It’s Not About Intention, It’s About Impact · PDF fileIt’s Not About Intention, It’s About Impact ... Tier 1 Meeting Data Reviewed 3 times/year ... process in ensuring appropriate

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It’s Not About Intention,It’s About ImpactDeveloping a Student Intervention Team (SIT) to Eliminate the Opportunity Gap

Courageous Conversations

Compass

Believing Thinking

ActingFeeling

Moral Intellectual

Soul Head

RelationalEmotional

Heart Hands & Feet

Six Conditions1. Focus on the personal, local and immediate2. Isolate race3. Normalize social construction & multiple

perspectives4. Monitor agreements, conditions and establish

parameters5. Use a “working definition” for race6. Examine the presence and role of “Whiteness”

Four Agreements1. Stay Engaged2. Experience Discomfort3. Speak your truth4. Expect/Accept Non-Closure

• How are your students of color most successful in your classroom and school?• Picture those students of color who are not finding success in your classroom and school.• Where does that place you on the compass?

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Objectives• Introduction to MTSS

• Introduction to SIT

• How does the SIT process intersect with special education processes?

• Introduction to the Tiered Fidelity Inventory

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What We All Want

• All kids will receive culturally and linguistically responsive

instruction in all three tiers

• All schools will use data-based decision making to ensure that all kids receive culturally and linguistically relevant interventions as

early as possible

• To ensure that special education eligibility is not a result of a

cultural or linguistic mismatch between student need and instruction, or from inadequate/inappropriate interventions

How We Get ThereCreate a schoolwide system to support our kids, staff and

families

• Regular SIT meetings with an effective teaming process that is designed to not over or under identify culturally and

linguistically diverse students

• Culturally and linguistically relevant schoolwide interventions

that are easy to move kids in and out of

• Progress monitoring to make sure that we are helping kids to improve their social and academic success

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Big Picture: What it Looks Like for a Student

Research-BasedCoreCurriculumw/Strong,CulturallyResponsiveInstruction

Tier2TargetedIntervention

ASSESSMENT

FormalDiagnosticAsneeded

ProgressMonitoringWeekly

UniversalScreening3times/year

DATA-BASEDDECISIONMAKING

IndividualProblemSolving Team

Tier1MeetingDataReviewed3times/year

INSTRUCTION

Tier2TargetedIntervention

Tier2TeamMeeting6-8weeks

Tier3IntensiveIntervention

Tier3Team6-8weeks

SPEDreferral?

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SpEd Intersection

• How does this MTSS model connect with what you see in your schools?

• How do you think it might help or hinder students to

succeed in schools?

The Story in DataWorth a thousand words

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MTSS Closes the Achievement Gap

43.1% 47.2%

36.7%

28.5% 24.1%

11.3%81.0%

84.4%88.5%

94.4% 90.6%94.2%

37.9% 37.2%

51.8%

65.9% 66.5%

82.8%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

TTSDHighSchool OAKSReading Achievement Gap

Gap White

*Based on 2012-13 Performance Standards (cut scores)

––– Latino

OVERVIEWThe Big Picture

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I DON’T HAVE TIME TO BUILD A FENCE I’M TOO BUSY CHASING CATTLE

SIT Flowchart!

!

!!

Attendance!"!3+!absences!in!30!days*!"!Frequent!school!or!class!tardies!

Behavior:/3+!ODR’s*!(Stage!1,!2!or!3)!"!Stage/2:!student!remains!in!class!! >!Admin!consults!w/staff!! >!Teacher!is!informed!of!intervention!within!48!hours!! >!Teacher!contacts!family!"!Stage/3:!student!is!brought!to!office!! >!Admin!investigates!referral!! >!Teacher!is!informed!of!intervention!within!24!hours!! >!Admin!contacts!family!

Core/Academics:/Assessment!Data*/"!Universal!screeners,!progress!monitoring,!course!grades!

*/Suggested:/decision/rules/determined/by/school/PPS/academic/criteria/

Teach/Community"building,!culturally!relevant!instruction!of!core!academics,!schoolwide!values!&!classroom!expectations!Teacher/interventions/"!Differentiate!core!academic!instruction!"!Manipulate!classroom!management!variables!(STOIC)!

Attendance!"!2"3!absences!in!30!days!"!Pattern!of!tardies!

Behavior:/Stage!1!Report/(for!minor!infractions)!"!Teacher!inputs!into!Synergy!"!Teacher!makes!parent!contact:!phone/voicemail/e"mail!as!follow!up!

"!Student!remains!in!class!"!No!administrator!involvement!

Core/Academics:/Assessment!Data/"!Universal!screeners,!State!assessments!"!DIBELS,!EasyCBM,!Course!grades!

Grade/Level/PLC/Problem/Solving/Session/

"!Meets!regularly!"!Uses!problem"solving!protocol!!

Tier/2/Interventions/"!Check!in/Check!out!"!Meaningful!work!"!Breaks!R!Better!"!Social!skills!groups!"!Targeted!academic!support!"!Simple!Behavior!Support!Plan!"!Structured!recess,!transitions,!lunch!

