1. ACADEMIC and BEHAVIORAL SYSTEMS FOR SCHOOLWIDE SUCCESS Vista Verde School

2. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity STUDY SKILLS CLASS EXTENDED LEARNING Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures BEHAVIOR INTERVENION PLAN BIP Targeted Group Interventions Some students (at-risk) High efficiency Rapid response STUDENT IDENTIFICATION RTI PLAN Targeted Group Interventions Some students (at-risk) High efficiency Rapid response PEER COACING STUDENT CONTRACTS CHECK-IN/SCHECK OUT Universal Interventions All students Preventive, proactive CLASSROOM EXPECTATIONS ACKNOWLEDGEMENTS CLASSROOM ESSENTIAL PRACTICES Universal Interventions All settings, all students Preventive, proactive SCHOOLWIDEEXPECTATIONS ACKNOWLEDGEMENTS CLASSROOM ESSENTIAL PRACTICES VISTA VERDE SYSTEM for SCHOOLWIDE SUCCESS

3. SWIS Data Problem Behavior and Location

4. Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

5. 1.Actively supervise at all times Move continuously Scan continuously & overtly Interact frequently & positively Positively reinforce rule following behaviors 2. Positively interact with most students during lesson Vary type of contact Physical, verbal, visual contact Vary by individual & group Mix instructional & social interactions Classroom Essential Practices

6. 3. Conduct smooth & efficient transitions between activities Teach routine Limit to time required for student to be ready Engage students immediately 4. Be prepared for activity Have filler activities Know desired outcome Have materials Shift phases of learning Acquisition, fluency, maintenance, generalization Practice presentation fluency Classroom Essential Practices -continued

7. 5. Begin with clear explanations of outcome/objective Provide advance organizer Create focus or point of reference for assessment 6. Give each student multiple ways to actively respond Vary response type Individual v. choral responses Written v. gestures Use peer-based assistance

8. Classroom Essential Practices -continued 7. Regularly check for student understanding Vary assessment type Immediate v. delayed Individual v. group Review previously mastered content Check for existing knowledge 8. End activity with specific feedback Review performance on expected outcomes Scheduled activities Academic v. social Individual v. group

9. Classroom Essential Practices -continued 9. Provide specific information about what happens next Describe follow-up activities Homework, review, new activity, choices Immediate v. delayed Following lesson Describe features of next lesson 10. Know how many students met learning objective/outcome Administer probe Oral, written, gesture Immediately graph/display performance

10. Classroom Essential Practices -continued 11. Provide extra time/assistance for unsuccessful students Determine phase of learning Acquisition - re-teach Fluency - more practice Maintenance - reinforcement/feedback Schedule time during/before next lesson 12. Plan activity for next time activity Consider phase of learning New outcome Re-teaching Practice Maintenance/generalization Modify/select materials

11. Response to Intervention Student Plan www.interventioncentral.com STAR Manuel – Classroom Management Strategies Peer Coaching Opportunity Teacher/Student Conference Tracking – Teacher/Student Remeets, Progress Report/Report Card