academic & behavioral response to intervention new certified staff orientation august 6, 2013
TRANSCRIPT
Tier 1 Core Instruction with Differentiation at School/Grade/Classroom Levels
Assessment: Benchmarks
GradeLevel
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 2Minimum 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 3Minimum of 4-6 Weeks
3
1
2
Conduct Problem Solving Meeting
Assessment 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
Problem Solving Process
Tier 1Universal Leadership Team (ULT)
Tier 2Grade Level/Department Teams
Tier 3Problem 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
Some Responsibilities…
• Collaboration/Teaming • Data analysis• Intervention groups• Documentation• Cool tools
Table
Talk
Activity
Documentation for Tiers 2 & 3
• Tier 2 Intervention
Worksheet
• Intervention Integrity Form
• Progress Monitoring Data
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
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm
3-Tiered System of Support Teams
CICO
SAIG
Group w. individual
feature
ComplexFBA/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
UniversalTeam
Universal Support
Behavioral DataMinor 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.
Contact Us…
Kristen [email protected](847)312-4913
Michelle [email protected](309)251-1535
Office: Woodruff Career & Technical Center, Rm 121