Read Instructional Support Team Manual- revised3 text version

Instructional Support Team Manual

Table of Contents

Introduction Definition of Roles IST Process Tracking Students' Progress Forms Parent Information

Introduction

Scituate RtI Statement Response to Intervention Instructional Support Team

Scituate RTI Statement

Response to Intervention (RTI) is a mandated and emerging approach to assisting struggling learners. RTI requires school systems to implement a scientific and systematic service delivery system that: · Provides high-quality instruction and intervention matched to student need; · Monitors progress frequently to make decisions about changing instruction or goals; · Uses child driven data to make important educational decisions. (Adapted from National Association of State Directors of Special Education, 2005)

Response to Intervention

In Scituate, RTI is about matching students' needs with high-quality education and interventions, and measuring student progress and performance to make the best educational decisions for all students. Core principles of RTI allow educators to effectively teach all children in the following ways... · Intervene early to provide immediate intervention to struggling students. · Use a multi-tiered model of service delivery to meet the needs of groups of students. · Use a problem solving model to make meaningful educational decisions for individual students. · Use scientifically based intervention/instruction to the extent possible. · Monitor student progress to inform instruction. · Use data to make decisions. · Use technically adequate assessment tools to make screening, diagnostic, progress monitoring, and outcome decisions.

Instructional Support Team (IST)

The key objective in RTI is to select an instructional or behavior-management strategy that matches a student's specific needs. The means by which RTI is implemented is the Instructional Support Teams (IST). ISTs are teams of educators with varied backgrounds who have been trained in a proactive and systematic problem solving approach. These teams are focused on creating, monitoring, and refining individualized, interventions to assist a wider range of students in regular education.

Three-Tier Model

In Scituate the RTI process is defined as a three-tier (or 3-step) model. At all stages of the process, RTI should focus on discovering how to make the student more successful rather than focusing on the student's lack of success. · In Tier 1, students who are "at-risk" are identified. Identified students receive supplemental instruction, or interventions, generally delivered in small groups during the students' regular school day in the regular classroom. During that time, student progress is closely monitored. At the end of this period, students showing acceptable progress may no longer require specialized support. Some students that show progress may continue with Tier 1 support. Students not making progress may need Tier 2 support. In Tier 2, students not making adequate progress in the regular classroom in Tier 1 are provided with more intensive services and interventions. These services are provided in addition to instruction in the general curriculum. These interventions are provided in small group settings. A longer period of time may be required to monitor the effectiveness of intervention. Students who continue to show too little progress at this level of intervention are then considered for more interventions as part of Tier 3. In Tier 3, students who continue to have marked difficulty acquiring necessary skills receive intensive, frequent, individualized intervention. The duration of specialized instruction increases.

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Students in this tier may require a specialized teacher or an outside interventionist. Tier 3 may include consideration for eligibility and the need for special education programming and services.

Definition of Roles

School Psychologist Case Manager Record Keeper Time Keeper Intervention Specialist Classroom Teacher

Interventionist

Definition of IST Roles · School Psychologist Point person for IST members Receive Initial Request for Assistance form from the teacher Assign case manager (s)/observationist and distribute Information Form Once the Information Form is received, schedule a meeting date and time Distribute the completed Information Form to the IST members prior to initial meeting Facilitate meeting Schedule follow-up meeting Assign person to contact parent Case Manager Meet with classroom teacher to complete Information Form Discuss student difficulties with the teacher in observable terms, prioritize the problems, and collect baseline data Once the form is completed, return it to the school psychologist During the IST process, the case manager should meet with the teacher and make adjustments to the plan if necessary Help to ensure that the intervention is implemented with integrity Record Keeper Take meeting notes and fill out forms Distribute completed forms Time Keeper Help IST members stay on task and on schedule Intervention Specialist Share expertise with the team Assist with the development of the goal(s) matched to curriculum norms Help to brainstorm appropriate interventions Ensure that intervention is related to the goal

