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Response to Intervention (RtI) Inservice for Core Team Membership

Response to Intervention (RtI) Inservice for Core Team Membership. La Feria ISD September 20, 2013 8:30 A M -- Curriculum Center Josie Ruiz, Ed. Consultant, LSSP. Agenda. Overview of RtI & Instruction Framework Review Tiers 1, 2, 3, & 4 Process implementation at each tier

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Response to Intervention (RtI) Inservice for Core Team Membership

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  1. Response to Intervention (RtI) Inservice for Core Team Membership La Feria ISD September 20, 2013 8:30 A M -- Curriculum Center Josie Ruiz, Ed. Consultant, LSSP

  2. Agenda • Overview of RtI & Instruction Framework • Review Tiers 1, 2, 3, & 4 • Process implementation at each tier • Progress monitoring at each tier • Process monitoring (paperwork) at each tier • Updates on Legal Changes in the RtI Process • Review Changes with New Updated Process Guides • Response to Intervention • Section 504 • Dyslexia • Explain the RtI implementation and folder review to be done at the campus level

  3. Response to Intervention and Instruction – RtI2 Framework • RtI2 • Tier 1: Gen. Ed. High Quality Instruction • Tier 2: Gen. Ed. Targeted Instruction • Tier 3: §504 Intensive Interventions • Tier 4: SPED Special Education

  4. RtI: What it is • “RtI is a process of • providing high quality instruction and behavioral interventions, • including scientific research-based interventions, to students in regular education, • based on their individual needs, and then • monitoring their progress with the interventions • to determine whether the student’s response (i.e., rate of learning over time) is adequate to allow the student to meet state-approved grade-level standards within a reasonable period of time.”(Walsh Anderson, 2008) (underlining & chunking added)

  5. RtI • Educational decisions are based on specific response data gathered on the interventions and strategies used with the child. • The RtI process allows for the district to monitor the progress of all students as well as the effectiveness of its educational programs and to address the needs of those students who are not being successful using specific data. (McCook, 2006) • RtI is a process for ALL students. • Bottom line: RtI’s function is to strengthen general education’s curriculum and delivery of instruction for all students.

  6. RTI2: How Experts View It What is RtI? http://www.youtube.com/watch?v=hOkwkLLayyQ&feature=endscreen http://www.youtube.com/watch?v=ApzX15USq2w Framework of Supports http://www.youtube.com/watch?v=4erq74T1l8k

  7. §504 • §504 is a civil rights law. • It does not guarantee an outcome. • It protects against discrimination because of a disability. • A school district cannot: • Exclude, • Deny benefit to, or • Discriminate against a person with disabilities.

  8. §504 • §504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.(OCR, Protecting Students with Disabilities) http://www2.ed.gov/about/offices/list/ocr/504faq.html • Has a record of such impairment, or • Is regarded as having such an impairment.

  9. §504 • eating, • sleeping, • standing, • lifting, • bending, • reading, • concentrating, • thinking, and • communicating. • Major life activities • caring for one's self, • performing manual tasks, • walking, • seeing, • hearing, • speaking, • breathing, • learning, • working

  10. §504 • “Major bodily functions” are major life activities, such as: • the functions of the immune system, • normal cell growth, • digestive, • bowel, • bladder, • neurological, • brain, • respiratory, • circulatory, • endocrine, and • reproductive functions. (OCR, Protecting Students with Disabilities) http://www2.ed.gov/about/offices/list/ocr/504faq.html

  11. §504 • As of January 1, 2009, school districts, in determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of any mitigating measures that a student is using.  • Mitigating measures are: medication, assistive technology, reasonable accommodations or aids or services, learned learned behavioral or adaptive neurological modifications, etc. • This is a change from prior law—much broader. (OCR, Protecting Students with Disabilities) http://www2.ed.gov/about/offices/list/ocr/504faq.html

  12. Take Time to Process • Write two sentences using all of the following words or phrases: process interventions regular education effectiveness data curriculum • Write an additional two sentences using all of the following words or phrases: discrimination impairment major life activities mitigating measure • Share your four sentences with at least one person.

