6/15/16 1 It’s Not About Intention, It’s About Impact Developing a Student Intervention Team (SIT) to Eliminate the Opportunity Gap Courageous Conversations Compass Believing Thinking Acting Feeling M oral I ntellectual Soul Head R elational E motional Heart Hands & Feet Six Conditions 1. Focus on the personal, local and immediate 2. Isolate race 3. Normalize social construction & multiple perspectives 4. Monitor agreements, conditions and establish parameters 5. Use a “working definition” for race 6. Examine the presence and role of “Whiteness” Four Agreements 1. Stay Engaged 2. Experience Discomfort 3. Speak your truth 4. Expect/Accept Non-Closure • How are your students of color most successful in your classroom and school? • Picture those students of color who are not finding success in your classroom and school. • Where does that place you on the compass?
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6/15/16
1
It’s Not About Intention,It’s About ImpactDeveloping a Student Intervention Team (SIT) to Eliminate the Opportunity Gap
Courageous Conversations
Compass
Believing Thinking
ActingFeeling
Moral Intellectual
Soul Head
RelationalEmotional
Heart Hands & Feet
Six Conditions1. Focus on the personal, local and immediate2. Isolate race3. Normalize social construction & multiple
perspectives4. Monitor agreements, conditions and establish
parameters5. Use a “working definition” for race6. Examine the presence and role of “Whiteness”
Four Agreements1. Stay Engaged2. Experience Discomfort3. Speak your truth4. Expect/Accept Non-Closure
• How are your students of color most successful in your classroom and school?• Picture those students of color who are not finding success in your classroom and school.• Where does that place you on the compass?
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2
Objectives• Introduction to MTSS
• Introduction to SIT
• How does the SIT process intersect with special education processes?
• Introduction to the Tiered Fidelity Inventory
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3
What We All Want
• All kids will receive culturally and linguistically responsive
instruction in all three tiers
• All schools will use data-based decision making to ensure that all kids receive culturally and linguistically relevant interventions as
early as possible
• To ensure that special education eligibility is not a result of a
cultural or linguistic mismatch between student need and instruction, or from inadequate/inappropriate interventions
How We Get ThereCreate a schoolwide system to support our kids, staff and
families
• Regular SIT meetings with an effective teaming process that is designed to not over or under identify culturally and
linguistically diverse students
• Culturally and linguistically relevant schoolwide interventions
that are easy to move kids in and out of
• Progress monitoring to make sure that we are helping kids to improve their social and academic success
Student Intervention Team (SIT) Member Roles and Responsibilities
1/6/15
Facilitator Responsibilities
Data Analyst Responsibilities
1) Before meeting, collects Request for Assistance forms & triages needs
2) Provides agenda items and student names to Minute Taker 3) At meeting, Starts on time 4) Determines date, time, and location of next meeting 5) Manages the “flow” of meeting by adhering to the agenda 6) Prompts team members (as necessary) with the TIPS problem-solving
“mantra” a) Do we have a problem? b) What is the precise nature of the problem? c) Why does the problem exist, and what can we do about it? d) For problems with existing solution actions
i) What is the implementation status of our solution actions - Not Started? Partially implemented? Implemented with fidelity? Completed? ii) What will we do to improve implementation of our solution actions? iii) Are implemented solution actions “working” (i.e., reducing the rate/frequency of the targeted problem to our Goal level)?
7) Is an active participant in meeting
1) Before meeting, reviews attendance, discipline and academic data
a) Identifies potential new students who are flagged for possible interventions according to agreed upon decision rules
b) Asks Facilitator to add potential new students to agenda for upcoming
SIT meeting 2) At meeting, makes the following available, as appropriate a) Report on Attendance, ODRs, Academic progress and other reports to:
i) Share data of potential new students ii) Share progress data of currently identified students (from intervention coordinator) 3) Is an active participant in meeting
Minute Taker Responsibilities
Team Member Responsibilities
1) Before meeting a) Collects student names from Facilitator and Data Analyst b) Prepares Meeting Minutes and Problem-Solving Action Plan agenda
form c) Is prepared to project form via LCD
2) At meeting, asks for clarification of tasks/decisions to be recorded on
Agenda form, as necessary 3) Is an active participant in meeting 4) After meeting, disseminates copy of completed agenda form to all team
members within 24 hours
1) Before meeting, recommends agenda items to Facilitator 2) At meeting, responds to agenda items and
a) Analyzes/interprets data b) Ensures new students are defined with precision (What, Who, Where,
When, Why) c) Discusses/selects solutions for student interventions d) For problems with existing solution actions
i) Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Completed?
i) Suggests how implementation of solution actions could be improved
ii) Analyzes/interprets data to determine whether implemented solution
actions are working (i.e., reducing the rate/frequency of the targeted
problem to our Goal level)? 3) Is active participant in meeting
Teaming(
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INTERVENTIONSHow do we get kids what they need?
Schoolwide Interventions
Essential)Features)of)Tie
r)II)Group)Interventions
)
!Tier!II!group
!interventions!include!(a
)!explicit!instruction!of!s
kills,!(b)!structured!prom
pts!
for!appropriate!behavio
r,!(c)!opportunities!for!th
e!student!to!practice!ne
w!skills!in!the!
natural!setting,!and!(d)!
frequent!feedback!to!the
!student.!In!addition,!many!Tier!II!
interventions!might!include
!a!process!for!fading!sup
port!when!appropriate,!
and!a!means!
for!communicating!regularly!with
!a!student’s!care!provid
ers.!!
