Response to Intervention Mundelein High School Program Framework

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Response to Intervention Mundelein High School Program Framework RTI Committee Dr. Anthony Kroll James Ongtengco Tom Buenik Samantha Smigielski Marisa Graham Krysta Penuel Amanda Krich Samantha
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Response to Intervention Mundelein High School Program Framework RTI Committee Dr. Anthony Kroll James Ongtengco Tom Buenik Samantha Smigielski Marisa Graham Krysta Penuel Amanda Krich Samantha Balbarin Catherine White Andrea McCulloch Elena Martinez Michelle Sibery Melissa Buenik Jamie Moderhack Principal Assistant Principal, Chair of Committee Director of Guidance Dean of Students School Psychologist School Psychologist Reading Specialist Reading Specialist Math Teacher Math Teacher Guidance Counselor English Teacher Social Worker Science Teacher Failure is not an option. We will not continue the cycle of failure in our school. We have the resources, best practices, data, and dedicated educators to save lives. -- MHS RTI Committee 1 What is Response To Intervention (RTI) is a problem solving process which includes the provision of systematic, research-based instruction and interventions for struggling learners. It assumes that the instruction/interventions are matched to student needs and that the monitoring of progress is continuous. RTI is an early intervention framework to prevent long-term academic failure (National Professional Resources, 2014). is a systematic, research-based intervention process that is deployed when a student is underperforming in his/her classes. It is the answer to the question, What do educators do when a student is failing a class? It is a multi-step approach to providing services and interventions to students who struggle with learning at increasing levels of intensity. Results of this monitoring are used to make decisions about the need for further research based instruction and/or intervention. involves teachers, administration, and specialized staff, such as school psychologists, counselors, social workers, and reading specialists. can be described in tiers: Tier 1, Tier 2, and Tier 3. Each tier has specific tasks and goals. (See Mundelein High School Response to Intervention Map.) increases the passing rate in academic courses, improves prosocial and academic readiness skills, and narrows the achievement gap. It also improves the matriculation to the next grade level and the graduation rate. is a safety net for our students and it deploys school resources to assist students and teachers. What is the objective/purpose of 1. To create a learning environment where all students are academically and behaviorally successful 2. To use research-based instructional strategies and student data from formative and summative assessments to guide instruction and intervention in effort to monitor student progress 3. To enact a shared responsibility of problem-solving 4. To meet the federal and state regulations that mandate implementation of RtI in Illinois Public Schools enacted Fall 2010 Illinois State Board of Education Regulations : Additional procedures for students suspected of having learning disabilities: Each district shall, no later than the beginning of the school year, implement the use of a process that determines how the child responds to scientific, research-based interventions as part of the evaluation procedure described 34 CFR Components of RtI High quality research-based instruction in the general education setting Continuous monitoring of student performance Screening for academic and behavior problems Tiers of instruction that are progressively more intense, based on the student s response to intervention Fidelity of implementation 2 Systemic sustainability Flexible, small group instruction in both skill strategies and content Collaborative problem analysis Data-based decision making with multiple sources of data 3 Members Student Data Analysis Responsibilities TIER 1 Universal Team All Educators Refer students based on classroom performance Complete e-sped after 2-3 weeks of Tier 1 interventions Establish positive relationship with the student. Utilize research-based instructional strategies. Use formative and summative assessments. Differentiate, including re-teaching and reassessing. Consult with PLC, DC, and colleagues (including guidance counselors and specialists) for intervention ideas. Recommend F.A.S.T. to student and parent. Contact parent until parent is reached TIER 2 Targeted Team Meeting Thursday mornings 7:25-9:25 Counselors Social Workers Psychologists Deans Discuss and refer based on: Attendance Failures 1 or more Ds - 2 or more Educators referrals Parent requests Run attendance list Run D/F list Look at educator referrals Teacher liaison communication Place students in: o Check in/check out o MLC o SAIG group Fill out MLC referrals