  13. Process Implementation • Tier 1 – High Quality Instruction • Tier 2 – Targeted Interventions • Tier 3 – Intensive Interventions • Tier 4 – Special Education

  14. Tier 1 – High Quality Instruction • Tier 1 (RtI) • Uses universal interventions. • Implements whole class, general ed. curriculum. • Uses effective instruction and general ed. class environment. • Provides for early intervention. • Is effective for most students 80% to 90%. (Hardcastle, 2006)

  15. Tier 1- General Ed. Process • What programs, materials and strategies are being used in each core area in general education? • Are these programs, materials and strategies appropriate for the populations (ELL learners, migrants, struggling learners, etc.) being served at the campus? • Does the campus have baseline data for each core area?

  16. Tier 1- General Ed. Process • What is being done for students who are exhibiting weaknesses or problems? • What about this student? • Is it a curricular issue? Why? • Have other factors been been investigated? (attendance, economic, familial, etc.) • If the student is still struggling, has the appropriate paperwork been filled out to proceed to Tier 2? • Is the parent aware that the student is having difficulty? • Are we using the Istation data?

  17. Tier 2 – Targeted Interventions • Supplements the core curriculum. • Uses data to recommend interventions. • Uses the problem solving process to identify the problems and find/develop solutions. • Targets individual/small group differentiated instruction. • Implements progress monitoring processes. (Hardcastle, 2006)

  18. Tier 2 - Targeted Interventions • Have specific programs, materials, and/or strategies been identified to be used with students displaying needs in the core areas for Tier 2? • Are these programs, materials, and/or strategies appropriate for the populations being served at the campus? • Has a parent interview been conducted? • Does the Core Team have necessary student data to develop an Individual Intervention Plan (IIP)?

  19. Tier 2 – Targeted Interventions • Does the IIP identify the referring problem(s) and contain supportive data? • Are the interventions and strategies identified and are objectives stated in measurable terms? • Has the person in charge of monitoring been identified? • Have the frequency of monitoring and a growth rate been established? • Have the parents been advised of what the campus is doing? • If the student continues to struggle, has the Core Team met to modify the IIP?

  20. Tier 2 – Targeted Interventions • Has there been fidelity in the implementation of interventions and/or strategies identified in the IIP? • Has the IIP been implemented consistently? • Is there written documentation of the progress monitoring? • Is all of the data available in the student’s RtI folder? • If after a specified time (10 to 12 weeks), the student has not progressed, has the student been considered for Tier 3?

  21. Tier 3 (§504) • Interventions are more intensive and individualized. • The function is to find successful interventions through the development of the Individual Accommodations Plan (IAP)/Student Services Plan (SSP). • The student is identified as having a mental or physical impairment that substantially limits one or more major life activities. • A small percentage of the student population will be served at this tier. (Hardcastle, 2006)

  22. Tier 3 – §504 Process • Has the §504 Team/Case manager ensured that appropriate paperwork is in place (parent notice and consent for §504 and/or At-risk for Dyslexia evaluation, parent rights) before the evaluation begins? • Has §504 Team gathered additional data to review and determine whether the student has a mental or physical impairment that substantially limits one or more major life activity? • If the student qualifies, has the §504 Team developed an Individual Accommodations Plan (IAP), now a Student Services Plan (SSP)? • Have the decisions and IAP (SSP) been sent to the parent?

  23. Tier 3 - §504 Process • Has the IAP/SSP been implemented as agreed upon? • Has the IAP/SSP been monitored at least for 6 to 8 weeks? • Have yearly updates, revisions been conducted as determined necessary and appropriate? • If a student continues to struggle, has a referral to Sp. Ed. been initiated? • If a student did not qualify or consent was not obtained, was the student’s case sent to Tier 2?

  24. Tier 4: Special Education • Interventions are more intensive and individualized. • The student has a severe disability. • An Individual Educational Plan (IEP) is developed by the ARD Committee. • The smallest percentage (3 to 5%) of the student population will be served at this tier.

