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áLoudon County Schools will graduate college and career-ready students through rigorous and relevant learning opportunities.

RTI Proposal -- State Plan

A. General Procedures
1. Academic area(s): Reading

2. Describe staff resources configuration:
Every RTI school has an Intervention Specialist who is responsible for managing the RTI data, meeting with teachers, setting up intervention and support team meetings, and communication between home and school. Every RTI school has at least one reading intervention teacher. In some schools the classroom teacher is responsible for Tier I intervention. However, others choose to serve Tier I students through the reading intervention program. All RTI schools serve students in Tier II and III in the reading intervention program. Special education school psychologists are available to serve on S-Team meetings and help with data management questions. At the district level, the Instructional Support Supervisor is responsible for the implementation of the system wide RTI program. Intervention Specialists team with the reading intervention teacher(s) at each school to implement universal screenings for grades 1-8.

3. Describe your universal screening procedures: Universal screening is done three times a year using the Aimsweb benchmarks for grades 1-8. First grade is given the fluency benchmark while grades 2-8 are given the three minute maze assessment. The RTI team which is made up of the RTI supervisor, intervention specialists, and each school’s reading intervention teacher(s) administer and score benchmark tests. The supervisor reports the data which includes the students scoring below the 25th national percentile at each grade level to the family service liaison. The intervention specialist collaborates with the classroom teacher and parent letters are sent home.

4. Number of tiers to be used: Three

5. How often are grade-level teams going to meet? Grade level teams will meet after every benchmark assessment, at the beginning and end of every tier, and/or when a change of placement is being considered.

6. What is the procedure for students who enter school mid-term? The RTI program is individualized therefore; students are moving from tier to tier and/or exiting the program at different times throughout the year. Classroom teachers will monitor and review records of all students entering school mid-term. The intervention specialist will administer a universal screening for students entering school mid term unless a scheduled benchmark screening is within four weeks. Parents will be notified and an intervention team meeting will be scheduled to review the data and determine the best educational plan for students deemed at-risk.

7. When will school staff contact parents? Parents will be contacted at the beginning of the year, after each universal screening, before initiating and discontinuing each level of intervention, and at regular intervals during the interventions. The classroom teacher will make the initial contact with parents regarding the intervention program. Parents of students who fall below the 25th national percentile on universal screenings will be notified in a timely manner. The Intervention Specialist will send a letter home explaining the RTI program in more depth and will invite the parents to become a member of their child’s intervention team. Parents are requested to participate throughout the RTI process. They are also requested to participate in meetings when a change of placement may be discussed such as moving from Tier I to Tier II, Tier II to Tier III, exiting the program, and when a referral for special education is considered. Parents will receive RTI progress reports every three weeks.

B. TIER 1
1. Describe core reading and/or *math curriculum by grade:
Grades K-5 use a combination of whole group and small group instruction using a research based program that encompasses the following: oral language, phonemic awareness, alphabetic knowledge, phonics, decodable text, fluency, oral vocabulary, reading vocabulary, listening comprehension, text comprehension, informational text, new literacy, differentiated instruction, monitoring progress and success predictors and writing.

Grades 6-8 teach reading through the language arts program or reading class. Reading selections are novel based units of study and language arts skills are embedded within each unit.

2. Length of core reading instruction across all grades (90 minute standard): Each school is encouraged to have a 90 minute block of instruction time for reading.

3. Describe staff training and staff development for core curriculum in *each academic area being implemented: Textbook companies provided professional development in the spring, fall, and at our “Target Technology Day” in January. Continuous company support is also provided via email and telephone. System level professional development is provided annually at the beginning of the school year and throughout the year as requested.

4. Describe types of instructional practices for *each academic area being implemented: (small group, learning centers, peer tutoring) Teachers implement a variety of instructional teaching strategies in reading. They include whole group instruction, small group instruction, peer tutoring, cooperative learning, brain based strategies (Quantum Learning), integrated technology, and Learning Focus Strategies.

5. Progress-monitoring procedures:
Students scoring below the 25th national percentile on universal screening benchmarks will be referred to the Intervention Specialist. The Intervention Specialist will meet with the classroom teacher to determine if additional educational data, such as classroom performance supports the initiation of TIER I intervention. The Intervention Specialist will schedule a meeting to review benchmark data with the student’s parent and classroom teacher. A baseline score will be determined for every student entering Tier I. Progress monitoring will occur weekly and the data will be entered into Aimsweb for a period of 6-8 weeks. The classroom or intervention teacher will be responsible for monitoring student progress by administering one to three minute reading probes.

