Jolly Phonics Activity Worksheet by egu20944

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									             Blending RTI & PBIS
Brenda Melcher             Leslie Williams, Ed.D.
IL PBIS Network            PBIS/RTI Coordinator
Central Illinois Region    CUSD 300
                           Carpentersville/Dundee

Robert Hawkins, Ed.D.
IL PBIS Network
Northern Illinois Region
        Mandates & Initiatives:
•   No Child Left Behind - NCLB
•   School Improvement Planning – SIP
•   Standards Aligned Classrooms – SAC
•   Response to Intervention - RTI
•   Social and Emotional Learning Standards --SEL
•   Positive Behavioral Interventions and Supports
    - PBIS

          *Inventory Your Current Initiatives
                         Visibility     Political
           Funding
                                        Support



                 Leadership Team

Training                                        Coordination
                 Coaching        Evaluation



           Local School/District Implementations
              School-Wide Systems for Student Success:
               A Response to Intervention (RtI) Model

      Academic Systems                                      Behavioral Systems

Tier 3/Tertiary Interventions           1-5%   1-5%                Tier 3/Tertiary Interventions
•Individual students                                               •Individual students
•Assessment-based                                                  •Assessment-based
•High intensity                                                    •Intense, durable procedures

Tier 2/Secondary Interventions      5-15%         5-15%            Tier 2/Secondary Interventions
•Some students (at-risk)                                           •Some students (at-risk)
•High efficiency                                                   •High efficiency
•Rapid response                                                    •Rapid response
•Small group interventions                                         •Small group interventions
• Some individualizing                                             •Some individualizing


Tier 1/Universal Interventions 80-90%                     80-90%   Tier 1/Universal Interventions
•All students                                                      •All settings, all students
•Preventive, proactive                                             •Preventive, proactive



                                                                      Illinois PBIS Network, Revised May 15, 2008.
                                                                      Adapted from “What is school-wide PBS?”
                                                                      OSEP Technical Assistance Center on Positive
                                                                      Behavioral Interventions and Supports.
                                                                      Accessed at http://pbis.org/school-wide.htm
                                         Social Competence &
 Positive                               Academic Achievement
 Behavior
 Support                                    OUTCOMES


                                                               Supporting
  Supporting
                                                                Decision
 Staff Behavior
                                                                 Making



Adapted and edited from “What is a
                                            PRACTICES
systems Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
                                             Supporting
                                          Student Behavior
      Improving Decision-Making
                    From:
          Problem              Solution



                     To:

                    Problem
                                          Solution
Problem              Solving
                                          Monitor
                     Using
                                          Outcome
                      Data
                             Meet twice a
                                month
                             (during first
                              year) with                 Create,
       Complete
                             set agenda                 distribute,
         Self
                                                            and
      Assessment
                                                        schedule
        Survey
                                                       “cool tools”
       annually
                                                          to staff

                                 Functions
                                  of PBIS                        Inform
  Share data                     Universal                  School/Family
   with your                       Team                     /Community of
School/Family
                                                            PBIS activities
 /Community
                                                              occurring in
   monthly
                                                              the building


                       Be                       Identify
                cheerleaders                 students in
                 for the PBIS                need of Tier
                process in the               2 and Tier 3
                   building                    supports
        Problem Solving/RTI
          Core Principles
• Problem Solving is about building a
  better support system for general
  education
• Prevention and Early Intervention
• Use a multi-tier model of service
  delivery


 Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg,
 Tilley, 2005. NADSE (National Association of Directors of Special
 Education
Tier 1 Core Instruction