  25. Tier 4: Special Education • Has a request for a "Referral for Consideration of Special Education Full and Individual Evaluation" been completed? • Has the Sp. Ed. process been followed to continue with the referral? • http://buildingrti.utexas.org/rti-presentations/gearing-up/ • After the presentation, share the La Feria data.

  26. To Think About . . . Many process questions were included in the previous slides pertaining to the four tier processes. • On your handout, beside this slide write down two of these questions or your version of the question that concern you as you implement the tiers on your campus. Why do they concern you? • Write two questions with which you are very confident that your campus is doing very well.

  27. Progress Monitoring • Each tier has a progress monitoring component. • For Tier 1, the campus decides how this will be documented. It may be related to TPRI/Tejas Lee, skills taught, CBA’s, etc. ? Have universal screeners been given to all students? • How do you know that the student is/is not progressing • Can you show this data? • Are there any curricular issues?

  28. Progress Monitoring • For Tiers 2 & 3, the progress monitoring depends on the IIP or IAP (SSP). • Has the IIP/IAP(SSP) been implemented consistently (as per frequency and length of time agreed upon at the meeting)? • Has the IIP/IAP(SSP) been implemented with fidelity (as per the training on the specific program or strategy)? • Were the plans delivered and implemented as written? • Is all the data readily available in the student’s folder?

  29. Progress Monitoring • How many students have been exited from Tier 2? • How many students from Tier 3 have made progress so that they can be returned to Tier 2? • How many students are in Tiers 2 and 3? • How does the campus compare with other similar campuses? With district data?

  30. To Think About . . . • Why is progress monitoring so critical to the RtI process? • Share your thoughts with two other people. • Do they agree with you?

  31. Process Monitoring - Paperwork • Tier 1 – Follow: campus procedure as requested by campus administrator • Tier 2 – Follow: Campus Guide for RtI “Task Performance Checklist" in the RtI Campus Guide, pages 3(3-1) to 3(3-3). • Tier 3 – Follow: "Section 504 Procedures Checklist,", Section 4 (4-1 to 4-4) and Section 5 (5-1) §504 Campus Guide. For dyslexia, follow: Section 3 (3-2 to 3-3) and Section 5 (5-1 to 5-2) in the Dyslexia Campus Guide. • Tier 4– Follow: Sp. Ed. procedures. • "Just do it!" attitude will keep your campus out of legal problems.

  32. To Think About . . . • Process monitoring is one main area that TEA/OCR will come and check if there is ever a complaint filed against the campus or district. • Remember to review those sections of your RtI Guide, especially when you do not recall with preciseness what the process is for a particular tier. • D. Richards mentioned that process protects all students. Sometimes it is even more important than services.

  33. New Changes in the Section 504 Process* • As mentioned previously, Congress has broadened the scope of Section 504. • More students may qualify but not necessarily need an IAP/ Student Services Plan. • When considering students under Section 504, mitigating measures (medications, accommodations, etc.) must be addressed. *Section 504 Update, ESC 1, Dave Richards, Sept. 10, 2013 • http://www2.ed.gov/about/offices/list/ocr/docs/dcl-504faq-201109.html • http://www2.ed.gov/about/offices/list/ocr/504faq.html

  34. New Changes in the Section 504 Process • The 4 questions to answer to determine Section 504 eligibility are: • Does the student have a physical or mental impairment? • Does the physical or mental impairment affect one or more major life activities (including major bodily functions)? • Does the physical or mental impairment substantially limit a major life activity? • Does the student need Section 504 services in order for his/her educational needs to be met adequately as those of non-disabled peers?

  35. New Changes in the Section 504 Process • If all 4 questions are answered YES, then the student is eligible for 504 protection and a Services Plan. • If only the first 3 questions are answered YES, then the student is eligible for 504 protection but does not need a Services Plan at this time. • If any of the first 3 questions is NO, the student is not eligible for 504 protection nor a Services Plan.

