Squirrel Video

RTI

TIPSAbout Intervention Team

As a grade level take two minutes to share what you would do for Emily.

As a grade level take two minutes to share what you would do for Byron.

As a grade level take two minutes to share what you would do for Emerson.

Math

Classroom Management Support Plan A dependable system of rules and procedures provides structure for students and helps

them be engaged with instructional tasks. (Brophy, 1998) Teaching rules and procedures at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. (Evertson, 1985; 1989; Evertson & Emmer, 1982; Evertson, Emmer, Sandord & Clements, 1983; Johnson, Stoner & Green, 1996) As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated. (Evertson, Emmer; & Worsham, 2003; Good & Brophy, 2003) Teachers who respond consistently feel positive about their teaching and help students improve their performance. (Frelberg, Stein & Huan, 1995) Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)

Classroom Management Support PlanClassroom: Today’s Date: A) Vision Statement (What should be achieved in your learning environment? What is the overarching goal for all students?) B) Classroom Rules (What do the schoolwide expectations look like for your classroom?)A standard language for expected pro-social behaviors supports the consistent demonstration of those behaviors by all staff and all students. Corresponding rules operationalize behavioral expectations by providing clear, measurable directions for students. Use the columns below to list your school’s expectations and develop 3-5 positively stated classroom rules for each schoolwide expectation. (You may add or delete columns as needed.)

SW Expectation #1 SW Expectation #2 SW Expectation #3 SW Expectation #4 SW Expectation #5

Follow adult directions at all times.

Use kind words and actions.

Keep your hands, feet and objects to yourself.

Remain in your seat or area as directed.

Use quiet voices and only talk when allowed.

http://www.youtube.com/watch?v=vLNOpoQztFo&feature=youtu.be

RTI Assessments:

Behavior and Academic

RTI Level Assessments:Tier 3-Intensive

Tier 2-Strategic

Tier 1-Core

Different Types Assessments:

• Screening• Progress monitoring• Diagnostic

Academic and Behavior Assessment

• Behavior and academic success are intimately connected and need to be addressed together.

• The purpose of Assessment is to decide whether to maintain, modify, intensify or withdraw an intervention.

• Frequent brief assessments measure growth in areas of need.

Sources of Assessment

Academic Behavior

Academic Grade Level AssessmentReport Cards/ChecklistUnit AssessmentProgress MonitorLevel Literacy

BehaviorBehavior Tally/ ChartBehavior ScalesObservationFrequency ChartTarget ChartSelf Monitor ChecklistOffice ReferralAttendance (tardies/absence)

Sources of Assessment

Tier 1Behavior

(0-1 referrals)

Tier 1Academic

Behavior Curriculum

Behavior Instruction

Universal Screening

Classroom

Management

Parental

Involvement

Data Decisions

Universal Screening

Accountability

Assessments

Grades

Parental

Involvement

Classroom

Assessments

Referral Patterns

Discipline Referrals

Tier 2Behavior(2-5 referrals)

Tier 2Academic

Behavior Curriculum

Indirect FBA

Social Skills

Behavior Contracts

Parental

Involvement

Check-In, Check-Out

Progress Monitoring

Data Decisions

Universal Screening

Group Level

Diagnostics

Systematic PM

Large-Scale Assessment

Data

Parental

Involvement

Classroom

Assessments

Tier 3Behavior

(6+ referrals)

Tier 3Academic

Behavior Curriculum

Intervention Team

FBA/BIP

Crisis Planning

Parental Involvement

Wraparound

District Supports

Community Supports

Data Decisions

Universal Screening

Tier I Core Instruction

Tier I Progress Monitoring

Tier II Interventions

Parental Involvement

Tier II Progress Monitoring

Data

Tier III Referral Form

Completed

Intervention Training Video

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