The document outlines the key components of Response to Instruction and Intervention (RtII) being implemented district-wide by the School District of Philadelphia, including:
1) RtII uses a multi-tiered system of support to identify and provide early intervention for students at academic or behavioral risk through screening, progress monitoring, and evidence-based interventions.
2) Key components of RtII include using data-driven decision making, research-based core instruction, supplemental interventions, screening assessments, and progress monitoring.
3) The RtII process replaces the previous CSAP process and will be documented through an online system.
This document outlines the key result areas, objectives, timelines, performance indicators, and actual results for an educator's performance review. It evaluates their teaching-learning process, pupil's learning outcomes, community involvement, and professional growth. For teaching-learning, the educator facilitated learning for 30 of 59 pupils and prepared daily lesson logs. For pupil's learning, attendance was monitored for 40 pupils and 40 pupils' progress was evaluated. The educator also visited parents of 20 pupils and conducted PTA meetings. In professional growth, the educator participated in school activities and accomplished 18 units in their education program. The document uses a rating scale of 1 to 5 to evaluate performance in each area.
The document introduces Shrewsbury Public Schools' new educator evaluation system which is being implemented to comply with Massachusetts state regulations and improve teaching and learning. The new five step evaluation cycle will involve goal setting, observations, feedback, and using measures such as student growth percentiles and surveys to provide an impact rating for educators. The district will pilot the new system with 50% of educators in 2013-2014 and fully implement it for all educators the following year.
Restructuring a Capstone Course Based on Longitudinal Assessment of Module ExamsExamSoft
Presented by Karen Kier
Vertical- Pharmacy
Restructuring a Capstone Course Based on Longitudinal Assessment of Module Exams
ExamSoft was utilized for all therapeutic modules for a 2-year cohort of pharmacy students. Prior to the students final capstone module, a pretest was given to the students (n=154). The pretest concept for the capstone module had existed for 15 years. This is the first time the pretest was constructed from the cohort of exams for those students. Previous pretests were derived by faculty teaching in the modules. The current pretest was based on evidence from ExamSoft categories and performance reports that allowed module coordinators to select questions which demonstrated a weak knowledge base for the class. The average score on the pretest was a 32% compared to past years performance of 55 to 63% averages. This demonstrated that the college did not have a good plan to help students remediate in their areas of weakness. If the student passed the module, they moved on to the next module but did not master material. The capstone course coordinator then created a dynamic class schedule that immediately took this information into account in designing the 7 week module for spring semester. The capstone module faculty created review materials on Moodle with review quizzes on ExamSoft. Any student that had a red weakness area on their Strengths and Opportunities report was required to do the review material and quizzes for each area. Any student could take advantage of this opportunity as well. Student progress was tracked in ExamSoft and Moodle. Post-test results are pending an April 17th exam and will be available for this session. The results of this cohort has started discussion on how to remediate students sooner in the modules. In addition, the faculty continue to use the rationale sections of the exam to provide immediate feedback to students on exams. The use of ExamSoft categories as well as student reports has created an opportunity to dialogue with students and faculty to improve student outcomes.
At the end of the session, participants will be able to:
1) Understand the importance of tracking longitudinal outcomes to dynamically change a course to best suit student needs
2) Discuss the use of ExamSoft categories to pull relevant data for assessing outcomes
3) Discuss the ability to create an online review session and ExamSoft quizzes to allow students to improve knowledge base based on their individual ExamSoft Strengths and Opportunities Report
AIMSweb is a web-based progress monitoring system that uses curriculum-based measurements (CBM) to track student performance across three tiers: universal screening (Tier 1), strategic monitoring (Tier 2), and intensive progress monitoring (Tier 3). CBM assessments are directly administered to students individually or in small groups to frequently and continuously measure basic skills in reading, math, spelling, and writing. Student performance data is entered into the AIMSweb online system, which generates reports to track individual students, classes, grades, and districts over time.
The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
Educator Preparation Program PresentationEducationNC
This presentation summarizes a report on opportunities to enhance the effectiveness of North Carolina's educator preparation program (EPP) data reporting system. It finds that current EPP reporting produces documents that are difficult to interpret and lack uniformity. While recent legislation strengthened accountability, some changes create challenges. However, North Carolina has the data and structures to design a streamlined, weighted, performance-based reporting model. The presentation recommends amending laws to add an employment standard, establishing rules for small demographic groups, developing a plan for EPP data sharing with a new dashboard, and transforming current reporting into a weighted, performance-based system.
This document outlines the key result areas, objectives, timelines, performance indicators, and actual results for an educator's performance review. It evaluates their teaching-learning process, pupil's learning outcomes, community involvement, and professional growth. For teaching-learning, the educator facilitated learning for 30 of 59 pupils and prepared daily lesson logs. For pupil's learning, attendance was monitored for 40 pupils and 40 pupils' progress was evaluated. The educator also visited parents of 20 pupils and conducted PTA meetings. In professional growth, the educator participated in school activities and accomplished 18 units in their education program. The document uses a rating scale of 1 to 5 to evaluate performance in each area.