"!TBD!as!per!school!MONITOR/PROGRESS!

Tier/3/Interventions/"!FBA/BSP!"!Wrap"around!Service!"!Mental!Health!Assessment!"!Individualized!academic!support!"!TBD!as!per!school!

MONITOR/PROGRESS/

Special/Education/504!

{School/Name}//SIT!Flowchart!for!Academic!&!Behavioral!Intervention!Support!

Synergy/Dashboard/Data!Wall!Request!for!

Assistance!Form!

SLD/SEL!Hypothesis!Statement!

Student!Intervention!Team!(SIT)!

CLD!Process!Form*!*!For!CLD!students!only!

Attendance

Behavior

Core academics

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Making Sense of it All

!

Student'Intervention'Team'(SIT)'Quick'Start'Guide!

This!Quick!Start!Guide!is!designed!to!summarize!the!necessary!components!of!a!SIT!and!the!schoolwide!systems!

required!to!implement!a!successful!Tier!II!and!III!schoolwide!program!built!upon!a!solid!Tier!I.!It!will!assist!school!

teams!in!starting!the!process.!For!a!full!implementation!and!action!plan,!see!the!Tiered&Fidelity&Inventory.&Step%1.%Gather%a%Team%! 5B7!staff!members!representative!of!multiple!perspectives:!racial/linguistic,!grades/content,!behavioral!

expertise,!administrative!authority,!schoolwide!operations!(see&PLC/SIT&Roles&+&Staffing&doc)!

! Choose!roles!for!each!team!member!(see&SIT&Member&Responsibilities&doc)!

! Set!a!regular!meeting!schedule!for!the!whole!year!

! Define!and!implement!an!action!plan!develop!and!evaluate!the!SIT!process!and!interventions!on!a!

regular!basis!(see&Tiered&Fidelity&Inventory&doc)!

Step%3.%Use%Protocols%to%Effectively%Make%Data=Driven,%Student=Centered%Decisions%

! The!Facilitator!triages!the!Request!For!Assistance!forms!and!forwards!these!names!to!the!Minute!Taker!

to!add!to!the!agenda!(see&Request&for&Assistance&doc)!

! The!Data%Analyst!uses!data!sources!(Synergy,!Dashboard,!Data!Wall)!to!flag!students!for!discussion!

according!to!the!agreed!upon!decision!rules!and!forwards!these!names!to!the!Minute!Taker!to!add!to!

the!agenda!! The!Minute%Taker!uses!a!meeting!agenda!to!record!the!team!decisions!to!place!students!in!Tier!2!and!

Tier!3!interventions.!It!is!projected!it!so!that!everyone!is!“on!the!same!page”!(see&SIT&Agenda&doc)!

! The!team!uses!available!data!to!place!students!in!interventions!based!on!their!academic!need!and/or!

the!function!of!their!behavior!

Team

ing%

Protocols%

Stud

ent%Info% Step%4.%Keep%Your%Finger%on%the%Pulse:%Track%Student%Success%%

! Develop!a!deep!picture!of!students!who!require!interventions!(see&Tier&1&2&3&Individual&Student&Profile&

doc)!! Assess!student!progress!(see&attendance&reports,&Synergy/Dashboard/intervention&data,&Data&Wall)!to!

determine!the!effectiveness!of!the!intervention!(see&Student&Intervention&Tracker&doc&or&Intervention&

Tracker&Google&sheet)!

Interven

tions%

Step%2.%Define%and%Create%Your%Interventions%! What!interventions!do!you!already!have!in!place!that!have!a!direct%impact!on!Attendance,!Behavior,!or!

Core!academics?!Are!they!culturally!and!linguistically!relevant?!

! Create!culturally!and!linguistically!relevant!interventions!to!fill!in!the!gaps!(attendance!coordinator,!

Check!In/Check!Out,!academic!groups,!etc.!see&Features&+&Examples&of&Tier&II&Interventions&doc)!

! Train!staff!to!use!interventions!

4 Steps

1. Teaming

2. Interventions

3. Protocols

4. Student Info

Who’s Who? !

Roles&and&Staffing&for&P

LC&and&SIT&

PLC&

Team&Role&Possible&Sta

ff&Member&

• Teacher!Grade!level,

!subject!matter!teachers,!or!DLI!tea

cher!

• SpEd!!

SpEd!Teacher!

• ESL!

ELD!teacher!

• Facilitator!SIT!member,!SIS,!RtI!

Coordinator,!Reading!Sp

ecialist!

• Instructional!leadership!

Administrator,!SIS,!RtI!Coord

inator,!Reading!Specialis

t!


ff&Member&

• Facilitator!Teacher,!SM

S,!Dean,!SIS,!Reading!Sp

ecialist!

• Data!Analyst!

Administrator,!Teacher,!SMS,!Dean,!SIS

,!Reading!Specialist!

• Minute!taker!Any!SIT!member!

