rankin county school district response to intervention 2014-2015

Rankin county school district

Response to intervention2014-2015

What is response to intervention?

Mississippi’s model for RtI is a

comprehensive, problem solving and

multi-tiered intervention strategy

to enable early identification and

intervention for ALL students who may be

at academic or behavioral risk.

• RtI is not a one way street

• Students can access the services in both directions

• The level of intervention a student needs is determined by the student’s outcome data

MDE Response to Intervention Best Practices Handbook (2010)

Tier 1 all students

• PBIS

• School climate

• Culture of the school

• Expectations and Rules

• Routines and Procedures

• Classroom Management System

• Character Education

• Social Skills Training

Levels of PBIS

• School-Wide – Procedures and processes intended for all students, staff, in specific settings and across campus Tier 1

• Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Tier 1

• Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) Tier 2

• Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students Tier 3

Adapted from Levels and Descriptions of Behavior SupportGeorge, Harrower, & Knoster, 2003)

Academic+

Behavior

Response to Intervention

Blended Initiatives

Academic Systems Behavioral Systems

5-10% Targeted Group InterventionsTargeted students

Targeted Group InterventionsTargeted students

5-10%

Intensive,Individual InterventionsSpecific students

1- 5%1-5%Intensive,Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90% Universal InterventionsAll students

Dr. George Sugai, Co-Director Center on PBS

National Center on RtI

Screening: to identify or predict students who may be at risk.

Culturally Responsive Teaching: using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. (Gay 2000)

Progress Monitoring: to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.

Data Based Decisions: an ongoing process of analyzing and evaluating information to inform important educational decisions and actions.

Essential Components of RtI

Mississippi department of education response to intervention

Tier 1 • Quality instruction which describes the school-wide

efforts and practices that are available to all students

including:

Essential Elements

• #4 universal screening of behavior

• #8 classroom and behavior management

• #9 system of behavioral support (school and district

level)

Mississippi Department of EducationResponse to Intervention

• Tier 1 • Quality Instruction which describes the school-

wide efforts and practices that are available to all students including:

• Essential Elements− 4) universal screening of behavior− 8) classroom and behavior management− 9) system of behavioral support (school & district level)


Tier 2 How do we know?

Behavior ScreenerNomination form form middle/high (add pic)

Externalizing and Internalizing behaviorScreener – elementary (add pics)

Externalizing and Internalizing behavior

ODR’s (Office Discipline Refferals)

Attendance

Failure to respond to Tier 1

Combination of all of the above

Types of behavior

Externalizing Behavior

• Aggressive behavior

• Non-compliance

• Rule breaking behavior

• Hyperactivity

• Extreme distractibility

• Defying the teacher

• Having tantrums

• Stealing

Internalizing Behavior

• Excessively shy

• Withdrawn

• Not participating with peers

• Unresponsive to social initiations

• Unhappiness or depression

• Inability to build or maintain relationships

• Develop physical symptoms or fears

Elementary screener

Middle/high screener

Data decision rules

•Less than 2 ODR’s = continue universal Tier 1 supports such as PBIS

•3 – 5 ODR’s = Behavior Support Team should be monitoring student

Cool tool in powerschool

•Review the ODR data on a regular basis (i.e. monthly)

•System Reports

•Discipline Log•All Students•Date Range

RCSD TIER 2 INTERVENTIONS

• CICO (Check in/Check out)

• Check and Connect

• Behavior Contracts

• Small Group

• Individual Counseling (social skills, anger management)

Progress monitoring

•Check in/Check out has built in data collection

•Check and Connect has built in data collection

•Individual and Group counseling is documented with counselor intervention form and progress monitored through daily behavior report cards.

Tier 2 timeline

•Progress monitoring should occur at least 2 times weekly.

•Progress monitoring data should be graphed and reviewed every 4 ½ weeks and the intervention either continued or modified.

•MDE recommends students stay in Tier2 interventions for at least 10 weeks.

Tier 2 intervention time line

• At the end of the 10 weeks, the following

recommendations can be made:

• Continue the intervention (due to success

and student need for support).

• Modify intervention

• Move to Tier 3 (due to lack of progress)

• Move to Tier 1 (due to success), student does

not require continued intervention.

Tier 3 essential elements

Essential Elements for Tier 3 Behavior

1. Teacher Support Team (TST) process;

2. Progress monitoring of the target area(s);

3. Documentation of progress in target area(s) through a graphical

display;

4. Appropriate decision making;

5. Strategic/targeted intervention supported by scientifically based

research in behavioral/emotional concerns;

6. Documentation of intervention implementation with integrity;

7. System of behavioral support (school and district level);

8. Instructional leadership;

9. Parental/family and community involvement; and

10. Teacher Support Team (TST) outcomes. MDE Response to Intervention Best Practices Handbook (2010)

MDE’s Tier 3 Essential Element 2

Progress Monitoring of the Target Areas

In order to meet expectations, schools must conduct progress

monitoring:

1) of all Tier 3 students

2) two times per week

3) that equals at least 7-9 data points per evaluation

period

4) at approximate equal intervals

5) that measures the same skills the same way each time

6) that measures all applicable skills


Progress Monitoring

• Students‘ behavior is assessed on a regular basis (at least twice a week) to determine whether progress is being made during the targeted intervention(s).

• The measure assesses the targeted area of concern (i.e., off task behavior, task completion, etc.)