The document introduces Shrewsbury Public Schools' new educator evaluation system which is being implemented to comply with Massachusetts state regulations and improve teaching and learning. The new five step evaluation cycle will involve goal setting, observations, feedback, and using measures such as student growth percentiles and surveys to provide an impact rating for educators. The district will pilot the new system with 50% of educators in 2013-2014 and fully implement it for all educators the following year.
Restructuring a Capstone Course Based on Longitudinal Assessment of Module ExamsExamSoft
Presented by Karen Kier
Vertical- Pharmacy
Restructuring a Capstone Course Based on Longitudinal Assessment of Module Exams
ExamSoft was utilized for all therapeutic modules for a 2-year cohort of pharmacy students. Prior to the students final capstone module, a pretest was given to the students (n=154). The pretest concept for the capstone module had existed for 15 years. This is the first time the pretest was constructed from the cohort of exams for those students. Previous pretests were derived by faculty teaching in the modules. The current pretest was based on evidence from ExamSoft categories and performance reports that allowed module coordinators to select questions which demonstrated a weak knowledge base for the class. The average score on the pretest was a 32% compared to past years performance of 55 to 63% averages. This demonstrated that the college did not have a good plan to help students remediate in their areas of weakness. If the student passed the module, they moved on to the next module but did not master material. The capstone course coordinator then created a dynamic class schedule that immediately took this information into account in designing the 7 week module for spring semester. The capstone module faculty created review materials on Moodle with review quizzes on ExamSoft. Any student that had a red weakness area on their Strengths and Opportunities report was required to do the review material and quizzes for each area. Any student could take advantage of this opportunity as well. Student progress was tracked in ExamSoft and Moodle. Post-test results are pending an April 17th exam and will be available for this session. The results of this cohort has started discussion on how to remediate students sooner in the modules. In addition, the faculty continue to use the rationale sections of the exam to provide immediate feedback to students on exams. The use of ExamSoft categories as well as student reports has created an opportunity to dialogue with students and faculty to improve student outcomes.
At the end of the session, participants will be able to:
1) Understand the importance of tracking longitudinal outcomes to dynamically change a course to best suit student needs
2) Discuss the use of ExamSoft categories to pull relevant data for assessing outcomes
3) Discuss the ability to create an online review session and ExamSoft quizzes to allow students to improve knowledge base based on their individual ExamSoft Strengths and Opportunities Report
AIMSweb is a web-based progress monitoring system that uses curriculum-based measurements (CBM) to track student performance across three tiers: universal screening (Tier 1), strategic monitoring (Tier 2), and intensive progress monitoring (Tier 3). CBM assessments are directly administered to students individually or in small groups to frequently and continuously measure basic skills in reading, math, spelling, and writing. Student performance data is entered into the AIMSweb online system, which generates reports to track individual students, classes, grades, and districts over time.
The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
Educator Preparation Program PresentationEducationNC
This presentation summarizes a report on opportunities to enhance the effectiveness of North Carolina's educator preparation program (EPP) data reporting system. It finds that current EPP reporting produces documents that are difficult to interpret and lack uniformity. While recent legislation strengthened accountability, some changes create challenges. However, North Carolina has the data and structures to design a streamlined, weighted, performance-based reporting model. The presentation recommends amending laws to add an employment standard, establishing rules for small demographic groups, developing a plan for EPP data sharing with a new dashboard, and transforming current reporting into a weighted, performance-based system.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
This document contains a rating scale to evaluate a teacher's performance over a rating period from June 2016 to March 2017. It assesses performance in four key result areas: I) Teaching and Learning Process, II) Student Outcomes, III) Community Involvement, and IV) Professional Growth and Development. Each area contains criteria that are rated on a scale of 1 to 5, with supporting evidence required to be submitted on a quarterly basis. An overall performance rating will be determined by approving authorities based on accomplishments across all result areas.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
This evaluation plan aims to assess a collaboration project between a university and school district. It will evaluate the implementation of problem-based learning (PBL) modules developed by teachers through a workshop. The implementation evaluation will focus on whether activities were implemented as planned, the quality of the initial workshop and follow-up support. The summative evaluation will determine if teachers could develop PBL modules connected to local industries and standards, and implement and evaluate the modules. Data collection will include surveys, interviews, document analysis and focus groups from July 2015 through fall 2015.
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
The document provides information on different methods for evaluating academic programs, including audits, assessment experience questionnaires (AEQ), and focus groups. It discusses analyzing data from these various sources, including looking for consistencies and gaps. Guidelines are offered for conducting mock audits, administering the AEQ survey, facilitating focus groups, and coding and analyzing qualitative data. The goal is to triangulate information from multiple assessment methods to develop a comprehensive understanding of student learning experiences.