• Academic!Expert!Teacher,!Ad

ministrator,!SIS!

• Behavior!Expert!

Counselor,!School!Psych

,!SpEd!teacher,!SMS,!Dean!

• Tier!2!Intervention!Coor

dinator!!Counselor,!S

pEd!teacher,!SMS,!Dean,!Sch

ool!Psych!

Tier&2&Student&Intervent

ion&Team&(SIT)&&


ff&Member&

• Family!

Parent,!legal!guardian!

• Facilitator!Teacher,!SM

S,!Dean,!SIS,!Reading!Sp

ecialist!

• Data!Analyst!

Administrator,!Teacher,!SMS,!Dean,!SIS,

!Reading!Specialist!

• Minute!taker!Any!SIT!member!

• Academic!Expert!Teacher,!Ad

ministrator,!SIS!

• Behavior!Expert!

Counselor,!School!Psych

,!SpEd!teacher,!SMS,!Dean!

• Tier!3!Intervention!Coor

dinator!!Counselor,!S

pEd!teacher,!SMS,!Dean,!Sch

ool!Psych!

• Teacher!Grade!level,

!subject!matter,!DLI,!ESL!teacher!

!As&needed&a

ccording&to&student&con

cerns:&

• SpEd!

SpEd!teacher,!SLP,!Autis

m!Specialist,!OT,!PT,!Schoo

l!Psych!

• ESL!

ESL!teacher,!interpreter

,!!

• Mental!Health!

School!or!community!based

!therapist!!

• Physical!Health!

School!Nurse!

• 504!

504!Coordinator!

• Outside!Agencies!

Mentor,!Community!Agency,!DHS,!Cler

gy,!Probation!Officer!

• Other!

Major!Suspension!Program

!

Tier&3&Student&Intervent

ion&Team&(SIT)&&

Teaming!

Student Intervention Team (SIT) Member Roles and Responsibilities

1/6/15

Facilitator Responsibilities

Data Analyst Responsibilities

1) Before meeting, collects Request for Assistance forms & triages needs

2) Provides agenda items and student names to Minute Taker 3) At meeting, Starts on time 4) Determines date, time, and location of next meeting 5) Manages the “flow” of meeting by adhering to the agenda 6) Prompts team members (as necessary) with the TIPS problem-solving

“mantra” a) Do we have a problem? b) What is the precise nature of the problem? c) Why does the problem exist, and what can we do about it? d) For problems with existing solution actions

i) What is the implementation status of our solution actions - Not Started? Partially implemented? Implemented with fidelity? Completed? ii) What will we do to improve implementation of our solution actions? iii) Are implemented solution actions “working” (i.e., reducing the rate/frequency of the targeted problem to our Goal level)?

7) Is an active participant in meeting

1) Before meeting, reviews attendance, discipline and academic data

a) Identifies potential new students who are flagged for possible interventions according to agreed upon decision rules

b) Asks Facilitator to add potential new students to agenda for upcoming

SIT meeting 2) At meeting, makes the following available, as appropriate a) Report on Attendance, ODRs, Academic progress and other reports to:

i) Share data of potential new students ii) Share progress data of currently identified students (from intervention coordinator) 3) Is an active participant in meeting

Minute Taker Responsibilities

Team Member Responsibilities

1) Before meeting a) Collects student names from Facilitator and Data Analyst b) Prepares Meeting Minutes and Problem-Solving Action Plan agenda

form c) Is prepared to project form via LCD

2) At meeting, asks for clarification of tasks/decisions to be recorded on

Agenda form, as necessary 3) Is an active participant in meeting 4) After meeting, disseminates copy of completed agenda form to all team

members within 24 hours

1) Before meeting, recommends agenda items to Facilitator 2) At meeting, responds to agenda items and

a) Analyzes/interprets data b) Ensures new students are defined with precision (What, Who, Where,

When, Why) c) Discusses/selects solutions for student interventions d) For problems with existing solution actions

i) Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Completed?

i) Suggests how implementation of solution actions could be improved

ii) Analyzes/interprets data to determine whether implemented solution

actions are working (i.e., reducing the rate/frequency of the targeted

problem to our Goal level)? 3) Is active participant in meeting

Teaming(

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9

INTERVENTIONSHow do we get kids what they need?

Schoolwide Interventions

Essential)Features)of)Tie

r)II)Group)Interventions

)

!Tier!II!group

!interventions!include!(a

)!explicit!instruction!of!s

kills,!(b)!structured!prom

pts!

for!appropriate!behavio

r,!(c)!opportunities!for!th

e!student!to!practice!ne

w!skills!in!the!

natural!setting,!and!(d)!

frequent!feedback!to!the

!student.!In!addition,!many!Tier!II!

interventions!might!include

!a!process!for!fading!sup

port!when!appropriate,!

and!a!means!

for!communicating!regularly!with

!a!student’s!care!provid

ers.!!

