squirrel video. rti
TRANSCRIPT
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 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
Scavenger Hunt