All Students Receive:
     District curriculum that is scientifically,
      research-based and aligned to Illinois
      Learning Standards
     Curriculum-based measures and
      assessments for screening, diagnostic and
      continuous progress monitoring
     Differentiated instruction designed to meet
      the broad range of their needs
      Social Emotional Learning (SEL)
                Standards
1. Develop self-awareness & self-management
   skills to achieve school & life success
2. Use social-awareness & interpersonal skills to
   establish & maintain positive relationships
3. Demonstrate decision-making skills &
   responsible behaviors in personal, school, and
   community contexts
                                 (www.isbe.net)
Tier 2 Intervention
Some Students Receive:
     Individualized Intervention Plan
     Core curriculum in the large group
     Supplemental interventions in the small group inside the
      general education classroom or outside of the general
      education classroom
     Interventions targeted to remediate a specific skill
     Interventions implemented with integrity (e.g., number
      of minutes/day and per week, materials used, progress
      monitoring and implementer) tied to an individualized
      intervention plan
Tier 3 Intervention
Very Few Students Receive:
     Individualized Intervention Plan
     Integrated instruction from all three tiers to strengthen the
      accumulated impact of the interventions and instruction
     Interventions delivered to very small groups of 2-3
      students or individual students
     Interventions focused on narrowly defined skill areas
      identified from the results of frequent progress monitoring
     Interventions implemented with integrity (e.g., number of
      minutes/day and per week, materials used, progress
      monitoring and implementer) tied to an individualized
      intervention plan
The Link Between RtI,
Problem-Solving and SLD
   RtI is the problem-solving method for identifying
    a student’s strengths and weaknesses both
    academically and behaviorally
   RtI matches instructional resources to
    educational needs
   RtI provides the historical data needed to
    determine what the school needs to do to
    ensure a student’s success in the general
    education curriculum
Building Level Intervention Team
Problem-Solving Actions
   Promote collaboration in the decision-making
    process
   Analyze building and classroom level data
   Collaboratively develop individual intervention
    plans for struggling learners
   Assist teachers in selecting research-based
    interventions
   Support teachers in implementing interventions
    with integrity
               Activity:
            Working Smarter
• What committees/teams already exist
  addressing academics, climate, safety, social
  skills, behaviors?
• Look at “multiple initiatives” grid in packet
  and note your school’s status
• Share names of committees and your
  observations of their activities
            School-Wide Systems for Student Success:
             A Response to Intervention (RtI) Model

     Academic Systems                                          Behavioral Systems

Tier 3/Tertiary Interventions              1-5%   1-5%                Tier 3/Tertiary Interventions
•_____________________                                                •___________________________
•_____________________                                                •___________________________
•_____________________                                                •___________________________
Tier 2/Secondary Interventions         5-15%         5-15%            Tier 2/Secondary Interventions
•___________________________                                          •____________________________
•___________________________                                          •____________________________
•___________________________                                          •____________________________
•___________________________                                          •____________________________
•___________________________                                          •____________________________
•___________________________                                          •____________________________

Tier 1/Universal Interventions80-90%                         80-90%   Tier 1/Universal Interventions
•________________________                                             •____________________________
•________________________                                             •____________________________
•________________________                                             •____________________________
                                                                      •____________________________
•________________________                                             •____________________________
•________________________                                               Illinois PBIS Network, Revised May 15, 2008.
                                                                        Adapted from “What is school-wide PBS?”
•________________________                                               OSEP Technical Assistance Center on Positive
                                                                        Behavioral Interventions and Supports.
                                                                        Accessed at http://pbis.org/school-wide.htm
      Positive Behavior Interventions & Supports:
       A Response to Intervention (RtI) Model

                                       Tier 1/Universal
                                    School-Wide Assessment
                                 School-Wide Prevention Systems



ODRs, Attendance,                    Tier 2/Secondary                                     Small Group
                                                                                          Interventions
  Tardies, Grades,                                                                        (CICO, SSI, etc)
      DIBELS, etc.
                                                                            Group Interventions with
                                                                            Individualized Focus
 Daily Progress Report (DPR)                                                (CnC, etc)
     (Behavior and Academic Goals)
                                                 Tier 3/
                                                                   Simple Individual Interventions
    Competing Behavior Pathway,                 Tertiary           (Simple FBA/BIP, Schedule/
                                                                   Curriculum Changes, etc)
 Functional Assessment Interview,
                 Scatter Plots, etc.
                                                           Multiple-Domain FBA/BIP
                          SIMEO Tools: HSC-T,
                                   RD-T, EI-T         Wraparound
                                                                              Illinois PBIS Network, Revised May 15, 2008
                                                                              Adapted from T. Scott, 2004
             Common Core Concepts
•   Leadership
•   Family Engagement                           Identify
•   Data based Decision Making               what is missing
•   Universal Screening                      at your school!
•   Progress Monitoring
•   Standards Aligned Curriculum & Assessment
•   Evidenced Based Practice
•   3-Tiered Model of Interventions
•   Differentiation for Academics and Behavior
•   Team Based Implementation
•   Sustainability
                                          Social Competence &
    Positive                             Academic Achievement        Positive
   Academic                                                          Behavior
    Support                                   OUTCOMES               Support