This evaluation plan aims to assess a collaboration project between a university and school district. It will evaluate the implementation of problem-based learning (PBL) modules developed by teachers through a workshop. The implementation evaluation will focus on whether activities were implemented as planned, the quality of the initial workshop and follow-up support. The summative evaluation will determine if teachers could develop PBL modules connected to local industries and standards, and implement and evaluate the modules. Data collection methods include surveys, interviews, document analysis and focus groups administered according to the provided schedule.
The document summarizes revisions made to the introductory physics sequence at Central Washington University. It describes how the department grew from around 20 physics majors in 2007-2008 to around 80 majors in 2012-2013. The introductory sequence was changed from large lecture sections taught separately from labs to integrated lecture/lab sections with fewer students. This allows for slightly more students to be served using the same resources, and research shows it facilitates improved student learning. Stakeholders like administration support the changes due to no increased costs, while students may resist but benefit from gains, and faculty can view it as an experiment and continue adjustments.
The document discusses two models for evaluating educational training programs and courses: Kirkpatrick's four levels of training evaluation and the Stufflebeam CIPP Evaluation Model. Kirkpatrick's model assesses training programs at four levels - reaction, learning, behavior, and results. The Stufflebeam CIPP Model evaluates based on context, inputs, process, and products. It is intended to improve programs by assessing their merit, worth and significance as well as lessons learned. Both models provide systematic approaches to measure the effectiveness and efficiency of educational programs and ways to improve them.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Response To Intervention (RTI) presentationRobert Kulanda
The document discusses Response to Intervention (RTI), which is an approach used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already experiencing learning or behavioral difficulties. Some key points:
- RTI requires that all school districts have an RTI plan in place by January 2009 and implement scientific, research-based interventions for students by the 2010-2011 school year.
- RTI consists of three tiers - tier 1 involves high-quality classroom instruction for all students, tier 2 involves supplemental instruction for some students at risk, and tier 3 involves intensive, individualized interventions for a small number of students.
- The goals of RTI are to intervene early when
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
The document summarizes the findings of a program evaluation conducted by the Palo Alto Unified School District (PAUSD) to evaluate and improve their Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) programs. Some key findings included: (1) the need for better data collection tools to track students receiving RTI services, (2) variability in eligibility criteria that has led to more standardized criteria, and (3) implementation challenges around staffing, transportation, and intervention fidelity. Recommendations focused on continuing to improve data tools, prioritizing students below benchmarks, supporting intervention quality, and expanding MTSS district-wide with the goal of improving student outcomes.
This document outlines standards and verification requirements for schools to improve their governance under the revised School-Based Management framework. It covers 4 standards within the governance dimension: 1) Ensuring stakeholder participation in governance and operations, 2) Effective implementation of programs aligned with strategic plans, 3) Communication of program implementation to stakeholders, and 4) Use of feedback and monitoring mechanisms. Schools must provide documentation and reports at increasing levels of achievement to demonstrate fulfillment of each standard. The goal is for schools to continuously improve governance practices and share best practices within their community of schools.
Week 2 response to intervention (rti) timelineMarkMcMichael3
The document discusses Response to Intervention (RTI) which uses benchmark assessments to identify students who need additional support. It describes the three tiers of RTI: Tier 1 for all students, Tier 2 for small group interventions, and Tier 3 for intense interventions. Students can move between tiers based on their progress monitoring assessments. The purpose of RTI is to provide personalized and proactive support to help students make continuous academic progress.
This document provides an overview of a training on Positive Behavior Intervention and Support (PBIS). It discusses the key principles and practices of PBIS implementation across three tiers: universal/school-wide supports (Tier 1), targeted small group interventions (Tier 2), and individualized supports (Tier 3). The training covers PBIS team roles and responsibilities, data collection and use, developing systems of behavioral support, and evaluating outcomes. The overall goal is to develop an understanding of PBIS and how to implement it to promote positive behavior and academic success for all students.
Classroom diagnostic tools training 9.23.14nickpaolini81
This document provides an overview of a training for educators on the use of Classroom Diagnostic Tools (CDTs). The training is facilitated by Jimmy Strand and Nick Paolini and aims to provide information about the CDTs and a plan for successful implementation. The agenda covers topics such as CDT reports and demonstrations, benefits for students and teachers, roles and responsibilities, and professional development modules. CDTs are computer adaptive tests designed to provide diagnostic information to guide instruction. They assess students in grades 3-12 in subjects like math, reading, science, and writing. Educators were involved in developing the tools to ensure alignment with state standards.
Response to Intervention (RtI): School District of Beloit, Wis.WisconsinRtICenter
The document discusses the district's implementation of Response to Intervention (RtI). It describes the multi-tiered system of support and problem-solving approach used to provide targeted, research-based academic and behavioral interventions based on frequent progress monitoring. Key aspects include establishing district and building RtI teams, using common assessments to identify students in need of Tier 2 or Tier 3 support, and ensuring collaboration time for staff to review data and student progress. Challenges have included allocating sufficient time and resources but successes include improved achievement scores.
