An Overview Allen Sexton Neely Harvey

Historical Overview

Wait to Fail Model (Discrepancy Model) RCBOE 12,500 STU 1,739 SWD 510 SLD = 4.1%

Primarily a Reading Model Focused on Elementary Ridged Structure

Current RTI Reboot For All Academics For Behavior

SPL Backing ESEA/ IDEA 2004 Improved Student Outcomes Policy 2510 Policy 2512 Policy 2419 Policy 4373 Policy 5310

WVDE Policies

Purpose of SPL The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students. SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.

Six Essential Components of SPL 1.Leadership 2.School Climate and Culture 3.Teams and Processes 4.Family and Community Partnerships 5.Assessment 6.Curriculum and Instruction

District – Developing leadership roles – Defining and communicating criteria used to make decisions – Providing professional development – Acquiring and disseminating relevant resources School – Supporting team problem-solving – Developing a plan to strengthen essential components of SPL – Managing time and schedules to focus on identified needs Leadership

School Climate and Culture Positive school climate consists of three primary domains: Engagement Safety Environment A positive school culture exists when key elements of a positive school climate are in place.

Teams and Processes Problem-Solving Process

Effective partnerships include: – Parents – Families – Students – Community Members – Educators Indicators of effective partnerships: – Sharing information – Problem-solving – Celebrating student successes Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes. Family and Community Partnerships

Screening/Interim Purpose: Inform determination of risk status and indicate need for additional support and/or assessment Formative/Classroom Purpose: Determine response to instruction and indicate direction for most appropriate instructional adjustments Progress Monitoring Purpose: Determine if students are making progress toward specific skills, processes and understandings and inform school-wide action plans Diagnostic Purpose: Assist teachers in adjusting the type and degree of scaffolding, in differentiating instruction, and in picking up patterns of strengths and weaknesses Summative Purpose: Inform the system and provide a longitudinal view of curricular strengths and weaknesses Assessment

Curriculum and Instruction

CORE Foundation curriculum/expectations that has a high probability of bringing students to success. (80% of students responding) TARGETED Supplemental curriculum aligned with CORE and designed to meet the specific needs of targeted group (15%) INTENSIVE Focused curriculum designed to meet the specific needs of the targeted group and/or individual (5%) Curriculum and Instruction

CORE Academics Utilizes differentiated and scaffolded instruction Incorporates small group activities Focuses on the most critical standards and objectives Utilizes evidence from assessment to make instructional decisions Maximizes instructional time Emphasizes 24/7 learning

CORE Behavior Core Behavior Supports Available for all students, in every classroom, and throughout the school Universal (all students, all settings) 80% of students are successful with Core supports

TARGETED Academics Differentiating, scaffolding and using multi-modal strategies to engage students Providing explicit instruction that emphasizes skill building as well as application of skills Peer interaction to scaffold student understanding Teacher use of Problem Based Learning activities to reinforce learned skills and concepts Accommodations that affect how a student learns, not what they are expected to learn

TARGETED Behavior Targeted Behavior Supports – Specialized positive behavior plans provided/monitored by teacher, specialists, parents – Supplemental Interventions (some students) – Students who need more support in addition to school-wide positive behavior programs – 15% of students need targeted behavior supports

INTENSIVE Academics – Intensified scaffolding and time: suggested to occur 3 to 5 times per week – Smaller groups of similarly-skilled and needs-alike students – Most likely to occur outside the general education classroom – May occur before, during or after the school day dependent on available resources and personnel. SPL does not promote: – INTENSIVE support replacing opportunity to receive instruction in science, social studies, physical education and the arts – Isolated skill drill requiring students to independently make generalizations and connections back to the CORE content.

INTENSIVE Behavior Intensive Behavior Supports Assessment of student behaviors (FBA) and development of specialized behavior plans with teacher, specialist, parents Comprehensive and Intensive Interventions Students who need individualized interventions 5% of students need intensive behavior supports

FOCUS: all students INSTRUCTION: Standards Focused Instruction using evidence-based instruction techniques LOCATION: general education classroom (30/30 model, daily) ASSESSMENT: interim, formative (STRIDE, TIDE, STAR) – minimum three times per year CORE Academics – Suggestions

CORE Behavior – Suggestions – Individual and group reinforcement (class-wide and school-wide reinforcement systems) – On going rule and procedure teaching (defining and role playing expectations in all school areas) – Behavior re-teaching – Differentiated instruction and accommodations – School-wide discipline plans – Analyzing discipline data for improvements – Character Education – General classroom management strategies (physical structure, routines, 4:1 positives)

CORE Behavior – Suggestions Classroom Reinforcement System – Systematic way of rewarding & reinforcing appropriate behaviors. Classroom Reinforcement Systems come in a wide variety. All should include giving and earning of “something.” The earning should be paired with appropriate behaviors. Good Behavior Game interventions/schoolwide-classroommgmt/good- behavior-game interventions/schoolwide-classroommgmt/good- behavior-game