Contact counselor/student/parent Recommend HASC students to Tier 3 group BRIDGE between two tiers Applicable representatives from each group Parent meetings TIER 3 Core Problem Solving Committee Meeting Mondays 3:30-4:30 and Tuesdays during Homeroom Administration General Education Teachers HASC/Center teachers Psychologists Counselor liaison Dean Special Education representative Reading interventionists Discuss and refer based on: Attendance Consider GradPoint Modified scheduling Students not responding to Tier 2 interventions STAR data Other applicable data Incoming 9th graders and transfer students Coordinate and drive data Responsible for RTI articulation Oversee RTI budget Drive professional development (conferences, workshops) Propose schedule changes Problem solve at an individual level Create and maintain RTI newsletter Process HASC recommendations Develop and propose new initiatives and programs based on committee need Determine criteria for placing into interventions Meet with parents in depth Oversee Mustang Learning Center Oversee HASC Communicate with outside districts and administration 4 TIER 2 Criteria Mustang Learning Center (MLC) Referral Criteria: 2 Ds and/or 1 F (for 2 consecutive weeks, starting at weeks 2 & 3 of the term) o sort weekly D/F list by name Check-in/Check-out (CICO) All criteria relates to Mustang Star Matrix Must meet one or more of the following: o dean referrals - two or more in a term that will result in after school detention o attendance data - multiple absences (8 periods); input from attendance report o teacher referral - misbehavior, attendance, or work completion o parent referral-parent concerns about student o certified staff referral - unscheduled office visits (will also look into using the sign-in sheet in the office to track this) Criteria for progress on CICO o 90% of points 80% of time across 4 week period Groups (SAIG) Placement Criteria: Students not succeeding in Check in/check out after 4-6 weeks as determined by Targeted Team and missing 24 meetings ( 6 days) in a 4 week period Pregnancy Emotional trauma based on divorce, self-esteem, bullying, poor grades, and other factors Specific teacher need and/or request Targeted Tier 2 Team is responsible for starting students on and removing them from: MLC CICO SAIG Teachers may request for a student to start a Tier 2 intervention or provide feedback about ending a particular Tier 2 intervention. The Tier 2 Targeted Team will initiate or discontinue Tier 2 interventions. Tier 3 Criteria HASC Reading 3 or more of the following criteria: 40th percentile or below on EPAS 20th percentile or below on STAR Previous history of reading support Multiple and/or strong current teacher recommendation Reading specialist recommendation Failing Academic Literacy or other reading intervention class Students who received an F in a year-long reading course the previous year HASC Math 3 or more of the following criteria: 40th percentile or below on EPAS 5 20th percentile or below on STAR Previous history of math support Math teacher recommendation Students who received an F in a year-long math course Tier 1 Intervention PLCs Literacy Coaching Core Curriculum Best Practices within the Classroom Description Use data to revise curriculum; use colleagues to trouble shoot Coach works with teachers on best practices in literacy and instruction Research-based practices (best practices) to implement the Common Core Research-based practices like differentiated instruction, scaffolding, reteaching, and re-assessment. FAST Free After School Tutoring staffed by licensed teachers. This Tier 1 homework support is available to all students from 3:30-4:30 p.m. on Tuesdays, Wednesdays, and Thursdays. Bus transportation is provided home. All Day Mundelein Learning Center** Developmental Guidance Universidad de Padres Link Crew Mustang STAR School Resource Officer Support Proposed for future school years. All day tutoring and academic support center. May be utilized throughout the school day on a drop-in basis or by referral. Staffed by licensed teacher and/or aides to support academic success. College and career readiness guided by counselors during homeroom. Parent University for all Latino parents. Meets 5 times per year. Goals: 1) Navigate the American School System. 2) Navigate MHS. 3) Parenting tools. Freshmen orientation and support system. Lessons provided during homeroom via Link Leaders regarding academic and social involvement in school All school expectations at MHS: Be Safe, Be Timely, Be Accountable, Be Respectful. Peer group of student representatives utilized during homeroom to discuss school-wide issues and programs and provide lessons. A law enforcement officer who is assigned to Mundelein High School. The SRO assists with home visits, issues truancy tickets, and shares pertinent information with problem solving teams. 