Wake County Student Support Team Process

Melissa Bunn

mcbunn@wcpss.net

858-3232

What is Response to Intervention or Intervention

Alignment?• Organizational framework for instructional

and curricular decisions and practices based on students’ responses

• RTI Components– Screening– Tiers of instruction– Progress monitoring– Fidelity indicators

A Tiered Model: Levels of Intervention

Tiers indicate intensity of intervention; Not a place

Most Intensive/IEP

1%-7%of learners

Intensive/SST 5%-15% of

learners

CoreGeneral

Education

Strategic80% - 90%

Tier I: Who are the experts on Core Curriculum?Teachers!

Universal Screenings

What are they and why are we recommending these measures for ALL students?

Why screen?

• Purpose is to predict an outcome months or years in advance– Reading screens attempt to predict which

students will score poorly on a future reading test.

• Early identification of students means more targeted and strategic instruction

What does the universal screening NOT tell me ?

• Why is this student at risk?

• Must administer digging deeper assessments for students identified as “at risk” to find out what “holes” there are in the student’s learning.

DIBELS Benchmark 1 (Fall) Data: Suzie's 2nd Grade

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Students

Num

ber o

f Wor

ds R

ead

in 1

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ute

At -Risk

Some-Risk

Professional Learning Teams

Grade level teams will “throw the net out” to catch small groups of students who are at risk for reading failure or

have other academic/behavior

concerns.

Contact parent(s) of “at risk” students. Parent contact is essential in supporting students.

Remember to document Parent Contacts for students who interventions will be implemented. In StARS these should

be labeled Parent/Guardian Contact.

Digging Deeper Assessment

Administer assessments to dig

deeper to discover what skill is holding the student back from being successful.

Tier II: Who supports Core Curriculum?

Specialist and support staff!

Who are your “Specialists”?• Instructional Resource Teacher• Special Education Teachers• Literacy Coaches• Intervention Specialists• School Psychologists• AG Teacher• School Nurse• Social Worker• Speech Pathologist• Occupational / Physical Therapists• Other Teachers!!!!

What is the role of intervention?

• Intervention is in addition to differentiated core instruction

• Intervention is explicitly and directly taught. (I do, We do, You do.) It is not person or place.

• A focused intervention may take no more than 5-10 minutes.

When might the intervention occur?

• As students are arriving• 5-10 minutes before a guided reading

group (or reading conference)• 5-10 minutes following a guided reading

group (or reading conference)• During Team Time• When buses are being called

Ideas for Interventions• K-5 Reading: Moving from Assessment to

Instruction (Each school will be given 8 copies of this notebook. One for each SST!)

• Single Source Curriculum Resource from C&I on WCPSS

• Improving Reading, Recipe for Reading, How to Reach and Teach Children with ADHD/ADD, etc.

Online resources: Some of my favorites are Florida Center for Reading Research and

Intervention Central

You do an intervention with a 2nd grader, you’re changing directions on a speed boat but when you do an intervention with a 5th grader

you’re changing direction on a oil tanker.

Progress Monitoring (PM)• Helps determine if interventions are effective• Can be used to determine short and long-term

outcomes• Effective PM requires data collection• Requires goal setting based on measurable

goals• Graphic depiction of the data is an essential

feature• You can make instructional decisions off of data

How often do you PM? • Like a lot of things it depends…

– It is best practice to progress monitor weekly or biweekly

– For some high need students it may even be daily (i.e. Great Leaps)

– Benchmarking CBMs allow you to PM monthly

Remember Progress Monitoring is not an Intervention!

Teacher enter data and create easy to read charts to monitor progress. These can be found on the SST Blackboard site.

Jimmy's DIBELS Oral Reading Fluency Progress Monitoring: Reflecting Great Leaps Home and School Intervention

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Nov-07

Dec-07

Jan-08

Feb-08

Mar-08

Apr-08

May-08

Jun-08

Jul-08

Dates of Progress Monitoring

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1st Grade ORF2nd Grade ORF3rd Grade ORF

Baseline Data

First Grade Benchmark

2nd Grade Benchmark

3rd Grade Benchmark

Parent/Guardian Contact: Inform of performance data, interventions implemented, progress

monitoring data, and next steps.

Make formal request for SST support

Regular Education

Core Instruction

Special Education

Student

Support

Teams

What if students are not responding to interventions?

It is time request SST!

Student Support Team

Student Study TeamStudent Success TeamIntervention Team…..

Student Support TeamStudent Support team will focus on the individual student who has not responded to previous intervention(s). This student will require a more formalized and intensive Intervention Plan.

The Case Manager role:

• Review Tier I and II data with teacher• Assist teacher with Communications and

SST Request form in StARS• Insure Student Observation and

Hearing/Vision screenings are completed• Facilitate discussion about student at SST

meeting

Additional Documents

The Team

• The team will meet with case manager and/or teacher to discuss the student and review the data from Tier I and Tier II

• Team will make additional recommendation on assessments or interventions, if needed

• Schedule a follow-up meeting to evaluate progress of suggested assessments and interventions.

Case Manager and Teacher Collaboration:

• Share and assist with any additional assessments, interventions or additional suggestions

• Assist teacher with communication with Parents if needed

• Collect historical information from parent about student history that may impact performance.

Next StepsTeam meets to review additional data

collected

• If the student is responding to intervention, develop a plan to gradually decrease support

• If a student is not responding to interventions, consider implementing another intervention

• Consider referral for evaluation when the student has not responded to the Intervention Plan

If referring to IEP team, SST, teacher, and/or parents meet to complete parts 1 and 2 of DEC 1.

The 90 day timeline begins when the “parent or team suspects that the child may have a disability” and a written referral is made.

– DPI Policy

In conducting an Evaluation:The LEA must use the required screenings:

– Hearing– Vision– Speech/Language– Two research based interventions to address

academic skill deficiencies and documentation of the results of the interventions, including progress monitoring documentation

– Summary of conferences with parent– Review of existing data– Social/developmental history– Observation across settings

The disability must not be the primary result of:

• Environmental influences• Cultural linguistic influences• Economic influences• Lack of instruction in reading or math• Limited English proficiency

All students demonstrating high academic growth!

Please call or email me with any questions or concerns!

Melissa Bunn

mcbunn@wcpss.net

858-3232