1. Academic & Behavioral Response to Intervention Michelle Coconate RtI Facilitator New Certified Staff Orientation August 4, 2015

2. www.psd150.org Website Walk Go to: Curriculum & Instruction RtI

3. Tier 1 Core Instruction with Differentiation at School/Grade/Classroom Levels Assessment: Benchmarks Grade Level Learner Targeted Learners Who Have Experienced: No previous Tier 2 interventions/enrichment or Tier 2 interventions/enrichment with positive response Tier 2 Interventions with no response Tier 1 & Tier 2 Minimum of 6-10 Weeks 1 2 Does not meet or Exceeds expected level of performance Meets expected level of performance Domain Meeting Consider for Entitlement and Continue Tier 1, 2, 3 Interventions Tier 1, Tier 2 & Tier 3 Minimum of 4-6 Weeks 3 1 2 Conduct Problem Solving Meeting Assessment Possible Data Decisions: Discontinue Intervention Fade Intervention Modify Intervention Place in less intensive intervention Continue Intervention Review Problem Solving Cycle Intensify to Tier 3 Intervention Possible Data Decisions: Discontinue Tier 3 Intervention Fade Tier 3 Intervention Modify Tier 3 Intervention Place in less intensive Tier 2 intervention Continue Tier 3 Intervention Review Problem Solving Cycle Seek Entitlement Problem Solving Process

4. Tier 1 Universal Leadership Team (ULT) Tier 2 Grade Level/Department Teams Tier 3 Problem Solving Team Team Responsibilities:  Utilize collaborative team practices  Collect & organize school-wide academic/behavioral/attendance data  Review & analyze school-wide data  Monitor and maintain Rising Star Continuous Improvement Process/Plan  Ensure implementation of district literacy, math, & social emotional/behavioral plan  Develop & monitor school-wide action plans in response to the data  Monitor action plan integrity  Communicate & distribute data to appropriate teams Team Responsibilities:  Utilize collaborative team practices  Review & analyze grade level/department data  Respond to the data by developing relevant Tier 1 action plans  Respond to the data by developing relevant Tier 2 skill-based small group intervention plans  Monitor intervention integrity  Review & analyze skill-based small group intervention data  Communicate responses to interventions with the ULT, Problem Solving Team, family members, and others as appropriate Team Responsibilities:  Utilize collaborative team practices  Develop Tier 3 individualized intervention plans in response to skill-based small group intervention data  Monitor intervention integrity  Review & analyze Tier 3 individualized skill-based intervention data  Respond to the data as appropriate  Communicate responses to interventions with the ULT, Grade Level/Department Teams, family members and others as appropriate Team Membership:  Administrator  Interventionist  Team members with behavioral and academic expertise  School Psychologist and/or Social Worker  School Counselor  Family member/guardian  Others as appropriate Team Membership:  Grade level/department team members  Others as appropriate Team Membership:  Administrator  Interventionist  Representative Staff Members (i.e. grade/dept./special education/ELL/Encore staff, PBIS Coach/team member, family member, community member, etc.) Supporting Documents:  District Strategic Plan  Rising Star Plan Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 2 Intervention Worksheet  Student Intervention Integrity Documentation Form Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 3 Intervention Worksheet  Student Intervention Integrity Documentation Form  Problem Solving Meeting/Parent Consent Letter Team Structures

5. Your Responsibilities…  Collaboration/Teaming  Data Collection & Analysis  Teaching  Documentation  Cool tools

6. Tier 1/Universal School-Wide Assessment (Benchmarking and MAP) School-Wide Prevention Systems Progress Monitoring NWEA Screener & Skills Checklist (primary) DIBELS (primary) Easy CBM (ms/hs) Others as available Data-based Small Group to Individual Interventions Corrective Reading 95% Group Fluency Interventions Comprehension Interventions Daily Progress Report (DPR/CICO) Behavior and Academic Goals Meadows Center (UTexas-Austin) Math Intervention Materials (Pinpoint) Inside Math Moving with Math (Pinpoint) Others as available Academic Multi-Tiered System of Support Model (MTSS) Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

7. Social Behavioral RtI

8. Social Emotional Learning http://www.isbe.net/ils/social_emotional/standards.htm Second Step – BIST – Morning Meeting – Advisory – Engaged Learning – Kagan Structures – Restorative Practices – Data-based Lessons (Cool Tools) TEACH! Examples:

9. Illinois Social Emotional Learning Standards Goal 1 Develop self-awareness and self-management skills to achieve school and life success. Goal 2 Use social-awareness and interpersonal skills to establish and maintain positive relationships. Goal 3 Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

10. Turn & Talk

11. What is PBIS? Positive Behavioral Intervention and Supports A decision making framework (not a program or curriculum) that guides selection, integration, and implementation of the best evidence based academic and behavioral practices for improving academic and behavior outcomes for all students

12. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, SD-T, EI-T Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Social Behavioral Multi-Tiered System of Support Model (MTSS) Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS) Red indicates: in place

13. 3-5 School-wide Expectations Locations Looks Like/ Sounds Like

14. Flow Chart for Responding to Problem Behavior

16. Levels of Behavior

17. Minor Behaviors (Teacher Managed) Major Behaviors (Office Managed) For Example…. Minor Aggressive Actions Student engages in non-serious, but inappropriate physical contact Physical Activity/Fighting Students delivers actions that attempt to cause bodily harm to another through physical contact, in or on school property, going to or from school, or at a school sponsored event. Improper Use of Electronic Devices Student engages in low-intensity violations of the “off and out of sight” Board policy on cell phones, MP3 players, hand-held games, cameras, or other electronic devices. Improper Use of Electronic Devices Student possess and/or uses electronic devices at unauthorized times and/or in unauthorized places. Electronic devices include, but are not limited to, cell phones, music/video players, and cameras.

18. Cool Tool A social behavioral lesson Based on data Based on needs within a school/grade level/group

19. Documentation for Tiers 2 & 3  Tier 2 Intervention Worksheet  Intervention Integrity Form  Progress Monitoring Data All forms can be found on the district website

20. Tier 2 Documentation

21. Intervention Integrity

22. Documentation Orange File CSSS Intervention Information Tier 2 and Tier 3 Documentation Forms** Intervention Integrity Documentation** Data ** Go to www.psd150.org  Look under Curriculum & Instruction and RtI

23. Contact Info… Michelle Coconate, RtI Facilitator Curriculum & Instruction Department Administration Building (upstairs) Email: michelle.coconate@psd150.orgmichelle.coconate@psd150.org M: (309)251-1535 O: (309)672-6536