  36. New Changes in the Section 504 Process • Impairments that are Episodic or in Remission need to be addressed. • Episodic impairments are those that come and go during the school year, such as: allergies, asthma, cystic fibrosis, migraine headaches, etc. • Look at the impact across a long time-frame, like a school year, not just now. • The episodic impairment does not have to be substantially limiting every day or month of the school year.

  37. New Changes in the Section 504 Process • Impairments in Remission are those that once were substantially limiting, but have not returned, yet could return. • Some examples of impairments in Remission are: cancer, hepatitis, multiple sclerosis, and Crohn’s Disease. • A service plan may not be necessary for students with impairments in Remission. Nonetheless, these students are monitored.

  38. To Remember During theSection 504 Process • Least Restrictive Environment (LRE) applies to 504—education at school with peers is favored over education at home without peers when both are possible. • Accommodation or services beyond the ordinary must be justified by data that goes beyond the ordinary. It must be shown why it is necessary.

  39. On Current Court Cases – Lessons Learned §504 does not require a medical diagnosis for qualifying a student. Parents do not have the duty to evaluate. If the parent does not give necessary information, the school district still has the duty to evaluate! For §504 cases, parental consent is required for initial evaluation only. It is not required for eligibility.

  40. On Current Court Cases – Lessons Learned Make sure staff and students are trained on what constitutes harassment and the district’s position on the matter. Use common sense, pay attention and take action when confronted with inappropriate behavior. When facts on a student change, make sure that the student’s IIP/IAP also change. OCR looks at procedure. When are parents given Notice of Rights?

  41. On Current Court Cases – Lessons Learned Always use data to make decisions. One set of data is not enough. Make sure to consider students on an individual basis when looking at health plans vs. IAP.

  42. New Changes in the Section 504Process – Gen. Ed. Homebound • General Education Homebound (GEH) services follow the current Student Attendance Accounting Handbook guidelines and also the 504 process: • There has to be a medical diagnosis given by a physician licensed to practice in the U. S. • The 504 Committee reviews current evaluation data along with the physicians form to determine eligibility. There must be a 504 evaluation. • "Over the course of the student’s confinement at home or hospital bedside, ‘the student must be provided instruction in all the courses, including elective courses, in which the student is enrolled.’"   (emphasis added)

  43. New Changes in the Section 504 Process • According to D. Richards, this does not mean every class, every day, every week. • It does mean that elective courses, such as CTE, band, and PE, will also need to be addressed while the student is homebound. • Suggestions offered were: distance learning, computer software programs, on-line instruction and telephone conferences with classroom teachers. • The Committee will need to address the direct 1-to-1 instruction time (4+ hours weekly earn 5 full days) and optional, additional services.

  44. Let’s Do . . . Inside-Outside Circle Questions: How is mitigating measure related to 504 eligibility? What is the significance of Congress broadening the scope of Section 504 at your campus? Compare episodic and in remission. How will the new mandate for General Education Homebound requiring electives to be addressed as part of the services affect your campus?

  45. Review Changes with the New UpdatedProcess Guides Guide – Response to Intervention Guide – §504 Guide – Dyslexia Get out those binders!

  46. Campus and Folder Review • Review: • Tier 1 (general education programming) • Tier 2 (student lists, interventions, accommodations, progress monitoring, and process implementation) • Tier 3 (student lists, interventions, accommodations, progress monitoring, and process monitoring) • To Tier 4 (process implementation)

  47. Campus and Folder Review Review any parental concerns/complaints about the RtI process at the campus Monitor selected student folders at Tiers 2 and 3 as well as those going to Tier 4 Identify areas of need and strength for the RtI campus process, implementation and monitoring of student performance Report preliminary campus findings to campus administration before exiting campus Report final campus findings and recommendations to district and campus administration at the Debriefing Meeting

  48. Before You Leave . . . Answer the following questions and be prepared to share with a partner/group: What are the 3 most important things I have learned today? What are the 2 most important things that need to change at my campus? What is the first thing I need to do in reference to RtI when I get back to campus? When will I do it?

  49. Response to Intervention (RtI) Inservice for Core Team Membership • Thank • you • for • your • participation!!!

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