!When!establis

hing!Tier!II!group!interve

ntions!in!a!school,!in!add

ition!to!making!sure!a!

particular!intervention!i

s!evidenceB!based,!scho

ols!must!ensure!that!they!hav

e!the!

capacity!and!resources!t

o!implement!the!intervention!eff

ectively!and!to!sustain!

implementation!over!time.!Key!issues

!to!consider!include!the

!level!of!expertise!requir

ed!

to!implement!the!intervention,!th

e!number!of!staff!hours!(coordi

nators,!teachers,!etc.)!

required!to!implement!the!inte

rvention!and!the!cost!of!

any!materials!that!must!be!

purchased.!!

!

Examples)of)Tier)II)Interventi

ons)

!Check:in)/)C

heck:out)(CICO))

Students!have!brief!exc

hange!with!accessible!s

taff!member!every!day!at!the!beg

inning!and!end!

of!school!to!see!how!th

ings!are!going:!to!celeb

rate,!reflect,!and!proble

mBsolve.!Student!carries!

feedback!form!throughout

!day!and!gets!regular!fe

edback!from!staff!about

!behaviors!of!concern.!

In!addition!to!the!increa

se!in!adult!attention,!stu

dent!can!earn!incentive

s!for!reaching!

behavioral!goals.!

!Check)and)C

onnect!(SchoolBbased!M

entoring)!

Student!matched!with!schoolBbase

d!staff!volunteer!for!reg

ular!and!predictable!che

ckBins!on!

general!progress!and!be

haviors!of!concern.!C&C

!provides!opportunities!

for!relationship,!

problem!solving!and!support.!

!Targeted)So

cial)Skills)Instruction!(s

mall!group)!

Small!instructional!groups!p

rovide!skill!development!in!critica

l!social!and!school!skills

:!

friendship,!problem!solving,!ass

ertiveness,!selfBadvocac

y,!etc.!Staffs!support!gen

eralization!of!

skills!across!environments.!

!Meaningful)W

ork)

Students!assigned!to!en

gaging!service!jobs!arou

nd!the!school.!Jobs!pro

vide!adult!contact,!skill

s!

instruction,!skills!practi

ce,!and!opportunities!fo

r!success!and!recognitio

n.!

!Breaks)are)B

etter)

WorkBavoidant!student!is!

taught!to!use!a!structur

ed!break!protocol!to!pr

ovide!measured!escape!

from!work.!Student!academic!behavior!

is!tracked,!and!student!

can!earn!incentives!for!i

ncreasing!

engagement.!

!

Evidence-based &

culturally and

linguistically relevant

PPS Framework for Tiered Reading Support K-12

Definitions of Tiers and Expectations for Instructional Time

Tier I Students who are performing at grade level and are expected to make adequate growth with high quality classroom instruction Instructional Time: K-3: 90 minutes of instruction x Whole group instruction x Small group instruction at

appropriate level 4-12: 60 minutes of instruction x Whole group instruction x Small group instruction at

appropriate level

Tier II Students in need of additional support to meet grade level expectations

Instructional Time: K-3: 90 minutes core + 30 additional minutes based upon targeted needs

x Whole group instruction x Small group instruction at appropriate level 4-12: 60 minutes of instruction + 30 additional minutes based upon targeted needs x Whole group instruction x Small group instruction at

appropriate level

Tier III Students in need of intensive support to meet grade level expectation

Instructional Time: K-3: 30 minutes core + 90 minutes x Whole group instruction x Small group instruction at

appropriate level 4-12: 90 minutes x Whole group instruction x Small group instruction at

appropriate level

Materials

Expectations for ELL Support

English Language Learners: All ELL students receive an additional period of English Language Development

targeted at their English Language Proficiency Level.

Writing Instruction

Writing Instruction: Writing in response to reading is included in the above instructional blocks. Writing

Workshop, formal writing instruction based on District Writing Resources (Units of Study) occurs outside the

reading block, 45 – 60 minutes per day. 10/11/11

Tier I

Tier II

Tier III

Core Reading Program K-5: Scott Foresman x Sheltered Instruction 6-8: EMC- Literature and the Language Arts x Sheltered Instruction 9-11: Holt- Elements of Literature x Sheltered Instruction Grade 12: Access Literature and the

Thompson Reader x Sheltered Instruction

Core Reading Program K-5: Strategies used with Scott Foresman

x Sheltered Instruction x Enhancements 6-12: Strategies used with EMC, Holt and Thompson Reader x Sheltered Instruction x Learning Strategies (KU) x Differentiation Strategies

Core Reading Program K-3*: Grade Level Scott Foresman Literature, Vocabulary and Comprehension x Sheltered Instruction x Enhancements

*Students participate in the above areas of the grade level core plus ERI and Horizons (see below). 4-8: Students participate in a Core Replacement (see below).