                                                                     Supporting
  Supporting
                                                                      Decision
 Staff Behavior
                                                                       Making



Adapted and edited from “What is a
                                              PRACTICES
systems Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
                                                Supporting
                                        Student Academics/Behavior
How Might This Look In a School?
 –To be effective, schools should learn
  how to:
   • Refine data-based decision making
     processes/systems at all three tiers
   • Assess overall effectiveness of
     interventions
   • Celebrate successes
       TIER 1: CORE CLASS INSTRUCTION-
                   Example
FOCUS             For all students
PROGRAM           Scientific-based Reading instruction
GROUPING          Multiple grouping format to meet
                  student needs
TIME              90 minutes per day or more
ASSESSMENT        Benchmark assessment at beginning,
                  middle, & end of year
INTERVENTIONIST
                  General education teacher
   In Class Score




  Janice   Elmer   Allen   Larry   Kalisha   Dink   Suze   Henry   Logan   Rene   Angel   Mark   Lil


       Referred                                             National
       Child                                                Norm

From Joe Witt
         TIER 1: SCHOOL-WIDE BEHAVIOR
             INTERVENTION-Example
FOCUS             All students

PROGRAM           Social Skills Curriculum (Behavior
                  Matrix) taught & acknowledged
GROUPING          All students taught school-wide
                  expectations for behavior
TIME              Fall kick-off, clear-in-the moment
                  reminders, pre-corrections, boosters
ASSESSMENT        Ongoing: Big 5 Discipline data,
                  Systems data (SAS, TIC, BoQ)
INTERVENTIONIST
                  Staff (All the adults in the school)
                 Tier 1/Universal Intervention Example 1
Tier 1/Universal                                                         Name of School:            Lincoln Elementary
Intervention Name:            PBIS Kick-off                              School District Name and #: Snowy Trail 57

                                                                                                          Impact of Intervention
    Type of PBIS Tier                                    Brief Description of             % of Staff     data: Include pre-intervention
                                     Dates of                                                           data (data that indicated need)
 1/Universal Intervention                                    Intervention                 Involved
                                  Implementation                                                        and post-intervention data (data
                                                                                                         that indicated effectiveness)
                                                                                                        Pre-Intervention data (please
                                                                                                        check data source and provide
                                                   Description:                                         specific information)

                                                   Teach behavioral                                      # ODRs: _60    ODRs Sept.
      Population (pick one)
                                                   expectations, ending with                            2007________
 School-wide (all kids)
                                                   a school-wide                                         # Tardies/days absent:
 Selected Population (i.e.                                                                             _____________
                                                   celebration.
grade level, etc.)                                                                                       Grades (academic indicator):
                                                                                          90 – 100 %   _________________________
                              Start Date:
                                                                                          80 – 90%      Other:
                              ___08/28/08____
                              End Date:            Length of intervention (daily, # of                  ___________________________
                                                                                          70 – 80%
                              ___08/30/08____      hours/minutes):   2 days                             Post-Intervention data (please
                              OR                                                                        use same data source identified
                                                                                          60 – 70%     above)
                               Ongoing
                                                                                          < 50%         # ODRs: _12    ODRs
        Setting (pick one)                                                                              Sept. 2008________
 All settings                                                                                           # Tardies/days absent:
                                                                                                        _____________
 Specific setting
                                                                                                         Grades (academic indicator):
                                                                                                        _________________________
                                                                                                         Other:
                                                                                                        ___________________________
                   Tier 1/Universal Intervention Example 2
Tier 1/Universal                                                                Name of School:            Lincoln Elementary
Intervention Name:              “Changing Classrooms” training                  School District Name and #: Snowy Trail 57
                                                                                                                    Impact of Intervention data:
                                                                                                                  Include pre-intervention data (data
   Type of PBIS Tier 1/Universal                                                                     % of Staff
                                                              Brief Description of Intervention                     that indicated need) and post-
           Intervention            Dates of Implementation                                           Involved
                                                                                                                      intervention data (data that
                                                                                                                        indicated effectiveness)
                                                                                                                  Pre-Intervention data (please
                                                                                                                  check data source and provide
                                                             Description:                                         specific information)