The strategic plan aims to improve the Decisions Program to better accommodate the changing needs of its students. Due to changes in discipline laws, the program now serves more volatile students needing significant support. The plan has 3 objectives: 1) enhance instructional staff capabilities through certification and professional development; 2) improve technology infrastructure by adding computers and wireless internet; 3) bolster student support services by streamlining referrals and adding a counselor. The plan will be evaluated annually using student and staff surveys, academic records, and anecdotal feedback to assess progress and make revisions.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
This document contains a rating scale to evaluate a teacher's performance over a rating period from June 2016 to March 2017. It assesses performance in four key result areas: I) Teaching and Learning Process, II) Student Outcomes, III) Community Involvement, and IV) Professional Growth and Development. Each area contains criteria that are rated on a scale of 1 to 5, with supporting evidence required to be submitted on a quarterly basis. An overall performance rating will be determined by approving authorities based on accomplishments across all result areas.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
This evaluation plan aims to assess a collaboration project between a university and school district. It will evaluate the implementation of problem-based learning (PBL) modules developed by teachers through a workshop. The implementation evaluation will focus on whether activities were implemented as planned, the quality of the initial workshop and follow-up support. The summative evaluation will determine if teachers could develop PBL modules connected to local industries and standards, and implement and evaluate the modules. Data collection will include surveys, interviews, document analysis and focus groups from July 2015 through fall 2015.
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
The document provides information on different methods for evaluating academic programs, including audits, assessment experience questionnaires (AEQ), and focus groups. It discusses analyzing data from these various sources, including looking for consistencies and gaps. Guidelines are offered for conducting mock audits, administering the AEQ survey, facilitating focus groups, and coding and analyzing qualitative data. The goal is to triangulate information from multiple assessment methods to develop a comprehensive understanding of student learning experiences.
This evaluation plan aims to assess a collaboration project between a university and school district. It will evaluate the implementation of problem-based learning (PBL) modules developed by teachers through a workshop. The implementation evaluation will focus on whether activities were implemented as planned, the quality of the initial workshop and follow-up support. The summative evaluation will determine if teachers could develop PBL modules connected to local industries and standards, and implement and evaluate the modules. Data collection methods include surveys, interviews, document analysis and focus groups administered according to the provided schedule.
The document summarizes revisions made to the introductory physics sequence at Central Washington University. It describes how the department grew from around 20 physics majors in 2007-2008 to around 80 majors in 2012-2013. The introductory sequence was changed from large lecture sections taught separately from labs to integrated lecture/lab sections with fewer students. This allows for slightly more students to be served using the same resources, and research shows it facilitates improved student learning. Stakeholders like administration support the changes due to no increased costs, while students may resist but benefit from gains, and faculty can view it as an experiment and continue adjustments.
The document discusses two models for evaluating educational training programs and courses: Kirkpatrick's four levels of training evaluation and the Stufflebeam CIPP Evaluation Model. Kirkpatrick's model assesses training programs at four levels - reaction, learning, behavior, and results. The Stufflebeam CIPP Model evaluates based on context, inputs, process, and products. It is intended to improve programs by assessing their merit, worth and significance as well as lessons learned. Both models provide systematic approaches to measure the effectiveness and efficiency of educational programs and ways to improve them.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
Response To Intervention (RTI) presentationRobert Kulanda
The document discusses Response to Intervention (RTI), which is an approach used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already experiencing learning or behavioral difficulties. Some key points:
- RTI requires that all school districts have an RTI plan in place by January 2009 and implement scientific, research-based interventions for students by the 2010-2011 school year.
- RTI consists of three tiers - tier 1 involves high-quality classroom instruction for all students, tier 2 involves supplemental instruction for some students at risk, and tier 3 involves intensive, individualized interventions for a small number of students.
- The goals of RTI are to intervene early when
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
The document summarizes the findings of a program evaluation conducted by the Palo Alto Unified School District (PAUSD) to evaluate and improve their Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) programs. Some key findings included: (1) the need for better data collection tools to track students receiving RTI services, (2) variability in eligibility criteria that has led to more standardized criteria, and (3) implementation challenges around staffing, transportation, and intervention fidelity. Recommendations focused on continuing to improve data tools, prioritizing students below benchmarks, supporting intervention quality, and expanding MTSS district-wide with the goal of improving student outcomes.
This document outlines standards and verification requirements for schools to improve their governance under the revised School-Based Management framework. It covers 4 standards within the governance dimension: 1) Ensuring stakeholder participation in governance and operations, 2) Effective implementation of programs aligned with strategic plans, 3) Communication of program implementation to stakeholders, and 4) Use of feedback and monitoring mechanisms. Schools must provide documentation and reports at increasing levels of achievement to demonstrate fulfillment of each standard. The goal is for schools to continuously improve governance practices and share best practices within their community of schools.
