FREEDOM AREA SCHOOL DISTRICT 2013-2014 Response to Intervention ( RtI )

1. FREEDOM AREA SCHOOL DISTRICT 2013-2014 Response to Intervention (RtI) Academic Response to Intervention (RtI) Behavioral Response to Intervention (RtI) (Positive Behavior Support - PBS) Parent/Guardian Presentation March 31, 2014

2. FASD Goals Align to DPI Expectations RtI Implementation (Dec. 1, 2013) Accountability Reform 2011-12 to 2013-14 Smarter Balanced Assessment 2014-15 (LA/Math) Common Core State Standards Since 2010 Student Information System 2012-17 EducatorEffectiveness 2014-15

3. FREEDOM GRADUATE College and Career Ready CRITICAL THINKING 1. What do we want all students to learn or be able to do? 2. How will we know when each student has learned it? ENGAGED SKILLED *Curriculum *WI Model Academic Standards *Common Core Standards (CCSS) + Disciplinary Literacy *Next Generation Science Standards (NGSS) *PBS (Behavioral RtI) · Literacy *Reading *Speaking *Financial *Writing *Listening *Digital · Lifetime Health/Wellness · Quality Universal Instruction · Differentiated Instruction · Quadrant “D” Lessons ·Assessment *Formative Assessments *Summative Assessments *STAR Enterprise Assessments - Universal Screener - Diagnostic Screener *Performance/Project-Based Assessments *RRR - Quadrant D Assessments *Smarter Balanced Assessments *WKCE/ACT Aspire/ACT/ACT WorkKeys ·21st Century Skills *Technology Tools *Creativity *1:1 Computing / BYOD *Independent Thinking/Learning ·Options = Engagement *Virtual/Online Classes *Project/Process Based Learning *Flipped Classrooms CULTURALLY AWARE INDUSTRIOUS PRINCIPLED TOOLS OF TECHNOLOGY UNIVERSAL DATA 3. How will we respond when a student experiences difficulty in learning or needs acceleration? ·Response to Intervention (RtI) ·Gifted and Talented Program ·Parental Involvement ·Differentiated and Tiered Instruction

4. WHAT IS RESPONSE TO INTERVENTION (RtI)??? “RtI” stands for Response to Intervention. RtI is a process for achieving higher levels of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration. Why are schools and districts interested in RtI? Schools and districts are interested in higher levels of student success in academics and behavior, areas in which RtI shows a great deal of promise. RtI results in improved outcomes, in part, because it is focused on setting goals and measuring progress toward those goals. http://www.wisconsinrticenter.org/home.html

5. Brief Background - (SLD Law) Discrepancy Model-vs-Response to Intervention • IQ scores vs. achievement scores. • Does not help students who have low scores on both assessments. • Students who missed basic reading skills can also present a discrepancy. • Students have to fail before they are qualified. *Essentially – In the past, guidelines suggested that schools wait for students to fail before truly intervening and/or intervention took place. *RtI is very different.

6. GENERAL RtI PRACTICES…….. School-Wide Screening (September, January, May) The school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior. Progress Monitoring For students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction. Tiered Instruction Within the RtI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring). High-Quality, Research-Based Instruction and Interventions All school staff members use instructional methods and materials that have been proven to work effectively. Collaboration Among School Staff Members School staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful. Fidelity of Implementation School staff members make sure that instructional materials and methods are used exactly as intended.

7. School-wide Screening(UNIVERSAL SCREENING (K-12) (September, January, May) STAR Enterprise Math/Reading & STAR Early Literacy

8. School-wide Screening(UNIVERSAL SCREENING (K-12) (September, January, May) Percentile Rank GP = Grade Placement SS = Scaled Score GE = Grade Equivalent PR = Percentile Rank NCE = Norm Curve Equivalent IRL = Instructional Reading Level ORF =Est. Oral Reading Fluency Text Selection Levels *ZPD = Zone of Proximal Development *ATOS2000 = Scaled Reading Score (similar to Lexile Levels) *ZPD2000 = ZPD converted to ATOS

9. School-wide Screening – (Universal Screening K-12) Tier III 1+ % Tier II 5-10 % Students Needing Intervention Tier I 85-95 % Non-Intervention Students *Quality Instruction *Differentiation *Enrichment Universal Quality Curriculum – ALL Students

10. RtI Groups *5-10% of student population will begin Tier II Intervention based on data (Math and/or Reading) *Parent Letter seeking approval for individual interventions. *Begin specific documentation logs for each child (Progress Monitoring). *Small group intervention (students not pulled from universal curriculum for intervention). *SIT processes used to share data/progress. Enrichment/Guided Study/GT/Etc. Groups (During RtI Time) *90-95% of student population will receive enrichment and/or guided study type opportunities. *Various samples of these opportunities on the next few pages….. (K-12).