                                                             Train 6th graders on                                  # ODRs: _6th    grade, 45
                                                             transitioning from                                   ODRs for Oct. 2008,
       Population (pick one)
                                                             classroom to classroom,                              hallway _______
   School-wide (all kids)
                                                             ending in a 6th grade                                 # Tardies/days absent: _52
   Selected Population (i.e.
                                                             movie and popcorn                                    tardies for Oct.
  grade level, etc.)
                                                             afternoon                                            2008___________
                                                                                                                   Grades(academic indicator):
                                                                                                    90 – 100 %   _________________________
                                   Start Date:
                                   ___11/02/08____           Length of intervention (daily, # of    80 – 90%      Other:
                                   End Date:                                                                      ___________________________
                                   ___12/04/08____           hours/minutes):   1 month              70 – 80%     Post-Intervention data (please
                                                                                                                  use same data source identified
                                   OR                                                               60 – 70%     above)
                                    Ongoing
                                                                                                    < 50%         # ODRs: _6th     grade, 12
                                                                                                                  ODRs Nov..

         Setting (pick one)                                                                                       2008________

   All settings                                                                                                   # Tardies/days absent: _12

   Specific setting                                                                                              tardies for Nov.
                                                                                                                  2008____________
                                                                                                                   Grades(academic indicator):
  TIER 2: SMALL GROUP INTERVENTION-
                Example
FOCUS             For students identified with marked reading difficulties,
                  & who have not responded to Tier I efforts

PROGRAM           Specialized scientific-based Reading program(s)
                  emphasizing the 5 elements of beginning reading

GROUPING          Homogeneous small group instruction (1:5)

TIME              25-30 minutes per day in small group in addition to 90
                  minutes of core reading instruction

ASSESSMENT        Weekly progress monitoring on target skills to ensure
                  adequate progress & learning

INTERVENTIONIST   “Research-provided” interventionist

SETTING           Appropriate setting outside the classroom designated by
                  the school
  Continuum of Support for Tier 2/Secondary
1. Small group interventions: Check-in Check-Out
   (CICO), social/academic instructional groups (SAIG),
   tutor/homework clubs, etc.
2. Group interventions with individualized focus:
   Utilizing a unique feature for an individual student,
   e.g. CICO individualized into a Check & Connect
   (CnC), mentoring/tutoring, etc.
3. Simple individual interventions: A simple
   individualized function-based behavior support
   plan for a student focused on one specific behavior,
   e.g. brief FBA/BIP-one behavior; curriculum
   adjustment; schedule or other environmental
   adjustments, etc.
           TIER 2: GROUP BEHAVIORIAL
             INTERVENTION-Example
FOCUS             For students identified as exhibiting problem behaviors,
                  & who have not responded to Tier I efforts

PROGRAM           Group intervention like CICO (BEP)


GROUPING          Students with 2-5 ODRs or identified by SSBD

TIME              Check in/check out with adult before and after school


ASSESSMENT        Weekly progress monitoring on target behaviors to
                  ensure adequate progress and reduction of problem
                  behavior with Daily Report Card
INTERVENTIONIST   Trained CICO team of adults

SETTING           Meet adult in designated location before/after school
                         Tier 2/Secondary Interventions
  Tier 2/Secondary                                                              Name of School:            Lincoln Elementary
  Intervention Name:                 CICO                                       School District Name and #: Snowy Trail 57

                                                                                          Impact of Intervention data: Include data source used
Level of Tier       # of Students                                                         to identify (data that indicate need), data source for
                          in            Dates of    Brief Description of    % of Staff
2 /Secondary                                                                              progress monitoring, and decision rule for response
                                     Implementation     Intervention        Involved
Intervention       Intervention**                                                         (data that indicate intervention was effective)