Week 2 response to intervention (rti) timelineMarkMcMichael3
The document discusses Response to Intervention (RTI) which uses benchmark assessments to identify students who need additional support. It describes the three tiers of RTI: Tier 1 for all students, Tier 2 for small group interventions, and Tier 3 for intense interventions. Students can move between tiers based on their progress monitoring assessments. The purpose of RTI is to provide personalized and proactive support to help students make continuous academic progress.
This document provides an overview of a training on Positive Behavior Intervention and Support (PBIS). It discusses the key principles and practices of PBIS implementation across three tiers: universal/school-wide supports (Tier 1), targeted small group interventions (Tier 2), and individualized supports (Tier 3). The training covers PBIS team roles and responsibilities, data collection and use, developing systems of behavioral support, and evaluating outcomes. The overall goal is to develop an understanding of PBIS and how to implement it to promote positive behavior and academic success for all students.
Classroom diagnostic tools training 9.23.14nickpaolini81
This document provides an overview of a training for educators on the use of Classroom Diagnostic Tools (CDTs). The training is facilitated by Jimmy Strand and Nick Paolini and aims to provide information about the CDTs and a plan for successful implementation. The agenda covers topics such as CDT reports and demonstrations, benefits for students and teachers, roles and responsibilities, and professional development modules. CDTs are computer adaptive tests designed to provide diagnostic information to guide instruction. They assess students in grades 3-12 in subjects like math, reading, science, and writing. Educators were involved in developing the tools to ensure alignment with state standards.
Response to Intervention (RtI): School District of Beloit, Wis.WisconsinRtICenter
The document discusses the district's implementation of Response to Intervention (RtI). It describes the multi-tiered system of support and problem-solving approach used to provide targeted, research-based academic and behavioral interventions based on frequent progress monitoring. Key aspects include establishing district and building RtI teams, using common assessments to identify students in need of Tier 2 or Tier 3 support, and ensuring collaboration time for staff to review data and student progress. Challenges have included allocating sufficient time and resources but successes include improved achievement scores.
The strategic plan aims to improve the Decisions Program to better accommodate the changing needs of its students. Due to changes in discipline laws, the program now serves more volatile students needing significant support. The plan has 3 objectives: 1) enhance instructional staff capabilities through certification and professional development; 2) improve technology infrastructure by adding computers and wireless internet; 3) bolster student support services by streamlining referrals and adding a counselor. The plan will be evaluated annually using student and staff surveys, academic records, and anecdotal feedback to assess progress and make revisions.
A multi tiered approach to instruction presentationbwfranger
This document outlines a multi-tiered approach to instruction and intervention at Mountain Brook schools. It describes three tiers of support: Tier I is core instruction for all students, Tier II provides targeted small group instruction for students identified as at-risk, and Tier III involves intensive individualized interventions. The Student Support Team is responsible for determining student needs, monitoring progress, and making data-based decisions to maximize outcomes for students receiving Tier II and III support. A variety of screening, assessment, and progress monitoring tools are used to identify student needs and measure response to intervention.
This document provides an overview and summary of ASQA Training Provider Briefing Sessions scheduled for April to June 2017. Key topics to be covered in the sessions include regulatory updates from ASQA, ASQA's new student-centred audit approach, assessment practices, validation of assessment, amount of training, and updates from the VET Student Loans Ombudsman and USI Office. The document outlines the program structure and provides reminders about the purpose and scope of the sessions. It also includes summaries of ASQA's recent regulatory activity and decisions, observed trends in regulatory complaints, and an overview of ASQA's 2016-17 Regulatory Strategy focusing on learner protection and amount of training.
The document discusses the adjusted RPMS cycle for school year 2020-2021 due to the COVID-19 pandemic. It outlines the 4 phases of the cycle which include performance planning, monitoring, review and evaluation, and rewarding. It also explains the various RPMS tools such as the self-assessment tool, classroom observation tool, and their guidelines for alternative observations given limited face-to-face learning. Key RPMS objectives and indicators are also presented for both proficient and highly proficient teachers.
DepEd MEMORANDUM No. 008 , S. 2023
MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM-PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
How can organisations design & implement projects successfullyDr.Richa S
The presentation will take you through different stages of project planning, volunteer recruitment, and program implementation. Concepts such as baseline research, orientation & training, communication tools with children, preparing a Plan of Action using Gantt charts are included.
The Training and Development Agency for Schools (TDA) is responsible for teacher training in England. It allocates over 37,000 training places each year across various routes including undergraduate, postgraduate, employment-based. It also regulates teacher training providers and ensures quality through criteria for accreditation and inspection by Ofsted. The TDA collects data on trainees and providers to monitor quality and inform recruitment and funding.
The document introduces Indiana's flexibility waiver from certain provisions of the No Child Left Behind Act. It summarizes key aspects of the waiver including identifying priority and focus schools based on performance, implementing school improvement interventions aligned with turnaround principles and Mass Insight's framework, and using available funds more flexibly to support targeted interventions. The waiver takes effect in the 2012-2013 school year and changes Indiana's school accountability system to one focused on school improvement instead of compliance.