6. Data-based decision making procedures for Tier 1: How will each student’s progress monitoring data be evaluated? Who will evaluate the data? Describe use of slope and rate of growth to make instructional decisions:
The intervention team made up of the classroom teacher and/or the intervention teacher, the parent, and the will evaluate the progress monitoring data every three weeks. The student’s performance and rate of improvement will be examined. If the slope of the trend line is equal to or greater than the specified rate of improvement then the student is responding well to instruction and should remain at TIER I. TIER 2 recommendations will be based upon students considered as non-responders to TIER 1 interventions. A student will be identified as a non-responding student if he is making less progress on a weekly basis than a grade level student makes at the 25th percentile and he continues to be below the 25th national percentile. This will enable the team to make quick decisions regarding intervention changes that may need to occur should the slope line indicate that the rate of growth is such that the intervention is not closing the gap.

7. Describe procedures to monitor fidelity of implementation for Tier 1:
The principal and/or principal’s designee is responsible for monitoring the fidelity of TIER I implementation. Teachers are required to complete a RTI intervention documentation log. The teacher must document the date and amount of time spent in intervention. The amount of time must match the recommended intervention time for TIER I. The Intervention Specialist reviews the log to ensure the fidelity of the program. The log is a requirement for all RTI referrals to special education and is reviewed by the school psychologist.

C. Tier 2
1. Describe Tier 2 interventions to be used by grade *for each academic area being implemented:
Interventions may include:
Grades 1-5 Tier II Interventions: Riverdeep Destination Reading; Fundations; My Sidewalks (Scott Foresman intervention program to regular reading series), and Skills Tutor (new for 2008-2009)

Grades 6-8 Tier II Interventions- Riverdeep Destination Reading; Jamestown Reading Navigator, and Skills Tutor (new for 2008-2009)

2. Length of intervention session for reading *and/or math: (in addition to 90 minutes of Tier 1 reading instruction or *designated instruction in math)
30 minutes in addition to the core reading program

3. Number of sessions per week and maximum number of students per group *(per subject areas being used): four sessions per week (minimum of 40 sessions for TIER II) with a maximum of five students per group

4. Who provides intervention(s) for reading? *For math? The reading intervention teacher will provide the intervention(s) at TIER II.

5. Describe staff development and training for Tier 2 providers in *each subject area being used: The Riverdeep Company provided professional development for all teachers in RTI schools. In addition to the above training the company has provided training to all reading intervention teachers throughout the school year for the past two years. Scott Foresman also provided initial training in My Sidewalks during the first week of school and again on “Target Technology Day” as well as needed throughout the year via email and on line.

Jamestown Reading Navigator provided professional development for grades 6-8 during the first week of school and again in November. A member of the JRN technology department visited the five schools that use this product in December.

Intervention Specialists have also received training in Riverdeep, My Sidewalks, and Jamestown Reading Navigator as well as substantial training in Aimsweb. Initial training began in May 2007 and has continued in whole group as well small group training sessions throughout the 2007-2008 school year.

Skills Tutor was piloted in several reading intervention classrooms during the spring of 2008. Skill Tutor was purchased using IDEIA disproportionate set-aside funds for early intervention. Houghton Mifflin Learning Technology will provide professional development for teachers on August 1, 2008 using the train the trainer method. Professional development for administrators will occur on September 15, 2008. Follow-up training will be provided at individual schools in November 2008.

6. Progress-monitoring procedures for *each subject area being used:
Using the Aimsweb grade level probes, progress monitoring will occur weekly for TIER II students. One minute fluency probes and/or three minute maze probes will be administered by the reading intervention teacher or trained teaching assistant. Progress monitoring occurs for 9-12 weeks, until the S-Team meets again to evaluate the student’s response to reading interventions.

7. Data-based decision making procedures for Tier 2: Evaluate each Tier 2 student’s progress monitoring data at the end of the monitoring period A student is making adequate progress if his or her scores are at or above the established criterion for either the performance level OR the rate of growth. A student is NOT making adequate progress if his or her scores fall below the criteria for both the performance level AND the rate of growth. Who will be responsible for presenting information to a grade level team for consideration of need for Tier 3 intervention?

Students entering Tier II will be placed on an S-Team. The S-Team may consist of the principal, school counselor, classroom teacher, the intervention teacher, the parent, and the intervention specialist. If the parent cannot attend the S-Team meeting he or she will be advised of the outcome of the meeting via telephone and/or letter. The Intervention Specialist will enter progress monitoring data into Aimsweb. The intervention teacher and the Intervention Specialist will evaluate the data weekly. Parents will receive progress reports every three weeks. A student is making adequate progress if his or her scores are at or above the established criterion for either performance level or the rate if growth and a decision to remain at TIER II or return to TIER I shall be considered. A student is not making adequate progress and is considered a non-responders if his or her scores fall below the established criterion for both the performance level and the rate of growth (making less weekly progress than a grade level student at the 25th percentile) and/or continuing to be below the 25th national percentile and will be considered for Tier III intervention. The Intervention Specialist will be responsible for setting up the S-Team meeting to review and evaluate the data. The Intervention Specialist will present the RTI data along with input from members of the team. The S-Team will make the decision regarding the student’s placement based on evaluative and achievement data.

