Norwalk’s New SRT Process & Documentation: Secondary Level Presentation. Learning the new mechanism for moving individual students through the three tiers of the SRBI framework. Overview of today’s presentation. Review - Overview of SRBI – what is it?
Learning the new mechanism for moving individual students through the three
tiers of the SRBI framework
If you have any questions about the new SRT forms and process, please contact your SRBI/SRT partner as noted below:
Karen at NaramakeRobin at CranburyFran or Chris at Wolfpit
Brookside Kendall Tracey
Silvermine Jefferson Fox Run
Marvin Rowayton Columbus
Deborah Bell Johnson at Nathan Hale and Michael Pisseri at Ponus will be the SRBI/SRT partners for the middle and high schools.
*Secondary level staff were trained over a period of two days in March 2010*
When we work in our groups today on Form A, your SRBI/SRT partners will be available to assist the school team with the activity.
Overview of SRBI showing how the new SRT forms fit into the SRBI framework.As a district, we have received Professional Development on the “big picture” of Scientific Research-based Interventions (SRBI) which is Connecticut’s version of Response to Intervention (RtI). We have all seen the pyramid showing the three tiers of the SRBI framework, a regular education initiative.
The focus of the PD we have received has primarily been on the “bottom of the SRBI pyramid”, the school and district-wide, Tier I type interventions that we have been working on regularly at each of our schools.
Norwalk ’s new SRT process and forms that we are discussing today will be used to complete Form A which focuses on Tier I interventions.
When both parts of the pyramid are placed together (school and district-wide Tier I interventions and individual Tier II and Tier III interventions), we have the means to implement the entire SRBI framework in Norwalk.
At each of our schools, all adults focused on instruction or behavior are involved in the success of each student in their care. When a student falls significantly behind in grade level expectations for his or her academics or behavior, Tier I interventions are provided in the classroom to assist the student in making progress back to grade level expectations whenever possible.
When Tier I interventions are not effective or show only limited progress, (or when parents express major concerns for their children that cannot be remediated) then a teacher will need to start the process of collecting data and documenting that Tier II or Tier III interventions may be necessary. They start to fill out Form A for the new SRT Process, the “Request for Assistance” Form.
Form A – The “Request for Assistance” Form (double sided) is filled out by the classroom teacher when Tier II/III interventions may be needed for a student. If the form is approved, then the student enters the SRT process.
Form B – The “Action Plan for Intervention” (double sided) is filled out at the first SRT meeting by the guidance counselor and is modified an each additional SRT meeting after sufficient progress monitoring.
We will also be discussing the formation of our SRT team(s) and possible meeting times after we review the forms in this presentation.
You can now take out the full page “New SRT Process Flowchart” (from your packet) to follow along with the slides.
Teacher completes Request for Assistance– Form A. An administrator a) asks teacher to continue interventions, b) sends back, or c) accepts form
First SRT meeting scheduled, then held.
Interventions identified and action plan for intervention developed–Form B.
Parent notified about the plan by letter–Form C, teacher/ guidance counselor makes copy of the letter for SRT folder, parent returns receipt & can meet with teacher/guidance counselor.The new SRT process (SRBI Framework) – reviewing the flowchart (top half)
SRT Process (SRBI Framework) – Norwalk Public Schools
Teacher/Guidance Counselor/Parent has concern(s).
Parent contacted by teacher/guidance counselor about concern(s) by phone or in person – note in Request for Assistance - Form A.
Action Plan for Intervention implemented with integrity. Progress monitoring (Form D-optional)
Review SRT held. Eval. of outcomes (update Form B). Parent contacted by teacher/counselor about progress.
Goal has been met.
Goal has not been met.
Making expected progress
Do we need to maintain the plan-Form B?
No – Close the plan-Form B
Do we continue plan as is-Form B?
Revisit selection of strategies-Form B
Revisit focus area-Form BThe new SRT process (SRBI Framework) – reviewing the flowchart (bottom half)
Yes – Embed strategy into universal practice
The next set of PowerPoint slides show each of the new Forms A-D in sections. Each section of the Request for Assistance (Form A) and the Action Plan for Intervention (Form B) is shown with sample student information filled in for your review. The new SRT flowchart will follow each form to indicate when the form will be used.
There are two optional pre-forms as well designed to help with organization in completing Form A – Parent Communication Log and a Student Support Log
Note: End of School Year Transition Document-Form E should be utilized May/June 2010 to assist the following year(s) teachers/counselors with students who were not exited out of the older SRT process. Students still in older SRT process by October 15th of 2010 either need to have Request for Assistance-Form A filled out to move them to the new SRT process (SRBI framework), or they need to be exited from the SRT process completely.
The End of School Year Transition Document-Form E is shown next.
The State of Connecticut has issued Reading, Math, and Writing worksheets to be filled out before referring a student to the PPT process (see in your packet). These forms are to “document that a student has received appropriate instruction and interventions” using the SRBI model and the three tiers of intervention before the referral. These forms tie in with the SRBI triangle presented earlier, with Special Education referrals being noted on the far left side and in the top left box in the diagram.
Who will be on our SRT team(s) (a regular education initiative)? Usually an administrator, a literacy specialist, the classroom teacher and at least one other regular education teacher. Social workers and other staff can be invited to specific SRT meetings to assist with the discussion and planning.
When will the team(s) meet? To be determined in our building. Options could include a set time every two weeks, a data team time, a meeting time, etc.
How will the SRTs be scheduled and held? SRT meetings will be held once Form A for each student has been approved by an administrator.
How will our school transition from the old SRT to the new SRT? As mentioned earlier, if any current SRTs can be closed out, you/we can do so by the end of the year. Any students with a Request for Assistance - Form A approved this year can start in the new SRT process. Any students still in the older SRT process at the start of next school year can be either closed out by the new teacher/guidance counselor or have a Request of Assistance approved for them by October 15, 2010.
Today each team will receive the following additional resources for your school:
RtI Strategies (overview of implementing RtI/SRBI and the three tiers)
Intervention Strategies Guide (very specific suggestions)
Behavior Guide (very specific suggestions)
RtI Wheel for Academic and Behavioral Domains (suggestions for implementing RtI/SRBI)