squirrel video

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.

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 CurriculumBehavior InstructionUniversal Screening

Classroom Management

Parental InvolvementData Decisions

Universal ScreeningAccountability Assessments

GradesParental

InvolvementClassroom

AssessmentsReferral Patterns

Discipline Referrals

Tier 2Behavior(2-5 referrals)

Tier 2Academic

Behavior CurriculumIndirect FBASocial Skills

Behavior ContractsParental

InvolvementCheck-In, Check-OutProgress Monitoring

Data Decisions

Universal ScreeningGroup Level Diagnostics

Systematic PMLarge-Scale Assessment

Data

Parental Involvement

Classroom Assessments

Tier 3Behavior

(6+ referrals)

Tier 3Academic

Behavior CurriculumIntervention Team

FBA/BIPCrisis Planning

Parental InvolvementWraparound

District SupportsCommunity Supports

Data Decisions

Universal ScreeningTier I Core Instruction

Tier I Progress MonitoringTier II Interventions

Parental InvolvementTier II Progress Monitoring

DataTier III Referral Form

Completed

Intervention Training Video

Scavenger Hunt