FREEDOM AREA SCHOOL DISTRICT

2013-2014 Response to Intervention (RtI)

Academic Response to Intervention (RtI)Behavioral Response to Intervention (RtI) (Positive Behavior Support - PBS)

Parent/Guardian PresentationMarch 31, 2014

FASD Goals Align to DPI Expectations Accountability

Reform2011-12 to 2013-14

Smarter Balanced

Assessment2014-15

(LA/Math)

Educator Effectiveness

2014-15

Student Information

System2012-17

Common Core State Standards

Since 2010

RtI Implementation

(Dec. 1, 2013)

FREEDOM GRADUATE

CRITICAL THINKING1. What do we want all students to learn or be able to do?

2. How will we know when each student has learned it?

3. How will we respond when a student experiences difficulty in learning or needs acceleration?

*Curriculum *WI Model Academic Standards *Common Core Standards (CCSS) + Disciplinary Literacy*Next Generation Science Standards (NGSS) *PBS (Behavioral RtI)· Literacy *Reading *Speaking *Financial *Writing *Listening *Digital· Lifetime Health/Wellness· Quality Universal Instruction· Differentiated Instruction· Quadrant “D” Lessons

Assessment *Formative Assessments *Summative Assessments *STAR Enterprise Assessments - Universal Screener - Diagnostic Screener*Performance/Project-Based Assessments *RRR - Quadrant D Assessments *Smarter Balanced Assessments *WKCE/ACT Aspire/ACT/ACT WorkKeys 21st Century Skills *Technology Tools *Creativity *1:1 Computing / BYOD *Independent Thinking/Learning Options = Engagement *Virtual/Online Classes *Project/Process Based Learning *Flipped Classrooms

Response to Intervention (RtI) Gifted and Talented Program Parental Involvement Differentiated and Tiered Instruction

ENGAGED SKILLED

CULTURALLY AWARE

INDUSTRIOUS

PRINCIPLED

TOOLS OF TECHNOLOGY UNIVERSAL DATA

WHAT IS RESPONSE TO INTERVENTION (RtI)???

“RtI” stands for Response to Intervention. RtI is a process for achieving higher levels of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration.

Why are schools and districts interested in RtI?

Schools and districts are interested in higher levels of student success in academics and behavior, areas in which RtI shows a great deal of promise. RtI results in improved outcomes, in part, because it is focused on setting goals and measuring progress toward those goals.

http://www.wisconsinrticenter.org/home.html

Discrepancy Model-vs-

Response to Intervention

Brief Background - (SLD Law)

• IQ scores vs. achievement scores.• Does not help students who have low scores on both

assessments.• Students who missed basic reading skills can also

present a discrepancy.• Students have to fail before they are qualified.

*Essentially – In the past, guidelines suggested that schools wait for students to fail before truly intervening and/or intervention took place.

*RtI is very different.

School-Wide Screening (September, January, May)The school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior.

Progress MonitoringFor students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction.

Tiered InstructionWithin the RtI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring).

High-Quality, Research-Based Instruction and InterventionsAll school staff members use instructional methods and materials that have been proven to work effectively.

Collaboration Among School Staff MembersSchool staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful.

Fidelity of ImplementationSchool staff members make sure that instructional materials and methods are used exactly as intended.

GENERAL RtI PRACTICES……..

School-wide Screening (UNIVERSAL SCREENING (K-12)STAR Enterprise Math/Reading & STAR Early Literacy (September, January, May)

School-wide Screening (UNIVERSAL SCREENING (K-12)

Percentile Rank

(September, January, May)

GP = Grade Placement SS = Scaled ScoreGE = Grade EquivalentPR = Percentile RankNCE = Norm Curve Equivalent IRL = Instructional Reading LevelORF =Est. Oral Reading Fluency

Text Selection Levels*ZPD = Zone of Proximal Development*ATOS2000 = Scaled Reading Score (similar to Lexile Levels)*ZPD2000 = ZPD converted to ATOS

School-wide Screening – (Universal Screening K-12)

1+ %

5-10 %

85-95 % Non-Intervention Students*Quality Instruction*Differentiation*Enrichment

Students Needing

Intervention

Tier II

Tier I

Tier III

Universal Quality Curriculum – ALL Students

RtI Groups*5-10% of student population will begin Tier II Intervention based on data (Math and/or Reading)*Parent Letter seeking approval for individual interventions.*Begin specific documentation logs for each child (Progress Monitoring).*Small group intervention (students not pulled from universal curriculum for intervention).*SIT processes used to share data/progress.