6 Tier 2 Intervention Mustang Learning Center (Currently Homeroom) Assessment Strategies Yearlong Algebra/Geometry Summer Matters Essentials English Academic Literacy Description Homework and assignment support and completion. A designated teacher or instructional aide will supervise peer tutors who work with students needing homework support. Class aimed at providing resources and strategies to students for use on standardized tests and in the college application process. Focuses on the structure and design of the ACT. Students also review Math, English, Reading, and Science content and skills for college readiness. Extended Algebra 1 and Geometry courses, often co-taught, to provide extra time to master content and remediate gaps in background skills. Extended School Year program for incoming Freshmen with a focus on Math and Literacy skills. Differentiated English class that is co-taught with a special education teacher. Literacy class providing targeted literacy interventions to students who are reading significantly below their peers through research based reading, writing, and vocabulary strategies. Reading specialists lead the class. Scholastic Reading Programs Scientifically based, commercially produced reading intervention programs that focus on specific reading skills. Attendance Booster Clinic (Truancy Summit/Conferences)* Social/Emotional Support Groups Classroom Intervention Group An informational meeting geared toward families with children who have chronic truant and truant minor status or with students who have the potential to be labeled as such. The purpose of the meeting is to help parents understand the consequences of truancy and implement strategies to prevent further truancy. Small groups led by school mental health professionals who address social emotional concerns. School specialist teams with teacher to problem-solve and provide group instruction regarding social concerns. Check-In/Check-Out (CICO)* A targeted (or Tier 2) intervention that builds upon a school s Tier 1 systems by providing some students a higher frequency of scheduled, positive feedback from adults and progress monitoring regarding the school-wide behavior expectations through the use of a daily report card. Social /Academic Instructional Group (S/AIG) Social/Academic Instructional Groups (SAIG) are designed to teach students appropriate behaviors that lead to success. Groups are led by mental health professionals who promote practice and skill growth in school appropriate social behavior and/or academic access. 7 Community/Agency Connections Community resources, such as OMNI and NICASA, that support socialemotional learning standards Tier 3 Intervention Description HASC HASC Math HASC Reading Individualized Plans Brief/Complex Behavior Intervention Plan Wrap-Around** RENEW** Homeroom Academic Skill Center - student gets small group course-specific help from a licensed teacher during Homeroom Math teachers work one-on-one or in small groups with students identified as needing reading support. Reading specialists work one-on-one or in small groups with students identified as needing reading support. These plans might include IEP, 504, behavior intervention plan/contract, alternative placement (Novanet, ROE, Omsbudman, night school) gang contracts. An intervention strategy used when behavior impedes learning a written intervention plan is developed based on the results of an analysis of why the behavior is occurring; a behavior plan provides highly individualized behavior support for a student. A complex and comprehensive plan addressing multiple life domain issues across home, school, and community (e.g. basic needs, Mental health treatment, behavior/academic interventions, as well as multiple behaviors) that is uniquely individualized to the student, and reflective of youth/family voice and choice. Rehabilitation, Empowerment, Natural supports, Education & Work (Malloy, Drake, Cloutier, Couture), 2011: A unique application of wraparound specifically designed for older, transition-aged youth (16-21) at risk of alternative placement and school dropout. RENEW focuses specifically on increasing effective school engagement, employment, and post-secondary education and completion for older, transition-aged youth, who have experienced the most system failure over time. *Intervention not fully implemented. **Intervention to be researched and implemented in the future. 