Welcome Bulldogs! Please sit with your PLT Pep Talk Access the presentation https://goo.gl/NR9AcC Agenda Video Pep Talk 3 min Purpose
Desired Teacher Outcomes// Introduce Team 4 min Tiered System Tier I/ EASi for Parent Communication/ Notes 10 min Tier II - Steps/ Strategies/ Key Players 5 min
Tier III - Steps/ Strategies/ Key Players 5 minutes Design a lesson to submit 3 minutes Resources My Computer Shared-->Groups-->Staff-->PD Desired Outcomes Understand the three-tiered model and who is on the Intervention Team. Dialogue about current intervention process to determine what went well and what might be
improved. Implement the three-tiered model using researchbased strategies and interventions to ensure student success. Take 2 minutes in your PLT What are some possible things that worked well and some areas of improvement you see with the current intervention process Improving our process for Intervention SP2020- To determine students eligibility for special education services Strategic Plan of 95% graduation rate Moving toward a Multi-Tiered System of Supports To improve communication and processes for staff
To provide students with the right interventions at the right time To provide teachers with a more time efficient and streamlined process around intervention Who is our Bulldog Intervention Team? Vanessa Perez Administrator Kimberly Schlink Intervention Coordinator Elaine Vinson School Psychologist Sonja Poole - Dean of Students TBD Literacy Coach Marco Pardo-Counselor LeAnn Swanson LEP Quincy Ratcliff SAP James Williams ALC/ CARE LoveNder Alston- PBIS
Beverly Robinson - OCS Annette Lynch - CTE Special Populations Coordinator Matthew Whitehead - Gradpointt Monnie Sutton - Career Academies Ashley Thompson-Moran - CARE Intervention Team Case Managers CTE- Ms. Lynch English - Mr. Pardo Fine Arts - Ms. Poole Healthful Living - Ms. Poole Library & Media - Mrs. Schlink Math - Mrs. Schlink Science - Ms. Perez
Social Studies - Ms. Ratcliff / Ms. Poole Special Ed. - Ms. Alston / Mrs. Robinson World Languages - Mrs. Swanson 3 Tier Model of School Support Tier 3 Tier 2 Tier 1 No more than 5% of Students Should be here No more than 15% of Students Should be here At least 80% of Students
Should be here TOTAL STUDENT POPULATION = 1,549 Intensive Support 5% (n = 78) Supplemental Support Resources 15% (n = 232) Differentiated Core
80% (n = 1,239) Student Needs Tier I Means All-Students, All the Time, In Your Classroom Big Picture 100% of students participate in Tier 1 (otherwise known as Core). About 80% of students should stay on track with standard schoolwide expectations, "good first teaching," adjusting instructional practices to reteach and differentiate to meet student needs. Tier I Strategies
Step 1: Teach-Reflect / Monitor Reflect on teaching methods. Reflect on use of various modalities. During the first part of our PD today, you learned: Techniques to Check for Understanding and Process Activities. Tier I Strategies Step 2: Use PLTs - compare data strategies offered Fidelity Support Common Assessments Shared Practices Tier I Strategies Step 3: Meet w/ Student Adjust / Differentiate
Ask students what their challenges are in your class. What do students think will improve their ability to learn the content in your class? Model and provide strategies for note-taking and organization Examine what might need to be changed in instruction, curriculum and environment. Assign tutoring Recommend practice or review websites or your website. Tier I Strategies Step 4: Communicate w/ Parents Contact parents at first sign of struggle. Difficulty finding working number? Ask the student. Still having difficulty? Contact IT Case Manager. Document ALL communication in EASi under Parent Contact and Notes Board Policy 3400- Parent Communication Academic and Behavioral
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t e A t m c Detention aReinforcement r of Bulldog t n o Tier I Strategies Step 5: Contact student's counselor and Intervention Team Case Manager for additional strategies and interventions
Counselor intervention Tier 1: Student meets with their grade level counselor for review of progress & discuss strategies Mr. Pardo 9th Grade Ms. Shaw 10th - 12th A - G Mr. Lee 10th - 12th H - N Ms. Hall 10th -12th O - Z When students are not responding to Tier I Strategies Contact student's counselor and Intervention Team Case Manager with all documented parent contacts and interventions. The teacher (s) and the Intervention Team will meet to discuss if the student needs Tier II interventions. Tier II Big Picture
15% of students participate based on identified needs. Small group instruction developed for students who are in need of strategic, evidence-based instruction in addition and aligned to Core, as evidenced by collected data. Tier II Interventions Step 1: Create a Tier II Intervention Plan (Paper Form) Intervene with specific, targeted, evidence-based, measurable interventions. Step 2: Ensure student signs a copy for your records. Give student a copy. Mail a copy home to parent @ address in PS. Step 3: Communicate with parents, other teachers, counselors, and Intervention Team Case Manager. Step 4: Progress-monitor the student to ensure the Tier II plan is working or if it needs to be adjusted. Progress-monitoring must occur every 3-4 weeks. This will need to be documented Step 5: If Tier II plan was implemented with fidelity and progress-monitoring data shows the student is
not making adequate progress meet with IT Case Manager to see if student should move to Tier III. Tier II Interventions Questioni Small Peer Tutoring ng Group Real World Inquiry Based Connection Gradpoint/ Objective Recovery Teaching Cooperative Teacher Learning
Clarity Modelin Problem Solving g Teaching After School Routines / Tutoring Procedures Student Attendance Contract Choice Giving Feedback on Students Guided Notes Tier III Intensive Intervention for Those Not Responding to Tier I or Tier II
Big Picture Only 5% of students should be receiving Tier 3 Interventions. It is an opportunity to provide intensive, evidencebased instruction maximizing intensity, frequency, and duration for students struggling the most academically and behaviorally. Tier III Interventions Determined based upon multiple data points including academic, behavior and attendance data Intensive, individualized instruction School-wide specialists are included in the individualized instruction/intervention Functional Behavior Assessment/Behavior Plan created if needed Placement in credit recovery through Gradpoint Environmental relocation to ALC *If Tier III plan was implemented with fidelity and progress-monitoring data shows the student is not making adequate progress the Intervention Team will determine if further evaluation is needed
SRMHS Pyramid of Interventions https://goo.gl/EJR3Ju Resources https://drive.google.com/drive/folders/0B2hciFQjsUDWWotZU4xalppUkE?usp=shar SRMHS Intervention Resourcesing
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