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Presentation Transcript
slide1

“The intentional CPS shift in terminology to a multi-tiered system” from RtI is meant to integrate both academics and behavior as uniformly critical to student success in our educational system.” - Integration of academic and social-emotional dimensions of learning- ILT involvement as problem solving team- Documentation of progress monitoring (on-going)- Protocol for analyzing data in greater detail, and inclusive of priority groups

From RtI to MTSS

Academics

Behavior

slide2

Essential Components

Academic

Behavioral

Tier 3:Intensive

Intensive individual interventions for students who have not responded to a school-wide positive and proactive system and targeted intervention.

Functional Behavior Assessment (FBA)/Behavior Intervention Plan (BIP), Individual Counseling, Saturday Support Program

Tier 2: Strategic

Supplemental targeted intervention for students who are in need of behavioral support in addition to a school-wide positive and proactive system.

Check –In/ Check-out, Reflection/Structured Detention, Student Council – Peer Jury, Peace Circles with a small targeted group

Tier 1: Core

Universal preventative, proactive, and positive school-wide discipline practices.

Positive Behavior Intervention Support (PBIS),

Social Emotional Learning (SEL), Promoting Alternative Thinking Strategies (PATHs), Peace Circles

Tier 3:Intensive

Designed to provide intensive targeted intervention to the most at-risk learners who have not responded adequately to Tier 2 instruction. Tier 3 instruction.

Remediation, Daily Individual/Small group Intervention

Tier 2: Strategic

Supplemental-targeted instruction in addition to Tier 1

SES Afterschool Program, Saturday School, Compass Learning, RAZ kids, Small group intervention targeting deficit area

Tier 1: Core

Common Core Standards Based Instruction, Balanced Literacy/Guided Reading, Differentiated Instruction/

RIT Band Instruction, Go Math/Math Connects, Traits Writing, Leveled

Book Room

FEW

5-10% of Students

Receive Intensive

Intervention

SOME

10 to15% of Students

Require Supplemental

Targeted Intervention

ALL

80 to 90% of Students

Meet Performance Indicators

All Staff Preventative and Proactive

seven factors brainstorming hypotheses
Seven Factors: Brainstorming hypotheses

Select that influences ELs’ linguistic and academic development.

  • Decide on one hypothesis that relates to your particular factor.
  • List possible data sources you could use to prove or disprove your hypothesis.
  • Write you hypothesis and data on chart paper to share out.

Teaching and Learning

slide5

Targeted Supports Productive Classrooms Supportive School Climates Positive Relationships Social Emotional Learning RestorativePractices

OFFICE OF

SOCIAL & EMOTIONAL LEARNING

what is social and emotional learning
What is Social and Emotional learning?

Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

slide7

What is Social Emotional Learning?

SEL is a process whereby children and adults develop competencies in 5 areas:

Self-Awareness

Self-Management

Social Awareness

Responsible Decision-Making

Relationship Skills

three illinois sel student learning goals
Three Illinois SEL Student Learning Goals

Other

Decision-making

Self

Self-Awareness

Self-

Management

SEL Goal 1

Develop self-awareness and self-management skills to achieve school and life success.

SEL Goal 2

Use social-awareness and interpersonal skillsto establish and maintain positive relationships.

Social

Awareness

SEL Goal 3

Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Relationship

Skills

Responsible

Decision-making

what is the connection between sel and academics
What is the connection between SEL and academics?

Clore & Huntsinger, 2007; Zeidner, 1998; Wentzel, 1998;1999;2000; Osterman, 2010; Allen et al., 2011

Positive emotions help us pay attention, remember, solve problems, and make decisions.

Negative emotions suppress attention and memory.

Mindsets like self-efficacy and school connectedness influence motivation and effort.

Relationships are the foundation for learning.

Teachers can effectively reinforce SEL throughout their academic instruction.

slide11

Multi-Tiered System of Support for Social & Emotional Learning

CREATE POSITIVE LEARNING CLIMATE

School climates with positive relationships, clear expectations, and collective responsibility establish appropriate behaviors as the norm. Respectful, learning-focused, participatory classroom environments with well-managed procedures and behaviors maximize learning time

ALL STUDENTS

(Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles)

TEACH SOCIAL AND EMOTIONAL SKILLS

Explicit curricula, along with integrated instructional practices that promote social and emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success.

SOME

(Ex: Peer Jury, Check In/Check Out)

TARGETED SUPPORTS

For at-risk students, classroom-based responses can help de-escalate behavior problems, clinical group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts

FEW

INDIVIDUALIZED INTERVENTIONS

For students with the highest levels of need, highly-targeted and individualized behavior strategies provide more intensive intervention and monitoring.

(Ex.

Individualized Counseling)

slide12

CPS School Climate Standards

  • School Climate: the quality and character of school life (National School Climate Council, 2007).
  • Created by norms, expectations and patterns of interaction among the individuals in a school community.
  • A positive school climate contributes to academic achievement, prevention of risky behaviors, healthy social-emotional development, student attachment to school, and teacher efficacy and retention.
  • CPS Expectation: All adults in schools will work intentionally to create learning climates that are safe, nurturing, participatory, and productive.
steps in the problem solving process
Steps in the Problem-Solving Process

3. Implement Plan (What can be done to solve it?)

  • Select the intervention(s) or strategies that will address the problem
  • Develop and implement the plan with fidelity

4. Evaluate (Did it work?)

    • Collect and use school-wide, small group, and individual student data to determine if the plan is working to address the problem
    • Progress monitor and modify, if necessary
    • Evaluate the response: good, questionable, poor

1. Define the Problem (What is the problem?)

  • Determine the gap or difference between the expectation and what is actually occurring in terms of student performance or behavior

2. Problem Analysis (Why is it occurring)?

  • Hypothesize possible root causes
  • Analyze supplemental data to support or refute each hypothesis
  • Validate whether your hypothesis is true based on the additional data
national resources to support district and school implementation
National Resources to Support District and School Implementation
  • www.floridarti.usf.edu
  • www.florida-rti.org
  • www.nasdse.org
  • www.rtinetwork.org
  • www.rti4success.org
  • Kc.cps.edu
  • https://www.surveymonkey.com/s/BeliefsSurvey