RtII Year 3 Implementation Academics, Attendance & Behavior Health Support • Participants will understand the district's implementation of the RTII process for behavior, attendance.
Download ReportTranscript RtII Year 3 Implementation Academics, Attendance & Behavior Health Support • Participants will understand the district's implementation of the RTII process for behavior, attendance.
RtII Year 3 Implementation Academics, Attendance & Behavior Health Support • Participants will understand the district's implementation of the RTII process for behavior, attendance and academics. • Participants will have a clear understanding of measurable steps and goals for year 3 of RtII implementation. Agenda • RtII Process & Academics Key Components of RtII Implementation RtII Focus 2014-2015 Model for Academic Instruction Academic Tiers 1-3 Interventions & Programs Special Education & RtII RtII Online Resource Portal / Data Dashboard District Team Assessment 2014-2015 Attendance Process Attendance Policy Definitions of Attendance Plan Creation RtII Model for BHS Behavior Health Support Framework Universal Strategies Interventions for BHS Tiers 1-3 Using Data to Build Solutions • RtII Attendance • RtII Behavior Health Supports RtII Process & Academics Key Components of RtII Implementation • • • • • Quality Standards-Based Core Curriculum RtII School Leadership Team Time for Collaboration Screening Evidence-based Interventions / Intervention Programs • Time for Intervention Delivery • Progress Monitoring • Documentation and Accountability System RtII District Leadership Team Offices of… Curriculum, Instruction & Assessment Early Childhood Education Educational Technology Family & Community Engagement Multilingual Curriculum & Programs Research & Evaluation Students Rights & Responsibilities Student Services Specialized Services 2014-2015 BHS Math Attendan ce Literacy RtII Model for Academic Instruction 2+ years below grade-level (chronically Tier 3 under-performing) Few students at this level Tier 2 Some students at this level Within 2 years below grade-level Tier 1 Most students at this level Just at or above grade-level Tier 1 Academic Strategies Strategies/Interventions are used in our schools. Strategies are best educational practices that intervene to support students to decrease learning gaps. Strategy Examples: Guided Reading, Tutoring, Small-Group Instruction Intervention Product Examples: Study Island, Reading Eggs, First in Math Tier 2 & 3 Intervention Programs Intervention Programs Examples Evidence-based Accelerated Reader/Math Achieve 3000 Research-based Corrective Reading/Math Lexia Closes achievement gaps Voyager Reading/Math RtII and Special Education • All three levels of RtII are part of a comprehensive educational system. • RtII the levels should not be viewed as categorical placements or as “gates” to special education supports and services. However, referral for special education evaluation should be considered if the data demonstrates continued lack of response to instruction and intervention. Tier 3 Tier 2 Tier 1 Intervention RtII Online Resource Portal RtII Manual RtII Administrators Guide for Implementation School Implementation Plans & RtII School Leadership Team Forms Timeline of RtII Expectations Frequently Asked Questions Documents Highly Recommended List of Academic Interventions / Online Interventions Module List of Interventions RtII Parent Handbook / Office Brochures RtII Guiding Document RtII Implementation Toolkit RtII Fidelity Implementation Rubric & Worksheet http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii 12 RtII Data Dashboard • RtII Data Dashboard Data modules meant to quickly inform Students who require intervention support Progress of student enrollment in interventions Staff progress with completing tasks 13 District Team Assessment of Actions District-Wide Survey of Interventions District-Wide Survey of RtII Implementation RtII Champion Workshop Day Surveys RtII Implementers Forum (PDE Sponsored) RtII End-of-the-Year Data Presentations by Vendor Partners (16 vendors/50 products) Schools to Talk To… Barry Bregy Carnell Cayuga Comly Comegys Cook-Wissahickon Crossan DeBurgos Dunbar Elkin Ethel Allen Fitler Frankford HS Hackett Hartranft Hunter Juniata Park Academy* Henry Lea Lingelbach Lowell Meehan McCall McDaniel Mifflin Moffet Morrison Roxborough HS Overbrook ES PLA-South Potter-Thomas Sheppard Spring