Advanced Learners K-5:

x TAG Strategies x Scott Foresman Advanced Materials 6-8: TAG Strategies

9-12: AP and IB Courses

Options for additional 30 minutes instruction based upon targeted needs Kindergarten: x Enhancements targeted on Phonemic Awareness, Phonics, Fluency x ERI (Early Reading Intervention) Grades 1 – 5: x Enhancements targeted on Phonemic Awareness, Phonics, Fluency, Vocabulary, and/or Comprehension x 1-5 Phonics for Reading x 4-5 Rewards Grades 6-12: x Strategies targeted on fluency, vocabulary and comprehension x 6-8 Rewards

Intervention Programs Kindergarten: ERI (Early Reading Intervention)

Grades 1 – 3: Horizons

Grades 4-5: Language! A/B (Core Replacement)

Grades 6 – 12: Language! A/B or C/D (Core Replacement)

Literacy Across Content K-12: x Sheltered Instruction 6-12: x Content Enhancement Routines



SampleQuickSortMatrixList the targeted interventions that are available in your school. Identify the possible

functions that each intervention delivers by putting a check mark in the cell of the matrix.

TargetedInterventions

Beha

vioralFun

ction

CheckIn/Che

ckOut

(CICO)

SocialEmotiona

lSkills

Grou

ps*

Scho

ol-based

Men

tor

Beha

viorSup

portPlan

(con

sideringfunctio

nof

beha

vior)

Mea

ning

fulW

ork

Opp

ortunity

Structured

Recess/Lunch

Increasesopportunitiesfor

positiveadultattentionü ü ü ü ü ü


positivepeerattentionü ü

Providesaccesstochoiceof

alternativeactivitiesü ü ü

Addressesspecificsocialskills

instructiononhowtorelate

withothersintheschool

setting

ü ü ü ü ü

Promotesapositiveand

encouragingrelationshipwith

anadult

ü ü ü ü

Increasesnumberofpre-

correctionpromptsand

structurefor“whattodo”

throughouttheday

ü ü ü ü


strongerincentives/positive

reinforcementü ü ü ü

Createsahomeandschool

communicationsystemü ü

Increasesconsistencyin

behaviorexpectations

betweenhomeandschool

ü ü

6/15/16

10

PROTOCOLS

Organizing adults for maximum effectiveness

Telling the Story

Student:((Last,(First)(

Grade(( Gender(M((((((F(

DOB((Ethnicity(*(

Race*( Synergy(ID(#(

Parent/Caregiver(

Caregiver’s(Phone((

Home(Language(s)*(

Name(&(Title(of(Person(Making(Reque

st(! ESL*(

ELPA(Level:(____(

! SpEd(! 504(

! TAG(

1. Student’s(Strengths

" Bilingual(or(bicultural(

" Able(to(problem(solve((

" Articulates(feelings/nee

ds(

" Asks(for(help(

" Sense(of(humor(

" Follows(instructions(

" Helpful(to(others(

" Makes/maintains(friendships(

" Flexible(

" Other:(

" Negotiates/compromises(

" Cooperates(with(others

(

" Academic(__________________

(

" Other:(

" Other:(

2.(Staff’s(Concerns(!!!Use!

Stage!1!or!2/3!Discipline

!Referrals!to!report!Prob

lem!Behaviors!

Academics(Emotional(

Language(Home/Family(

Health(

" Reading(Skills(

" Writing(Skills(

" Math(Skills(

" Study(Skills(

" Organization(

" Other:(

" Switching(activity(

" Attention(

" Irritable(

" Withdrawal(

" Angry(

" Other:(

" Fluency(

" Articulation(

" Expressive(

Language(

" Receptive(

Language(

" Other:(

" Refugee(

experience((

" Homelessness(

" Poverty/hunger(

" Clothing(

" Grieving(a(loss(

" Other:(

" Illness(

" Medication(

" Drug(&(Alcohol(

" Hygiene(

" Anxious/Panic(

" Other:(

Describe(Concerns:(

What(culturally/linguistic

ally(responsive(interven

tions(been(tried(for(eac

h(of(the(above(concerns

?(

Start/End(Date( Describe(

Data(Interpretation(

4. SIT(Facilitator(Section

" Referred(to(SIT(

" PLC/Classroom(Support((de

scribe):(

" Go(through(SIT(for(CLD

(process(

1^2015(v1.3(

Student'Intervention'Te

am

Request(for(Assistance

School:(

Date:(

Student(Information(

3. Family(Contacts

Date Phone/Email/etc.( Person(Contacted(

Ask:(How(do(differences

(between(home(and(schoo

l(culture((e.g.,(communication

style,(discipline,(gender

(expectations,(religious(v

iews,(etc.)(impact(the(stu

dent?((

*When(race,(ethnicity,(cult

ure,(or(language(impact(area(of

concern,(use(SIT(Proces

s(for(CLD(Students(to(gui

de(instruction(

and(intervention.(((

6

Request for Assistance

6/15/16

11

Getting Adults on the Same Page

SIT Agenda

• a defined cycle of

inquiry

• Clear roles &

responsibilities

• Uses Google Docs

STUDENT INFORMATION

Getting a deeper picture of kids

6/15/16

12

A Deeper Picture of Kids and Families

SIT for CLD Students !