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Help to design intervention Determine progress monitoring techniques (data points and charting) Help to ensure that the intervention is implemented with integrity · Classroom Teacher Complete Request for Assistance form when a child continues to demonstrate difficulty accessing school environment (i.e., learning/behavior) despite documented interventions Collaborate with case manager in completing the Information Form (defining problems in observable, measureable terms and prioritizing areas of concern) Communicate with the parent (s) as necessary Interventionists Classroom Teacher, Special Education Teacher, Reading Specialist, Math Specialist, School Psychologist, Social Worker, Guidance Counselor, Speech Language Pathologist, Occupational Therapist, Physical Therapists, Specialist Teachers, Paraprofessionals

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IST Process

"What Do I Do"

Flowchart IST Process Revising the Assessment Plan Designing Support Plans Monitoring Student Progress Developing Hypotheses Developing Meaningful Goals

IST Process...

Does the student's problem persist?

NO

Yes

Teacher informs student's parent(s) of intent to refer student to IST

Maintain instructional program and/or support plan

Teacher fills out Request for Assistance Form

Case Manager meets with referring teacher to fill out Information Sheet

Initial IST meeting is held to · Identify the problem · Devise assessment plan · Develop goals/objectives · Design intervention plan · Establish progress monitoring techniques

tain instructional am and/or support

Yes

Follow-up IST meetings are held to: · Evaluate student's progress · Is the student making adequate progress?

No

Revise student's support plan

IST Process

Prior to the Initial IST Meeting - Teacher identification of student

appropriate for IST referral: At this stage, the teacher has usually made some attempt to informally assess the student's difficulty and address the problem on his or her own. The teacher contacts the student's parent(s) to discuss his/her concerns about the student. Support staff may also be contacted at this stage to discuss concerns and or conduct preliminary assessments. Parent notification of IST referral: The teacher informs the student's parent(s) of his/her intent to refer the student to the IST. Teacher fills out an Initial Request for Assistance form: The teacher fills out this form to describe, in general terms, what his/her concerns are for the referred student. The teacher also indicates when he/she is available to meet with the case manager to fill out an IST Information Sheet.

IST Process

Prior to the Initial IST Meeting

continued - IST Information Sheet: The case manager helps the teacher complete an IST Information Sheet. This information sheet helps the team to begin identifying the problem, and prepares the teacher for the types of information that he/she will be asked to convey during the first IST meeting. Initial information collection: Based on information sources (e.g., discussions with the student's teacher and/or parent(s), a records review, an academic screening, a behavioral observation, behavioral checklists), an IST member ( e.g., the case manager or data specialist) may begin to investigate further the problem described in the information sheet. It is strongly suggested that data be collected to establish baseline information.

IST Process During the Initial IST Meeting ­

Use the IST Initial Meeting Minutes

Meeting Form Identify the problem:

Based on information collected prior to the meeting, the team identifies what it is that interferes with the student's learning or adaptation in the classroom. Up to three problems may be identified. These problems should be recorded in clear, observable, measurable terms. The frequency, duration, intensity and/or latency of the behavior(s) should be recorded if possible (see Information Sheet). · The team also lists student strengths that might be useful during intervention planning (see Information Sheet).

Developing Hypotheses

During the Initial 1st Meeting ­

Develop hypotheses: Factors that contribute to student difficulties are identified.

Place emphasis on factors/variables which school personnel can exert some control. Attempt to determine which factors, if manipulated, could contribute to positive student outcomes in relation to identified goals. Because educators frequently are not sure about the variables that influence student difficulties, they are left to make "best guesses" or hypotheses based on available information.

Developing Meaningful Goals

During the Initial 1st Meeting ­ Develop Meaningful Goals:

Goals need to be directly related to the identified problem.

Goals also need to have several important features. That is, they should be meaningful, measurable, monitorable, & helpful toward making decisions. Lastly, goals should be realistic enough to be achievable, yet ambitious enough so that if achieved, would indicate significant skills development.