Enrichment/Guided Study/GT/Etc. Groups (During RtI Time)*90-95% of student population will receive enrichment and/or guided study type opportunities.*Various samples of these opportunities on the next few pages….. (K-12).

ACTIVITIES FOR STUDENTS NOT NEEDING DIRECT INTERVENTION

KINDERGARTEN (Reading)Recess News – interactive writing, recounting events of recessCompound words – creation, matching and drawing their ownShort vowel activitiesBooklet creation for example (What I Wear in the Snow) for independent writingMad libs – to discuss nouns, verbs, adjectives, etcStory comparisonsExtending thematic ideas with other stories KINDERGARTEN (Math)Math Expressions “Differentiated Instruction” activitiesUsing manipulatives to represent a numberFinding partners of numbersUsing linking cubes for addition and subtraction equationsSmartBoard activities on Math Expressions itools (MegaMath Games)Making teen numbers with a group of 10 and left over onesRolling two dice, adding the numbers together, finding sumsStudents writing their own math story problemsStudents drawing pictures to match a math story problemComparing two numbers to determine greater/less

GRADE 1 (Reading)Readers’ TheatreSight WordsWord Family BingoMaking wordsWritingShort/long vowel activitiesAuthor studies GRADE 1 (Math)Math Expressions “On Level” activities and Quick PracticesSmartBoard ActivitiesABCya.com games in mathWriting math fablesIndividual journaling to solve and explain math problems

**Enrichment, Guided Study, GT Opportunities, etc.

GRADE 2 (Reading)SmartBoard /web activities in readingIpads to enhance understanding of current conceptsReaders’ TheatreScholastic News BulletinsSight word activitiesGames (Word Bingo)Partner ReadingRead Books out loud

GRADE 2 (Math)Math Expressions Differentiated curriculumMath manipulatives (clocks, connecting cubes, measuring tools, money/coins)Daily routine from Math Expressions to increase number senseMath journaling to increase student ability to explain and think through writingSmartBoard/web activities in MathIpads to enhance student understanding of current concepts

GRADE 3 (Reading)Readers’ TheatreNational Geographic activitiesScholastic News and skill sheets (CAFÉ review)CAFÉ skills reviewed and practices – inference, word attack, comprehension, etc.Shared reading activitiesReading white board games – fact/opinion

GRADE 3 (Math)Math Expressions Differentiated Instruction Cards and Tier 1 LessonsMath Expressions Challenge Activities on the websiteBrain Games – Math Enrichment activitiesMath Games – addition, subtraction, multiplication, division, problem solving, tan gramsSupportive challenge math work sheets

**Enrichment, Guided Study, GT Opportunities, etc. (Continued…….)

GRADE 4 (Reading)Readers’ TheatreLeveled reading passages at a higher level, to challenge studentsClassroom novelsWriting complete questions, story elements, and understanding vocabularyProject assessment Novels on tape

GRADE 4 (Math)Math Expressions Challenge ActivitiesUse Ipads for math word problems Math GamesThematic units of study (an example 2014 Olympics)

GRADE 5 (Reading)Creating Newspapers, and proof read and read to othersCurrent events in NewspapersPresent news articles in class for public speakingSummary of what students readUse of eye contact, voice, and be articulate in presentationsScholastic NewsComprehensionDebate questions from Scholastic NewsLife Saver Writing - students create an argument in writing with supportWriting to present details, transition and discussions

GRADE 5 (Math)Math Expressions – reviewing previous days lessons in a game style approachMath Expressions – Anytime Problems and Quick Time ProblemsMath Expressions – Differentiated Cards for RtI