The$ purpose$ of$ this$

document$ is$ to$address$ qu

estions$ or$ concerns$

regarding$the$ educa

tional$

progress'of'a'student

'from'a'Culturally'and'Lingu

istically'Diverse'(CLD)'

background.'This'doc

ument'is'

designed' to' collect' a

nd' analyze' the'most' essent

ial' data' to' inform% interventi

on,% assessment,% and%

support' for' CLD' stud

ents' across' all' tiers' o

f' support.'The' term'CLD' inclu

des' students'who$ha

ve$ a$

language$ other$ than$

English$ in$their$ backg

round$ (whether$ or$ n

ot$ they$ are$ receiving

$ English$ as$ a$

Second$ Language$ se

rvices);$ students$ who

$ come$ from$ diverse$ cultural,$ so

cial,$ and$economic$

backgrounds;"and"stu

dents"who"come"from"homes"where"a

"dialect"other"than"“st

andard"English”"is"

spoken.($

$Portland) P

ublic) Schools) is) com

mitted) to) eliminating) po

ssible) misidentification) of) ou

r) Emerging$

Bilinguals) (EBs,)Englis

h)Learners))and)CLD)

students) in)Special)Ed

ucation.)This$process$

helps$ensure$

that$all$ necessary$ cu

ltural$ and$linguistic$ f

actors$have$ been$ con

sidered$ in$all$ stages$

of$ instruction,$

intervention,$and$asse

ssment$before$a$Special$E

ducation$referral$is$sug

gested.$$

$To#complete#this#d

ocument,# referring#Genera

l#Education#teachers,#

and/or#ESL# teachers#c

ollaborate#

as# members# of# the# Student

# Intervention# Team# (i.e.# Stud

ent# Study#Team,# Building#

Screening#

Committee,( etc.).( Other( te

am( members( may" include" but" are" n

ot" limited" to:" Principal," As

sistant"

Principal,*Counselor,*B

ilingual*Teacher,*SPED

*staff.$

!$

Student Intervention Team

Process for CLD Students

!

A!document!to#guide#intervent

ion#and#assessment#plannin

g!

for$Culturally(and!Ling

uistically,Diverse,(CLD

)&Students'!

CLD#SIT#Process,#p.#1/7

$

Updated'12A2014%$

Before& beginning&this& process,"

teams"

should'consult(a"varie

ty"of" resources' (e.g.,&

cultural' liaisons,' EAs

,' Community' Agents,'

ESLASPED%TOSAs,% multicultural

% resources,%

etc.)& to# familiarize) the

mselves) about) the)

CLD$student’s$home$language

$and$culture.$

Keeping Our Finger on the PulseIntervention Tracker &

Progress monitoring

6/15/16

13

SpEd Intersection

• Have you been part of any SIT meetings?

• What strengths or challenges do you see in the SIT process in ensuring appropriate referrals to SpEd?

SIT 2.0Going all in for all kids

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14

Full Staff Involvement !

!

Teach:'Culturally!Responsive!Common!Core!Curriculum!&!Classroom!Community'4!Differentiate!core!academic!instruction!for!all!learners!!

4!Manipulate!classroom!management!variables!(STOIC)!

'Tier'1'Core'Meetings'4!3x!per!year:!Fall,!Winter,!Spring!

4!Grade!level!team!w/leadership!

4!Use!universal!screening!data!

Academic' Behavior'At/above/

below!

benchmark!

#!ODR/T.O./Nurse!

visits!

#!Suspension/ISS!

#!Attendance!

4!Analyze!and!adjust!core!

(Instruction,!Curriculum,!

Environment)!

Tier'2'Intervention'Groups'4!Academic!focus!groups!!

4!Schoolwide!targeted!behavior!

interventions!

4!Attendance!interventions!

4!

!

Tier'3'Individual'Interventions'4!Small!group!intensive!instruction!

4!FBA/BSP!

4!Wrap4around!Service!

4!Mental!Health!Assessment!

4!!

Multi4Tiered!Systems!of!Support!(MTSS)!

Leadership'Meetings/SIT'4!1x!per!week,!1.5!hours!

4!Review!academic!&!behavioral!data!

4!Assign!students!to!intervention!groups!

'Tier'2'Targeted'Meetings'4!Every!6!weeks!during!PLC!

4!Grade!level!team!w/leadership!

4!Use!tier!2!intervention!progress!

monitoring!data!

Academic'and'Behavior'Adequate!progress!(group!and!

individual)!

4!Analyze!and!adjust!intervention!


Environment)!

4!Core!differentiation!needs!

'Tier'3'Intensive'Meetings'4!As!needed!

4!Wrap!around:!Family,!teachers,!

community4based!partners,!

leadership!

4!Use!tier!3!intervention!progress!

monitoring!data!

Academic'and'Behavior'Adequate!progress:!(small!group!

and!individual)!

4!Analyze!and!adjust!intervention!


Environment)!

4!Core!differentiation!needs!

Request!for!