11. ACTIVITIES FOR STUDENTS NOT NEEDING DIRECT INTERVENTION **Enrichment, Guided Study, GT Opportunities, etc. KINDERGARTEN (Reading) Recess News – interactive writing, recounting events of recess Compound words – creation, matching and drawing their own Short vowel activities Booklet creation for example (What I Wear in the Snow) for independent writing Mad libs – to discuss nouns, verbs, adjectives, etc Story comparisons Extending thematic ideas with other stories KINDERGARTEN (Math) Math Expressions “Differentiated Instruction” activities Using manipulatives to represent a number Finding partners of numbers Using linking cubes for addition and subtraction equations SmartBoard activities on Math Expressions itools (MegaMath Games) Making teen numbers with a group of 10 and left over ones Rolling two dice, adding the numbers together, finding sums Students writing their own math story problems Students drawing pictures to match a math story problem Comparing two numbers to determine greater/less GRADE 1 (Reading) Readers’ Theatre Sight Words Word Family Bingo Making words Writing Short/long vowel activities Author studies GRADE 1 (Math) Math Expressions “On Level” activities and Quick Practices SmartBoard Activities ABCya.com games in math Writing math fables Individual journaling to solve and explain math problems

12. **Enrichment, Guided Study, GT Opportunities, etc. (Continued…….) GRADE 2 (Reading) SmartBoard /web activities in reading Ipads to enhance understanding of current concepts Readers’ Theatre Scholastic News Bulletins Sight word activities Games (Word Bingo) Partner Reading Read Books out loud GRADE 2 (Math) Math Expressions Differentiated curriculum Math manipulatives (clocks, connecting cubes, measuring tools, money/coins) Daily routine from Math Expressions to increase number sense Math journaling to increase student ability to explain and think through writing SmartBoard/web activities in Math Ipads to enhance student understanding of current concepts GRADE 3 (Reading) Readers’ Theatre National Geographic activities Scholastic News and skill sheets (CAFÉ review) CAFÉ skills reviewed and practices – inference, word attack, comprehension, etc. Shared reading activities Reading white board games – fact/opinion GRADE 3 (Math) Math Expressions Differentiated Instruction Cards and Tier 1 Lessons Math Expressions Challenge Activities on the website Brain Games – Math Enrichment activities Math Games – addition, subtraction, multiplication, division, problem solving, tan grams Supportive challenge math work sheets

13. **Enrichment, Guided Study, GT Opportunities, etc. (Continued…….) GRADE 4 (Reading) Readers’ Theatre Leveled reading passages at a higher level, to challenge students Classroom novels Writing complete questions, story elements, and understanding vocabulary Project assessment Novels on tape GRADE 4 (Math) Math Expressions Challenge Activities Use Ipads for math word problems Math Games Thematic units of study (an example 2014 Olympics) GRADE 5 (Reading) Creating Newspapers, and proof read and read to others Current events in Newspapers Present news articles in class for public speaking Summary of what students read Use of eye contact, voice, and be articulate in presentations Scholastic News Comprehension Debate questions from Scholastic News Life Saver Writing - students create an argument in writing with support Writing to present details, transition and discussions GRADE 5 (Math) Math Expressions – reviewing previous days lessons in a game style approach Math Expressions – Anytime Problems and Quick Time Problems Math Expressions – Differentiated Cards for RtI

14. **Enrichment, Guided Study, GT Opportunities, etc. (Continued…….) Gifted and Talented – Intervention Time Activities(Grades 1-5) 1st Grade: Read Sideways Stories from Wayside School, discussed favorite teachers, typed a word document on that teacher. 2nd Grade: Read Wayside School, created a newspaper on the computer using a template, formed/shared opinions in the newspaper. 3rd Grade: Same as 2nd plus started reading Pinballs, working on creating a document on the Computer. 4th Grade: Read Matilda, did a project of their choosing (using Bloom's) Starting reading Holes, created a newspaper article on the computer, made a brochure (using a computer template) on Holes. 5th Grade: Read Matilda, did a project of their choosing (using Bloom's) Starting reading Holes, created a newspaper article on the computer, made a brochure (using a computer template) on Holes.

15. **Enrichment, Guided Study, GT Opportunities, etc. (Continued…….) Freedom Middle School(Non-Intervention Activities) 6th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc. 7th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc. 8th Grade – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance, organization skills, etc. Gifted and Talented – Intervention Time Activities (Grades 6-8) 6th Grade: eCybermission (online science/math based competition) studying health and nutrition. 7/8th Grade: They meet together: Spread the Word to End the Word awareness week, creating posters, ordering shirts, contacting administration, writing announcements, collaborating, etc. Freedom High School (Non-Intervention Activities) Grades 9-12 – Guided Study A. A very structured study hall 1. Review Grades in computer, check for missing/late assignments, etc. 2. Opportunity for make-up work, extra assistance in subject areas, organization skills, etc.