**Enrichment, Guided Study, GT Opportunities, etc. (Continued…….)

**Enrichment, Guided Study, GT Opportunities, etc. (Continued…….)

Gifted and Talented – Intervention Time Activities (Grades 1-5) 1st Grade: Read Sideways Stories from Wayside School, discussed favorite teachers, typed a word document on that teacher. 2nd Grade: Read Wayside School, created a newspaper on the computer using a template, formed/shared opinions in the newspaper. 3rd Grade: Same as 2nd plus started reading Pinballs, working on creating a document on the Computer. 4th Grade: Read Matilda, did a project of their choosing (using Bloom's) Starting reading Holes, created a newspaper article on the computer, made a brochure (using a computer template) on Holes. 5th Grade: Read Matilda, did a project of their choosing (using Bloom's) Starting reading Holes, created a newspaper article on the computer, made a brochure (using a computer template) on Holes.

**Enrichment, Guided Study, GT Opportunities, etc. (Continued…….)

Freedom Middle School (Non-Intervention Activities)6th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc.7th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc.8th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc.

Gifted and Talented – Intervention Time Activities (Grades 6-8)6th Grade: eCybermission (online science/math based competition) studying health and nutrition.

7/8th Grade: They meet together: Spread the Word to End the Word awareness week, creating posters, ordering shirts, contacting administration, writing announcements, collaborating, etc.

Freedom High School (Non-Intervention Activities)Grades 9-12 – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance in subject areas, organization skills, etc.

Progress MonitoringSTAR Enterprise Math/Reading /STAR Early Literacy

School-wide ScreeningThe school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior.

Progress MonitoringFor students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction.

Tiered InstructionWithin the RTI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring).

High-Quality, Research-Based Instruction and InterventionsAll school staff members use instructional methods and materials that have been proven to work effectively.

Collaboration Among School Staff MembersSchool staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful.

Fidelity of ImplementationSchool staff members make sure that instructional materials and methods are used exactly as intended.

Tier II

5-10 %

RtI Interventions – Tier II

Sept. / Jan. / May (++)

UNIVERSAL INSTRUCTIONAL OPTIONS-TIER IGeneral Curriculum Taught and Assessed

Classroom and/or Common Assessments and/or Universal Screeners measure progressImplement best teaching practice, differentiation, accommodations, and modifications

Contact parent/guardian regarding student progress“Speed Referral Track” for urgent issues

Instruction SuccessfulContinue & Monitor in

General Curriculum

General Instruction UnsuccessfulProceed to Selected Options-Tier II Speed Referral

SELECTED OPTIONS-TIER II First InterventionInterventions are formulated and implemented by classroom teacher and/or in collaboration with grade

level/content team members Monitor intervention for 4 weeks using a minimum of pre, mid and post assessments. Document progress using student tracking form. Contact parent/guardian regarding interventions and student progress “ Speed Referral Track” for urgent issues

SELECTED OPTIONS-TIER II Second InterventionInterventions are formulated and implemented by classroom teacher and/or in collaboration with grade level/content team members Interventions need to be more intense and increased frequency or length of meetingsTeam members share ongoing results with each other and get feedback and input from team Continue or revise classroom intervention(s) after 4 weeks . Contact parent/guardian regarding interventions and student progress

TARGETED OPTIONS-TIER IIICollaborate and develop interventions with grade level and appropriate Resource team members.Interventions need to be more intense with increased frequency or length of meetings and groups of 1-2

students. Implement and/or revise interventions for 8 weeks Involve parent/guardian regarding interventions and student progress.

Interventions SuccessfulContinue & Monitor Progress Interventions Unsuccessful

Submit all information to SIT

Interventions SuccessfulContinue & Monitor Progress

Interventions Unsuccessful Proceed to second intervention

Interventions SuccessfulContinue & Monitor Progress

Interventions Unsuccessful Proceed to Tier III

Response to Intervention (RtI) Tiered Instruction

Tier I

Tier II

Tier III

Academic & Behavioral Flowchart

How can a school restructure to support RtI? The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level.