Designing Support Plans During the Initial IST Meeting ­

Develop Achievement and/or Behavior Support Plans: It is essential that all intervention strategies be directly related to the identified problem(s) and desired outcomes.

It is also very important that teachers

indicate that the planned interventions are acceptable & feasible. · Interventions are generally more acceptable to teachers if they are able to be implemented with existing classroom resources and perceived as likely to be effective.

Designing Support Plans During the Initial IST Meeting ­

Develop Achievement and/or Behavior Support Plans: When generating possible interventions, the following issues should be discussed: Identify resources needed for

implementation.

Identify who will conduct the intervention. Identify who will assist with the intervention. Identify who will help assure that the intervention is carried out as planned.

Monitoring Student Progress

During the Initial 1st Meeting ­ Regularly Monitor Student

Progress: It is important that teams identify how student progress will be monitored. Specifically, identify... Who collects progress monitoring data? When will progress monitoring take place? How often will progress monitoring occur?

How long should the plan be in effect before gauging whether it has been effective?

Revising the Assessment Plan During the Initial IST Meeting ­

Revise the assessment plan: Once the problem(s) has been identified, IST members revise their assessment plan to further help...

1. figure out the severity of the problem, 2. identify environmental variables that may be influencing the problem, and 3. decide what types of additional data need to be collected prior to intervention planning.

Definition of IST Roles · School Psychologist Point person for IST members Receive Initial Request for Assistance form from the teacher Assign case manager (s)/observationist and distribute Information Form Once the Information Form is received, schedule a meeting date and time Distribute the completed Information Form to the IST members prior to initial meeting Facilitate meeting Schedule follow-up meeting Assign person to contact parent Case Manager Meet with classroom teacher to complete Information Form Discuss student difficulties with the teacher in observable terms, prioritize the problems, and collect baseline data Once the form is completed, return it to the school psychologist During the IST process, the case manager should meet with the teacher and make adjustments to the plan if necessary Help to ensure that the intervention is implemented with integrity Record Keeper Take meeting notes and fill out forms Distribute completed forms Time Keeper Help IST members stay on task and on schedule Intervention Specialist Share expertise with the team Assist with the development of the goal(s) matched to curriculum norms Help to brainstorm appropriate interventions Ensure that intervention is related to the goal Help to design intervention Determine progress monitoring techniques (data points and charting) Help to ensure that the intervention is implemented with integrity Classroom Teacher Complete Request for Assistance form when a child continues to demonstrate difficulty accessing school environment (i.e., learning/behavior) despite documented interventions Collaborate with case manager in completing the Information Form (defining problems in observable, measureable terms and prioritizing areas of concern) Communicate with the parent (s) as necessary

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Interventionists Classroom Teacher, Special Education Teacher, Reading Specialist, Math Specialist, School Psychologist, Social Worker, Guidance Counselor, Speech Language Pathologist, Occupational Therapist, Physical Therapists, Specialist Teachers, Paraprofessionals

Tracking Students' Progress

Benchmarking Progress Monitoring Curriculum-Based Assessments Intervention Resources

Tracking Student Progress

Benchmarking Benchmarks are brief, easily administered norm-based measures of typical performance levels for students. They may be administered three times per year at the beginning of each term, for all students beginning in September. These assessments provide educators with efficient and accurate indicators of current skill performance, and monitor which students are on track for achieving AYP without having to wait for the MCAS results. Results from these benchmarks will be required when referring students to IST. The following research-based tools meet professional standards for reliability and validity. 1. DIBELS - Benchmark administered by teams of classroom teachers and special educators

