Our Journey: Warwick School District s RtII Story July 14, 2011

1. Our Journey:Warwick School District�s RtII StoryJuly 14, 2011 Dr. Keith Floyd, Assistant Superintendent for Elementary Education Mrs. Yvette Line-Koller, Director of Student Services Mrs. Lisa Himes, Principal, John Beck Mrs. Melanie Calender, Principal, Lititz Mrs. Melissa Vulopas, Principal, Kissel Hill 1 KEITHKEITH

2. Agenda Research/Development Spring 2006 Implementation Summer/Fall 2006 Program Adjustments Application Process Future 2 KEITH Intention to provide the history and then development of our RtII program at Warwick School District Elementary schools only 4 elementary buildings (approximately 600 students each) KEITH Intention to provide the history and then development of our RtII program at Warwick School District Elementary schools only 4 elementary buildings (approximately 600 students each)

3. Research and Development Spring 2006 3 PEGGY In 2002, with greater than 22% of our students identified as being in need of specially designed instruction in the area of reading, the JRB team recognized that something had to change. A team of 12 JRB primary teachers, the principal, with occasional visits from the assistant superintendent, made the decision to attend the Governor�s Institute for Educator Partnerships on Reading. It was held on the Lebanon Valley College Campus from Sunday, July 21, 2002 through Friday, July 26th. Sessions lasted from 9:00 to 5:00, followed by JRB work sessions until 9 or 10 each evening. We discovered that our identified students were curriculum challenged. We dissolved the Reading Recovery program, changed the role of the reading specialist, and reworked whole language. We began focusing on the 5 big ideas of reading, with action planning that included instruction, progress monitoring and assessment. Our thinking was changed from �programs� to providing students the instruction that they needed. With the assistance of an assigned IU consultant, we rewrote the program for delivery of reading instruction. We included professional staff development in Project Read � infusing Project Read into literacy blocks, and compiled our own �Joy Bible� � a collection of programs and strategies. We also began using DIBELS both to SWAT and progress monitorPEGGY In 2002, with greater than 22% of our students identified as being in need of specially designed instruction in the area of reading, the JRB team recognized that something had to change. A team of 12 JRB primary teachers, the principal, with occasional visits from the assistant superintendent, made the decision to attend the Governor�s Institute for Educator Partnerships on Reading. It was held on the Lebanon Valley College Campus from Sunday, July 21, 2002 through Friday, July 26th. Sessions lasted from 9:00 to 5:00, followed by JRB work sessions until 9 or 10 each evening. We discovered that our identified students were curriculum challenged. We dissolved the Reading Recovery program, changed the role of the reading specialist, and reworked whole language. We began focusing on the 5 big ideas of reading, with action planning that included instruction, progress monitoring and assessment. Our thinking was changed from �programs� to providing students the instruction that they needed. With the assistance of an assigned IU consultant, we rewrote the program for delivery of reading instruction. We included professional staff development in Project Read � infusing Project Read into literacy blocks, and compiled our own �Joy Bible� � a collection of programs and strategies. We also began using DIBELS both to SWAT and progress monitor

