RtI, SST and 504 Helping ALL students succeed Created by Kira - PowerPoint PPT Presentation

West Central Elementary RtI, SST and 504 Helping ALL students succeed Created by Kira Austin, Jenny Carpenter, Stephanie Lewis, Stephanie Meadows, Jennifer Uldrick, and Noel Wilkinson

Agenda ● RtI ● SST and 504 ● Moving from SST to a referral for SPED testing ● What does a Special Education referral mean? ● RtI and EL Students West Central Elementary School

Data-Driven Instruction ● Universal Screening for ALL students Gloss, IKAN, DIBELS, SRI ○ 3 times per year for Gloss, IKAN, DIBELS, and SRI benchmarks ○ ● Progress Monitoring to measure growth and effectiveness of applied interventions. weekly and monthly on classroom interventions ○ ● Diagnostic Assessment Used to identify skills for specifically targeted instruction ○ The Numeracy Assessment (Interview), Fact Fluency ○ Informal Decoding Inventory, Running Records ○

WC Data Notebook ● Tab for every student ○ Interventions or Enrichments ● RtI Student Information Sheet (pink/blue) ● WC RtI Data Sheet with Graph ● Assessments ● Work Samples ● Will be passed on to next year’s teacher

What is RtI? RtI is a systematic, data-driven approach to high-quality instruction. It ● offers early intervention, prevention, and behavioral strategies that benefit every student. RtI promotes collaboration and a shared responsibility for the learning of ● all students within a school. It is any extra individual or small group support you provide a student ● when he/she is struggling with on grade-level skills . RtI does NOT include any instruction you provide in a whole group ● setting.

Tiers of RtI Tier 1 (Whole Group): High-quality, standards-based, differentiated ● instruction that all students receive from the general education teacher Tier 2 (RtI): General education instruction plus individualized targeted ● interventions for at-risk students may be given by general education teacher or other teachers Tier 3 (SST): In addition to the core curriculum, students receive ● targeted interventions with increased duration and intensity, frequent progress monitoring, and clearly defined goals provided by general education teachers or other trained teachers Tier 4 (SPED) : In addition to instruction provided in Tiers 1-3, students ● received specialized programs, methodologies, and instructional deliveries and more frequent progress monitoring

West Central Elementary Pyramid of Interventions Tier 4 Specially A more reader- designed friendly “menu” of learning interventions will Tier 3: All of Tier 1 and 2 plus: Multiple be shared with on-site observations, consultations, you next week! SST, KBIT, DAB, hearing/vision screening, Special Education Strategies,Intensive Behavior Modification Plan, 504 Plans, Gifted Screening, Referral to Special Education/Gifted Tier 2 (RtI) All of Tier 1 Plus: EIP, Team Collaboration, Differentiated Instruction,, Summer School, Language for Learning/Thinking, Peer Tutoring, Weekly/Bi-Monthly Progress Monitoring for DIBELS, Home Visits, GOFAR, WIDA, DI, LIPS, Frequent Parent/Teacher Communication, Individualized Behavior Plan, Leveled Text Effective Modifications, Flexible Instruction Groups, Visualizing and Verbalizing, speech intervention strategies, Road to the Code, Sound Partners, Quick Reads, Leveled Literacy Intervention, Raz-Kids, Van De Walle,Kathy Richardson Intervention, Isucceed, Destination Math, Small groups based on Numeracy Project data Tier 1 (general student population) Common Core Standards, Small Group Instruction, Flexible Grouping, Writer’s Workshop, Imagine It Phonics, Differentiated Phonics, Reader’s Workshop, Differentiated Instruction, Class Profiles, Inclusion, Team Collaboration, Behavior Incentives,Math Workshop, Manipulatives,GOFAR, Peer Tutoring, Teacher/Parent Conferences, Parent Contracts, Running Records (Lucy Calkins and DRA), SRI (Scholastic Reading Inventory), Road to the Code, Sound Partners, K-6 DIBELS Benchmark testing, Comprehension Toolkit, CGI (Problem/Situation), Story of Units/Ratios, Number Talks, Rekenrek (K-2), Fact Fluency

Student Support Team (SST) or 504? SST 504 Addresses academic or Federal law that protects ● ● behavior issues students with medical Focuses on a few goals at a diagnosis ● time to increase student Medical diagnosis must be ● learning documented CAN be a gateway to special Medical diagnosis must ● ● education testing, but not “substantially impact” student always learning to qualify Can NOT allow for testing Allows students testing ● ● accommodations on accommodations on standardized tests standardized tests

Going from RtI to SST When should you talk with Lewis/Austin if you have a student that may need to enter the SST process? You can talk with us at any time about strategies you could use to monitor growth in your students. However, when you want to have a meeting to refer a student, you will need several weeks of graphable data that shows a student is making little or no progress despite various opportunities to learn the skill.

