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RESPONSETOINTERVENTION(RTI)Campus Staff DevelopmentBrownsville Independent School DistrictCurriculum & Instruction Department

Rti Mission Statement To support all students in the districtwith a team of educators committedto providing research-basedexpectations, instruction, andcurricula so that students canachieve grade-level standards.22

Ms. M. Lara, RtI/504 Campus CoordinatorMr. A. Torres, RTI SpecialistMr. R. Leal, Team LeaderMs. A. Garcia, Counselor Ms. Flores, TLI Teacher Specialist Response to Intervention offers assistance to students experiencingproblems which interfere with Academic performance3 Co-curricular performance Behavior , physical, mental and social development3

A.B.C.D.Referral To InterventionReturn To InstructionResponse to InterventionResponsible Teaching Instructions

RtI is about PREVENTION RtI is about improving and increasing performance RtI is for General Education that can effectivelyteach ALL children RtI is about intervening early RtI uses data to make decisions about thecurriculum, teacher implementation and child RtI is about what will be done5

RTI ESSENTIAL COMPONENTS:1. RTI MULTI-TIER PROCESS2. THE PROBLEM SOLVING PROCESS3. Integrated Instructional DataCollection/Assessment Systems6

ESSENTIAL COMPONENT 1:RTI MULTI-TIER PROCESSAcademic SystemsBehavioral SystemsIntensive, Individual Interventions Tier III Individual Students Assessment-based High Intensity Of longer duration1-5%15-20%Intensive, Individual Interventions Tier III Individual Students Assessment-based Intense, durable procedures1-5%15-20%Targeted Group Interventions Tier II Some students (struggling) High efficiency Rapid responseTargeted Group Interventions Tier II Some students (struggling) High efficiency Rapid responseUniversal Interventions Tier I All settings, all students Preventive, proactiveUniversal Interventions Tier I All students Preventive, proactive80-90%80-90%7

RTI in Tier I starts with differentiated instructionand small group instructionAcademic SystemsTier IUniversal (School-wide)Interventions Preventive Proactive80-90%ofClassroomBehavioral SystemsUniversalInterventions All settings, all students Preventive, proactive

TRUE Tier II students must truly beidentifiedIn Tier 2, students not making adequate progress in the corecurriculum are provided with increasingly intensiveinstruction matched to their needs.Academic Systems15 - 20%Of ClassroomBehavioral SystemsTargeted Group InterventionsTargeted Group Interventions Some students struggling. High efficiency Rapid response Some students (struggling) High efficiency Rapid responseTier II

Tier III interventions are more intensiveand individualized than at other levelsStudents receive individualized, the goal isremediation of existing problems and theprevention of more severe problems.Academic SystemsIntensive, IndividualInterventions Individual Students Assessment-based High Intensity Of longer duration1-5%Of ClassroomTier IIIBehavioral SystemsIntensive, IndividualInterventions Individual Students Assessment-based Intense, durableprocedures

Which Tier is in need of Intensiveindividualized Intervention?A.B.C.Tier 3Tier 2Tier 1

ESSENTIAL COMPONENT 2:THE PROBLEM SOLVING PROCESS1. Define the Problem(Screening and Diagnostic Assessments)What is the problem and why is it happening?2. Develop a Plan4. Evaluate(Progress Monitoring Data)(Goal Setting and Planning)Did our plan work?What are we goingto do?3. Implement Plan(Treatment Integrity)Are we carrying out the interventions?12

The first and best intervention is theCLASSROOMTEACHER !!Interventions alwaysinvolve instructionwith fidelity13

Interventions DOES NOT include: Doing MORE of the same/generalclassroom assignmentsParent contactsPreferential seatingShortened assignmentsClassroom observationsSuspensionRetentionPeer-tutoring14The RTI Guide, pg. 5114

Intervention Guidelines Match curricular materials and instructional levelModify the modes of task presentationCue work habits and organizational skillsModify direct instruction timeModify guided and independent practiceEnsure best pacing for studentIncrease task structure, such as directions, checks for understanding andfeedback. modeling, student guided practice, and student independent practice, sometimesreferred to as “I do, We do, You do.”Increase opportunities to engage in active academic responding, such aswriting, reading aloud or answering questions in classDecrease group sizeKey to Intervention is that teachers and staff implement them with the purpose ofimproving progress in or toward the grade-level curriculum15monitor effectiveness to determine how well the student is responding (progress monitoring)Copyright ERICC, 201015

SELF-CHECK: Are these RTI Interventions? ContactModify methods of presentingTasksPreferential seatingShortened assignmentsPacing instructions to student’sneedsDecreasing Group SizeIncrease opportunities toengage in lesson such aswriting, reading aloud,answering questions1.2.NoYes5.NoNoYes6.Yes7.Yes3.4.

Response toInterventionTier 1 students(90 Minutes)17

Response toInterventionTier 2 students(30 Additional the 90 min)Resources AvailableTPRI/TejasLEE, HMH,FloridaCenterRR, Reading Menu,and Reading Strategies (RTIWebsite)18

Response toInterventionTier 3 students(30 Additional the 90 min.)

