Appendix A General Information Wayne County School District Kentucky Statues Requiring Intervention Support for Students KRS 158.6453Assessment of achievement goals (5)(b) A student whose scores on the Work Keys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics shall have intervention strategies for accelerated learning into his or her learning plan. HS KRS 158.6459 Intervention strategies for accelerated learning – Individualized learning plan – Retake of ACT A high school student whose scores on the high school readiness examination administered in grade eight (8), on the college readiness examinations administered in grade ten (10), or on the WorkKeys indicate that additional assistance is required in English, reading, or mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan. A high school student whose score on the ACT examination under KRS 158.6453(4)(a)2 in English, reading, or mathematics is below the system-wide standard established by the Council on Postsecondary education for entry into a credit-bearing course at a public postsecondary university without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation. A high school, in collaboration with its school district, shall develop and implement accelerated learning that: Allows a student’s learning plan to be individualized to meet the student’s academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and May include changes in the student’s class schedule. MS & HS
Tier 3 INTENSIVE For Advanced Learners Tier 2 TARGETED For Advanced Learners Tier 1 CORE For All Students Tier 2 TARGETED For At Risk Learners Tier 3 INTENSIVE For At Risk Learners Intensive, individually designed instruction with increased depth and complexity for students who exceed benchmarks and require interventions beyond Tier 2. On-going formative student assessment. Focused, targeted enhancement of instruction for individuals and/or small groups who meet grade-level benchmarks early or quickly. Ensure continuous progress, remove academic ceilings and align with the area(s) of interests, needs, and abilities. Standard grade-level curriculum is enhanced. Highly effective academic and behavior instruction in the classroom is based on the grade-level state standards/ benchmarks. On-going formative and summative student assessment. Differentiated instruction within the general framework of the classroom. Focused, targeted instruction for individuals and/or small groups who are not currently meeting grade-level benchmarks within core instruction. Ensure continuous progress by evaluating instructional interventions and frequently monitoring the effectiveness of the intervention. Change or modify instructional intervention based on the analysis of data. Intensive individually designed curriculum responsive to instructional needs not met in Tiers 1 & 2. On-going formative student assessment. Approximately 5% of all students will respond with success to core, targeted and intensive academic/behavioral instruction. Approximately 15% of all students will respond with success to core and targeted academic/behavioral instruction Approximately 80% of all students will respond with success to core academic/behavioral instruction Of the almost 20% of students who proceed to Tier 2 research shows that 15% of students will respond with success to core and targeted academic instruction Of the 5% who proceed to Tier III, research shows students will respond with success to core, targeted and intensive academic/behavioral instruction TWICE EXCEPTIONAL Twice students (those who need interventions on both sides of KSI) should receive separate interventions for both areas of need and strengths. Environmental, cultural, and disabling conditions may mask a child’s true abilities and should be taken into consideration to avoid exclusion of identification and services (Common Gifted Education Myths, National Association for Gifted Education, www.nagc.org). "These advanced learners shall be provided access to a challenging and accelerated curriculum while also addressing the unique needs of their disability." (Position on Response to Intervention (RtI):
The Unique Role of Special Education and Special Educators, Council for Exceptional Children, October 2007) Sample Key Strategies for Academic RTI Implementation Tier 3 INTENSIVE For Advanced Learners Tier 2 TARGETED For Advanced Learners Tier 1 CORE For All Students Tier 2 TARGETED For At Risk Learners Tier 3 INTENSIVE For At Risk Learners Receive Tiers 1 – 3 Strategies Receive Tier 1 & Tier 2 Strategies Receive Tier 1 Strategies Receive Tier 1 & Tier 2 Strategies Receive Tiers 1 – 3 Strategies Acceleration Options: Early Exit from Primary Grade Skipping Subject Area Higher Grade Level Dual Credit Courses Early Exit from High School Credit Mentorships Problem-based learning (Academic Competitions) Seminars Honors Courses Note: Accelerated students perform significantly higher when the majority of their time in academic core is spent in true peer interactions. Partial Acceleration Independent Study Problem-based learning (Academic Competitions) Seminars Honors Courses AP Courses Pre-Assessment Curriculum Compacting Learning Contracts Cluster Grouping Flexible Grouping (Cooperative, Cross Grade, Flexible Skills, Interest, Learning Style, Ability) Tiered Assignments Choice: Project Menus / Tic Tac Toe Higher Order Thinking / Strategic Interventions: Small Group Instruction Researched-Based Curriculum Chunking assignments Extended time Re-teach skills in a step-by-step process Modification of assignments Read aloud assignments & tests Intensive Interventions: Individualized Instruction Researched-Based Curriculum Tests read to students Reinforcements on small steps After school individual instruction Modify activities to meet certain needs