Garden Stearne Webster Wister Ziegler RtII Attendance THE 2014-15 ATTENDANCE PROCESS When What Who 1st Absence Phone Call Home School Messenger 3rd Absence Legal Notice (C31) School Team 6th – 10th Absence RtII Interventions in SchoolNet School Team 10th Absence Referral to DHS/Court Teacher, RtII Champion or Attendance Designee Principal How Determined by the Administrator Plan Creation: RtII Tiers • Tier 1 (School-wide) • Every student is in school and in class everyday • Establish Preventive Support • PBIS • School Polices and Procedures • Ongoing implementation of school wide strategies and progress monitoring Plan Creation Continued Tier 2 Interventions (Some Students) • Start at the 3rd unexcused absence • Mail out C-31 (Legal Notice) • Meet with parents, guardians, and student to identify the root cause/s to attendance • Begin to create the RtII Attendance Plan at the 6th unexcused/illegal absence Plan Creation Continued Tier 3 Intervention (Few Students) • Has 10 or more unexcused/illegal absences • Truancy Court Referral Form •DHS’ Family Empowerment Services (grades K-3) •Truancy Court (grades 4-12) • Intensive and Comprehensive Interventions in collaboration with DHS • Continue with School Based Interventions (Progress Monitoring) School District’s Attendance Policy • All absences will be treated as unlawful/unexcused until the district receives a written excuse note explaining the reason for the absence • All excuse notes must be provided within three (3) days of the absence. • Failure to provide a written excuse within three (3) days will result in the absence being counted as unlawful/unexcused. Attendance Policy • In Pennsylvania, any student ages (5 17) child must attend school everyday. • In Philadelphia, any school age child between 5 and 17 years of age, must attend school everyday. • Philadelphia is a First-Class District as designated by the State. Definition of Absences • Excused Absence: An absence that has a written excuse from the parent/guardian, the note must be turned in within 3 days of the absence or the day will remain unexcused. • Unlawful/Unexcused Absence: An absence that does not have a written excuse from the parent/guardian. • Truant: Ten (10) or more unexcused absences. RtII Behavior Health Supports (BHS) Non-Instructional Support Framework Intensive, Individual Interventions •Individual Students •Assessment-based •Intense durable procedures Tier 3 Tier 2 Tier 1 Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All settings, all students •Preventive, proactive Behavior Health Support Framework • RtII Behavioral Intervention • Addresses Attendance, Discipline and Behavior Issues • Aligns with ‘root cause’ or unmet social/emotional need • Utilizes Student Assistance Program (SAP) team model • Only Tiers 2 and 3 RtII plans are documented in the Online Interventions Module (BHS Track) Universal Strategies Desired Outcomes • School environment is predictable • common language • common vision (understanding of expectations) • common experience (everyone knows) • School environment is positive • regular recognition for positive behavior • School environment is safe • violent and disruptive behavior is not tolerated • School environment is consistent • adults use similar expectations School-wide • Common purpose and approach to attendance and disruptive behaviors • Clear set of positive expectations and behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring and evaluation Teaching and Reinforcement Once you have developed schoolwide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! Non-Classroom • Positive expectations and routines are taught and encouraged • Active supervision by all staff • Scan, move, interact • Pre-corrections and reminders • Positive reinforcement Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, and acknowledgements • Formal and active participation involvement as an equal partner • Access to school and community resources Individual Student • Function-based behavior support planning • Team and data-based decision making • Targeted social skills and self-management instruction • Morning Meetings • Peer Group Meetings • School-wide Mentoring • Second Step Targeted Interventions for BHS: Tier 2 • Provides additional support for students who continue to struggle with attendance or behavior within Tier 1 • Utilizes research/evidence based Interventions • Implemented by the