8 Terminology RtI- Response to Intervention Tiered process Universal screening EPAS Intervention Tier 1 Tier 2 Tier 3 Individual Learning Plan (ILP) Definition A tiered process of implementing evidence-based instructional strategies in the regular education setting and frequently measuring the students progress to determine whether these strategies are effective A common model of three tiers that delineates levels of instructional interventions based on students skill need Conducted, usually as a first stage within a screening process, to identify or predict student who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at grade level; and followed by additional testing or short-term progress monitoring to corroborate students risk status The Educational Planning Assessment System is a universal screening tool that includes Explore, Plan, Practice ACT and PSAE A targeted instruction that is based on student needs; interventions supplement the general curriculum and are a systematic compilation of wellresearched or evidence-based specific instructional strategies and techniques The first tier consists of universal strategies, including a high-quality core curriculum, research-based teaching strategies, school-wide screening to identify students at risk for difficulty and the design of supports for these students within the regular education classrooms The second tier involves additional instructional modifications, programming, and assessments that are developed for students who do not respond sufficiently to Tier 1 strategies. At this stage, the process includes assessing students skills and evaluation the instructional environment, curriculum, and delivery of instruction. Specific interventions are designed and delivered as needed, often in small-group contexts, and students progress is measured frequently The third tier addresses the needs of students who continue to display an inadequate response to instruction despite the use of high-quality, evidencebased strategies at tier 2. At tier 3, instruction and interventions are further individualized and students may be referred for evaluation of eligibility for special education A document that captures critical academic and behavioral information on a student, including universal screening data, interventions, student response to interventions, and live data on a student s current school experience; ILPs are used by school personnel, students, and/or parents Other Data Sources Utility STAR data STAR assessments measure student achievement in reading and math. The entire MHS student population completed STAR Reading and STAR Math testing during the school year. It is used to progress monitor students in Academic Literacy, Read 180, all- 9 year Algebra and Geometry. EXPLORE, PLAN, and ACT data Educational Planning and Assessment System (EPAS) is published by ACT. Student achievement is assessed at three key transition points in EPAS: 8th/9th (EXPLORE), 10th (PLAN), and 11th/12th grades (ACT). This information provides benchmarks for college/career readiness. PSAE data ACCESS The Prairie State Achievement Exam is completed by all Grade 11 students. Reading, mathematics, and writing are assessed. Standards-based, criterion referenced English language proficiency test designed to measure English language learners' social and academic proficiency in English D/F List Check Bi-monthly list of students in the non-passing zone (or near it) pulled by Tier 2 RTI committee What is the purpose of the Mundelein Learning Center (MLC)? MLC is a new Tier 2 intervention this year. The purpose of MLC is to assist students complete missing or incomplete assignments, projects and/or homework. It is a physical space where underperforming students are tutored by teachers and students (Peer Tutoring). MLC is open Mondays, Tuesdays, Wednesdays, and Fridays during homeroom. Students are tutored in English, math, science, and social studies. In the future, we would like to have an all day MLC where students have access to tutors and researchbased interventions throughout the school day. What is the purpose of Homeroom Academic Skill Center (HASC)? HASC is a Tier 3 intervention. The purpose of HASC is to assist students who have skill gaps in math and reading. These students are identified by their ISAT, STAR, and EPAS data. HASC is open Mondays, Tuesdays, Wednesdays, and Fridays during homeroom. In the future, HASC will be an intervention housed in the Mundelein Learning Center and open throughout the school day. HASC Math will utilize STAR Math, Accelerated Math, and Math Facts and Flash as RTI intervention tools. These tools will identify students baseline and progress. HASC Math is staffed by certified math teachers. HASC Reading will utilize STAR Reading, Accelerated Reading, and research-based curriculum as RTI interventions. These tools will identify students baseline and progress. HASC Reading is staffed by certified reading specialists. 10 The two charts below describes how classroom teachers refer students to Tier 2 interventions, and the how the RTI Committee will respond to the teacher referrals. MHS When a student s grade falls into the D/F range, the teacher needs to do the following: Continue to document Tier 1 interventions and student responsiveness in esped for the duration of your class. 11 MHS When a student is referred from Tier 1, the RtI committee will consider the following interventions: 12
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