TARGETED Academics – Suggestions Focus: students identified as at-risk or as exceeding grade- level standards Instruction: targeted, supplemental grade level instruction delivered to small groups Location: general education location within the school; may be pull-out; before, during, after school Assessment: progress monitoring every 2-3 weeks; diagnostic (STAR, STRIDE) Time: minutes per session, 2-3 sessions per week Duration: Target Range - Four to Six Weeks (4-6 data points) Group Size: small groups/similar needs

TARGETED Behavior – Suggestions Check In/ Check Out (CICO) – CICO can be in the form of a behavior report card given to the teacher during each subject or class period. Points are tallied at the end of the day with aligned reward. The student checks in at the beginning of the day and at the end of the day. It is used to teach and reinforce academic and social skills. Staff should prompt and reinforce identified skills. Mentoring (Secondary) _check_in_check_out _check_in_check_out

TARGETED Behavior – Suggestions Behavior Contracting – A behavior contract between child, teacher, and/or parents. A written agreement about how the child will behave with contingent rewards and consequences. A good contract should include the goal, the reward, the consequence, how the behavior will be monitored, the time required between monitoring, and a review date. interventions/challenging-students/behavior-contracts interventions/challenging-students/behavior-contracts

TARGETED Behavior – Suggestions Social Skills Groups – The teaching of any skill that facilitates interaction and communication with other by focusing on verbal and nonverbal ways. May be taught school-wide (embedded in other subjects) and/or in a small group. Role playing is used to generalize skills. I Can Problem Solve (ICPS) Tough Kids Social Skills Book (Secondary) Aggression Replacement Training (Secondary) Social Skills Improvement System

TARGETED Behavior – Suggestions Teaching Anger Management Skills – Teaching the emotion of anger, the expression of anger, and the understanding of anger. May be taught individually, visually, or in small group. The main goal is teach recognizing emotions and alternative things to do when upset. The Turtle Technique The Incredible 5 Point Scale Anger Thermometers My Book Full of Feelings Cool Down Areas (Secondary)

TARGETED Behavior – Suggestions Visual Supports – Enhance the communication process by providing structure and routine. Enhances students’ understanding of the environment and expectations more clearly. May include schedules, timers, reminder cues, planners, if/then, choice boards, skills cards, etc. ex.htm ex.htm Boardmaker

TARGETED Behavior – Suggestions Self Monitoring – Individuals record data regarding their own behavior in order to change the rate. May include a form where the student records using check marks, hash marks, answering yes/no, circling numbers on a rating, coloring boxes on a grid, etc. (Secondary)

TARGETED Behavior – Suggestions Daily Report Cards – Daily parent/school communication with reinforcement for increasing behavioral success. Must contain more positives than negatives initially. May include behavior ratings. Agenda Self Ratings (Secondary) nual.pdf nual.pdf

TARGETED Behavior – Suggestions Self-Reflection – Centers in the classroom where students go to complete self reflection and learn alternative ways to solve problems. May also include help from an adult. May use student reflection logs or “think sheets.” Token Economies – Tokens are given based on exhibiting the desired behavior. Tokens are cashed in for more valuable rewards. Provides immediate reinforcement. May include response/cost. Point Systems (Secondary)

INTENSIVE Instruction – Suggestions Focus: students who have not responded to CORE and TARGETED level instruction Instruction: intensive, supplemental instruction delivered to small groups or individually (often basic skills) Location: general education location within the school; may be pull-out; before, during, after school Assessment: progress monitoring every 1-2 weeks; diagnostic (STAR, STRIDE) Time: minutes 3-5 sessions per week Duration: Range - Six to Nine Weeks (6-9 data points) Group Size: small groups/similar needs/one-to-one NOTE: REFERRAL TO SPECIAL EDUCATION CAN BE CONCURRENTLY SUBMITTED

Referral for multidisciplinary evaluation – If a referral to the Student Assistance Team (SAT) has not already been made, refer the student to SAT. – Intensive interventions should be put in place while the testing process is being completed. – Targeted interventions continue during this time. – Be sure to include all behavior intervention documentation with your SAT packets. INTENSIVE Behavior – Suggestions

Functional Behavior Assessment (FBA) – The student receives a functional behavior assessment with a behavior plan developed based on that assessment. The plan addresses: Supporting desired behaviors Reacting skillfully and safely to problem behaviors Teaching and reinforcing functionally equivalent replacement behaviors, and acceptable alternatives Refer to Raleigh County OSP FBA packet INTENSIVE Behavior – Suggestions

Wrap Around Services – Referral to community based services or consultation with other school professionals such as a social worker, specialist, or psychologist. Psychological Assessment – Psycho-educational evaluations – Psychiatric evaluations Adjusted Targeted Interventions INTENSIVE Behavior – Suggestions