• The short assessments should take only between 1–10 minutes after which the data are graphed.

• This process of PM is exactly the same as for Tier 2; however, it is implemented for a longer period.


Tier 3 supports time line

• 2 weeks after referral is made intervention(s) must be implemented

• 4 weeks after start of intervention TST must review progress

• 8 weeks after starting intervention(s) TST must conduct a documented review of the interventions to determine success of the intervention

• 12 weeks after start of intervention(s) TST must review progress

• No later than 16 weeks after implementation of the intervention(s) a second review must be conducted to determine whether the intervention is successful• If the intervention(s) is determined to be unsuccessful, the student will

be referred for a comprehensive assessment.


Referral made to

Tier 32 weeks

Begin Interventio

n

4 weeks

Documented Progress Review

Documented progress

review

If intervention is successful continue intervention,

reduce intensity or terminate intervention if

student met goal.

If intervention is unsuccessful

refer for a comprehensive

evaluationNo longer than 16 weeks

Tier 3 Supports Time Line

4 weeks

4 weeks

4 weeks

Review Progres

s

Review Progre

ss

During each 4-week Interval of the Intervention

• An integrity checklist should be developed to ensure the intervention is being implementing appropriately.

• Observe for integrity of the intervention at least twice during each interval.

• Progress monitor at least twice a week.

• Graph progress each time data is collected.

• Submit graphs weekly to the TST.

• Evaluate progress monitoring data at each evaluation period.

• Based on the data, the goal may be increased.

• Reconvene the TST at each evaluation period, if needed, to determine if the data support increasing the goal or changing interventions



Documentation of Progress through Graphical Display

In order to meet expectations, schools must:

1) Have data present

2) Present data in graph format for each student

3) Graph data in a manner that includes:

a) target behavior

b) actual performance

c) sessions

d) goal line


REACH MS


Appropriate Decision Making

In order to meet expectations, schools must make decisions:

1) based on the student’s current level of performance

2) based on slope/level/rate of improvement

3) that result in continuation, revision or termination of

intervention

when appropriate

4) at the appropriate intervals (e.g., every 4 weeks of

intervention)



Interventions/supplemental instruction for

behavioral/emotional concerns


1) Utilize interventions that are supported by scientifically

based research.

2) Implement interventions that match the student’s current

behavioral/emotional performance level or the function

of behavior.

3) Have written documentation of the intervention protocol.

4) Analyze data at the individual and school level.MDE Response to Intervention Best Practices Handbook (2010)

Tier 3 Documentation

• Documentation that exclusionary factors have been

ruled out (i.e., absences, motivation, etc.).

• Documentation of the target behavior in graphic

form that includes the following:

• Trend line

• Goal line

• Phase change line (a vertical line representing that

the intervention has been implemented and/or a

change in the intervention has occurred). MDE Response to Intervention Best Practices Handbook (2010)

Goal Line

REACH MS

Tier 3 Documentation

A written intervention plan should be in place that documents:

• Interventionist was trained on the intervention. • Individual who provided the intervention. • Where the intervention occurred. • Number of days of the week the intervention

occurred. • Duration of the intervention. • Outline or description of the intervention. • Observation(s) of the integrity of the intervention. • Progress monitoring schedule.


Interventions are Not!

• Special or re-assigned seating in the classroom

• Shortened assignments

• Communications with the parent about the child at regular parent-teacher conferences or other informal communications

• Student observations

• Behavior logs

• Suspension

• Retention

• More of the same/general classroom instruction and/or assignments

REACH MS


Documentation of Intervention Implementation with

Integrity


1) document systematic observations that are used to

assess implementation integrity,

2) observe for integrity at least 6-8 times,

3) observe for integrity at equal intervals,

4) and document the interventionist (e.g., name,

training, etc.) MDE Response to Intervention Best Practices Handbook (2010)

Documentation of Intervention Implementation with Integrity

Observation documentation should include the following: • all the components of the intervention; • where the intervention occurred and duration of the

intervention; • who implemented the intervention (including

qualifications); • how often the student engaged in the intervention; and • documentation of the integrity through observation(s) of

the intervention • by the principal, principal designee, TST member, or

someone other than the primary interventionist at least 8 times during the Tier 3 process


MDE’s Tier 3Essential Element 8

Quality Instruction which describes the school-wide efforts and practices that are available to all students; including Essential Element 9 system of behavioral support (school & district level)



Instructional Leadership• In order to meet

expectations, schools have improvement plans that:

1) includes professional development related to Tier 3 activities

2) assesses the impact of professional development

3) addresses areas of need based on data

4) indicates that allocation of resources is based on needs



Family and Community Involvement

• In order to meet expectations, schools must:

1) Notify parents at the start of Tier 3 process (RCSD Tier 2)

2) Document meetings with parent/family to

discuss intervention and progress


MDE’s Tier 3Essential Element 10

Teacher Support Team Outcomes• In order to meet expectations, schools must ensure the

TST has documentation of

1) Completed student files

2) Populated students and outcomes for those students

3) Percentage of students referred for evaluation

4) Percentage of files returned to teachers for additional

information

5) Analysis of the type of referrals to determine if there are

patternsMDE Response to Intervention Best Practices Handbook (2010)

rankin county school district response to intervention 2014-2015

Documents

student behavior

academic behavior response

schoolwide expectations

schoolwide efforts

wide procedures

individual student processes

way street students

classroom processes