(pick one)                                              Description:
                                                                                          1.) Data-based decision rule for identification:
 Check-in                                              Kids check in
Check-out                                                                                 Data source: _ODRs_________
                                     Start Date:
(CICO)
                  # Participating                       with an adult in
                                                                                          Data Rule for Inclusion in Intervention:
                                     ___11/04/08
 Social /        in Intervention:                      the morning,
Academic
                                                                                          _2 ODRs____________
Instructional     __12______ ___                        are rated and
Groups                                                                      90 – 100 %   Time frame: _2     months__
                  # Completed        End Date:
                                                        given behavioral                  2.) Data source used to progress monitor:
                                     _____________                          80 – 90%
 Simple          Intervention:
Secondary w/                                            feedback            70 – 80%     _Daily Progress Report Points___
                                     OR
Individual          9____
Features
                                      Continuous       throughout          60 – 70%     3.) Data-based decision rule for defining
(Check &
Connect,                                                                    < 50%
                                     (Intervention is   school day, and                         “response”:
CnC)
                  # Responded
                                     continuously                                         Data source: _ Daily     Progress Report Points
 Brief           to Intervention:                      then check out.
Function-based
Supports                             available to                                         Data Rule for Responding to Intervention:
                                                        Length of
(please include   __7_______
                                                                                          _80%    DPR Points____
Competing                            students)
                                                        intervention:
Behavior
Pathway with
                                                        6 weeks                           Time frame: _5     weeks_______
support plan)


                  **Students may be duplicated in numbers as students may be involved in more than one intervention
       TIER 3: INTENSIVE INTERVENTION-
                    Example
FOCUS             For students with marked difficulties IN reading or
                  reading difficulties & who have not responded
                  adequately to Tier 1 & 2 efforts
PROGRAM           Individualized & responsive intervention emphasizing
                  critical elements of reading for students with reading
                  difficulties/disabilities
GROUPING          Homogeneous small group instruction (1:3)

TIME              50 minutes per day in small group in addition to 90
                  minutes of core reading instruction

ASSESSMENT        Weekly progress monitoring on target skills to ensure
                  adequate progress & learning

INTERVENTIONIST   “Research-provided” interventionist

SETTING           Appropriate setting outside the classroom designated by
         Continuum of Support for
       Tier 3/Tertiary Level Systems
1. Multiple-domain FBA/BIP: A complex
   function-based behavior support plan across
   settings, e.g. FBA/BIP home and school
   and/or community
2. Wraparound: A more complex and
   comprehensive plan that addresses multiple
   life domain issues across home, school and
   community, e.g. basic needs, MH treatment,
   behavior/academic interventions, as well as
   multiple behaviors
           TIER 3: INTENSIVE BEHAVIORIAL
               INTERVENTION-Example
FOCUS             For students with intensive needs and difficulties & who
                  have not responded adequately to Tier 1 & 2 efforts (6+
                  ODRs/ problems in 3 life domains)
PROGRAM           Individualized intervention building on student strengths
                  through support of Wrap Team

GROUPING          Selective team (family) and individual student

TIME              Weekly wrap team meeting


ASSESSMENT        Weekly progress monitoring on target goals to ensure
                  progress and success of plan (SIMEO)

INTERVENTIONIST   Tertiary support team (wrap team) with reps from family,
                  school & community lead by trained interventionist
SETTING           Appropriate setting designated by the team
                           Tier 3/Tertiary Interventions
    Tier 3/Tertiary                                                                    Name of School:            Lincoln Elementary
                                                                                       School District Name and #: Snowy Trail 57
                                                                                             Impact of Intervention data: Include data source used
 Level of Tier    # of Students                         Tertiary Student                     to identify (data that indicate need), data source for
   3/Tertiary                                                                  % of Staff    progress monitoring, and decision rule for response (data
                        in             Dates of          Action Plan &
 Intervention                                                                  Involved      that indicate intervention was effective)
                  Intervention**    Implementation      Progress Update


                                    Plan Start Dates:

