IEP / RTI | SQ Thinking

SQ Organize and SQ Write support RTI and the IEP Process

Scroll down to see how SQ Write and SQ Organize are explicitly used in an RTI and IEP model

RTI (Response-to-Intervention)

SQ Write and SQ Organize instruction reduce special education referrals by catching struggling learners before they falter and get left behind. Through an RTI process, SQ Write and SQ Organize provide systematic screenings, preventative and supplementary research-based interventions, updated progress monitoring, and differentiated instruction that improves student outcomes.

IEP (Individualized Education Plan) or Private School Learning Plan

SQ Organize and SQ Write both explicitly instruct students in specific goal areas in executive functioning and written expression. Data collection is embedded in these learning tools so that teachers don’t waste valuable class time applying isolated progress monitoring. The SQ programs guide teachers in the development of IEP goals, instruction to meet IEP goals, and application of progress monitoring through the SQ assignments.

	RTI or IEP	SQ ORGANIZE
School-wide Screening	RTI	Identify class, grade and/or school-wide students’ Homework completion percentage. SQ Organize direct instruction for students not meeting homework completion percentage.
Research-Based Instruction	RTI and IEP	SQ Organize is a research-based instructional tool based on the most current and relevant executive functioning studies. SQ Organize directly and explicitly teaches the executive functioning skills of planning & prioritizing, time management, goal-directed persistence, etc.
Progress Monitoring (initial data collection)	RTI and IEP	Specific quantitative data is taken in the four SQ Organize components: Planning Routines, Weekly Calendar, Materials, Time Management. Initial data collection, or baseline is defined in the four component areas. For example: Percentage of daily homework assignments recorded Percentage of daily materials identified to bring home Number of days per week the Time Management homework plan is completed Daily homework completion
Goals (RTI or IEP)	RTI and IEP	A goal (IEP or RTI) is developed in the four SQ Organize component areas. Examples include: Goal 1 — The student will record estimated times to complete daily homework assignments 4 out of 5 days per week. Goal 2 — The student will accurately record a daily homework plan of assignments in prioritized order with estimated times 4 out of 5 days per week.
Progress Monitoring (interval-based data collection)	RTI and IEP	Per goal area, specific quantitative data is taken at pre-determined intervals (e.g., daily, weekly, bi-weekly, monthly). The student and teacher graph the updated data. It is essential that the student is engaged in the data graphing process so that he/she is part of the process. Students analyze the data graphs to identify specific areas of growth and areas of continued need.
	RTI or IEP	SQ WRITE
School-wide Screening	RTI	Identify class, grade and/or school-wide students’ paragraph or essay writing skills. The Thought Organizers and Essay Worksheets list the components of well-written, detailed, and elaborated paragraphs and essays. Every SQ Write Essay Worksheet lists writing criteria with corresponding boxes at the top of the sheet. Teachers simply determine which of these essay components are required criteria for writing. Teachers may then use Essay Worksheets to immediately specify which students meet which essay criteria. Students not meeting writing goals, receive direct SQ Write instruction.
Research-Based Instruction	RTI and IEP	SQ Write is a research-based curriculum founded on current literature that indicates writing is the application of executive functioning skills. The executive functioning skills of self-questioning, whole-to-part analysis, and rehearsal (self-monitoring) are explicitly taught, mode led, and embedded in the instructional step-by-step scope and sequence. Students with learning challenges generally learn best when specific skills are explicitly taught, modeled, and practiced.
Progress Monitoring (initial data collection)	RTI and IEP	SQ Write Essay Worksheets are used to progress monitor each student’s writing. At the top of the writing sheets, Common Core attributes with corresponding boxes are listed. (e.g., topic sentence, transitions, background information, text evidence, etc.). Teachers simply check off the corresponding boxes indicating which writing components the students demonstrate in their essays. The unchecked boxes represent the areas of need which must be explicitly and directly instructed.
Goals (RTI or IEP)	RTI and IEP	Goals (IEP or RTI) are developed based on the Common Core writing areas that were not demonstrated during the initial data collection, or baseline. Examples include: Goal 1 – In each body paragraph, the student will include multiple descriptive sentences from the primary text to demonstrate text-based evidence to support the body’s topic 70% of the time. Goal 2 – The student will write a multi-sentence concluding paragraph which includes a rephrased thesis statement, a review of the supporting subtopics, and a concluding statement, position, or call to action 70% of the time.
Progress Monitoring (interval-based data collection)	RTI and IEP	Following periodic writing assignments (e.g., weekly, bi-weekly, monthly, etc.), essay worksheets are used to progress monitor each student’s writing. At the top of the first page, Common Core attributes with corresponding boxes are listed. (e.g., topic sentence, transitions, background information, text evidence, etc.). Teachers simply check off the corresponding boxes indicating which writing components the students demonstrate in their essays. The student and teacher graph the updated data. It is essential that the student is engaged in the data graphing process so that he/she is part of the process. Students analyze the data graphs to identify specific areas of growth and areas of continued need. The unchecked boxes represent the areas of need which must be explicitly and directly instructed. This guides supplementary instruction, or which specific SQ Write chapters to emphasize.