(AIMSweb assessments administered by the classroom teacher, whole-class.) 2. MAZE ­ reading comprehension grades 1-8 3. Written Expression ­ grades 1-8 4. Spelling ­ grades 1-8 (benchmarking only) 5. Math Computation ­ grades 1- 6 (Early Numeracy for grades K-1) 6. Monitoring Basic Math Skills (Concepts and Applications)- Grades 2-6 7. DIVS ­ vocabulary for grades K-1 8. Word Attack All of these Benchmark tools have progress monitoring materials available. Progress Monitoring Students who are not on track for AYP may require progress monitoring. Progress monitoring is the process of measuring the effectiveness of instruction regularly over time. Curriculum-based Assessments Curriculum-based assessment differs from benchmarking. Its purpose is to measure students' ability to access the material currently being taught. It is not used to measure students against a norm. The following assessments that are used to drive instruction in the classroom are also valuable information to bring to the IST meeting. Mathematics RSA ­ Everyday Math daily assessment Everyday Math Unit assessments Timed math fact quizzes for computation Study Island strand report Language Arts Qualitative Spelling (Words Their Way) Gentry spelling Selections from Harcourt assessments Guided Reading Level inventories

IST Intervention Resources A library of the following intervention manuals is available in each school. Check with your school psychologist for the location. Intervention Manuals: Reading 1. 2. 3. 4. Beginning to Read ­ Thinking and Learning about Print, M.J. Adams (1995) Direct Instruction Reading, 4th Edition, D.W. Carnine Teaching Struggling and At-Risk Readers, D.W. Carnine Raising Reading Achievement in Middle and High Schools: 5 Simple-to-Follow Strategies for Principals, E. McEwen

Intervention Manuals: Mathematics 1. Adding It Up: Helping Children Learn Mathematics, National Research Council 2. Designing Effective Mathematics Instruction: A Direct Instruction Approach Intervention Manuals: Behavior 1. 2. 3. 4. Responding to Problem Behavior in Schools: the Behavior Education Program, D. Crone The Tough Kid Book, W. Rhode Jenson & H.K. Reavis The Tough Kid Toolbox, W. Rhode Jenson & H.K. Reavis Interventions of Academic and Behavior Problems II: Preventive and Remedial Approaches, M. Shinn

Recommended Intervention Web Sites FCRR.org (highly recommended collection of activities) InterventionCentral.com AIMSWEB.com

Forms

IST Log Sign-Up Case Manager Information Sheet IST Meeting Minutes Intervention Data Collection Form IST Procedural Checklist IST History Form Sample Goal Statement Template Disability Definitions Specific Learning Disability

MA State forms

Instructional Support Team Request Log

Please see me regarding:

Date Teacher Student Area(s) of concerns Best time to be reached

Instructional Support Team (IST)

Case Manager/Teacher Interview Date: _____________ Teacher name: ______________________ Student Name: ______________________ Grade:______________ Dominant language: _________________ Is attendance a concern? Y/N Are there medical concerns? Y/N Vision P/F Hearing P?F Case Manager: __________________________________ Problem Identification Problem (Challenge areas) Problem 1 Current Performance

(What can the student do?)

Expected Performance

(What can the majority of students do?)

Problem 2

Prior interventions Interventions/ teaching strategies Problem 1 Approximate number of doses of interventions Success of interventions and results based on assessment (see attached)

Problem 2

Benchmark Data Checklist

Please attach copies of Benchmark Assessments and Curriculum Assessments

Academic Benchmarks: _____ DIBELS ____CBM: Maze ____ ____Work samples ____Other: __________________________ ____Other: __________________________ Behavior ____BOSS results ____ Rating scale results Writing ____ Math Comp ____ Math PS ____

IST Meeting Minutes Form for Initial and Follow-up Meetings

Student: Grade: Teacher: Birth date: Initial Meeting Date: Name Role

Follow-up Meeting Date: Name Role

Follow-up Meeting Date: Name Role

Meeting Notes

Problem Identification Problem (Challenge areas) Problem 1 Current Performance

(What can the student do?)

Expected Performance

(What can the majority of students do?)