8. Describe procedures to be used to monitor the fidelity of implementation for Tier 2 intervention:
The principal or his/her designee is responsible for monitoring the fidelity of implementation for TIER II intervention. Intervention Teachers are required complete a RTI intervention documentation log. The teacher must document the date and amount of time spent in intervention. The amount of time must match the recommend intervention time for Tier II. The Intervention Specialist reviews the log to ensure the fidelity of the program. The log is a requirement for all RTI referrals to special education and is reviewed by the school psychologist.

D. Tier 3
1. At what point is referral for consideration of special education services made?
A referral for special education is considered at the end of Tier III if the student’s scores have continued fall below the established criterion for the performance level and the rate of growth (making less weekly progress than a grade level student does at the 25th percentile) and/or is continuing to fall below the 25th national percentile. One exception to this would be for students already receiving services in special education in areas other than direct reading instruction or students receiving accommodations/modifications through a Section 504 plan due to a disability that substantially limits the major life activity of learning. An IEP or Section 504 Team staffing will be held to determine the need to initiate intervention. At this meeting, the intervention program and length of time will be determined in accordance with TIER II services. Another exception would be for ELL students. ELL students who have lived in the USA for at least one year and who have been receiving ELL services during that time with little or no progress being made may enter the RTI program at Tier II. The ELL students making insufficient progress in Tier II may be considered for a special education evaluation. The ELL students will begin Tier III and data will be collected while special education testing is being completed.

An exception to the requirement of 45 sessions necessary for TIER III are cases where two interventions coupled with teaching strategies such as Learning Focused Strategies are attempted in TIER II with regression or no improvement in performance. If, after four weeks in TIER III, such students continue to show no improvement then special education can be considered. Tier III interventions will continue and data will be collected while testing is being completed.

2. Describe the Tier 3 intervention program for *each academic area being used: Interventions programs may include:
Grades 1-5 Tier III Interventions: Riverdeep Destination Reading; Fundations; My Sidewalks (Scott Foresman intervention program to regular reading series), and Skills Tutor

Grades 6-8 Tier II Interventions- Riverdeep Destination Reading; Jamestown Reading Navigator, and Skills Tutor

3. Length of intervention session and maximum number of students per group *per subject area:
The student will receive 60 minutes of intervention per day in addition to core reading instruction with a maximum of three students in each group.

4. Number of sessions per week:
5 sessions per week (minimum of 45 sessions for TIER III)

5. Who provides intervention(s)? Designate type of personnel by funding source: special ed, regular ed, NCLB, etc. For reading/ *for math?
The elementary reading intervention teachers whose positions are funded through local school funds provide intervention at the elementary level. Reading intervention in RTI middle schools is provided by reading intervention teachers who are funded through addition BEP funds for at risk students. Trained teaching assistants are used when needed and are funded through local school funds.

6. How are Tier 3 providers trained and describe staff development at Tier 3:
The Riverdeep Company provided professional development for all teachers in RTI schools. In addition to the above training the company has provided training to all reading intervention teachers throughout the school year for the past two years. Scott Foresman also provided initial training in My Sidewalks during the first week of school and again on “Target Technology Day” as well as needed throughout the year via email and on line.

Jamestown Reading Navigator provided professional development for grades 6-8 during the first week of school and again in November. A member of the JRN technology department visited the five schools that use this product in December.

Intervention Specialists have also received training in Riverdeep, My Sidewalks, and Jamestown Reading Navigator as well as substantial training in Aimsweb. Initial training began in May 2007 and has continued in whole group as well small group training sessions throughout the 2007-2008 school year.

Skills Tutor was piloted in several reading intervention classrooms during the spring of 2008. Skill Tutor was purchased using IDEIA funds. Houghton Mifflin Learning Technology will provide professional development for teachers on August 1, 2008 using the train the trainer method. Professional development for administrators will occur on September 15, 2008. Follow-up training will be provided at individual schools in November 2008.

7. Progress-monitoring procedures:

Using the Aimsweb grade level probes, progress monitoring will occur weekly for TIER III students. One minute fluency probes and/or three minute maze probes will be administered by the reading intervention teacher or trained teaching assistant. Progress monitoring occurs for 9-12 weeks, until the S-Team meets again to evaluate the student’s response to reading interventions.