                 # Participating    Plan#1                                                   1.) Data-based decision rule for identification:

                 in Intervention:   3/18/08                                                  _Lower    levels of interventions (CICO,
                 __3______ Plan #2:
                                                                                                   CICO w/ Indiv. features, brief
                 ___                11/6/08              Tertiary Student
   (pick one)                                                                                      function-based supports, and Complex
                 # Transitioned     Plan #3:            Action Plan &
                                                                              90 – 100 %
Complex /                                                                                         FBA/BIP) did not result in adequate
                 from               12/2/08             Progress Update
Multiple-life-                                                                80 – 90%
                 Intervention:      ______________      tool attached                              progress__________
domain FBA/BIP                                                                70 – 80%
                                                        (include Competing
                 __1______
                                    Plan End Date:                                           2.) Data sources used to progress monitor:
                                                                              60 – 70%
                                    Plan #1:            Behavior Pathway
                                                                                             _DPR,    Grades, ODRs, SIMEO
                                                                              < 50%
 Wraparound     ____                                   or Wrap Plan as
                                    12/3/08
Support
                 # Responded to                         appropriate)
                                                                                                   data___________________
                                    ______________
                 Intervention:                                                               3.) Data-based decision rule for defining “response”:
                                    OR
                 __1______           Ongoing
                                                                                             _Determined by individual wrap

                 ____               Plan #2                                                        team________________

                                    Plan #3
             **Students may be duplicated in numbers as students may be involved in more than one intervention
            Progress Monitoring
       Secondary/Tertiary Interventions

Teams need to track and monitor interventions by category:

   1) How many students are receiving each intervention?
2) How many students are responding to each intervention?
  3) What data is used to monitor each intervention type?


      Tier 2/Tier 3 (Secondary/Tertiary) Tracking Tool
Please list below how your school defines “responding” at each of the six levels:
1.   Responding to CICO:
2.   Responding to Social/Academic instructional groups:
3.   Responding to Simple Tier 2 with Individualized Features (i.e. CNC):
4.   Responding to Brief Function-Based Interventions:
5.   Responding to Complex Function-based Interventions:
6.   Responding to Wraparound Plans:
    Positive Behavior Interventions & Supports:
      A Response to Intervention (RtI) Model
                                     Tier 1/Universal
                                   School-Wide Assessment
                                School-Wide Prevention Systems



ODRs, Attendance,                   Tier 2/Secondary                               Small Group
                                                                                   Interventions
  Tardies, Grades,                                                                 (CICO, SAIG, etc)
     DIBELS, etc.
                                                                     Group Interventions with
                                                                     Individualized Focus
Daily Progress Report (DPR)                                          (CnC, etc)
    (Behavior and Academic Goals)
                                            Tier 3/
                                                            Simple Individual Interventions
  Competing Behavior Pathway,              Tertiary         (Brief FBA/BIP, Schedule/
                                                            Curriculum Changes, etc)
Functional Assessment Interview,
               Scatter Plots, etc.
                                                      Multiple-Domain FBA/BIP
                     SIMEO Tools: HSC-T,
                              SD-T, EI-T          Wraparound
                                                                      Illinois PBIS Network, Revised Sept., 2008
                                                                      Adapted from T. Scott, 2004
        RTI/PBIS COMMUNICATION SCHEMA
           Universal     Secondary              Generic        Tertiary
                       Systems Team            Problem-     Systems Team
                                             Solving Team
Universal Support




                         CICO
                         SAIG
                         CnC
                                }     DATA
                                                Brief
                                                FBA
                                                               WRAP
                                                               Complex
                                                                 FBA
                                                    DATA
           DATA: SSBD, ODRs, RFA
                         Visibility     Political
           Funding
                                        Support



                 Leadership Team

Training                                        Coordination
                 Coaching        Evaluation



           Local School/District Implementations
Community Unit
 School 300



                       Visibility

          Funding                        Political
                                         Support




     RtI/PBIS EPRT      Website
          IDEA       Parent Letters   District Leadership
         Grants       Newsletters       School Board
                          IC
Community Unit
 School 300




                      Leadership Team




                   Assistant Superintendent of C&I
                 Director of Curriculum & Instruction
                 Director of Pupil Personnel Services
                       Director of Title Services
Community Unit
 School 300




       Training                                               Coordination



                          Coaching          Evaluation




    Modules 1-7
                                                               Psych/Soc.Wkr
    LAM/SWAT
                       Data Analysis      AIMSweb Data        RtI Steering Com.
Progress Monitoring
      Reading         Problem Solving        SWIS Data       PBIS Network Mtgs
  CPI       PBIS                        Tier 1-3 Paperwork    External Coaches
Community Unit
 School 300




