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The A’s and B’s of RTI Maryland and College and Career Readiness Conference, Washington College June 25 and 26, 2014.

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Presentation on theme: "The A’s and B’s of RTI Maryland and College and Career Readiness Conference, Washington College June 25 and 26, 2014."— Presentation transcript:

1 The A’s and B’s of RTI Maryland and College and Career Readiness Conference, Washington College June 25 and 26, 2014

2 Jenni Hammer, Principal Shawn Johnson, Assistant Principal Brian Triantafillos, Grade 5 Teacher Jessica Casbolt, Grade 4 Teacher Bay View Elementary School

3  To understand the philosophies and practices for intervention design and implementation at Bay View Elementary School.  To understand intervention processes and protocols for students requiring additional support. Goals for Session

4  Cecil County  PS-5 Elementary School  608 students enrolled  Title 1 with 52% FARMS  2.7 Title One Resource Teachers for RtI:A  1.0 Behavior Coach (Paraprofessional) for RtI:B .5 Family Involvement Advisor for Parent Involvement About Bay View

5  Universal Screener  Diagnostics  Deliver Intervention  Frequency  Size of Group  Progress Monitoring RtI: A Primer

6 https://www.youtube.com/watch?v=nkK1bT8ls0M RTI: A Primer

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10  Relationship between the Response to Intervention process and the eligibility of a student for services.  Ensures that a variety of assessment tools are used to screen students and determine eligibility. The Why: IDEA

11  SWIFT Knowledge Development Site Finalist  RtI: B process or PBIS?  Existing RtI:A process Why of RtI at Bay View?

12  Florida’s Positive Behavior Support Project: RtI for Behavior (University of South Florida)  Behavioral Intervention Guide for Response to Intervention (The School District of Lee County) Research MTSS

13 SLOs Three goals aligned to student performance CFIP Teams work together to impact student performance on SLO measures. Balancing TIER I Supports AcademicBehavior PD

14  Math  Whole group instruction  Flexible group instruction  Language Arts  Whole Group  Guided Reading  Independent activities  Reading, Writing, Listening and Speaking  Content Area  Embedded  Interdisciplinary instruction Tier I Strategies for Academics PD

15  School-wide PBIS  Explicitly taught expectations and consequences  Second Step  School Counseling Program  Behavior Charts  7 Habits of Happy Kids  Brain Breaks  Parent Engagement  Color Change System Tier I Strategies for Behavior PD

16  verb (used without object), in·ter·vened, in·ter·ven·ing.  1. to come between disputing people, groups, etc.; intercede; mediate.  2. to occur or be between two things.  3. (of things) to occur incidentally so as to modify or hinder: We enjoyed the picnic until a thunderstorm intervened. Intervention

17 RESPONSE to Intervention AcademicBehavior

18 PRIOR RtI Model  Monthly meetings with grade level representation (interventionists)  Classroom teacher reported concerns to Interventionist who presented case  Plan developed in absence of classroom teacher  Plan monitored and progress reported by intervention teacher  This only occurred for academics.

19  Open to all students  Not everyone knows the RtI process  Homeroom teachers need to be involved  Meetings don’t happen fast enough  Guidelines are not followed equally  Teachers are being questioned  A daunting process What do you say about former RtI team process?

20  MTSS for students’ specific learning and behavioral deficiencies through timely additional assistance  Systematic  Research-Based  Implemented with Fidelity  6-9 weeks (1 marking period) to determine RESPONSE  Progress is monitored based upon intensity of support RTI: Academic and Behavioral

21 Student Success YES NO Continue Tier I Diagnose Concern Provide Support Progress Monitor and Revise SST RTI Kid Talk TIER I

22  Assessment and Monitoring  Intervention and Instruction  Personnel and Resources PUZZLE THE PROCESS

23 RTI: Behavior Tier I All Students School-wide PBIS  MIR and ODR Data  Power School Data Analysis  Teacher rating forms  School-wide expectations posted  Classroom lesson plans regarding expectations  School-wide assemblies  School-wide recognition  PBIS store  BARK Award Winners  Random BARK drawings  Golden Paws  Second Step instruction  Guidance instruction  Discipline framework  Discipline referral process  Color change systems  Classroom Management  Family Engagement  PBIS Team  Classroom Teachers  Guidance Counselor  School Administration  Second Step  Professional Development: PBIS Boot Camp TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

24 RTI: Behavior Tier II Small Groups Strategic and Supplemental  Kid Talk meeting  Bi-weekly progress monitoring  BARK behavior management plan  Graphing progress monitoring data on a bi-weekly basis  Behavioral observations  School-wide expectations posted  BARK behavior management plan  Check in/ Check out  Peer Based support  Mentoring Program  Targeted social skills instruction in small groups  Family Engagement  PBIS Team  Classroom Teachers  Guidance Counselor  School Administration  School Psychologist  Special Education Building Coordinator  Title I Resource Teachers  Second Step  CHAMPs TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

