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The A’s and B’s of RTI

The A’s and B’s of RTI. Maryland and College and Career Readiness Conference, Washington College June 25 and 26, 2014. Bay View Elementary School. Jenni Hammer, Principal Shawn Johnson, Assistant Principal Brian Triantafillos, Grade 5 Teacher Jessica Casbolt, Grade 4 Teacher.

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The A’s and B’s of RTI

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  1. The A’s and B’s of RTI Maryland and College and Career Readiness Conference, Washington College June 25 and 26, 2014

  2. Bay View Elementary School Jenni Hammer, Principal Shawn Johnson, Assistant Principal Brian Triantafillos, Grade 5 Teacher Jessica Casbolt, Grade 4 Teacher

  3. Goals for Session To understand the philosophies and practices for intervention design and implementation at Bay View Elementary School. To understand intervention processes and protocols for students requiring additional support.

  4. About Bay View • Cecil County • PS-5 Elementary School • 608 students enrolled • Title 1 with 52% FARMS • 2.7 Title One Resource Teachers for RtI:A • 1.0 Behavior Coach (Paraprofessional) for RtI:B • .5 Family Involvement Advisor for Parent Involvement

  5. RtI: A Primer • Universal Screener • Diagnostics • Deliver Intervention • Frequency • Size of Group • Progress Monitoring

  6. RTI: A Primer https://www.youtube.com/watch?v=nkK1bT8ls0M

  7. The Why: IDEA Relationship between the Response to Intervention process and the eligibility of a student for services. Ensures that a variety of assessment tools are used to screen students and determine eligibility.

  8. Why of RtI at Bay View? SWIFT Knowledge Development Site Finalist RtI: B process or PBIS? Existing RtI:A process

  9. Research MTSS Florida’s Positive Behavior Support Project: RtI for Behavior (University of South Florida) Behavioral Intervention Guide for Response to Intervention (The School District of Lee County)

  10. Student Success SLOs Three goals aligned to student performance CFIP Teams work together to impact student performance on SLO measures. PD Balancing TIER I Supports Academic Behavior

  11. Tier I Strategies for Academics PD • Math • Whole group instruction • Flexible group instruction • Language Arts • Whole Group • Guided Reading • Independent activities • Reading, Writing, Listening and Speaking • Content Area • Embedded • Interdisciplinary instruction

  12. Tier I Strategies for Behavior PD School-wide PBIS Explicitly taught expectations and consequences Second Step School Counseling Program Behavior Charts 7 Habits of Happy Kids Brain Breaks Parent Engagement Color Change System

  13. Intervention verb (used without object), in·ter·vened, in·ter·ven·ing. 1. to come between disputing people, groups, etc.; intercede; mediate. 2. to occur or be between two things. 3. (of things) to occur incidentally so as to modify or hinder: We enjoyed the picnic until a thunderstorm intervened.

  14. RESPONSE to Intervention Academic Behavior

  15. PRIOR RtI Model • Monthly meetings with grade level representation (interventionists) • Classroom teacher reported concerns to Interventionist who presented case • Plan developed in absence of classroom teacher • Plan monitored and progress reported by intervention teacher • This only occurred for academics.

  16. What do you say about former RtI team process? Open to all students Not everyone knows the RtI process Homeroom teachers need to be involved Meetings don’t happen fast enough Guidelines are not followed equally Teachers are being questioned A daunting process

  17. RTI: Academic and Behavioral MTSS for students’ specific learning and behavioral deficiencies through timely additional assistance Systematic Research-Based Implemented with Fidelity 6-9 weeks (1 marking period) to determine RESPONSE Progress is monitored based upon intensity of support

  18. Student Success SST RTI Kid Talk TIER I NO YES Continue Tier I

  19. THE PROCESS Assessment and Monitoring Intervention and Instruction Personnel and Resources PUZZLE

  20. RTI: Behavior

  21. RTI: Behavior

  22. RTI: Behavior

  23. RTI: Academics

  24. RTI: Academics

  25. RTI: Academics

  26. Transference To collaborate as a team and provide support to students based upon needs and generalize/transfer these strategies to Tier I instruction.

  27. Kid Talk Meetings • Who? Grade level Teams, TRT, SE teacher, and SST Liaison (GT Liaison if necessary) • When? One Academic and One Behavior per month from 8:15-8:45 • Why? Student who are NOT RESPONDING to intervention • How? Scheduled by the teacher with the TRT

  28. Calendar

  29. PDSA PlanBehavior

  30. PDSA Plan Academics

  31. Parent Communication Letter to receive Intervention Narrative to review progress in the intervention each quarter. Daily communication through journal, color change, etc.

  32. Scenarios Each Team will receive a Scenario. Read the Scenario Dialogue about the possible next steps Share with the group

  33. The Flat Liner A child has been receiving intervention for four marking period cycles. Progress is minimal for the student and progress monitoring data is flat. The student has moved from Tier II to Tier III support and has an SSP to monitor progress. The data collected to monitor the SSP (8 weeks) has still demonstrated no progress. What is the next step?

  34. Zone Jumper A child has moved from Yellow Zone with Tier II support for behavior to the Red Zone. This Tier II support included Check-In/Check-Out (CICO) and targeted social skill instruction. What do you do next?

  35. The Mover A student just moved into BVES. After receiving initial screening for classroom placement, the homeroom teacher immediately sees that the child is not able to read grade level text. What is the next step?

  36. The High Achiever A student scores 100% on his math pre-test. The student’s Scantron score is in the advanced range for math and proficient range for reading. The teacher has noted minor behavioral concerns in the classroom including: calling out and questioning the teacher. What is the next step?

  37. The Lisp A PK student is presenting with multiple sound errors. The student is difficult to understand in conversations with peers and staff. This makes it difficult to assess the students’ academic skills. What do you do next?

  38. The Empty Chair A child has chronic absenteeism and has resulted in low academic performance in both reading and math. Due to attendance, the student does not currently receive intervention. What is the next step?

  39. RED in Inform A student performs Intensive on the fall reading benchmark assessment but seems to do well in the classroom and on other assessments. What is the next step?

  40. Here we go. Six weeks into the school year, a student in your classroom is still not responding to classroom expectations. As a result, the student has received multiple MIRs and has been referred to the office twice. What do you do next?

  41. Management through Wiki http://bay-view.wikispaces.com/

  42. The Results “New process is timely and allows us to put a focus on activities to help each student.” “I like that teachers are having discussions about students. We know our age group and can support students with effective strategies for their academic and behavioral needs.” “We are using data to make our decisions and support students movement through the pyramid.” “Students are responding to our plans!!!”

  43. Next Steps Reintroduce the process to Teams Continue to Monitor the process

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