    Local School/District Implementation




                               DIP
                        Mission Statement
                           5-Year Plan
                    Phases of Implementation
                    Professional Development
                 3-Tiered Problem Solving Model
CUSD300

   District
 Improvement
     Plan



• The district has a 5 year plan for the
• implementation of RtI and PBIS in all of its
  schools.
• In 2008-09, PBIS has been introduced into 20
  district schools. By 2010-2011, all 26 schools
  will have been trained and in some phase of
  implementation: PreK-12 grades.
 CUSD 300

      Mission
     Statement



To adopt a district-wide process that provides
early intervening services and appropriate
instructional programming to ensure
academic and social emotional growth for
all students. This district-wide process will
include frequent and repeated assessment of
student performance; data based decision
making, and the use of multi-tiered, research-
based interventions.
CUSD 300

   5-Year Plan




The district 5-year Implementation Plan
 is made up of nine sections:
•Staffing
•Buildings Targeted
•Data Collection (Academic and Behavioral)
•Students Impacted
•Interventions (SR-B)
•Professional Development
•PBIS
•Communication
•Goals for Year ___
Year 2
                                      RtI 5-year Implementation Plan

Staffing                   Buildings Targeted        Data Collection                 Students           Interventions
-RtI Facilitator           (Series 1)                READING                         Impacted           -Reading Mastery
-PBIS External Coaches                               - AIMSWEB Benchmarking          7,000 (English     -Language for Learning
  -Universal
                           -10 schools
                                                         K-5 in Series 1 sites       and Spanish )      -Corrective Reading
  -Secondary/Tertiary      (Series 2)
                                                         PK-2 remaining elem/ec                         -Read 180
- Building Coaches         - 6 additional Elem.
                                                              (Series 2 Sites)                          -Language!
- IASPIRE Coach                Buildings (NEU,
                                                         5-6 at Lakewood                                -Soar to Success
- D300 RtI                 LITH, DH, SH, HES,
                                                         7 at CMS                                       -Michael Heggerty
Committee                  Lib, WF, deL)
                                                     MATH                                               -Great Leaps
                           - CMS 7th grade
                                                     -TBD                                               -PALS/K-PALS
                                                     BEHAVIOR                                           -Explode the Code
                                                     -SWIS                                              -Jolly Phonics


                   Professional                   PBIS                   Goals for Year 2
                   Development                    20 schools will have   1.AIMSWEB Data established for the
                   - AIMSWEB (ongoing)            completed the          19 schools.
                   - Intervention Workshops       training to            2.Problem Solving Process in place in
                   - Modules 1-6                  implement PBIS at      the original 10 buildings
                   - Indian Prairie Visitation    the universal level.   3.Structure building schedules for
                   - Effective Teaching                                  interventions
                       Strategies (Core           4 schools will begin   4.RtI Overview for Cycle 3 schools in
                   curriculum and literacy)       secondary level of     Spring.
                                                  support.               5.Establish building capacity for
                                                                         AIMSWEB, Problem Solving and
                                                                         Effective Teaching Strategies.
                                                                         6.Connect Infinite Campus to SWIS
CUSD 300

    Phases of
  Implementation




     The Implementation Framework or
     Phases of Implementation is a guideline for
     schools once they enter into the process.

     It provides schools with a way to assess their
     progress through the process of full implementation
     of a 3-Tiered problem solving model for academics
     and behavior.

     It also provides a means in which to set goals for
     each subsequent year.
                          Phase 1                                   Phase 2                             Phase 3                                  Phase 4
                       Initiation                          Implementation                           Incorporation                         Institutionalization
                  Understanding                                Skill Building                       Transfer of skill and                    Application of skills,
                  Conceptualization                        Expanded knowledge base                    knowledge                           Knowledge , & relationships