8. Data-based decision making procedures:
Students entering Tier III will continue on an S-Team. The S-Team may consist of the principal/designee, the school counselor, the classroom teacher, the intervention teacher, the parent, and the intervention specialist. If the parent cannot attend the S-Team meeting he or she will be advised of the outcome of the meeting via telephone and/or letter. The Intervention Specialist will enter progress monitoring data into Aimsweb. The intervention teacher and the Intervention Specialist will evaluate the data weekly. Parents will receive progress reports every three weeks. A student is making adequate progress if his or her scores are at or above the established criterion for either performance level or the rate if growth and a decision to remain at TIER III or return to TIER II or lesser levels of intervention shall be considered. A student is not making adequate progress and is considered a non-responders if his or her scores fall below the established criterion for both the performance level and the rate of growth (making less weekly progress than a grade level student at the 25th percentile) and/or continuing to be below the 25th national percentile and will be considered for a special education referral. The Intervention Specialist will be responsible for setting up the final S-Team meeting to review and evaluate the data. The Intervention Specialist will present the RTI data along with input from members of the team. The S-Team will make the decision regarding the student’s placement based on evaluative and achievement data. The school psychologist is invited to the final S-Team meeting to discuss assessment procedures and to obtain permission to assess.

9. How are parents involved and kept informed at this level?
Parents are invited to attend all RTI meetings and receive progress reports every three weeks throughout the RTI process. Parents may also request a meeting at anytime during the RTI process.

10. How is fidelity of implementation monitored at Tier 3?
The principal or his/her designee is responsible for monitoring the fidelity of implementation for TIER III intervention. Intervention teachers are required to complete a RTI intervention documentation log. The date and length of time of the intervention must be documented. This log is reviewed periodically by the intervention specialist. It is also a requirement for all RTI special education referrals and is reviewed by the school psychologist to determine that the intervention was completed as written.

E. Tier 4: Loudon County Schools will not be utilizing a fourth TIER.

F. Special Education Procedures
1. When does a student get referred for a special education evaluation?
After the completion of TIER 1, TIER 2, and at the half way point of TIER 3 Interventions, if a student does not respond adequately then a special education evaluation is requested by the school support team.

2. Who makes the decision for a referral for special education evaluation and how do school support teams interface with grade level teams? School Support Teams along with special education assessment personnel make the decision as to whether to proceed with a special education evaluation or not. Grade level team members are a part of the school support team. The decision to initiate a special education evaluation is based upon a review of all the data collected by the S-Team throughout the intervention process as well as information contained in the student’s cumulative record.

3. What are the general procedures to be used for special education evaluation?
Students will be evaluated based on the suspected disability. The evaluation procedures used will be consistent with the guidelines, polices, and procedures outlined by the State Department of Education.

4. What are the components of a special education evaluation?
The components of a special education evaluation are based on criteria set forth by the State Department of Education. All eligibility criteria must be met and the student must be in need of special education support services in order for them to be made eligible for services. If a student is determined eligible for services, then an IEP Team will develop an Individualized Education Plan for the student which will include necessary supports required of the student.

5. Describe progress-monitoring procedures after the student begins receiving special education services:
Special education students will be progressed monitored one time per week using Aimsweb by either the special education teacher, school psychologist, and/or a trained paraprofessional.

6. Data-based decision making procedures after the student begins receiving special education services:
Progress monitoring information will be communicated to the parent in the same manner it is being reported to parents of non-disabled children. Communication will occur every three weeks and each time IEP progress reports are sent home. IEP Team meetings will be scheduled as often as necessary to discuss student progress, the continuation of, the discontinuation of, an increase of, and/or a decrease of interventions as well as the continued need for special education services.

7. Describe procedures for monitoring fidelity of implementation of special education services:
The principal, principal designee, school psychologist, and/or special education supervisor will monitor the fidelity of the implementation of special education services through walk-through observations, analysis of classroom data, analysis of parent satisfaction surveys, and/or review of IEP progress.

8. Describe overall program evaluation activity:

The overall effectiveness of the program will be monitored on a multilevel basis. Special education case personnel and the intervention specialist will work collaboratively together to evaluate the overall effectiveness of the program at the individual school level on an ongoing basis. There will be a minimum of four points during the school year to make adjustments. These are at the fall benchmark, the winter benchmark, spring benchmark, and the end of the school year or the end of the student’s annual individual education plan. The summary of the data gathered will be utilized to examine the relationship between the data points on the graph and the goal line. This data will be used to determine whether the student is making adequate progress toward the goals outlined in the student’s individual education plan and whether to continue or change the instruction. With this data, the case manager can determine the instructional needs of the student. At the system level, the overall effectiveness of the program will be monitored at a minimum on an annual basis. However, the system special education supervisor will provide continuous monitoring at the school level utilizing input from case manager and other related personnel.
Last Updated: 3/5/10
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