Assistance!

Form!

Teaming'Processes'+'Protocols'for'DataFbased'Decisions' Student'Information'

Comprehensive'Individual'Student'Profile'form:!Tier!1!

only!+!ESL!section!for!ELL’s!

4!Comprehensive'Individual'Student'Profile'form:!Tier!2!

ESL!section!for!ELL’s!

4!Student'Intervention'Tracker'form:!for!all!students!receiving!tier!2!interventions!

4!Comprehensive'Individual'Student'Profile'form:!Tier!3!

ESL!for!ELL’s!

4!Student'Intervention'Tracker'form:!for!all!students!

receiving!tier!3!interventions!

Bringing the SIT to the PLC

!

100%$Data$Meeting$Age

nda$(Tier$1)$

School:$$

Grade$Level:$$

Benchmarking$Period$(check

$one):$$____"Fall"

____"Winter" ____"Spring$

Norms:$—Stay"engaged"—Experienc

e"discomfort"—Speak"your"truth"—Expect/Ac

cept"non>closure""

—Focus"on"what"we"ca

n"do""

Purpose:"To"determine"effect

iveness"of"the"core&pr

ogram"and"make"necessary"adjus

tments"to&core!

Step$1:$Problem$Identifica

tion$(What$is$the$problem?)$

Based$on$screening$

data,$is$our$core$pro

gram$sufficient$for$most$studen

ts$at$our$grade$level

$(80%$or$more$

above$benchmarks)?$

1. Review"and"analyze

"current"benchmark"screen

ing"data."Record"pe

rcentages"below:"

2. Review"and"analyze

"previous"benchmark"screen

ing"data."Record"pe

rcentages"below:"

3. Using"current"and"p

revious"benchmarking"dat

a,"set"a"goal"for"next"b

enchmarking"period."Reco

rd"below:""

*Can"also"review"m

ovement"of"students"bet

ween"risk>status"lev

els"to"help"set"goals

"(Summary&of&Effectiveness)"

Academic$Benchmarks$

Previous"benchmarking"

Current"benchmarking"

*Goal"for"next"

benchmarking"

%&Above&benchmark&

"

"

"

%&Below&benchmark&

"

"

"

%&Well&below&benchmark&

"

"

"

!Behavioral$Benchmarks$

Previous"benchmarking"

Current"benchmarking"

*Goal"for"next"

benchmarking"

%&Above&benchmark*(0-2*OD

R)&"

"

"

%&Below&benchmark*(3-5*OD

R)&"

"

"

%&Well&below&benchmark*(5+*ODR

)&"

"

"

Average&Daily&Attenda

nce:&"

"

"

! 4."Review"other"ava

ilable"grade>wide"da

ta"(e.g."OAKS,"in>cur

riculum"assessments,"etc)."

a. Determine"percentage"of"s

tudents"meeting"minimum"proficien

cy"standards"as"set

"by"the"district"

Step$2:$Problem$Analysis$(

Why$is$it$happening?)$

Based$on$screening$

data,$is$our$core$pro

gram$sufficient$for$most$studen

ts$at$our$grade$level

$(80%$or$

more$above$benchmarks)?$

1. Using"data,"prioriti

ze"which"big"idea"o

f"reading"is"current

ly"the"most"important"common&instruct

ional&need"for"most"

students"(circle*one)

:"

Reading$Skill$ Phonologi

cal$

Awareness$

Phonics$Oral$Read

ing$

Fluency$

Vocabulary$

Reading$

Comprehension$

%&Above&

Benchmark""

""

""

2. Does"fidelity&to&the&cor

e"need"to"be"further"

examined"and"how"will"t

hat"be"accomplished?"

SIT"2.0"Protocol"

100% Data Meeting

• 3x year: Benchmarking data

• Uses a consistent cycle of

inquiry

• I C E analysis

• Similar protocols for Tier II

(every 6-8 weeks) and III (as

needed)

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Our Locus of Control

We can control how, what and where.

We cannot control the Who.

I C E L An Empowering Focus

A problem solving process to focus teacher teams on leveraging the powerful factors that we can control

• Instruction with rigor (how)

• Curriculum that is real and relevant (what)

• Environment that develops relationship (where)

• The Learner is accepted as they are and adapted for (who)

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Take a Break!

Tier II Action Planning: Tiered Fidelity Inventory (TFI)

Plan the Work, Work the Plan

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Plan the Work• Teams use the TFI to self-

assess on 13 critical features

• Culturally responsive elements in red italics

• Data sources are critical to full implementation and

sustainable outcomes

Work the Plan• TFI scores are typed into

School Climate Action Plan

• Data sources, action items, person responsible and

timeline are indicated

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Tiered Fidelity InventorySelf-Assessment

Where are We Now?

Implementation=

Student Success

a.k.a. “Adults following the plan”

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• Primary purpose of the instrument is to help school teams improve

• Primary audience for instrument results is the team, faculty, families and administrators of the school.