classroom teacher or designated school-based staff • Provided to groups or individuals • Documented in the Online Interventions Module Targeted Interventions for BHS: Tier 2 What does this look like… •For Attendance: • Students with 3 or more unexcused absences • C-31 Legal Notice (once/year) at 3rd unexcused absences • Identify the root cause for absenteeism •For Behavior: • School-based • Identify the root cause for the behavior •For Climate: • Will improve overall school climate • Addressed through Tier 1 strategies Intensive Interventions for BHS: Tier 3 • Focus is on the individual student that is struggling with attendance or behavior within Tiers 1 and 2 • Should include students that are in treatment and/or returning from an ‘out-of-district placement’, alternative education program, or residential treatment facility. • Include referrals for services, supports, and assessments that are provided by external partners Intensive Interventions for BHS: Tier 3 What does this look like… •For Attendance: • DHS’ Family Empowerment Services (grades 1-3) • Truancy Court (grades 4-12) •For Behavior: • • • • School-Based Therapeutic Services JJPI assessment SAP Assessment DHS’ Intensive Prevention Services •For Climate: • Mediation through Family Court • Community Supports through PAAN/TWIS • Alternative Setting (Grades 1-5) BHS Areas of concerns… Bullying/Harassment/ School Safety Issues Family Challenges Lack of Student or Parent Motivation for Child to Attend School/Class on Time, Every Day Grief/Loss Drug/Alcohol Child Abuse/Neglect Sexual Abuse/Molestation Peer Conflict Suicidal/Homicidal Gender Identification/Sexual Orientation Uncooperative/Noncompliant How do you know what Tier of intervention is needed for a student? Using Data to Build Solutions • Prevention: How can we avoid the problem? • Teaching: How can we define, teach, and monitor what we want? • Recognition: How can we build in systematic rewards for desired behavior? • Consequences: What are efficient, consistent hierarchal consequences for problem behavior? Questions for Effective Data Review • What problem behaviors are most common? • What seems to be the motivation behind the problem behaviors? • Where are the problem behaviors occurring? • When are problem behaviors occurring? • Who is engaged in the behaviors? Determining the Tier of Intervention • Use Early Warning Indicator (EWI) and behavioral data to identify students at risk of more serious attendance and behavioral challenges. • • • • • • • Office disciplinary referrals/pink slips Suspensions Serious incidents Absences (excused and unexcused) Lateness Class cuts Nurse’s visits • Frequency, duration, and location of ‘observable’ behavioral patterns Transitioning Between Tiers • Utilize a team approach • Student and/or parent engagement are required for Tiers 2 and 3 • Some Tier 3 interventions require parental consent • Movement between tiers is fluid RtII Dashboard Updates 2014-15 RtII Dashboard Updates 2014-15 RtII Dashboard Updates 2014-15 Remember… • If many students are exhibiting the same problem behavior, focus on the system, not the student • Begin by teaching, modeling, monitoring, and rewarding positive behavior before increasing the consequences. • Change happens over time but the reward is a safe and positive school climate where students can focus on learning. For BHS Assistance or More Information… Please contact your RTI/SAP Specialist 440 North Broad Street, Suite 243 Philadelphia, PA 19130 Telephone: 215-400-4220 (Option 7) Fax: 215-400-4223 Email: [email protected] For Attendance and Truancy support… Please contact your Attendance Coordinator Learning Network 1 - 4 Learning Network 5 - 8 Kelly Aichele 215-400-6972 [email protected] Maurice West 215-400-5442 [email protected] 440 North Broad Street, Suite 243 Philadelphia, PA 19130 Telephone: 215-400-4220 (Option 1) Fax: 215-400-4223 Email: [email protected] For RtII Process & Academic support… Please contact the Office of Curriculum, Instruction & Assessment RtII Process & Literacy RtII Mathematics Janicka Newbill 215-400-6784 [email protected] Jacqueline Bush-Campbell 215-400-5997 [email protected] Common Core Common Core Nancy Bratton 215-400-5717 [email protected] LaTanya Miller 215-400-6793 [email protected] 440 North Broad Street, Suite 251 Philadelphia, PA 19130 Telephone: 215-400-4210 Fax: 215-400-4212 Thank You for Being a Wonderful Audience!!!