The document outlines a proposed tier 2 behavioral intervention program called the Social/Emotional Learning Skills Class. It discusses problems with the current system, goals of providing clearer intervention processes and a specific behavior improvement class. A logic model is presented outlining inputs, activities, outputs and outcomes. Evaluation questions are proposed to analyze decreases in misbehavior and increases in academic results after enrollment. Preliminary findings suggest a reduction in measures like suspensions, detentions and behavioral incidents with potential positive effects on GPA.
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
The document provides information about PDAS (Professional Development and Appraisal System) training. It includes:
1) The goal of PDAS is to improve student performance through developing teachers professionally.
2) The timeline and appraisers for the PDAS process throughout the school year.
3) Guidance around local decisions regarding who to evaluate with PDAS and teacher options if they disagree with an appraisal.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Part I
∗Understand the philosophy of RtII
∗Review benefits for the transition from CSAP to RtII
∗Identify the key components of the RtII model
∗Explain Rtii and IEP interaction
Learning Objectives
3. ∗ 2012-2013: District-wide implementation of RtII
∗ ALL Grades: K-12
∗ Replaces CSAP Process
∗ Phase 1 focus areas: Literacy, Behavioral Health, Attendance,
Student Discipline
∗ Documentation in the online system in Schoolnet
Roll-out plan: Implementation
New
Process
4. ∗ The CSAP database will no longer be in use after the
2011-2012 school year
∗ Beginning with the 2012-2013 school year, Rtii, a
module in Schoolnet, will replace the CSAP reporting
system
Roll-out plan: Online System
New
Process
5. ∗ The Interventions system will document the following:
∗ Strategic and Intensive academic intervention plans provided
through RtII
∗ Positive behavioral interventions in compliance with the State-
mandated SAP (Student Assistance Process)
∗ EIS (Early Intervening Services) mandated by Federal law
∗ Truancy interventions in compliance with the State-mandated
compulsory attendance procedures and TEP (Truancy
Elimination Plan)
∗ Intervention plans will be automatically closed out in the
system on the last day of school each year
Roll-out plan: Online System
New
Process
6. ∗ A multi-level system of support focused on improving
learning for ALL students
∗ A data-driven model to enable early identification
and strategic interventions for students at academic
or behavioral risk (screening, progress monitoring)
∗ A shared, collaborative, data-driven decision-making
process among professional educators.
What Is Response to Instruction and
Intervention (RtII)?
7. RtII
Tier 3
•Individual Students evaluated for
Change of Placement
Level 3
•Small group or Individual
supplemental and targeted instruction
Tier 2
•Individual Student Intervention
plans
•60 days to demonstrate progress
Level 2
•Small group supplemental and
targeted instruction
Tier 1
•Small Group
supplemental instruction
•30 days to demonstrate
progress
Level 1
•All students
•Research - based, effective
instruction
•Progress monitoring through
Curriculum Based
Assessments
CSAP
Differences in CSAP & RtII
Student Support Model
8. ∗ Quality Standards-Based Core Curriculum
∗ RtII School Team
∗ Time for Collaboration
∗ Time for Intervention Delivery
∗ Screening
∗ Progress Monitoring
∗ Evidence-based Interventions
∗ Documentation and Accountability System
Key Components of RtII
Implementation
9. The Key Components of RtII
Courtesy of the National Center on Response to Intervention
11. ∗ Core Program: Research-based curriculum and instruction
∗ Strategies: Instructional tools used broadly across all RtII levels to support learning
∗ Interventions:
∗ Academic : Evidence-based programs that supplement Core Program
∗ Behavioral/Attendance/Discipline : Evidence–based programs or best practices that
address the barriers
∗ Screening:
∗ Academic : assessing ALL students a minimum of 3X/year to group students according to
risk level
∗ Behavioral/Attendance/Discipline: assessing ALL students on a monthly basis to group
students according to risk level
∗ Progress Monitoring: On-going assessment of students identified as at-risk to determine
accuracy of screener, and to gauge student progress with selected intervention program
RtII Components: Speaking a Common
Language
12. ∗ Principal & Assistant Principal
∗ “RtII Champion”
∗ Teachers
∗ Counselor
∗ Technology Teacher Leader - TTL
∗ Attendance Designee
∗ Student Discipline Designee
∗ Special Education Liaison – SEL
∗ School Psycologist
RtII School Team
13. Purpose
∗ To create dedicated time for the RtII team to analyze student
data for the purpose of improving all student’s achievement.
