EXECUTIVE SUMMARY (updated 1/2/07)
Summarize the highlights of your district improvement plan.
- Learning Focused Schools
- Course Mapping and Prioritizing Curriculum Completed by August 2007
- Language Arts
- Social Studies
- Learning Focused Strategies K-12 and Train-the-Trainer
- Leadership, Achievement, and Accountability
- Timeline for project implementation
- Monitoring plan for progress of district improvement goals
- Calendar of Improvement Plan Committee meeting dates through 2006-2007 school year.
- Communication of the progress of the district improvement plan.
- Response to Intervention
- Ninth Grade Academy at East High School
- Differentiated Supervision Model in Learning Focused Schools
- Professional Development Plan
Engaging/Effective Parent Involvement Policy
The Instructional Support Process and Response to Intervention
Instructional Support is a team process which the Central Dauphin School District offers to students who experience academic, social/emotional, behavioral, and/or communication difficulties. It is designed to help teachers and parents develop and implement research-based interventions (within the RTI model) to support these students to be more successful in the regular education classroom. The goal of Instructional Support Team (IST) is to ensure that all students receive an effective instructional program.
The IST provides the following support services for teachers, parents, and other staff members:
- Informal assessments
- Demonstration and assistance with implementation of researched-based interventions to be used with the student
- Resources to be used with the student
- Data collection for charting success of research-based interventions (interpretation and refinement of interventions as necessary)
The core team of the IST consists of the principal or assistant principal, the instructional support teacher, parent, and referring teacher. Other members of the team that may be included on an as needed basis are: school psychologist, school counselor, reading consultant, speech pathologist, occupational and/or physical therapist, nurse and other school personnel depending upon the reason for referral.
IV. The Process
The IST Request for Intervention form is located in a designated area in the school and/or with all IST Teachers.
Consultation: Suggestions can be made prior to making an IST request that introduce some successful strategies to the student. The instructional support teacher is available to informally collaborate with the teacher about the referral concerns.
Referral Requests: A student may be referred to the IST team for any reason that interferes with their academic or behavioral performance which is impacting upon his/her success in the classroom. If a teacher has a concern regarding the appropriateness of a referral issue, please see the IST teacher for review.
The teacher must contact the parent or guardian before making a request to the IST. When speaking with the parent regarding the IST process, please use the Teacher Guidelines for Parent Communication form found in this booklet. Remember to document the date of contact on the IST referral form.
Team Review of Referral: After completion of the IST Request for Intervention, please return it to the instructional support teacher. The IST teacher will present your referral to the team for review. The instructional support teacher will notify you of the team’s recommendations.
The Process Begins: The referring teacher MUST read the student’s cumulative file prior to referral.
Interview: The instructional support teacher will meet with the teacher to further discuss the concern and review teacher collected data. It is important to narrow and prioritize the concerns regarding the student. The instructional support teacher may arrange a time for this meeting.
Data: Data must be collected (minimum of 4 weeks of data) in the area of concern in order to obtain a baseline of where the student is currently performing and to set a goal. Forms of data include:
**DIBELS (if the concern is about a student’s reading, progress monitor weekly in order to develop baseline data. If progress monitoring materials are needed, please see the IST)
- Theme Tests
- Sight Word Fluency
**Phonology Unit Tests (K-2)
- Kindergarten Skills Survey
For Progress Monitoring Purposes, we will use either DIBELS or a reading comprehension measure.
- EDM Unit Tests
- Student Profile Sheets
- EDM Secured Skills Tests
- Math Fluency Sheets (Fuchs & Fuchs)
- Portfolio samples with PSSA rubric
Additional data collection may be requested from classroom teachers
Observation: A team member will complete an observation of the referred student. Results and strategies based upon the observation will be discussed with the teacher. A mutually convenient time for the observation will be scheduled.
Data Collection: The IST teacher will collect the following information: Parent Report Form D, supplemental teacher information, and a health summary. The IST teacher will also complete a record review of the student’s educational file.
