This document outlines a multi-tiered approach to instruction and intervention at Mountain Brook schools. It describes three tiers of support: Tier I is core instruction for all students, Tier II provides targeted small group instruction for students identified as at-risk, and Tier III involves intensive individualized interventions. The Student Support Team is responsible for determining student needs, monitoring progress, and making data-based decisions to maximize outcomes for students receiving Tier II and III support. A variety of screening, assessment, and progress monitoring tools are used to identify student needs and measure response to intervention.

1. A Multi-Tiered Approach to Instruction Response to Instruction (RtI) Implementation Fall 2011

2. Why RtI? No Child Left Behind requires research based instruction/interventions by general education teachers for at-risk students Reading Math Behavior

3. Mountain Brook’s Multi-Tiered Instruction Model

4. Interventions vs. Accommodations Interventions Accommodations Level the playing field Are not designed to improve skills Examples: Preferential seating Extended time on tests Copy of class notes Improve student skills Scientific research based Examples: Small group instruction Pre-teaching Teachers should use appropriate accommodations for all students.

5. Tier I (All Students) General education teacher is responsible Research based strategies/programs are implemented for all students Essential standards are re-taught if needed Enrichment activities are provided if needed Differentiated instruction is required Content, process, and product based on student need is scaffolded Time to meet with small groups to address gaps in learning is set aside

6. Tier II General education teacher is responsible Research based strategies/programs are implemented for identified students (different from Tier I program) Formative assessments are used regularly Identify students who need additional support Target specific learning needs Small group instruction occurs often Provided by general education teacher Directly targets a skill deficit

7. Timely, Structured, Mandatory Focus on the cause of the student’s struggle rather than the symptom (i.e. letter grade, disruptive behavior, etc.) Analyze universal screening data (DIBELS, AIMSweb, document review, etc.) to identify students lacking prerequisite skills Provide targeted support before delivering core instruction to identified students This is more than just RETEACHING!

8. Documentation for Tier II Lesson plans for intervention listing date, students, time, and intervention Behavior contracts with anecdotal notes (Ex. behavior charts) Charts documenting daily interventions Student self assessments to determine effectiveness of intervention over time Documentation of parent notification Etc.

9. Tier III Exact plan is determined by SST based on student needs Academic Interventionist or SBR Teacher is responsible SBR program guarantees intensive support Intervention is provided in addition to core instruction and with greater intensity and time Intervention is intensive, individualized, and based on a problem-solving approach Progress is monitored to determine actual rate of improvement (ROI)

10. Curriculum Based Measurement (CBM) CBMwas initially developed more than 20 years ago by Stanley Denoand others at the University of Minnesota Institute for Research on Learning Disabilitiesto develop a reliable and valid measurement system for evaluating basic skills growth. CBM is supported by 30 years of school-based research. CBM is endorsed by the United States Department of Education as a method for assessing student progress.

11. AIMSweb is a Curriculum Based Measurement

12. Why CBM? Direct measure of student performance Correlates strongly with “best practices” for instruction and assessment Correlates strongly with research-supported methods for assessment and intervention Focus is on repeated measures of performance

13. Rainbow Report

14. The data helps educators answer three questions: How are the majority of students progressing who receive general education instruction? (RTI-80% + 15%) Who are the students who are at-risk of academic failure? (RTI- 5%) How are the “high flyers” doing and are they progressing?

15. When do I refer a student to Student Support Team (SST)? When the documentation of intervention shows: Student is not making progress in identified area of reading or math Intervention for behavioral concern is not effective Significant deficits in reading, math, or behavior identified by universal screeners

16. Student Support Team (SST) The SST is responsible for the decisions which ensure that: students receive instruction and interventions matched to their identified needs, appropriate progress monitoring tools are utilized to provide evidence of students’ response to instruction and intervention, and progress monitoring data are used to make timely instructional decisions which maximize student outcomes.

17. Structure of Student Support Teams Elementary Teams Counselor General Education Teacher(s) Presenting Teacher Academic Interventionist Reading Coach Special Education Teacher Administrator Others as needed Secondary Teams Counselors Administrator Special Education Teacher General Education Teacher Others as needed

18. Frequency and Duration of Meetings Determined at the school level with a minimum of once monthly Each referred student’s data should be reviewed by the SST monthly

19. SST Responsibilities 1 - Ensures that screening data are gathered and utilized to verify Tier I instruction. 2 – Ensures that tiers of differentiated, scientific, research-based instruction and intervention are provided with consistency. 3 – Ensures that decisions are based on screening procedures, benchmark testing, and progress monitoring.

20. SST Responsibilities 4 – Ensures that screening and assessment data are used in selecting individual student interventions. 5 – Ensures that an intervention plan includes measurable intervention goals. 6 – Ensures that appropriate progress monitoring tools are used. 7 – Ensures that student progress monitoring is conducted at a minimum of 2 times per month for each student in Tier III.

21. SST Responsibilities 8 – Reviews progress monitoring data on a specified schedule. -Data should be graphed -Goal ROI and Achieved ROI should be available for discussion

22. SST Responsibilities 9 – Ensures that parents of students receiving Tier III intervention are provided with regular data-based intervention progress reports with report cards and mid-term progress reports. 10- Ensures that students transitioning out of Tier III are monitored to ensure continued success.

23. How is SST different from BBSST? It is NOT a plan of accommodations but a plan of interventions Plan must include SBR programs/interventions for reading, math and behavior Measurable goals must be included. Baseline score is determined Desired score is identified ROI is calculated: Progress monitoring is on-going and reported to parents