	RTI or IEP	SQ ORGANIZE
School-wide Screening	RTI	Identify class, grade and/or school-wide students’ Homework completion percentage. SQ Organize direct instruction for students not meeting homework completion percentage.
Research-Based Instruction	RTI and IEP	SQ Organize is a research-based instructional tool based on the most current and relevant executive functioning studies. SQ Organize directly and explicitly teaches the executive functioning skills of planning & prioritizing, time management, goal-directed persistence, etc.
Progress Monitoring (initial data collection)	RTI and IEP	Specific quantitative data is taken in the four SQ Organize components: Planning Routines, Weekly Calendar, Materials, Time Management. Initial data collection, or baseline is defined in the four component areas. For example: Percentage of daily homework assignments recorded Percentage of daily materials identified to bring home Number of days per week the Time Management homework plan is completed Daily homework completion
Goals (RTI or IEP)	RTI and IEP	A goal (IEP or RTI) is developed in the four SQ Organize component areas. Examples include: Goal 1 — The student will record estimated times to complete daily homework assignments 4 out of 5 days per week. Goal 2 — The student will accurately record a daily homework plan of assignments in prioritized order with estimated times 4 out of 5 days per week.
Progress Monitoring (interval-based data collection)	RTI and IEP	Per goal area, specific quantitative data is taken at pre-determined intervals (e.g., daily, weekly, bi-weekly, monthly). The student and teacher graph the updated data. It is essential that the student is engaged in the data graphing process so that he/she is part of the process. Students analyze the data graphs to identify specific areas of growth and areas of continued need.
	RTI or IEP	SQ WRITE
School-wide Screening	RTI	Identify class, grade and/or school-wide students’ paragraph or essay writing skills. The Thought Organizers and Essay Worksheets list the components of well-written, detailed, and elaborated paragraphs and essays. Every SQ Write Essay Worksheet lists writing criteria with corresponding boxes at the top of the sheet. Teachers simply determine which of these essay components are required criteria for writing. Teachers may then use Essay Worksheets to immediately specify which students meet which essay criteria. Students not meeting writing goals, receive direct SQ Write instruction.
Research-Based Instruction	RTI and IEP	SQ Write is a research-based curriculum founded on current literature that indicates writing is the application of executive functioning skills. The executive functioning skills of self-questioning, whole-to-part analysis, and rehearsal (self-monitoring) are explicitly taught, mode led, and embedded in the instructional step-by-step scope and sequence. Students with learning challenges generally learn best when specific skills are explicitly taught, modeled, and practiced.
Progress Monitoring (initial data collection)	RTI and IEP	SQ Write Essay Worksheets are used to progress monitor each student’s writing. At the top of the writing sheets, Common Core attributes with corresponding boxes are listed. (e.g., topic sentence, transitions, background information, text evidence, etc.). Teachers simply check off the corresponding boxes indicating which writing components the students demonstrate in their essays. The unchecked boxes represent the areas of need which must be explicitly and directly instructed.
Goals (RTI or IEP)	RTI and IEP	Goals (IEP or RTI) are developed based on the Common Core writing areas that were not demonstrated during the initial data collection, or baseline. Examples include: Goal 1 – In each body paragraph, the student will include multiple descriptive sentences from the primary text to demonstrate text-based evidence to support the body’s topic 70% of the time. Goal 2 – The student will write a multi-sentence concluding paragraph which includes a rephrased thesis statement, a review of the supporting subtopics, and a concluding statement, position, or call to action 70% of the time.
Progress Monitoring (interval-based data collection)	RTI and IEP	Following periodic writing assignments (e.g., weekly, bi-weekly, monthly, etc.), essay worksheets are used to progress monitor each student’s writing. At the top of the first page, Common Core attributes with corresponding boxes are listed. (e.g., topic sentence, transitions, background information, text evidence, etc.). Teachers simply check off the corresponding boxes indicating which writing components the students demonstrate in their essays. The student and teacher graph the updated data. It is essential that the student is engaged in the data graphing process so that he/she is part of the process. Students analyze the data graphs to identify specific areas of growth and areas of continued need. The unchecked boxes represent the areas of need which must be explicitly and directly instructed. This guides supplementary instruction, or which specific SQ Write chapters to emphasize.