Recommended Best Practices
∗ Frequency:
∗ data meetings 1-2 per month
∗ Review screener data every marking period (monthly for
attendance)
∗ Review progress monitoring data
∗ Structure:
∗ Grade group meetings or other group meeting times
∗ RtII Team present
Key components of RtII: Time for
collaboration
14. Outcomes
∗Form consensus on students identified for intervention
plans
∗Assign team members for a specific plan
∗Initiate the plan online
∗Task completion and progress monitoring
Key components of RtII: Time for
collaboration
New
Process
15. Attendance Behavior
Discipline Literacy
Level 1
Level 2
Level 3
~85% of
students
~10 % of
Students
~5% of
Students
Whole Class
Small Group
Small
Group/Individu
al
Philadelphia School District RtII Model
16. ∗ Screeners are assessments tools used to assess ALL
students a minimum 3 times/year to group students
according to risk level
∗ To prepare for start of school year, use prior year
cycle four data to group students
Key components of RtII: Screeners
17. RtII Model For Reading Literacy
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at this level
Within 2 years below
grade-level
2+ years below grade-level
(chronically under-
performing)
Just at or above
grade-level
18. RtII Model For Attendance
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at this level
10 or more illegal absences
3 or more unexcused and
illegal absences
19. RtII Model For Behavioral Health
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at this level
Students with a behavioral
health diagnosis
Students who struggle with
exhibiting appropriate social
skills
20. RtII Model For Student Discipline
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at this level
Students with an EH-21
Discipline Referral
Students with 3 or more
suspensions
21. ∗ Choose an intervention using the following criteria:
∗ Evidence-based
∗ Matched to student need
∗ Available
∗ Staff are trained to implement with fidelity
∗ Identify evidence-based interventions:
∗ National RTI Center
www.rti4success.org
Key components of RtII: Selecting
Interventions
22. ∗ Time should be allotted/scheduled for interventions
to be delivered to the identified students
∗ Regular and consistent delivery of the intervention
Key components of RtII:
Time for Intervention Delivery
23. ∗ Progress monitoring (PM) assesses progress of students identified through the
screener as “at-risk”
∗ Determines accuracy of screener
∗ Gauges student progress with selected intervention program
∗ The online system requires monthly Progress Monitoring for all interventions, but may
be administered more frequently.
∗ PM data should be reviewed collaboratively 1-2 times/month; time for structured and
facilitated data analysis should be built into RtII team meeting agenda
∗ Recommended Progress Monitoring Tools:
∗ Assessments built into evidence-based interventions
∗ Some screeners (e.g., DIBELS)
∗ ScholarChip (High Schools)
Key Components of RtII:
Progress Monitoring
Editor's Notes
Ask the group "What is it that you want to know? ” If the PD includes both System and Process all learning objectives will be met. If it is only Process, only Part 1 will be met.
Approx. – 25 Schools The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The rollout plan is based on recommendations from the national RtII center for deploying RtII, to begin with one curricular area, reading, then adding additional curricular areas as the deployment progresses. What about other failures? How do we support students who fail history? Schools should create opportunities for student success, even if the system does not specifically support the plans being created.
CSAP database is a tool that counselors have been using to document CSAP
EIS – relates to Specialized Services for all students, reference manual for more information These different state and federally mandated data collection tools are being consolidated into one system to provide efficiencies in data entry and the ability to view the consistent data from one system to the next.
The use of a standards-aligned, comprehensive school improvement and/or multi-tiered system of support for implementing PA ’s Standards Aligned System (SAS) Using a continuum of student performance data to continuously inform, monitor and improve student access and response to high-quality core and supplemental instruction/intervention Through a multi-tiered system of support, implementers have a road map for facilitating systems change within the context of data-based decision-making and instructional matching The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students, including students with disabilities.
Special education process is outside the triangle for RtII
This the frame work for the next few slides. We understand that all schools have a quality standards based core curriculum, today ’s focus is on the rest of this list for a successful RtII program at your school. **Consider** These are the key components for a successful RTI program. The most important component that transcends the entire process is a quality core curriculum. Every school has this component, but the focus of our discussion today is not the core but the other components that you may not be familiar with. We will present these other components over the next few slides.
This is the holistic look for the RtII model looks like. Everything is tied to improving student outcomes, the ultimate goal. Each of these components will be explained in greater detail in the forthcoming slides. rigorous implementation of RTI includes a combination of high quality, culturally and linguistically responsive instruction, assessment, and evidence-based intervention. Comprehensive RTI implementation will contribute to more meaningful identification of learning and behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities and other disabilities.
This is the RTI process Start with the green circle Terms: “Screener” is synonymous with “assessment” Groups: can be structured in the way that works best for the school (grade group, etc.); Principal and/or AP should be there. Identify Interventions: at Emp we know that it Corrective R/M; At the non-Emp schools, the schools will have to inventory their own interventions and make decisions based on what they have Scheduling Intervention Time: in Emp this is Corrective R/M; in non-Emp schools, the schools will determine what model to use (push-in, pull-out, etc.) Monitor and Document: this is a paperless process. Gradebook complements and supports the online RTI system.