Universal intervention: Available to all studentsExample: Additional classroom literacy instruction, differentiation, etc.Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Small Group Intervention

Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services.Example: 1:1 Intervention

Tier ITier I

Tier IITier II

Tier IIITier III

Other Academic Reports – STAR Enterprise/STAR Early Literacy

Other Academic Reports – STAR Enterprise/STAR Early Literacy

Student Growth Percentile (SGP) 35-65 (1-99)

Comparison to National “Peers”

Other Academic Reports – STAR Enterprise/STAR Early Literacy GOAL

1.High Growth2.High Proficiency

Other Academic Reports – STAR Enterprise/STAR Early Literacy

School-Wide Screening (PALS, RR, STAR Enterprise Math/Reading, STAR Early Literacy, etc.)The school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior.Progress Monitoring (STAR, CBM’s, Formative Assessments, etc.)For students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction.Tiered Instruction (ie: Tier I, Tier II, Tier III)Within the RtI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring).High-Quality, Research-Based Instruction and InterventionsAll school staff members use instructional methods and materials that have been proven to work effectively. (ie: Wisconsin Academic Standards, Common Core State Standards (Math/Language Arts), Daily 5, CAFÉ, Math Expressions, LLI Kits, Guided Reading, Teacher Effectiveness Model, etc.) Collaboration Among School Staff MembersSchool staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful. (ie: Common Planning time increased at FES, Student Intervention Teams (SIT) Formed and SIT Processes Developed and Implemented, etc.) Fidelity of ImplementationSchool staff members make sure that instructional materials and methods are used exactly as intended. (*Continually Ongoing Process)

GENERAL RtI PRACTICES……..

BEHAVIORAL RtI

Positive Behavioral Support (PBS)

“Your IRISH Best is RRS” Respectful

Responsible &Safe

BEHAVIORAL RtI – POSITIVE BEHAVIOR SUPPORTS (PBS)BENEFITS:

1. Reduction of unnecessary disciplinary referrals.2. Increased staff coordination and consistency when dealing with severe behaviors.3. Improved school climate.4. Enhanced school safety.5. Improved staff communication and coordination when managing student behavior.6. Increased positive interactions between staff and students.7. Improved staff skills in effective supervision and positive behavior support.8. Use of data-based decision making regarding behavior and discipline practices. (Sprick, Garrison, & Howard, 2002) – Foundations, Safe & Civil Schools Series

BACKGROUND RESEARCH - RtI BEHAVIORAL FRAMEWORK

Randy Sprick, et al. – Foundations ProgramChris Weber, et al. – Pyramid of Behavior Interventions (PLC work)George Sugai, et al. – PBIS Model (University of Oregon, etc.)

*Freedom Area School District Model was derived from these three models.

BEHAVIORAL RtI – POSITIVE BEHAVIOR SUPPORTS (PBS)

“Providing integrated support through both academic and behavior RtI models produce larger gains in both outcomes than relying on a single model in isolation.” (Lane & Menzies, 2003) – Education and Treatment of Children

“RtI (behavior) programs reduce the inappropriate referrals of students for special education services, and it increases student engagement along with improving the overall numbers of students achieving grade level standards.” (M. Burns, 2008) – Principal Leadership

• Were a student’s academic struggles caused by their frequent non-compliant behaviors, or were their frequent non-compliant behaviors a result of their academic frustration?

ULTIMATE QUESTION????????

ACADEMIC CHALLENGES OR BEHAVIORAL CHALLENGES?????

**A SCHOOL MUST ADDRESS BOTH VARIBLES TO HELP ALL CHILDREN SUCCEED**

RtI Academic

Tier I:A. Universal Academic Curriculum (All subjects)B. Universal Screening (STAR)

Tier II: A. RtI/Enrichment/Guided Study 1. Diagnostic measures 2. Small Group Intervention 3. Progress Monitoring/ Data Tracking 4. Specific duration/intensity

Tier III:A. Individualized intervention 1. + Intensity/ +Duration 2. Progress Monitoring/Data Tracking

RtI Behavior

Tier I:A. Universal Behavior Lessons (All common areas)B. Universal Screening 1. Past/Current behavior data/surveys/etc.Tier II: A. RtI/Enrichment/Guided Study 1. Re-teach behavior lessons (individual/small group) 2. Individual Behavior Plan (IBP) (Progress Monitoring/Data Tracking) 4. Specific duration/intensity

Tier III:A. Individualized intervention 1. + Intensity/ +Duration 2. FBA (Progress Monitoring/ Data Tracking

ACADEMIC – BEHAVIORAL RtI COMPARISON

Goal: Students will be responsible, respectful, and safe in the lunchroom area.