Problem 2

Comments from initial meeting:

Goal Development for Goal #1 (Refer to goal template): Goal Area #1

Conditions Behavior (time, tool/support) (student will) Criterion

Intervention 1 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 2 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 3 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Goal Development for Goal #2 (Refer to goal template):

Goal Area #2

Conditions Behavior (time, tool/support) (student will)

Criterion

Intervention 1 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 2 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 3 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Follow-up to Goal #1

Date of Follow-up Meeting: Comments:

Number of proposed sessions/ Number of actual sessions Intervention #1 Intervention #2 Intervention #3

Current Progress Data

Did the student reach his/her goal in the designated amount of weeks? YES NO If the student has not reached his/her goal, please write a new goal (see following page).

Goal Revision (Refer to goal template:

Goal Area #1

Conditions Behavior (time, tool/support) (student will)

Criterion

Intervention 1 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 2 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 3 for Goal 1 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Follow-up to Goal #2:

Date of Follow-up Meeting: Comments:

Number of actual sessions Intervention #1 Intervention #2 Intervention #3

Current Progress Data

Did the student reach his/her goal in the designated amount of weeks? YES NO If the student has not reached his/her goal, please write a new goal (see following page).

Goal Development (Refer to goal template):

Goal Area #2

Conditions Behavior (time, tool/support) (student will)

Criterion

Intervention 1 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 2 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Intervention 3 for Goal 2 (describe):

Number of sessions/ number of weeks

Setting/Service Progress Provider Monitoring Materials

Progress Monitoring Frequency

Progress Monitoring Conducted by

Initial review

When will the IST reconvene to discuss the effectiveness of the support plan?

Follow- Up Meeting Review

IST Decisions: ___ ___ ___ Continue with current plan Continue with revised plan Refer for special education evaluation

When will the IST reconvene to discuss the effectiveness of the support plan?

If referring for a special education evaluation, what assessments should be completed?

Intervention Data Collection Form

week and date Week 1 goal 1 goal 2 goal 3 Week 2 goal 1 goal 2 goal 3 Week 3 goal 1 goal 2 goal 3 Week 4 goal 1 goal 2 goal 3 Week 5 goal 1 goal 2 goal 3 Week 6 goal 1 goal 2 goal 3 Week 7 goal 1 goal 2 goal 3 Week 8 goal 1 goal 2 goal 3 Student's name: Goal one: Goal two: Goal three:

Monday

Tuesday

Weds.

Thursday

Friday

IST Procedural Checklist For____________________

Date Completed Task Date teacher filled out the log Assign case manager Give interview form to teacher and case manager Meet with teacher to conduct interview (check for data) Give a copy of the interview form to the School Psychologist Check for or begin history from Set an initial meeting time and date. Assign coverage. Copy and disseminate interview form (with time and date) to appropriate team members Schedule Observation IST convenes Follow-up meeting Follow-up meeting Outcome: Person Responsible Classroom Teacher School Psychologist School Psychologist Case Manager Case Manager School Psychologist School Psychologist Comments

School Psychologist

School Psychologist IST IST IST

Sample Goal Statements for DIVS

Academic Area Picture Naming Fluency Conditions In (# of weeks), when given a randomly selected probe from the Picture Naming Fluency subtest, In (# of weeks), when given a randomly selected probe from the Reverse Definition Fluency subtest, Behavior student will name Criterion Number of pictures correct per minute

Reverse Definition Fluency

student will name

Number of words correct per minute

Sample Goal Statements for DIBELS

Academic Area Letter Naming Fluency Conditions In (# of weeks), when given a randomly selected probe from the Letter Naming Fluency subtest In (# of weeks), when given a randomly selected probe from the Initial Sound Fluency subtest, In (# of weeks), when given a randomly selected probe from the Phoneme Segmentation Fluency subtest, In (# of weeks), when given a randomly selected probe from the Nonsense Word Fluency subtest, Behavior student will name Criterion Number of letters correct per minute

