Academic & Behavioral Response to Intervention

New Certified Staff OrientationAugust 6, 2013

Response to Intervention (RtI)

Table

Talk

Activity

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

Tier 2 Documentation

Intervention Integrity

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

Behavioral RtI (PBIS)

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 McElligattkristen.mcelligatt@psd150.org(847)312-4913

Michelle Coconatemichelle.coconate@psd150.org(309)251-1535

Office: Woodruff Career & Technical Center, Rm 121