16. Sept. / Jan. / May (++) Progress Monitoring Tier II STAR Enterprise Math/Reading /STAR Early Literacy 5-10 % School-wide Screening The school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior. Progress Monitoring For students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction. Tiered Instruction Within the RTI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring). High-Quality, Research-Based Instruction and Interventions All school staff members use instructional methods and materials that have been proven to work effectively. Collaboration Among School Staff Members School staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful. Fidelity of Implementation School staff members make sure that instructional materials and methods are used exactly as intended. RtI Interventions – Tier II

17. Response to Intervention (RtI) Tiered Instruction Academic & Behavioral Flowchart UNIVERSAL INSTRUCTIONAL OPTIONS-TIER I General Curriculum Taught and Assessed Classroom and/or Common Assessments and/or Universal Screeners measure progress Implement best teaching practice, differentiation, accommodations, and modifications Contact parent/guardian regarding student progress “Speed Referral Track” for urgent issues Tier I Instruction Successful Continue & Monitor in General Curriculum General Instruction Unsuccessful Proceed to Selected Options-Tier II Speed Referral SELECTED OPTIONS-TIER II First Intervention Interventions are formulated and implemented by classroom teacher and/or in collaboration with grade level/content team members Monitor intervention for 4 weeks using a minimum of pre, mid and post assessments. Document progress using student tracking form.Contact parent/guardian regarding interventions and student progress “ Speed Referral Track” for urgent issues Tier II Interventions Unsuccessful Proceed to second intervention InterventionsSuccessful Continue & Monitor Progress SELECTED OPTIONS-TIER II Second Intervention Interventions are formulated and implemented by classroom teacher and/or in collaboration with grade level/content team membersInterventions need to be more intense and increased frequency or length of meetings Team members share ongoing results with each other and get feedback and input from teamContinue or revise classroom intervention(s) after 4 weeks. Contact parent/guardian regarding interventions and student progress Interventions Unsuccessful Proceed to Tier III Interventions Successful Continue & Monitor Progress TARGETED OPTIONS-TIER III Collaborate and develop interventions with grade level and appropriate Resource team members. Interventions need to be more intense with increased frequency or length of meetings and groups of 1-2 students.Implement and/or revise interventions for 8 weeksInvolve parent/guardian regarding interventions and student progress. Tier III Interventions Successful Continue & Monitor Progress Interventions Unsuccessful Submit all information to SIT

18. How can a school restructure to support RtI? The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level. Universal intervention: Available to all students Example: Additional classroom literacy instruction, differentiation, etc. Tier I Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Small Group Intervention Tier II Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: 1:1 Intervention Tier III

19. Other Academic Reports – STAR Enterprise/STAR Early Literacy

20. Other Academic Reports – STAR Enterprise/STAR Early Literacy Student Growth Percentile (SGP) 35-65 (1-99) Comparison to National “Peers”

21. Other Academic Reports – STAR Enterprise/STAR Early Literacy • GOAL • High Growth • High Proficiency

22. Other Academic Reports – STAR Enterprise/STAR Early Literacy

23. GENERAL RtI PRACTICES…….. School-Wide Screening (PALS, RR, STAR Enterprise Math/Reading, STAR Early Literacy, etc.) The school gives all students a screening test – usually three times each year – so that teachers and staff will know which students need extra help with academic work or behavior. Progress Monitoring (STAR, CBM’s, Formative Assessments, etc.) For students needing extra help, school staff members frequently (for example, at least once every week) check the progress of each child to see what changes, if any, need to be made in the instruction. Tiered Instruction (ie: Tier I, Tier II, Tier III) Within the RtI structure are several tiers, or levels, of instruction. General education is referred to as Tier 1. Additional tiers, usually two or three, use increasingly intense levels of instruction (for example, smaller groups, more time, more progress monitoring). High-Quality, Research-Based Instruction and Interventions All school staff members use instructional methods and materials that have been proven to work effectively. (ie: Wisconsin Academic Standards, Common Core State Standards (Math/Language Arts), Daily 5, CAFÉ, Math Expressions, LLI Kits, Guided Reading, Teacher Effectiveness Model, etc.) Collaboration Among School Staff Members School staff members (including the principal, general education teachers, special education teachers, reading specialists, and school psychologists) work together to help each child be successful. (ie: Common Planning time increased at FES, Student Intervention Teams (SIT) Formed and SIT Processes Developed and Implemented, etc.) Fidelity of Implementation School staff members make sure that instructional materials and methods are used exactly as intended. (*Continually Ongoing Process)