Initial Sound Fluency

student will name

Number of initial sounds correct per minute

Phoneme Segmentation Fluency

student will name

Number of segments correct per minute

Nonsense Word Fluency

student will name

Number of letter/sound correspondences correct per minute

Sample Goal Statements for CBM

Academic Area Reading

Maze

Math

Written Expression

Conditions In(# of weeks), when given a randomly selected passage from (level) of the Standard Progress Monitoring Reading Passages, In(# of weeks), when given a randomly selected passage from (level) of the Standard Progress Monitoring Maze Passages, In(# of weeks), when given a randomly selected passage from (level) of the Standard Progress Monitoring Math Probes, In (# of weeks), when given a story starter or topic sentence, In (# of weeks), when listening to dictated words selected randomly from (level) of the Standard Progress Monitoring Spelling Probes,

Behavior student will read aloud

Criterion (number) words correct in one minute

student will select

(number) correct words in three minutes

student will write

(number) correct digits in two minutes

student will write

Spelling

student will write

. (number) total words in three minutes . (number) correct writing sequences in three minutes (number) correct letter sequences in two minutes

Form Initiated: ___/___/___

IST History Form

Name of Student: _________________ Date Of Birth: ___/___/___ Grade Kindergarten: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 1: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 2: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 3: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 4: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 5: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:__________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No Grade 6: IST Referral: Yes No Outcome: Tier 1 Tier 2 Tier 3 Goals:_________________________________________________________________ Special Education Evaluation: Yes No Special Education Eligibility: Yes No

Parent Information

IST Information Parent information for determining need for a special education evaluation

What is Response to Intervention (RTI)? The RTI process is a multi-step approach to providing services and interventions to students who struggle with learning and behavior at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research based instruction and/or intervention in general education, in special education or both. RTI uses a tiered approach which includes general education instruction (Tier 1), supplemental small group/individual instruction (Tier 2) and if necessary, more intense instruction with more frequent monitoring (Tier 3). What is the Instructional Support Team (IST)? The Instructional Support Team is comprised of a group of professionals who brainstorm strategies as part of a problem solving process. ISTs embody the spirit of teachers helping every student to succeed. The IST has adopted the Response to Intervention (RTI) approach to educational problem solving. Your child's teacher may seek support from the IST if your child is below grade level expectations, based on curriculum assessments or behavioral observations. ISTs consider the individual strengths, abilities and needs of each student. ISTs focus on prevention and early intervention by providing teachers with suggestions for addressing learning, behavioral and socialemotional challenges. The IST recommends instructional strategies, develops an intervention plan and carefully monitors results. The steps of this process include: · · · · · · Identify the problem Devise assessment plan Develop measurable goals and objectives Design an intervention plan Monitor progress Make decisions based on data and make necessary adjustments in instruction

The IST may make a recommendation for a special education evaluation if a student has not responded adequately to interventions during the IST process.

What is Response to Intervention (RTI)? The RTI process is a multi-step approach to providing services and interventions to students who struggle with learning and behavior at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research based instruction and/or intervention in general education, in special education or both. RTI uses a tiered approach which includes general education instruction (Tier 1), supplemental small group/individual instruction (Tier 2) and if necessary, more intense instruction with more frequent monitoring (Tier 3). What is the Instructional Support Team (IST)? The Instructional Support Team is comprised of a group of professionals who brainstorm strategies as part of a problem solving process. ISTs embody the spirit of teachers helping every student to succeed. The IST has adopted the Response to Intervention (RTI) approach to educational problem solving. Your child's teacher may seek support from the IST if your child is below grade level expectations, based on curriculum assessments or behavioral observations. ISTs consider the individual strengths, abilities and needs of each student. ISTs focus on prevention and early intervention by providing teachers with suggestions for addressing learning, behavioral and socialemotional challenges. The IST recommends instructional strategies, develops an intervention plan and carefully monitors results. The steps of this process include: · · · · · · Identify the problem Devise assessment plan Develop measurable goals and objectives Design an intervention plan Monitor progress Make decisions based on data and make necessary adjustments in instruction

The IST may make a recommendation for a special education evaluation if a student has not responded adequately to interventions during the IST process.

Information

Instructional Support Team Manual- revised3

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