Informal Assessments: Depending upon the reason for referral, the IST teacher will, if needed, perform curriculum based assessments to gather supporting information regarding the concern and development of specific goals.
Action Plan Meeting: An action plan meeting may be scheduled by the instructional support teacher if the team determines it is needed. The teacher and parent(s)/guardian(s) will be notified of the date and time of the meeting. At this approximately thirty (30) minute meeting, the following steps will occur:
1) Review student data and goal
2) Selection, review, and/or explanation of a research-based intervention
3) Development of action plan, time line, and progress monitoring (i.e. assign responsibilities)
- Use Standard Action Plan (page 18)
4) Establish follow-up procedures and possible meeting(s)
An action plan/summary of the meeting will be developed in written form (use Standard Action Plan) and distributed to all team members. A follow up meeting to discuss progress and intervention effectiveness may also be scheduled at this initial meeting.
Implementation of Research-Based Interventions: The intervention chosen will be implemented and student progress will be monitored to determine effectiveness. The teacher will be required to document student progress on an on-going and consistent basis.
One Month Review: This is an informal contact that may occur in person, verbally over the telephone, or through written communication. At this time the intervention may be modified to further its effectiveness. The teacher should contact the IST teacher before this time if concerns continue or further assistance is needed with the implementation of the intervention.
Throughout the entire process, the teacher will remain in contact with the Instructional Support Teacher and parent(s) periodically to report success of the intervention.
If the teacher or student has any difficulty with the intervention, please contact the IST immediately.
Follow-Up Meeting: The team may reconvene with parents to discuss the success of the research-based intervention. It is imperative that the teacher bring documentation, including progress monitoring, to support student success or lack of success from the research-based intervention.
Timelines: There are longer have formal timelines. Instead, data collected through progress monitoring will be used to make informed decisions regarding progress. Typically, a minimum of at least one month of data, or at least four data points is needed. The IST will help with progress monitoring.
Outcomes: Based on student progress with research-based interventions, the following will be determined:
1) Continue the intervention at current rate
2) Increase or decrease current intervention frequency and/or duration. List changes: _______________________________________________________________________________
3) Discontinue intervention and exit student from IST
4) Implement additional research-based intervention (**Increase of current intervention must be attempted first)
If number four (4) is chosen, an updated Action Plan must be developed.
If the student has met with his/her goal, the team may agree to exit the student from the IST process. It may be expected that the teacher will continue to implement the successful intervention. This decision would be determined at a team meeting.
If the student has not met his/her goal, the current intervention may increase with intensity and/or frequency. Only after this takes place, an additional research-based intervention and/or goal may be developed and the process continued for a longer period of time. At the conclusion of a second research-based intervention and if limited progress has occurred, the team may determine if further evaluation is necessary.
What is Response to Intervention (RTI)?
When Congress reauthorized IDEA (Individuals W/Disabilities Education Act), they changed the law about identifying students with specific learning disabilities. Schools will “not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability…” (Section 141 (b)) Wrightslaw: IDEA , 2004, page 88). The Federal Department of Education urges states and school districts to abandon discrepancy models and adopt a Response to Intervention (RTI) model. An RTI model focuses on applying a problem solving framework to identify and address the student’s difficulties using effective, efficient and research-based instruction that leads to improved achievement.
The core characteristics of RTI include:
- Students receive high quality instruction in their general education setting
- General education instruction is research-based
- General education instructors and staff assume an active role in students’ assessment in that curriculum
- School staff conduct universal screening of academics and behavior
- Continuous progress monitoring of student performance occurs
- Continuous progress monitoring pinpoints students’ specific difficulties
- School staff implement specific, research-based interventions to address the student’s difficulties
- School staff use progress-monitoring data to determine interventions’ effectiveness and to make any modifications as needed
- Systematic assessment of the fidelity or integrity with which instruction and interventions are implemented
In CDSD, the following attributes are also a component to the RTI model:
- The concept of multiple tiers of increasingly intense student interventions
- Implementation of a differentiated curriculum
- Instruction delivered by staff other than the classroom teacher
- Varied duration, frequency, and time of interventions