What Should RTI Look Like in a Department of Juvenile Justice School?

1. What Should RTI Look Like in aDepartment of Juvenile Justice School? November 4, 2011

2. OCI Standards • 4.12 An RTI Committee reviews the progress of each student, analyzes the data collected, and makes referrals according to the Georgia Pyramid of Interventions.

3. OCI Standards • 4.13 A Student Support Team develops instructional services for students experiencing problems of an academic, social, or behavioral nature and serves as a resource for teachers and other educators in the delivery of these services.

4. OCI Standards • 4.14 An operational and active 504 Committee, with a designated coordinator, identifies, evaluates and services students.

5. Performance Objective • By the end of this meeting, participants will have solutions to the three most common RTI issues being experienced in DJJ.

6. Essential Question • What should RTI look like in a Department of Juvenile Justice school?

7. Common Issues 1. Interventions are not research-based 2. Documentation is missing or incomplete/ No evidence of school-wide participation 3. Files not being transferred between facilities with the student

8. Interventions • Common Question: Where do I get research-based interventions? • DJJ has provided the following: • Concise Curriculum • TABE Success (Language and Math) • Mentoring Minds

9. Concise Curriculum • Can be used on Tier II or III • Used in Social Skills/Elective Class • Used for students with behavior/anger issues • Combines Social Skills, Reading, Language Arts, and Math Problem Solving • Also useful for motivating students with short attention spans

10. TABE Success • Can be used on Tiers II or III • Available for Language Arts and Math • Contains several levels with 7-10 activities • Great for use as an evaluation instrument to identify a need for further assessment (Tier III)

11. Mentoring Minds • Contains hundreds of research-based strategies for all three tiers • Strategies for both academic and behavior interventions

12. My Favorites • Tier III Behavioral: • Have a mentor or coach (a favorite teacher) meet at the beginning and end of each day with a student who is receiving interventions to review goals, monitor progress toward reaching those goals, and provide reinforcement. • Develop a BIP based on the results of assessments and collected data (enlist the help of your SSP or special education teachers!)

13. My Favorites Cont’d • Pages 87 and 89 in the Mentoring Minds Teacher Guide Book contain a Behavior Monitoring Individual Report and a Behavior Monitoring Graph. • These two documents completed by EVERY classroom teacher along with a behavior contract proves school-wide participation in RTI

14. Coming Soon…. • Instruction for Targeted Success • Will be available as a computer program as well as pencil and paper assignments

15. Additional Research-based Interventions • www.interventioncentral.org • Interventions separated by content area, behavioral • Behavioral includes strategies for the “unmotivated” student

16. Tracking Sheets • When using TABE Success, Concise Curriculum, etc., teachers should make a note on the student’s tracking sheet: • “CAP 18 substituted with Lesson 4.1 TABE Success per RTI Tier II”

17. Documentation Missing or Incomplete • Who collects data at the Tier I level? • If math is the problem, only the math teacher • If Reading is the problem, Language Arts, Science and Social Studies • If behavior or motivation is the problem, all teachers

18. Data Collections • Students are screened within 10 days. • Data Collections begin immediately • At the end of 6 weeks, have a meeting to discuss the student’s progress • At this point, you may discontinue data collections, move a student to Tier II, or continue data collections for a specified amount of time

19. Data Collections • The Chairperson should collect the data collection forms at the end of 6 weeks and keep the forms in the master notebook for future reference as long as the student remains at that facility.

20. Data Collections • Teachers should have the data collections filled out completely! • Do not leave blank spaces. Each teacher should include the number of AEPM referrals, DRs, card color, etc.

21. Collecting Forms • Forms are collected: • at the end of the specified time (6 weeks Tier 1, 5 weeks Tier II) • when a student is transferred to another facility • final release

22. Collecting Forms • RTI files must be sent to receiving facilities within three school days.

23. Documentation • In the event that you are unable to collect data forms within three days, a chain of authority has been established: • Chairperson • Principal/Lead Teacher • TA • Regional Principal

24. Documentation Checklist • Additionally, Regional Principals are going to begin spot-checks of RTI data collections during their visits. • Each teacher should have a notebook with data collection forms, Tier II Progress Monitoring, SST Education Plans, and 504 accommodations. • Please provide all of the teachers at your site a copy of the documentation checklist so that they are prepared!

25. Leadership Team • Needs Analysis • Share your concerns

26. OCI Standards • Requirements for meeting the standards

27. OCI • Two little extras: • Students moving backward through the tiers • Summary Sheets

28. Workshop • Checking the files • Share your favorite interventions