What to Expect at an SST/504 Meeting ● The team will review the existing SST/504 plan or create an initial plan ● The team will discuss current student progress-- COPIES of all data will be needed ● The team will discuss progress and data for goals set at the last meeting ● The team will decide if a new plan is needed or if we will continue with current goals.

What do YOU do to start the SST Process? Collect 4-6 weeks of graphable data related to a specific area ● of concern. Behavior chart data ■ Academic Concern on a RtI graph ■ Meet with Lewis/Austin so we can review your data. ● If we decide to refer the student, you will complete a 3-page ● document detailing the student’s current level and progress. The parents of the student will also be sent a letter informing them of the referral and inviting them to attend an initial SST meeting.

What should you bring to a SST meeting? Graphable data that shows that you have been working on ● the goals discussed at the previous meeting(s) and/or other skills. Bring a copy to place in the student’s SST file. Most recent grades with copies of significant work samples ● A copy of the student’s pink/blue RtI Summary ● A copy of the front page from the student’s LDS page that ● contains attendance info, standardized test info, and other important data. (Only at the first meeting of the year) Please do NOT come empty handed! We need your ● knowledge. You are our best resource.

What about data that can’t be graphed? We know that some data cannot be easily placed on a graph, but it needs to be documented. So what do you do? Make a copy of the work sample and write on the sample how the ● work was modified or what interventions were given. ● Write an explanation of the intervention and progress monitoring for an activity and attach it to a before-intervention work sample and after-intervention work sample.

What evidence will Special Education be looking for to make a referral? How many interventions did you try? ● Were they Tier 2? ● Did you intensify? ● Did you document? ● Were you consistent in your documentation? ● Did you follow your own RtI plan? ● Do you have a behavior plan in place, if necessary? ● Has behavior been documented? ●

Interpreting the KBIT and DAB KBIT: The KBIT gives us a basic IQ ● 85-115 is considered an average IQ ● Looking for a discrepancy between the verbal and nonverbal scores ● DAB-4: Diagnostic Achievement Battery ● Assesses students on specific content areas: Spoken Language, Reading, ● Writing, Mathematics through 8 subtests and gives an overall composite score for Basic Academic Skills How do these standard scores compare to the IQ from the KBIT? ●

A closer look at some of the disabilities at WC: Borderline Intellectual Differential Characteristics Intellectual Disability Functioning Specific Learning Disability Other Health Impaired (Slow Learner - Not SPED) General Intellect ID IQ= 70 (+/-1 SEM) or below 71-84 Traditionally average (85-115) None specified. Presence of MID IQ= 55-70 or above average. intellectual disability rules out MOID IQ= 40-55 this classification. SID IQ= 25-40 PID IQ= <25 Learning Systems (Cognitive Typically uniformly Typically uniformly below Generally intact with specific Unspecified. May vary, given Processing) suppressed. Splinter strengths average. Splinter strengths delays or impairments the general medical condition. are not uncommon. and weaknesses are not contributing to specific uncommon. academic deficits. Academic Achievement Profile Typically uniformly Typically uniformly below Generally intact with specific Adversely (generally or suppressed. Splinter strengths average. Splinter strengths delays or impairments due to specifically) affected due to the are not uncommon. Impaired and weaknesses are not cognitive processing general medical condition. general of specific (conceptual, uncommon. weaknesses. social, or practical) skills. Verified by two measures (2 IQ and 2 adaptive) Currently at West Central we serve 42 Students With Disabilities: 1 OHI, 1 AUT, 3 EBD, 10 SDD, 1 VI, 8 SI, 6 MID, 12 SLD