24. BEHAVIORAL RtI Positive Behavioral Support (PBS) “Your IRISH Best is RRS” Respectful Responsible & Safe

25. BEHAVIORAL RtI – POSITIVE BEHAVIOR SUPPORTS (PBS) BENEFITS: 1. Reduction of unnecessary disciplinary referrals. 2. Increased staff coordination and consistency when dealing with severe behaviors. 3. Improved school climate. 4. Enhanced school safety. 5. Improved staff communication and coordination when managing student behavior. 6. Increased positive interactions between staff and students. 7. Improved staff skills in effective supervision and positive behavior support. 8. Use of data-based decision making regarding behavior and discipline practices. (Sprick, Garrison, & Howard, 2002) – Foundations, Safe & Civil Schools Series

26. BEHAVIORAL RtI – POSITIVE BEHAVIOR SUPPORTS (PBS) • BACKGROUND RESEARCH - RtI BEHAVIORAL FRAMEWORK • Randy Sprick, et al. – Foundations Program • Chris Weber, et al. – Pyramid of Behavior Interventions (PLC work) • George Sugai, et al. – PBIS Model (University of Oregon, etc.) • *Freedom Area School District Model was derived from these • three models. “Providing integrated support through both academic and behavior RtI models produce larger gains in both outcomes than relying on a single model in isolation.” (Lane & Menzies, 2003) – Education and Treatment of Children “RtI (behavior) programs reduce the inappropriate referrals of students for special education services, and it increases student engagement along with improving the overall numbers of students achieving grade level standards.” (M. Burns, 2008) – Principal Leadership

27. ULTIMATE QUESTION???????? • Were a student’s academic strugglescaused by their frequent non-compliant behaviors, or were their frequent non-compliant behaviors a result of their academic frustration? ACADEMIC CHALLENGES OR BEHAVIORAL CHALLENGES????? **A SCHOOL MUST ADDRESS BOTH VARIBLES TO HELP ALL CHILDREN SUCCEED**

28. ACADEMIC – BEHAVIORAL RtI COMPARISON

29. MATRIX SAMPLE

30. Freedom Middle School Lunchroom Guidelines Lesson Plan UNIVERSAL C UR R ICULUM **All students receive the same behavioral curriculum/expectations

31. LUNCHROOM EXPECTATIONS Your IRISH Best is RRS! • Be Respectful • Offer others a place to sit • Use inside voice • Sit properly at table • Eat your own food • Wait for your turn SAMPLE POSTER GOAL 4:1 POSITIVE REINFORCEMENT • Be Responsible • 1. Listen to supervisors • 2. Keep lunchroom clean • 3. Clean up after yourself • 4. Do not waste food MODEL • Be Safe • 1. Wash hands appropriately • 2. Always walk • 3. Be aware of others

32. 2014-2015 FMS Infraction Slip Sample • FMS Honor Level Infraction Slip • Student: _________________________________________________ Grade: ________ • Teacher: ___________________________________________ Date: _________ Time: _________ • Location: ___ classroom ___ hallway ___ library ___ restroom ___ outside ___ lunch room ___ gym • Others Involved: ___ none ___ staff ___ teacher ___ unknown ___ Peers (_________________________________) • Motivation: ___ obtain peer attention ___ avoid task/activity ___ don’t know ___ avoid peer • ___ obtain adult attention ___ avoid adult ___ obtain item/activity • 1 point: Minor Infractions • A.Arrive to school and class on time • B. Come prepared to class (including agenda) • C. Return materials from home • 3 point: Moderate Infractions • D. Move and act in a safe and orderly manner while on campus • E. Follow directions and school and classroom rules • 5 point: Moderate Infractions • F.Use appropriate language • G. Treat property with respect • H. Treat peers with respect • I. Treat adults with respect • J. Settle conflicts appropriately • Severe Infractions: Immediate Office Referral • K. Blatant disrespect • L. Theft and/or vandalism • M. Blatant insubordination • N. Severe disruption of class • O. Physical fight • P. Sexual harassment • Q. Harassment/bullying • R. Drug, alcohol, tobacco, weapons violations • Student Signature: ________________________________________ Staff Signature: __________________________________ Comments:

33. FMS RtI Behavior – Reward System “STARRS” CARD ___________________________ (Student Name) S– Students T– Truly A– Are R– Respectful R– Responsible S– Safe KEEP UP THE GREAT WORK!!!! You are being recognized for setting a positive example for other students at Freedom Middle School!!

34. “Your IRISH Best is RRS” Respectful Responsible & Safe

35. FREEDOM AREA SCHOOL DISTRICT RESPONSE TO INTERVENTION (RtI) PROGRAMS PARENT/GUARDIAN QUESTIONS???? Thank you for attending this evening!!!