4. Research and Development Warwick�s RtI Model Definition 3-tier: Core: All students Tier 1: Small/targeted Intervention Tier 2: Some Students (10-12%) Tier 3: Few Students (3-5%) 4 PEGGY A tad different than the state model. Wanting �more� for our students, we became interested in Response to Instruction, RtI With an RtI team in place, 12 members strong including 4 representatives from central office, we joined the first cohort of RtI schools in the school year 2006-2007. As a Select Teams we trained with Smoketown Elementary, South Lebanon Elementary, Donegal Springs Elementary, and Jonestown Elementary. Out training lasted the entire year and included intensive support from our IU consultant Our goals included: Increasing our understanding of the need for alternative service delivery models Increase our knowledge base as it relates to the causes of language based deficiencies Facilitate our analysis of student data Accesses a continuum of sound assessments and scientifically based interventions And finally, develop an action plan that corresponded with core RtI principles � When returning with our �new� plan to the district, this quote best sums our experience: �There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.� Niccolo Machiavelli � � 3 Tier model � Warwick�s way: � All students receive the core: the core program must be aligned with scientifically-based reading research; the core is designed to effectively serve 80% of the school population -An additional intervention(s) may be added to meet the needs of these students, these students are designated as Tier one (components include: benchmark testing 3 times a year, flexible grouping and a minimum of 90 minutes of reading instruction) � Tier 2: provides more supportive intervention and is designed to serve approximately 15% of the student body -includes careful scaffolding, immediate corrective feedback, and built in mastery through repeated practice -group size should not exceed 5 or 6 students homogeneously grouped; be delivered a minimum of 40 minutes per day -tier 2 instruction should begin as soon as possible after students have fallen below the benchmark three consecutive times -progress monitoring twice a month is needed � Tier 3: serves 5% or less of the student body -is an additional layer of support providing intensive intervention -ideally the reading block would look like 90 minutes of the core, 40 minutes for tier two, and an additional 30 minutes for tier 3 daily -progress monitoring is weekly PEGGY A tad different than the state model. Wanting �more� for our students, we became interested in Response to Instruction, RtI With an RtI team in place, 12 members strong including 4 representatives from central office, we joined the first cohort of RtI schools in the school year 2006-2007. As a Select Teams we trained with Smoketown Elementary, South Lebanon Elementary, Donegal Springs Elementary, and Jonestown Elementary. Out training lasted the entire year and included intensive support from our IU consultant Our goals included: Increasing our understanding of the need for alternative service delivery models Increase our knowledge base as it relates to the causes of language based deficiencies Facilitate our analysis of student data Accesses a continuum of sound assessments and scientifically based interventions And finally, develop an action plan that corresponded with core RtI principles � When returning with our �new� plan to the district, this quote best sums our experience: �There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.� Niccolo Machiavelli � � 3 Tier model � Warwick�s way: � All students receive the core: the core program must be aligned with scientifically-based reading research; the core is designed to effectively serve 80% of the school population -An additional intervention(s) may be added to meet the needs of these students, these students are designated as Tier one (components include: benchmark testing 3 times a year, flexible grouping and a minimum of 90 minutes of reading instruction) � Tier 2: provides more supportive intervention and is designed to serve approximately 15% of the student body -includes careful scaffolding, immediate corrective feedback, and built in mastery through repeated practice -group size should not exceed 5 or 6 students homogeneously grouped; be delivered a minimum of 40 minutes per day -tier 2 instruction should begin as soon as possible after students have fallen below the benchmark three consecutive times -progress monitoring twice a month is needed � Tier 3: serves 5% or less of the student body -is an additional layer of support providing intensive intervention -ideally the reading block would look like 90 minutes of the core, 40 minutes for tier two, and an additional 30 minutes for tier 3 daily -progress monitoring is weekly

5. Common Schedule Common planning time per grade level Homogeneous grouping for LA and Math 5 PEGGY First step. Created an opportunity to build in Professional Learning Communities by providing time for grade levels to work A district-wide schedule was developed that allowed for daily common planning time per grade level. In its infancy, students in grades 4 to 6 were grouped homogeneously for both mathematics and reading PEGGY First step. Created an opportunity to build in Professional Learning Communities by providing time for grade levels to work A district-wide schedule was developed that allowed for daily common planning time per grade level. In its infancy, students in grades 4 to 6 were grouped homogeneously for both mathematics and reading

6. Common Schedule 6 PEGGY & MELANIE Discuss LA block Math block Content time (Tier time) Common planning PEGGY & MELANIE Discuss LA block Math block Content time (Tier time) Common planning

7. Assessment Matrix 7 PEGGY & MELANIEPEGGY & MELANIE

8. Program Matrix 8 PEGGY & MELANIE Relied heavily upon Voyager Passport which was slated to be the �best� at the time. Expensive, but we committed.PEGGY & MELANIE Relied heavily upon Voyager Passport which was slated to be the �best� at the time. Expensive, but we committed.