Teacher Input: Student Input: Materials List:

Universal Expectations:1. Be Responsible2. Be Safe3. Be Respectful

Objectives: The students will……1. be able to demonstrate appropriate behavior in the lunchroom.

1. Set Induction: Show video tape of lunchroom movement and behavior at Freedom Middle School2. Pause the video throughout to discuss appropriate and inappropriate behaviors3. Small group: Ask the students to discuss other issues not seen in the video and how they have handled different situations in the lunchroom.

4. Class Discussion: Share the ideas discussed in the small groups5. Put matrix up on ELMO and discuss expectations for the lunchroom area Closure: Review the matrix poster.

1. Ask the students to share personal experiences and/or what they have seen and heard in the lunchroom2. Small Group Discussion: What small changes can you personally make to create a more inviting and safe lunchroom?3. Orally summarize the lunchroom expectations as they correlate to the school universal expectations.

1. Video of lunchroom movement/behavior2. Lunchroom matrix3. ELMO to show matrix to class

Reflection:

Records:Teacher: ______________Class: ________________Date Taught: __________Date Modeled: _________

Freedom Middle SchoolLunchroom Guidelines

Lesson PlanUNIVERSAL

CURRICULUM

**All students receive the same behavioral curriculum/expectations

Be Safe1. Wash hands appropriately2. Always walk3. Be aware of others

Be Responsible1. Listen to supervisors2. Keep lunchroom clean3. Clean up after yourself4. Do not waste food

Be Respectful1. Offer others a place to sit2. Use inside voice3. Sit properly at table4. Eat your own food5. Wait for your turn

Freedom Middle SchoolLUNCHROOM EXPECTATIONS

Your IRISH Best is RRS! 4:1

POSITIVE

REINFO

RCEMEN

T

MODEL

GOAL

SAMPLE

POSTER

FMS Honor Level Infraction SlipStudent: _________________________________________________ Grade: ________

Teacher: ___________________________________________ Date: _________ Time: _________

Location: ___ classroom ___ hallway ___ library ___ restroom ___ outside ___ lunch room ___ gym

Others Involved: ___ none ___ staff ___ teacher ___ unknown ___ Peers (_________________________________)

Motivation: ___ obtain peer attention ___ avoid task/activity ___ don’t know ___ avoid peer

___ obtain adult attention ___ avoid adult ___ obtain item/activity

1 point: Minor Infractions

A. Arrive to school and class on timeB. Come prepared to class (including agenda)C. Return materials from home

3 point: Moderate Infractions

D. Move and act in a safe and orderly manner while on campusE. Follow directions and school and classroom rules

5 point: Moderate Infractions

F. Use appropriate languageG. Treat property with respectH. Treat peers with respect I. Treat adults with respectJ. Settle conflicts appropriately

Severe Infractions: Immediate Office Referral

K. Blatant disrespectL. Theft and/or vandalism M. Blatant insubordinationN. Severe disruption of classO. Physical fightP. Sexual harassmentQ. Harassment/bullyingR. Drug, alcohol, tobacco, weapons violations

Student Signature: ________________________________________ Staff Signature: __________________________________

Comments:

2014-2015 FMS Infraction Slip Sample

“STARRS” CARD___________________________

(Student Name)

S– StudentsT– TrulyA– AreR– RespectfulR– ResponsibleS– Safe

KEEP UP THE GREAT WORK!!!!

You are being recognized for setting a positive example for other students at Freedom Middle School!!

FMS RtI Behavior – Reward System

“Your IRISH Best is RRS”

RespectfulResponsible &

Safe

FREEDOM AREA SCHOOL DISTRICT

RESPONSE TO INTERVENTION (RtI) PROGRAMS

PARENT/GUARDIANQUESTIONS????

Thank you for attending this evening!!!