Problem-     RtI Overview Presentation              Review and revise IPF                    Review and revise IPF                     Review and revise IPF
Solving      (Module 1)                              Create year-long problem solving         Use problem solving model for             Problem solving used throughout
             Select RtI Core Team                   calendar (see attached)                   making instructional decisions for all     the school and at multiple levels
             All grade levels look at core          Set small group goals using Tier         Tier 3 interventions                       (individual, group and school)
             curriculum by completing IPF            2/Tier 3 PS paperwork                     Use AIMSweb data to update SIP            Basic knowledge of Problem
             Goals set at each grade level          Use a problem solving model for          goals                                      Solving are regular components of
             using Tier 1 paperwork                  making instructional decisions            Update PoI                                new teacher orientation
             Visitation to Demo sites               individual students (IPS)                 Complete PoI for PBIS                     SIP goals are stated in measurable
             (D300 or Indian Prairie site)           Update PoI                                                                          terms
             Overview presentation on PS            Complete PoI for PBIS                                                               Complete PoI
             Process, Core Curriculum & ELL                                                                                               Complete PoI for PBIS
             (Module 3, 4 & 7) [Note: Module 6 for
             MS/HS only]
             Additional PD activity (Book
             Study, workshop, webinar, etc)
             Update Phases of Implementation
             (PoI)
             Complete Phases of
             Implementation for PBIS
Data         Selection and training of              Collection of benchmark data for         Collection of benchmark data for CBM      Sustained use of AIMSweb and
Systems      AIMSweb school managers                 math CBM norms                            norms for reading, math, and written       other data systems
(AIMSWE      (LAM)                                   Support staff will progress monitor      language                                   Full implementation of data
B and
             Selection and training of SWAT         Tier 2 students according to a            Grade level teams use academic and        systems for RtI decisions
PBIS data)
             members for universal screening         schedule.                                 behavioral data to make decisions          Ongoing training of new staff in
             Overview presentations of Data         Progress Review Meetings are held        All grade levels progress monitor Tier    data systems
             collection tools (Module 2 & 5)         every 4-8 weeks                           2 & 3 interventions according to a
             Collection of Benchmark data           Special education staff to write goals   schedule.
             (Fall, Winter, Spring)                  based on progress monitoring data for     Special education staff write goals
             Special education staff trained on     all IEP students in the area of reading   based on progress monitoring data in all
             Progress Monitoring                     General education staff will progress    basic skill areas on all IEP students.
             General education staff trained on     monitor their students in Tier 2
             Progress Monitoring                     interventions according to a schedule.                                                Revised by RtI PD 5/6/09
Resources    Identify Tier 1, 2 & 3 resources       Use building staff and materials         Ongoing training in the use of SR-B
&            (personnel and materials) available     according to the needs of the students    academic and behavioral interventions
Evidence     in the building                         Implement SR-B interventions at all      at all tiers provided to all staff
d- Based
             Identify additional resources (SR-     tiers                                     Intervention integrity issues
Interventi
             B) needed to meet needs of student                                                emphasized and systemically monitored
CUSD 300

   Professional
   Development



• Series 1 Schools            • Series 3 Schools
   – PS Paperwork                – AIMSweb SWAT Training
                                 – AIMSweb LAM Training
   – PM for General
     Education Staff             – Modules 1-7
• Series 2 Schools               – Progress Monitoring for
                                   Special Education Staff
   – Data Analysis Meetings
                                 – Data Review for RtI Core
   – Data Review Meetings          Team
   – PM for Support Staff        – Phases of Implementation
                                   (Update/Goal Setting)
                     Problem Solving Training Modules
                                               REQUIRED
                                                workshops




                                                 Flexible
                                     1 to 2 hour skill based and on site

Problem                Plan Development               Plan Evaluation      Response to
Identification and     and Implementation             • Modules 24 - 26    Intervention
Analysis               • Modules 17 - 23                                   • Modules 27 - 30
• Modules 8 -16
CUSD 300

     3-Tiered
 Problem Solving
      Model



 Data Analysis Agenda
 Tier 1 Intervention Plan
 Tier2/3 Small Group Intervention Plan
 Progress Review Meeting Agenda
 Tier 2-3 Progress Review Worksheet
 Individual Plan Development Meeting
 Individual PS Teacher Report Form
 Individual PS Problem ID and Analysis Worksheet
 Individual PS Intervention Plan
 Individual PS Progress Review
CUSD 300

   Question &
    Answer




                Any Questions?




                For further information,
                    please contact:

                leslie.williams@d300.org
    Website Resources
•   pbis.org
•   pbisillinois.org
•   swis.org
•   www.sac-success.org
•   illinoisaspire.org
•   isbe.net
•   casel.org
•   jimwrightonline.com

								
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