Which of The following needs 90minutes Core instruction and then anadditional 30 minutes RTI InterventionA. B. C. D. Tier 1Tier 2Tier 3All of the above

Initial RtI Teacher Forms

BROWNSVILLE INDEPENDENT SCHOOL DISTRICTRtI -1 Initial Student Referral to RtIRESPONSE TO INTERVENTION PROCESSINITIAL STUDENT REFERRAL TO RTIRTI- 1Student:ID#:Gr.:Campus:D.O.B.:Teacher Completing Form:Date:ACADEMIC CONCERNS: Check all that apply.Difficulty completing workDifficulty with readingDifficulty following writtenDifficulty following oraldirectionsdirectionsDifficulty with math skillsHomework concernsDifficulty with written skillsDifficulty with spellingOther:Poor retention of materialDifficulty completing tasks ontimeDifficulty with cause and effectInconsistent performanceDifficulty seeing relationshipsBEHAVIOR CONCERNS: Check all that apply.Lacks self-disciplineLacks initiativeLacks social skillsLack of participationPoor peer relationshipsDisorganizationDoes not work independentlyPoor work attitudeOther:Disruptive to other studentsNot prepared for classDoes not keep track of workFrequently off taskOveractive or distractibleSPEECH CONCERNS: Check all that THER CONCERNS:Other:Other:EDUCATIONAL HISTORY:Has this student been referred for special education?Has this student received speech therapy?Has this student been in other programs?BilingualESL/ESOLCounselingLANGUAGE HISTORY:Ext. School Yr.Summer SchoolOther:YesYesYesTier 2 ReadingTier 3 ReadingTAKS TutorialsNoNoNoIf “Yes”,QualifiedIf “Yes”, please checkprogram(s)AMIARINeuhausDNQComputer LabMath LabOther:

RtI -3A Screening for Language DominanceBROWNSVILLE INDEPENDENT SCHOOL DISTRICTRESPONSE TO INTERVENTION PROCESSSCREENING FOR LANGUAGE ete this form as appropriate for all students referred to the RtI core team. (ForLEP* students, the form must be completed in its entirety. The student’s classroomteachers complete the BICS/CALP checklist, Form RTI-3B.)Date:Person completing this form:SECTION I:Is this student identified as limited English proficient?Is this student?Campus:M1YesNoM2(If “Yes”, complete the following questions. If “No”, “M1”, or “M2”, STOP.)Entry Date:HLS Date:Language:Was student previously identified as LEP and parent signed waiver refusing LEP services?Yes*NoWhat is the student’s current category?BIAPDElementary ESLSECTION II:Number of years in the Bilingual/ESL Program:Has the student been in the U.S. fewer than three (3) years?YesNoYesNoWhen did the student move to the United States?Has the student attended school in another country?If “Yes”, indicate name of country:Which grades?Did the student attend school on a “regular” basis?SECTION III:Has the student been academically successful in his/her “native language”?(Teachers must also complete the attached BICS/CALP checklist.)YesSECTION IV:What is the current LPAC program placement recommendation?BilingualESLOther:For Middle School or High School students, indicate the last ESL course number that student wasenrolled in:No

BROWNSVILLE INDEPENDENT SCHOOL DISTRICTRtI 3B - BICS/CALP for ELL studentsRESPONSE TO INTERVENTION PROCESSBICS/CALP CHECKLIST FOR LIMITED ENGLISH PROFICIENT :Each teacher of a LEP student referred to RtI core team must complete the BICS/CALPchecklist. Students who were waived from the Bilingual Education Program by a parentwaiver are still considered to be LEP students until they meet exit criteria.For each of the items below, indicate whether the student has demonstrated the skill inthe primary language (L1) or English. If the student has demonstrated the skill in bothlanguages, circle “L1” and “Eng.” If the student has NOT demonstrated or has not beentaught the skill, circle “NA.”BASIC INTERPERSONAL COMMUNICATION SKILLS(BICS)COGNITIVE ACADEMIC LANGUAGE PROFICIENCY(CALP)A. LISTENING1. classroomdirections.Points to classroomitems.Distinguishes itemsaccording to color, size,shape, etc.Points to familiarpeople.Distinguishes peopleaccording to emotionaland physical states.Acts out commonschool activities.Distinguishesenvironmental sounds.Reacts to peers:a. at lunchb. during recessc. otherA. 1Eng.NAL1Eng.NAL1L1L1Eng.Eng.Eng.NANANA1. Follows specificdirections for academictasks according tocurriculum guide.2. Understands vocabularyfor academic tasksaccording to curriculumguide (i.e., wordmeaning, wordsynonyms).3. Understands teacher’sdiscussion anddistinguishes main ideasfrom supportive details.4. Understands temporalconcepts (i.e., do thisfirst, second, last).5. Distinguishes soundsfor reading readinessactivities.6. Listens to a movie orother audio-visualpresentation withacademic Eng.NA

Making a Worldof Difference . . .Together! Thank you!Do you have any questions?25

Difficulty completing work Difficulty with reading Poor retention of material Difficulty following written directions Difficulty following oral . TAKS Tutorials Neuhaus Other: . for reading readiness activities. 6. Listens to a movie or other audio -

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