When a new process is being introduced, a common language needs to be established. This is a list of some terms that we need to define for all in unified way. Explain the difference between Research-based and Evidence-based. Evidence-based Practice Evidence-based Practice integrates research and practice-based expertise, current data along with information specific to the individual student to determine the method and quality of intervention support. The final decision is based upon a sufficient assessment of the available data and a reasonable belief that the decision will generate the best outcome for the student. Research-based Practice Research-based practice is a scientific method involving the collection and analysis of data against standards of practice. Educators identify more effective means of supporting students by comparing established methods with results of available research, resulting in changes to the delivery of support when deemed professionally appropriate and ensures an improved outcome.
This structure of an RtII Leadership team is deemed as a best practice. In the next few slides we will provide some guidance as to all the responsibilities of all the different roles
Reviewing progress monitoring data – This is reviewing the progress of students in plans and what next steps need to be taken if necessary.
Displayed is a representation of the district ’s model of RtII. It shows: FOUR COMPONENTS: attendance, behavior, discipline, and literacy THREE LEVELS: Level One IS WHERE MOST OF THE STUDENTS SHOULD BE. Level One is where we address all students in the classroom through the Core Program. Notice that the other levels are inside the core. This is to demonstrate that even though students are receiving additional supports or interventions, they are still receiving the core program. Note: the percentages are approximations, just to give a sense of appropriate proportions for each level.
Use data from prior year to look at ALL areas: academic, behavior, attendance, discipline.
See handout for detail ** Special Ed process is outside the triangle Mastery of academic-level with acceleration into grade-level mastery Curriculum is of high-intensity and focuses on in-depth skills analysis. Intensive and comprehensive intervention program could replace the grade-level core. Frequent progress monitoring ensures advancement into grade-level materials. Mastery of grade-level standards with extra support that enhance, but do not supplant the core curriculum Instruction ensures skills mastery and is aligned with the core curriculum. Instruction is engaging, integrated, and offers multiple opportunities for mastery. Support is based on student needs as identified by ongoing progress monitoring. Mastery of grade-level standards The goal is preventive support, Instruction should be responsive and high quality within the general education classroom. Ongoing progress monitoring ensures clarity of focus
See handout for detail Level 1: The majority of students will fall here. The goal is to ensure that every student is in school and in class, every day, on time. Preventive support is established. Best practices from the attendance toolkit should be applied school-wide (e.g., school-wide incentives and rewards for good/improved attendance, display of school/class attendance data, routine communication to parents regarding compulsory attendance requirements, school policy to address lateness and class cuts). Ongoing implementation of school-wide strategies and progress monitoring of student attendance ensures achievement of this goal. Level 2: Some students fall here. Focus is on students who have 3+ unexcused absences. The C-31 Legal Notice must be sent to the parent/guardian (only once/year) at the 3 rd illegal absence. Additional interventions are applied (e.g., telephone calls, home visits). The barriers to attendance are identified and addressed with interventions. Suggestions for interventions can be accessed on Schoolnet. This is not an exhaustive list and is not meant to address every possible barrier. Level 3: Few students should fall here. The focus is on students who are chronically truant with 10+ illegal absences. The interventions at this level are generated with a referral to Truancy Court. Intensive and comprehensive interventions are coordinated and monitored by SDP, DHS, and Family Court.
See handout for detail
See handout for detail LEVEL 1: Most students are at this level and responsive to school-wide expectations which are taught, rewarded, and reinforced as needed. Goal Improved Social Skills for All Students Minor infractions may be experienced at this level which may be addressed by Classroom Management strategies, prompts, re-teaching, ODR ’s (Office Discipline Referrals, Pink Slips, or Parent Engagement, or even some of the interventions identified at the next level. LEVEL 2: At Level 2, we begin to identify and address emerging patterns of violations. They may be a pattern of a single behavior, or we may see a general pattern of non-compliance of the school-wide expectations, e.g. disrespect, threats, or fighting. These instances of non-compliance or violations coincide with the “Minor Infractions” identified in the Code of Student Conduct. Goal Reduce Rate of Recidivism of Level 1 / Minor Violations School-based Interventions at this level may target individuals or groups and possibly include Counseling, Referral to a Community Provider, Development of a Behavior Plan or FBA (Functional Behavior Assessment), Check In/ Check Out, or assigning a Mentor. Group Interventions may include Peer Mediation, Conflict Resolution, Restorative Practices, or Bullying Prevention. Short Term Suspension may also be used as a consequence at this level, as specified in the Code of Student Conduct. LEVEL 3: The few students who require Level 3 will be those students who commit “Major Infractions” of the Code of Student Conduct and are referred for “further disciplinary action” through the Student Disciplinary Hearing process. This would be a student who brings a weapon to school, is found in possession of drugs or alcohol, or assaults a staff person. Goal Increased Student Social Skills and Re-engagement into the School Community The focus for these students is to provide intensive support to help them to develop the necessary skills that will allow them to be succcessfully reintegrated into the neighborhood school community. Interventions are progressive based on need dictated by student(s) behaviors.
School autonomy, choose what works District may be open for for liability if interventions are not research or evidence based.
Scholarchip is used in HS for attendance monitoring