Olweus Bullying Prevention • We will not bully others. • We will try to help students who are bullied. • We will try to include students who are left out. • If we know that somebody is being bullied, we will tell an adult at school and an adult at home.
Response to intervention NBC Elementary September 2009
What is RtI? A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic risk within the regular classroom environment. 60% of schools nationwide have implemented RtI in an effort to identify reading difficulties early. Research shows that early identification is crucial to overcoming reading troubles.
Core beliefs of RtI… • We can effectively teach all children • Early intervention is key • Use a multi-tier system of delivery • Use of research-based instruction & intervention • Monitor student progress to inform instruction • Use data to make decisions • Assessment drives instruction NASDSE 2005
Why RtI? Students receive instruction in Tiers 2 and 3 based on their needs. Students are placed in groups based on needs: phonics, comprehension, fluency. Students receive more individualized lessons and attention. Needs can be met easier in small group settings. Ratio of students to teachers is not more than 1:6.
Universal screeners All students kindergarten – 5th grade are screened with a beginning, mid, and end-year assessment. This year, AIMSweb. The results data indicates student progress as Red, Yellow, or Green & guides decision making. Green: progressing with skill development Yellow: possibly at risk for developing reading difficulties Red: in need of intervention
Tier 1 intervention Tier 1 interventions are taught in the regular classroom by the class teacher. All students are exposed to Tier 1 with their regular reading curriculum.
Tiered level of support Tier 2 Tier 3 Tier 2: Students identified as “strategic” intervention (yellow dots) receive extra reading support in specified areas with an increased intensity in a small group setting. • Tier 3: Students identified as “intensive” support (red dots) receive the highest level of intensity daily in a very small group or 1:1 with a trained staff member. The interventions are geared toward the student’s identified areas of difficulty
Resources Who provides the extra support?? Reading teachers, instructional assistants provide reading lessons. Lessons are provided during reading time in the classroom or the built-in block of time for intervention/enrichment
Data keeping & monthly meetings Monthly team meetings analyze data, review progress and determine decisions based on that data. Team consists of: Classroom teacher Reading Specialists: Karen McKnight (K-2), Bea Stern (3-5), Ann Jones (3-5) Principal: Carol Louden School Psychologist: Jaime Irvin Speech/Language Therapist: Melissa Richardson School Counselor: Amy Muldoon