25 RTI: Behavior Tier III Individualized and Intensive  Student Success Plan  Weekly monitoring  Individualized Case management  Goal focused behavior management plan  Graphing progress monitoring data on a weekly basis  Behavioral Observations  Functional Behavioral Assessment  Goal focused behavior management plan  Check in/Check out  Inter-agency support (DSS, Project Crossroads, UBCS, Keypoint, CCHD, CCSD)  Family Engagement with conference  PBIS Team  Student Services Team  Classroom Teachers  Guidance Counselor  School Administration  School Psychologist  Special Education Building Coordinator  Title I Resource Teachers  Pupil Personnel Worker  School Nurse  Family Outreach Worker  Second Step  CHAMPs TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

26 RTI: Academics Tier I All Students  Universal Screener administered Pre, Mid, and Post (Scantron, DIBELS, ELS)  Classroom Performance (Grades, Assessments, aligned with CCSS)  Teacher observations (anecdotal notes)  CFIP  CCSS  Differentiated Instruction  Cooperative Learning Structures  Content Enhancement Strategies  See Tier I General and Academic strategies  Family Engagement  Classroom Teachers  Special Educators  Title I Resource Teachers TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

27 RTI: Academics Tier II Small Groups Strategic and Supplemental  Academic Intervention Plan  Progress Monitoring every 4-6 weeks  Kid Talk (if not meeting with success)  Reading: DIBELS Next  Math: DreamBox Data  CCSS  Academic Intervention Plan  Research based intervention program implementation based upon diagnosed concern (LiPS, LLI, Phonics Boost, Reading Mastery, Read Naturally, Soar to Success, DreamBox)  2-3 times per week, minutes per day  4-7 students per group  Family Engagement with conference  Classroom Teachers  Special Educators  Title I Resource Teachers  Administration TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

28 RTI: Academics Tier III Individualized and Intensive  Student Success Plan  Academic Intervention Plan in Inform  Progress Monitoring every 2-3 weeks  Reading: DIBELS Next  Math: DreamBox Data  CCSS  Research based intervention program implementation based upon diagnosed concern (LiPS, LLI, Phonics Boost, Reading Mastery, Read Naturally, Soar to Success)  Academic Intervention Plan  4-5 times per week, minutes per day  2-3 students per group  Family Engagement with conference  Classroom Teachers  Special Educators  Title I Resource Teachers  Administration  School Counselor  Special Education Building Coordinator  School Psychologist  School Nurse  Pupil Personnel Worker  Family Outreach Worker TierAssessment and Monitoring Intervention and Instruction Personnel and Resources

29 To collaborate as a team and provide support to students based upon needs and generalize/transfer these strategies to Tier I instruction. Transference

30  Who? Grade level Teams, TRT, SE teacher, and SST Liaison (GT Liaison if necessary)  When? One Academic and One Behavior per month from 8:15-8:45  Why? Student who are NOT RESPONDING to intervention  How? Scheduled by the teacher with the TRT Kid Talk Meetings

31 Calendar

32 PDSA Plan Behavior

33 PDSA Plan Academics

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35  Letter to receive Intervention  Narrative to review progress in the intervention each quarter.  Daily communication through journal, color change, etc. Parent Communication

36  Each Team will receive a Scenario.  Read the Scenario  Dialogue about the possible next steps  Share with the group Scenarios

37 A child has been receiving intervention for four marking period cycles. Progress is minimal for the student and progress monitoring data is flat. The student has moved from Tier II to Tier III support and has an SSP to monitor progress. The data collected to monitor the SSP (8 weeks) has still demonstrated no progress. What is the next step? The Flat Liner

38 A child has moved from Yellow Zone with Tier II support for behavior to the Red Zone. This Tier II support included Check-In/Check-Out (CICO) and targeted social skill instruction. What do you do next? Zone Jumper

39 A student just moved into BVES. After receiving initial screening for classroom placement, the homeroom teacher immediately sees that the child is not able to read grade level text. What is the next step? The Mover

40 A student scores 100% on his math pre-test. The student’s Scantron score is in the advanced range for math and proficient range for reading. The teacher has noted minor behavioral concerns in the classroom including: calling out and questioning the teacher. What is the next step? The High Achiever

41 A PK student is presenting with multiple sound errors. The student is difficult to understand in conversations with peers and staff. This makes it difficult to assess the students’ academic skills. What do you do next? The Lisp

42 A child has chronic absenteeism and has resulted in low academic performance in both reading and math. Due to attendance, the student does not currently receive intervention. What is the next step? The Empty Chair

43 A student performs Intensive on the fall reading benchmark assessment but seems to do well in the classroom and on other assessments. What is the next step? RED in Inform

44 Six weeks into the school year, a student in your classroom is still not responding to classroom expectations. As a result, the student has received multiple MIRs and has been referred to the office twice. What do you do next? Here we go.

45  Management through Wiki

46  “New process is timely and allows us to put a focus on activities to help each student.”  “I like that teachers are having discussions about students. We know our age group and can support students with effective strategies for their academic and behavioral needs.”  “We are using data to make our decisions and support students movement through the pyramid.”  “Students are responding to our plans!!!” The Results

47  Reintroduce the process to Teams  Continue to Monitor the process Next Steps


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