• Effective use of the instrument requires multiple administrations (progress monitoring)

SWPBIS Tiered Fidelity Inventory is a Self-Assessment

• Formative Assessment

• Determine current PBIS practices in place and needed prior to launching implementation

• Progress monitoring

• Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier

• Build action plan to focus implementation efforts

• Annual Self-Assessment

• Self-assess annually to facilitate sustained implementation of PBIS

Uses of the Tiered Fidelity Inventory

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TFI Vocabulary LessonTier

I: UniversalII: TargetedIII: Intensive

FeatureSpecific item to assess

SubscaleArea of focus

Team Roles

• Choose a facilitator and a minute taker

• Facilitator: keep the focus on the assessment• Do we have an artifact/data source to show that we are implementing this

feature?

• Is it in our school’s Google Tier 2 folder?

• Minute taker: take notes on the key points of the conversation

• Just assess for now! We will problem solve and action plan afterwards

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2.1 Team Composition

Feature Data Sources

Scoring Criteria0 = Not implemented1 = Partially implemented2 = Fully implemented

2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs, (e) Members reflect student and community demographics.

· School organizational chart

· Tier II team meeting minutes

0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise

1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80%

2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%. Membership mirrors community.

Main Idea: Tier II team needs individuals with specific skills and perspectives to

implement Tier II supports.

• Scoring

0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise

1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80%

2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%

• Self-Assessment

q Coordinator

q Applied behavioral expertise

q Administrative authority

q Knowledge about students

q Knowledge about school operations

Quick Check: Team CompositionAre all necessary roles/functions represented on the team?

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Item Considerations

• Tier II team does not need to be large. Even 3-4 people may be sufficient.

• The key is to ensure that the authority to make decisions exist, and the expertise is present to guide adaptations.

2.2 Team Operating Procedures



2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

· Tier II team meeting agendas and minutes

· Tier II meeting roles descriptions

· Tier II action plan

0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan

1= Tier II team has at least 2 but not all 4 features

2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

Main Idea: Tier II teams need meeting foundations in order operate efficiently and

to implement effective supports.

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• Scoring

0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan

1= Tier II team has at least 2 but not all 4 features

2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

• Self-Assessment

q Regular, monthly meetings

q Consistently followed meeting format

q Minutes taken during and disseminated after each meeting (or at least action plan items are disseminated)

q Participant roles are clearly defined

q Action plan current to the school year

Quick Check: Team Operating Procedures

What meeting procedures are currently in place at the Tier II level?

Item Considerations• Tier II team may be part of Tier I team, but a regular meeting typically is

needed to review Tier II data, and needed for new students nominated for Tier II.

• Clarify with teams if and how the decision is made to transition from Tier I meeting items to Tier II meeting items.

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2.3 Screening



2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/family/student nominations) to identify students who require Tier II supports. Screening elements are reviewed annually for sensitivity: culture, language, gender, exceptionality, internalizing/ externalizing, etc.

· Multiple data sources used (ODRs/Time out of instruction, Attendance, Academic performance)

· Team Decision Rubric· Team meeting minutes· School Policy

0 = No specific rules for identifying students who qualify for Tier II supports

1 = Data decision rules established but not consistently followed or used with only one data source

2 = Written policy exists that (a) uses multiple data sources for identifying students, (b) screening measures sensitive for ALL students and (b) ensures that families are notified when a student enters Tier II supports

Main Idea: Timely selection of students for Tier II supports improves the effectiveness of

Tier II implementation.

• Scoring

0 = No specific rules for identifying students who qualify for Tier II supports

1 = Data decision rules established but not consistently followed or used with only one data source

2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified when a student enters Tier II supports

• Self-Assessment

q Written policy or rubric for identifying students in need of assistance

q Multiple data sources

q Process for notifying and including families

Quick Check: Screening

What is the process for identifying students who may need Tier II supports?

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2.4 Request for Assistance



2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are available to all staff, families, and students.

· School Handbook· Request for Assistance

Form· Family Handbook

0 = No formal process

1 = Informal process in place for staff and families to request behavioral assistance

2 = Written request for assistance process is in place and team responds to request within 3 days

Main Idea: Faculty, staff, families should have a highly predictable, and low-effort

strategy for requesting behavior assistance.

• Scoring

0 = No formal process

1 = Informal process in place for staff and families to request behavioral assistance

2 = Written request for assistance process is in place and team responds to request within 3 days

• Self-Assessment

qWritten policy or rubric for identifying students in need of assistance

qMultiple data sources

qProcess for notifying and including families

Quick Check: Request for Assistance

What is the process for requesting assistance with behavior support?

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Item Considerations• The process for nominating a student should be easily understood and

easily accessed by all.

• Families should know how to nominate a student and know the process when a student is nominated.

• Emphasis should be placed on the success of the process when done early.

Questions

Documents

It’s Not About Intention, It’s About Impact · PDF fileIt’s Not About Intention, It’s About Impact ... Tier 1 Meeting Data Reviewed 3 times/year ... process in ensuring appropriate