1. Academic & Behavioral Response to Intervention New Certified Staff Orientation August 6, 2013

2. Response to Intervention ( RtI ) Table Talk Activity

3. Tier 1 Core Instruction with Differentiation at School/Grade/Classroom Levels Assessment: Benchmarks Grade Level Learner Targeted Learners Who Have Experienced: No previous Tier 2 interventions/enrichment or Tier 2 interventions/enrichment with positive response Tier 2 Interventions with no response Tier 1 & Tier 2 Minimum of 6-10 Weeks 1 2 Does not meet or Exceeds expected level of performance Meets expected level of performance Domain Meeting Consider for Entitlement and Continue Tier 1, 2, 3 Interventions Tier 1, Tier 2 & Tier 3 Minimum of 4-6 Weeks 3 1 2 Conduct Problem Solving Meeting Assessment Possible Data Decisions: Discontinue Intervention Fade Intervention Modify Intervention Place in less intensive intervention Continue Intervention Review Problem Solving Cycle Intensify to Tier 3 Intervention Possible Data Decisions: Discontinue Tier 3 Intervention Fade Tier 3 Intervention Modify Tier 3 Intervention Place in less intensive Tier 2 intervention Continue Tier 3 Intervention Review Problem Solving Cycle Seek Entitlement Problem Solving Process

4. Tier 1 Universal Leadership Team (ULT) Tier 2 Grade Level/Department Teams Tier 3 Problem Solving Team Team Responsibilities:  Utilize collaborative team practices  Collect & organize school-wide academic/behavioral/attendance data  Review & analyze school-wide data  Monitor and maintain Rising Star Continuous Improvement Process/Plan  Ensure implementation of district literacy, math, & social emotional/behavioral plan  Develop & monitor school-wide action plans in response to the data  Monitor action plan integrity  Communicate & distribute data to appropriate teams Team Responsibilities:  Utilize collaborative team practices  Review & analyze grade level/department data  Respond to the data by developing relevant Tier 1 action plans  Respond to the data by developing relevant Tier 2 skill- based small group intervention plans  Monitor intervention integrity  Review & analyze skill-based small group intervention data  Communicate responses to interventions with the ULT, Problem Solving Team, family members, and others as appropriate Team Responsibilities:  Utilize collaborative team practices  Develop Tier 3 individualized intervention plans in response to skill-based small group intervention data  Monitor intervention integrity  Review & analyze Tier 3 individualized skill-based intervention data  Respond to the data as appropriate  Communicate responses to interventions with the ULT, Grade Level/Department Teams, family members and others as appropriate Team Membership:  Administrator  Interventionist  Team members with behavioral and academic expertise  School Psychologist and/or Social Worker  School Counselor  Family member/guardian  Others as appropriate Team Membership:  Grade level/department team members  Others as appropriate Team Membership:  Administrator  Interventionist  Representative Staff Members (i.e. grade/dept./special education/ELL/Encore staff, PBIS Coach/team member, family member, community member, etc.) Supporting Documents:  District Strategic Plan  Rising Star Plan Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 2 Intervention Worksheet  Student Intervention Integrity Documentation Form Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 3 Intervention Worksheet  Student Intervention Integrity Documentation Form  Problem Solving Meeting/Parent Consent Letter Team Structures

5. Some Responsibilities… Collaboration/Teaming Data analysis Intervention groups Documentation Cool tools Table Talk Activity

6. Documentation for Tiers 2 & 3 Tier 2 Intervention Worksheet Intervention Integrity Form Progress Monitoring Data

7. Tier 2 Documentation

8. Intervention Integrity

9. Documentation Orange File CSSS Intervention Information Tier 2 and Tier 3 Documentation Forms** Intervention Integrity Documentation** Data ** Go to www.psd150.org –Look under Curriculum & Instruction and RtI

10. Behavioral RtI (PBIS)

11. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.http://www Pbis.org/schoolwide.htm

12. 3-Tiered System of Support Teams CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

13. Behavioral Data Minor Behaviors (Teacher Managed) Major Behaviors (Office Managed) For Example…. Minor Aggressive Actions Student engages in non-serious, but inappropriate physical contact Physical Activity/Fighting Students delivers actions that attempt to cause bodily harm to another through physical contact, in or on school property, going to or from school, or at a school sponsored event. Improper Use of Electronic Devices Student engages in low-intensity violations of the “off and out of sight” Board policy on cell phones, MP3 players, hand-held games, cameras, or other electronic devices. Improper Use of Electronic Devices Student possess and/or uses electronic devices at unauthorized times and/or in unauthorized places. Electronic devices include, but are not limited to, cell phones, music/video players, and cameras.

14. Contact Us… Kristen McElligatt kristen.mcelligatt@psd150.org (847)312-4913 Michelle Coconate michelle.coconate@psd150.org (309)251-1535 Office: Woodruff Career & Technical Center, Rm 121