9. Meeting Structure Core Team Meetings Frequency: 1-3 hour meeting Weekly Members: Building Principal Learning Facilitators School Psychologist Grade Level Meetings Frequency: 2 hour meeting 1x/month Members: Grade Level Teachers Learning Facilitator School Psychologist Intervention Specialist Reading Specialist 9 PEGGY & MELANIE Agendas for meetings Goals for grade levels Grade level meetings include school psychologist to review student concerns, teams to review student moves from homogenous grouping PEGGY & MELANIE Agendas for meetings Goals for grade levels Grade level meetings include school psychologist to review student concerns, teams to review student moves from homogenous grouping

10. Meeting Structure Reassignment Meetings Frequency: As needed based on data Members: Building Principal Learning Facilitators School Psychologist Classroom Teachers PEGGY & MELANIE Reassignment meetings for students to move to and from tiered interventions PEGGY & MELANIE Reassignment meetings for students to move to and from tiered interventions

11. Data Blender District-created data warehouse Ties to website, grade program Houses data including: PSSA Grades DIBELS 4Sight Attendance Tier Movement 11 PEGGY & MELANIE AMAZING Developed by an in-house expert Teacher friendly, allows for changes to be made based on building needs PEGGY & MELANIE AMAZING Developed by an in-house expert Teacher friendly, allows for changes to be made based on building needs

12. Staffing Added one School Psychologist to each elementary building Adjusted: Learning Support Teacher to Intervention Specialists IST/Guidance Counselor to Learning Facilitator 12 PEGGY & MELANIEPEGGY & MELANIE

13. Professional Development Summer 2006 Grade Level Meetings with IU 13 Consultant 13 PEGGY & MELANIE Teachers across all 4 buildings met with Director of Curriculum, Instruction and Assessment and an IU13 consultant to review new protocols for instruction and the model of service delivery. PEGGY & MELANIE Teachers across all 4 buildings met with Director of Curriculum, Instruction and Assessment and an IU13 consultant to review new protocols for instruction and the model of service delivery.

14. Shared Ownership No longer �your students�, now �our students� Discussions regarding instruction and differentiation Enrichment supports/Push-in and pull-out model 14 PEGGY & MELANIE Provided an opportunity to discuss students who were receiving enrichment supports as well.PEGGY & MELANIE Provided an opportunity to discuss students who were receiving enrichment supports as well.

15. Implementation Summer/Fall 2006 15 LISA: 3 buildings implemented in September 2006 JB held until JanuaryLISA: 3 buildings implemented in September 2006 JB held until January

16. Implementation Summer/Fall 2006 Professional Development via grade level meetings prior to the start of the year Continued PD during grade level meetings Parent sessions at Back-to-School Night to explain RtI model Parent trainings for intervention programs 16 LISA:LISA:

17. Program Adjustments 2007-2011 17 YVETTE & LISA:YVETTE & LISA:

18. Program Adjustments: 2007-2011 Move to RtII Modifications to Assessment Matrix 18 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

19. Assessment Matrix 19 YVETTE & LISAYVETTE & LISA

20. Program Adjustments: 2007-2011 Modifications to Program Matrix 20 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

21. Program Matrix 21 YVETTE & LISA Continues to evolve based on student needs and program developmentYVETTE & LISA Continues to evolve based on student needs and program development

22. Program Adjustments: 2007-2011 Schedule Master Schedule Intervention Schedule Aligned math time for grades 1-2, 3-4, 5-6 22 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

23. Common Schedule 23 LISALISA

24. Program Adjustments: 2007-2011 Fidelity Checklists 24 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

25. Fidelity Checklist 25 YVETTEYVETTE

26. Program Adjustments: 2007-2011 Intervention Progress Monitoring 26 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