What is Response to Intervention (RtI)? Response to Intervention (RtI) is the practice of using data to guide high-quality instruction and interventions matched to student need. Progress is monitored based on the level of interventions being provided. The progress data is used to determine if changes in instruction are needed and if the interventions being provided are effective. What are Interventions? Specific strategies, techniques, and programs provided in addition to instruction in the core curriculum to improve student performance. Interventions are provided in reading, writing, math and behavior. Wayne County System of Interventions (WCIS)/Response to Intervention The Wayne County System of Intervention (WCSI)/Response to Intervention (RtI) is being implemented in all Wayne County schools. Through the WCSI/RtI process, students who are having academic or behavior difficulties are identified early and provided interventions and support in the areas of concern. Interventions are provided to at risk students to promote learning and student performance. Your child’s school will notify you if your child has been identified as a student in need of interventions. The interventions your child will be provided will be in addition to instruction in the core curriculum. Your child’s progress will be monitored while being provided interventions. You will receive periodic reports of the progress your child is making. If an intervention is not working for your child, the intervention may be changed and monitored for effectiveness. Core Components of Wayne County Intervention System/Response to Intervention (RTI): Parent involvement Universal screening administered to all students three times per year (fall, winter, spring). Research-Based high-quality classroom instruction. Scientific research-based interventions implemented with fidelity to address student academic and behavioral difficulties. Continuous progress monitoring during interventions. Educational decisions based on responsiveness to instruction/ interventions. Instruction/intervention intensity changes based on student performance. WCSI/RtI and Behavior Wayne County schools will use evidence- based practices to support the student in reducing challenging behaviors and developing positive attitudes toward academic and social life. The Kentucky Center for Instructional Discipline (KYCID) will be used in guiding the process of data collection and the development of school and classroom intervention
Tier I / Core Instruction – Teacher completes and returns to principal Highly Effective Reading/Writing/Math/ Behavioral Instruction of required curriculum (80 % of all students are mastering content) Effective Classroom discussions, questioning and learning tasks Focused, descriptive, qualitative, and frequent feedback to students Clearly defined learning and behavioral targets in language Differentiated Instruction Critical and creative thinking prompts or questions Student engagement in self-reflection and peer analysis based on learning and/or behavioral targets Student work/behavior models that meet the learning/behavior target Vision Hearing Motor Communication Attendance (Days Missed ____ out of ___ # Tardy(s)____ Universal Screener Evidence as required by school and district- Name/Results Meet with Parent Additional diagnostic assessment Progress Monitoring of all students Data Collection Plan Documentation of Effective Learning Strategies (START) Repeat explicit teaching.(END)Evidence (START)Direct Intensive instruction.(END) Evidence (START)Structured overviews. (END) Evidence (START)Drill and practice (guided and/or independent)(END) Evidence (START)Frequent Feedback (END). Evidence (START)Additional use of (END) Evidence Other (END)_____________ Evidence If progress is not shown complete and turn all information into principal. Meet with Parent/Student Intervention Team Tier II/ Targeted Level- Completed during committee meeting Based on the evidence from the screener, homeroom teacher, diagnostic assessments… the Intervention Team (including Parent) CREATE TARGET MEASURABLE GOAL/S. The Intervention Team completes Student Proficiency Plan by determining the Method of Delivery Frequency Intensity Duration Schedule Resources needed Progress monitoring tools/frequency Next review date Tier I continues in regular classroom IMPLEMENTATION OF GOAL/S BY REGULAR CLASSROOM AND RTI TIER TEACHER/S SCAFFOLD OF INSTRUCTION PROGRESS MONITORING
If goal is being met after 4 data points (displayed on graph) by the agreed upon diagnostic assessment instrument….. Raise goal – continue or complete intervention Achieved Goal – move back to Tier I COMPLETE PAPERWORK WCSI – Student Proficiency Plan Document) If goal is not met or behind/delayed after 4 data points (displayed on graph) by the agreed upon diagnostic assessment instrument….. Meet with Team Change intervention? Increase Frequency? Increase intensity? Enter Tier III Level Increase (Tier II or III) Increase (Tier II or III) COMPLETE PAPERWORK (WCSI – Student Proficiency Plan Document) Tier III/ Intense Level Completed during committee meeting Based on the evidence from the progress monitoring, homeroom teacher, RTI teacher… the Intervention Team (including Parent) INCREASES INTENSITY AND FREQUENCY OF SERVICES TO MEET THE TARGET MEASURABLE GOAL/S. The Intervention Team UPDATES Student Proficiency Plan by determining the Method of Delivery Frequency Intensity Duration Schedule Resources needed Progress monitoring tools/frequency Next review date Tier I continues in regular classroom Tier II Continues IMPLEMENTATION OF GOAL BY REGULAR CLASSROOM AND RTI TIER TEACHER/S SCAFFOLD OF INSTRUCTION PROGRESS MONITORING If goal is being met after 4 data points (displayed on graph) by the agreed upon diagnostic assessment instrument….. Raise goal – continue or complete intervention Achieved Goal – move back to Tier I COMPLETE PAPERWORK (WCSI – Student Proficiency Plan Document) If goal is not met or behind/delayed after 4 data points (displayed on graph) by the agreed upon diagnostic assessment instrument….. Meet with Team
Committee Decision to: Return to Classroom Continue Current Tier Add a Tier of Support Start a referral to Special Education Other Next Steps Committee Members: Principal: _______________________________________ Classroom Teacher: ______________________________ RTI Teacher:_____________________________________ Parent: ________________________________________ Other: _________________________________________ Additional Comments: