers and parents regarding student success.

The PST is planning a conference to share with you our efforts to date, and to gain your input and support for your student’s success here at school. Since you know your student best, your insights and participation are very important. We encourage you to make plans to attend this meeting.

Our guidance department will be contacting you shortly to set up an appointment to discuss the interventions that we are recommending for your child. We will be providing assistance daily and will be checking your child’s progress every two weeks. We will be sharing this progress with you by sending you email progress reports, mid-term progress reports.

As a school staff , we look forward to working with your child and are pleased to be able to provide this additional help.

Date: ________________Time: ______________________

In response to the notification of the RTI committee meeting to discuss my student’s academic success,

I_______________________________________________,

plan to attend. do not plan to attend.

_______I will call the school to speak with a counselor. ______ I prefer to be called at : ______________.

Counselors:12 th Grade 11 th Grade 10 th Grade Graduation Coach

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Tier III Parent Letter

Date: ___________

Parents of RCHS Students:

Robert C High School is in the beginning stages of implementing an intervention program to help close the achievement gap of students struggling in math or reading. Your student, __________________________________, will receive 30 minutes of intervention daily. A certified teacher at Robert C Hatch School will facilitate this time. If you have any questions or concerns about the intervention period please call RCHS at 334-628-4061. Thank you for supporting your student in his/her education. Please sign and return to Dr. Stinson, our new assistant principal.

Parent Signature: ______________________________________________

Sincerely, PST Team

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