27. Intervention Progress Monitoring 27 YVETTE & LISAYVETTE & LISA

28. Program Adjustments: 2007-2011 Language Arts Audit Investigating Core Program Providing �non-negotiables� for LA instruction 28 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

29. Language Arts Audit 29

30. Program Adjustments: 2007-2011 Tiered Behavioral Supports 30 YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � � YVETTE/LISA/PEGGY: School-Wide Positive Behavior Support (SWPBS) Entered into training June 2007 with a JRB SWPBS team (2 general education teachers, I special educator, school psychologist, learning facilitator and principal) Annually, our team meets with other teams from across PA for three days to sharpen our skills and learn strategies; throughout the year there are numerous opportunities for training as well September 2007 our school was going to house the elementary support classroom and this team felt that the entire school would benefit from this training. The system confronts: behavior problems in schools; inconsistent approach to problem solving; lack of organized procedures/routines that provide positive support for students, staff and parents; failure to adopt, adapt, and sustain research-validated practices; and making decisions that were based on data. The behavioral system mimics the academic RtI model by using three tiers. The first tier is for all students, it is preventive and proactive: -JRB�s 3 rules are bee responsible, bee respectful and bee ready; there is a ticket system in place that reinforces these rules, there are also cool tools which are taught during the first two days of school, then revisited as needed � each staff member has a binder with the cool tools and a ready supply of BEE tickets The second tier addresses 5 to 10% of the student body. These students exhibit some at-risk behavior that rapid response with either small group or individual interventions � may include check-in/check-out, positive behavior plans, and /or small group counseling The third tier is for 1 to 5 % of the student body and is designed for individual students, providing them with intense durable procedures. The school psychologist is the case manager for these students. Students are identified based on observations, FBA in multiple settings, and SWIS data The successful system includes: functional assessment technologies social skills and self-management instruction collaboration with parents, teachers, administrators and community agents proactive management of behavior preventative management of behavior Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish Rob Horner � �

31. Tiered Behavioral Supports 31

32. Application Process 2010/2011 32 YVETTEYVETTE

33. Application Process 2010/2011 Eligibility Determination using RtII Completed Applications for all 4 Elementary buildings Ensure continuity and consistent service delivery across buildings Continued Examination of the core program Focus on Fidelity Ensure consistent methodology for Psychologists Improved Resources for Staff and Community Partners in the process 33 YVETTEYVETTE

34. Application Process Recommendations from Bureau of Special Education (BSE): Higher frequency for walk-thrus/fidelity checks Examine schedule for core program and interventions Parent Engagement Need for refreshers in RTII model and instructional delivery Shared Ownership Ensure that all professional staff involved in instruction and data evaluation for all students 34 YVETTEYVETTE

35. Application Process Recommendations from Bureau of Special Education (BSE): Professional Development Differentiated PD for grade levels or groups as needed Continue to expand RTII deep implementation through PD At what rate should a student or group be progressing in order to �catch up� by the target time period? Website update Provide easily accessible resources for staff and community 35 YVETTEYVETTE

36. Application Process Recommendations from BSE: Examine AYP data Are we moving all groups? Consider some subgroups more closely Socioeconomically disadvantaged and students receiving ESL services How are we using services such as ESL services to support RTII? 36 YVETTEYVETTE

37. Future 2011/2012 & beyond 37 KEITHKEITH

38. Future 2011/2012 & beyond Examination of the Core Program Consideration of differentiated Professional Development, expansion of training in Grade level meetings Updating resources and offering additional training to parents and other stakeholders Continued examination of Fidelity Checks and consistent instructional delivery across the 4 buildings 38 KEITHKEITH

39. Thank you! For more information or copies please contact: Dr. Keith Floyd kfloyd@warwicksd.org 717-626-3734 39