RTI Annual Training 2017-2018 Westside High School Presented by Elizabeth Schad October 6, 2017

1. RTIAnnual Training2017-2018Westside High SchoolPresented by Elizabeth SchadOctober 6, 2017

2. The Mission of the Richmond County School System is to build a world class school system through education, collaboration and innovation. The Vision of the Richmond County School System is to create: a world class globally competitive school system where all students will graduate and are college/career ready *

3. RtI is a process used to help students that experience academic and/or behavioral challenges become successful by: putting interventions (additional instruction) in place and monitoring to see what works in helping that student move closer to success.

4. Teacher Training of RtI/SST The purpose of the RtI/SST process is to: • intervene with student problems • interact at general education levels • implement prescribed interventions

5. Response to Intervention RTI IS NOT AN AUTOMATIC ROAD TO SPECIAL EDUCATION! • Special Education is delivered at the most intensive level of intervention (TIER 4 on the Georgia RTI pyramid)

6. The finish line and beyond… *

7. WHERE ARE THE STUDENTS IN NEED OF RtI ? ways to identify students: Universal Screener: i- Ready Child Find Records Review RtI Yearly reports: EOY- End of Year & Start Up reports Parent requests for testing and RtI process

8. Universal Screener- Math & Reading Progress Monitoring Recommendations: • Students more than one grade level below (Red): every two weeks • Students one grade level below (Yellow): once a month • Students on or above grade level (Green): at least once each 9 weeks • Review data and move through tiers as needed as a team every 4-6 weeks • Make referrals to Tier 3 as the data requires *

9. Parent request Reality: most times parents just want HELP for their kids

11. TIER I Evidence-based curricula and strategies in place for all students. (Regular Ed. Curriculum)

12. TIER II

13. At TIER II • Parent is notified by letter that additional small group instruction may be needed for student • Small group instruction is provided in addition to the core curriculum • Progress monitoring is administered frequently to determine whether a change in delivery or strategy is required • Data are analyzed by classroom general education teachers for decision making Taken from: Special Education Rules Implementation Manual, Part I, Georgia Department of Education, April 18,2011. pg.51

14. Tier III

15. TIER III • Parent is notified and invited to participate in a TIER III meeting • Baseline and progress monitoring data from Tier 2 are analyzed to create specific goal(s) for student improvement • The RTI/SST may determine the need for additional information on a student including the use or administration of informal or formal measures to gather individual data in the area of concern • The interventions are continued if the student is making progress using the RTI/SST interventions; however, if progress toward the goal is minimal, RTI/SST members will revise or change the intervention Taken from: Special Education Rules Implementation Manual, Part I, Georgia Department of Education, April 18,2011. pg.51

16. Description of the process at RtI Westside High School: Who: Our school & RtI Team (name them) What: RtI meetings When: Share meeting days & times Where: Share location How: Using data as an organized and prepared team Why: To assist our students with success academically & behaviorally

17. Points to remember • Meetings are scheduled 7- 10 days in advance (best practice) • Parents and key members are invited and expected to attend • Tier 3-At least 3 members are present –per GADOE-Rule 160-4-2.32: (referring teacher + 2 others: Principal, Counselor, Psychologist, Social Worker, SPED teacher, etc. ) • Meetings are timely & efficient (30 +10 min. recommended.) • Interventions are conducted timely and with fidelity • Before, after or Saturday school – must find a way- NO EXCUSES

18. Recommended 1st TIER 3 meeting formatpg. 23 of Quick Guide –Checklist • 1. Introduction • 2. Purpose of the meeting • 3. Teacher(s) present area(s) of concern, baseline data, interventions used and progress monitoring (results) • 4. Team discusses and agrees on next steps. Parents are encouraged to share concerns and suggestions. • 5. Follow-up meeting date is set. • 6. Summary of meeting is read and agreed upon. • 7. Team members sign summary of meeting. Copies are given to the parent. ** Recommended that Vision & Hearing be obtained before the meeting.

19. Recommended 2nd TIER 3 meeting format SAME FORMAT AS PREVIOUS MEETINGS • 1. Introduction • 2. Summary of previous meeting is read. • 3. Teacher(s) present area(s) of concern, baseline data, interventions used and progress monitoring (results) • 4. Teams discusses and agrees on next steps. • 5. IF not referred for SPED consideration, follow-up meeting date is set- BASED UPON TEAM. • 6. Summary of meeting is read and agreed upon. • 7. Team members sign summary of meeting. Copies are given to the parent.

20. TEACHERS are responsible for: • See the “RTI Quick Guide for Teachers” in the RTI Quick Guide, page 13 • Teachers may be responsible for obtaining Vision & Hearing consent and following up on the screening • Parent/Teacher conferences should already be happening • RtI is not to serve as a Parent/Teacher conference

21. Tips for TEACHERS at the meeting • Start with the positive about the student- smile, greetings, helping behaviors, attendance, etc. • Move to the problem areas- be objective- JUST THE FACTS! (scores, assignments, etc.) (Johnny is reading at a 2nd grade level and is in 5th grade) • Speak in a language parents understand- explain acronyms, scores and numbers • Ask if everyone understands because it is very technical information • Discuss what interventions have been tried • Brainstorm next steps for team decisions

22. How to access the forms on Infinite Campus. • Go to Infinite Campus and access the student's records • Click "Index" (Tab on left) • Click "RTI" • Below the child's name click the "documents" tab.  A new set of tabs will then appear above the ‘documents list' box.  Click "New Document" • On the box that appears, click the box next to "Create New Simple Form".  A new box will appear saying, 'No form selected' click on the arrow next to it • Scroll down and click on the form that you need • Once you have completed the form click SAVE • You are done.😊 • NOTE**Signed documents need to be scanned and uploaded

23. Infinite Campus & RED Folders • Forms that require a signature- Summary of Meeting, Parental consent • Make a copy of the Summary of Meeting for teachers • Hard copy and place into the RED FOLDER: Problem ID, Summary of Meeting, Data to Support Interventions • Flag Tiers 2 & 3 • Hold work samples until a referral to SPED is made (if a referral is necessary)

24. Referrals to Special Education Students who are not successful through the RtI/SST process may be referred for consideration for Special Education services Use the Initial Referral Checklist pg. 24 Parents/guardians may also formally request that their child be evaluated for Special Education consideration Consent for evaluation forms can only be obtained from the school psychologist Language/Speech Pathologist must be involved with speech referrals RtI Facilitator will assign a teacher/staff person to conduct observations

25. Once the referral packet is complete:*one copy must be submitted toPsychological Services and *one copy must be submitted to Special Education *within 5 days

26. Takeaways….. • RtI is a Response to a problem • RtI is a process • RtI should not be thought of as the first step toward SPED • General Education teachers are responsible for initiating the RtI process – SPED teachers are used as resource in process • All General Education (all subjects) can begin the process • Based on data, not feelings • The RtI process can be used for academic or behavior