!When!establis
hing!Tier!II!group!interve
ntions!in!a!school,!in!add
ition!to!making!sure!a!
particular!intervention!i
s!evidenceB!based,!scho
ols!must!ensure!that!they!hav
e!the!
capacity!and!resources!t
o!implement!the!intervention!eff
ectively!and!to!sustain!
implementation!over!time.!Key!issues
!to!consider!include!the
!level!of!expertise!requir
ed!
to!implement!the!intervention,!th
e!number!of!staff!hours!(coordi
nators,!teachers,!etc.)!
required!to!implement!the!inte
rvention!and!the!cost!of!
any!materials!that!must!be!
purchased.!!
!
Examples)of)Tier)II)Interventi
ons)
!Check:in)/)C
heck:out)(CICO))
Students!have!brief!exc
hange!with!accessible!s
taff!member!every!day!at!the!beg
inning!and!end!
of!school!to!see!how!th
ings!are!going:!to!celeb
rate,!reflect,!and!proble
mBsolve.!Student!carries!
feedback!form!throughout
!day!and!gets!regular!fe
edback!from!staff!about
!behaviors!of!concern.!
In!addition!to!the!increa
se!in!adult!attention,!stu
dent!can!earn!incentive
s!for!reaching!
behavioral!goals.!
!Check)and)C
onnect!(SchoolBbased!M
entoring)!
Student!matched!with!schoolBbase
d!staff!volunteer!for!reg
ular!and!predictable!che
ckBins!on!
general!progress!and!be
haviors!of!concern.!C&C
!provides!opportunities!
for!relationship,!
problem!solving!and!support.!
!Targeted)So
cial)Skills)Instruction!(s
mall!group)!
Small!instructional!groups!p
rovide!skill!development!in!critica
l!social!and!school!skills
:!
friendship,!problem!solving,!ass
ertiveness,!selfBadvocac
y,!etc.!Staffs!support!gen
eralization!of!
skills!across!environments.!
!Meaningful)W
ork)
Students!assigned!to!en
gaging!service!jobs!arou
nd!the!school.!Jobs!pro
vide!adult!contact,!skill
s!
instruction,!skills!practi
ce,!and!opportunities!fo
r!success!and!recognitio
n.!
!Breaks)are)B
etter)
WorkBavoidant!student!is!
taught!to!use!a!structur
ed!break!protocol!to!pr
ovide!measured!escape!
from!work.!Student!academic!behavior!
is!tracked,!and!student!
can!earn!incentives!for!i
ncreasing!
engagement.!
!
Evidence-based &
culturally and
linguistically relevant
PPS Framework for Tiered Reading Support K-12
Definitions of Tiers and Expectations for Instructional Time
Tier I Students who are performing at grade level and are expected to make adequate growth with high quality classroom instruction Instructional Time: K-3: 90 minutes of instruction x Whole group instruction x Small group instruction at
appropriate level 4-12: 60 minutes of instruction x Whole group instruction x Small group instruction at
appropriate level
Tier II Students in need of additional support to meet grade level expectations
Instructional Time: K-3: 90 minutes core + 30 additional minutes based upon targeted needs
x Whole group instruction x Small group instruction at appropriate level 4-12: 60 minutes of instruction + 30 additional minutes based upon targeted needs x Whole group instruction x Small group instruction at
appropriate level
Tier III Students in need of intensive support to meet grade level expectation
Instructional Time: K-3: 30 minutes core + 90 minutes x Whole group instruction x Small group instruction at
appropriate level 4-12: 90 minutes x Whole group instruction x Small group instruction at
appropriate level
Materials
Expectations for ELL Support
English Language Learners: All ELL students receive an additional period of English Language Development
targeted at their English Language Proficiency Level.
Writing Instruction
Writing Instruction: Writing in response to reading is included in the above instructional blocks. Writing
Workshop, formal writing instruction based on District Writing Resources (Units of Study) occurs outside the
reading block, 45 – 60 minutes per day. 10/11/11
Tier I
Tier II
Tier III
Core Reading Program K-5: Scott Foresman x Sheltered Instruction 6-8: EMC- Literature and the Language Arts x Sheltered Instruction 9-11: Holt- Elements of Literature x Sheltered Instruction Grade 12: Access Literature and the
Thompson Reader x Sheltered Instruction
Core Reading Program K-5: Strategies used with Scott Foresman
x Sheltered Instruction x Enhancements 6-12: Strategies used with EMC, Holt and Thompson Reader x Sheltered Instruction x Learning Strategies (KU) x Differentiation Strategies
Core Reading Program K-3*: Grade Level Scott Foresman Literature, Vocabulary and Comprehension x Sheltered Instruction x Enhancements
*Students participate in the above areas of the grade level core plus ERI and Horizons (see below). 4-8: Students participate in a Core Replacement (see below).
Advanced Learners K-5:
x TAG Strategies x Scott Foresman Advanced Materials 6-8: TAG Strategies
9-12: AP and IB Courses
Options for additional 30 minutes instruction based upon targeted needs Kindergarten: x Enhancements targeted on Phonemic Awareness, Phonics, Fluency x ERI (Early Reading Intervention) Grades 1 – 5: x Enhancements targeted on Phonemic Awareness, Phonics, Fluency, Vocabulary, and/or Comprehension x 1-5 Phonics for Reading x 4-5 Rewards Grades 6-12: x Strategies targeted on fluency, vocabulary and comprehension x 6-8 Rewards
Intervention Programs Kindergarten: ERI (Early Reading Intervention)
Grades 1 – 3: Horizons
Grades 4-5: Language! A/B (Core Replacement)
Grades 6 – 12: Language! A/B or C/D (Core Replacement)
Literacy Across Content K-12: x Sheltered Instruction 6-12: x Content Enhancement Routines
Literacy Across Content K-12: x Sheltered Instruction 6-12: x Content Enhancement Routines
Literacy Across Content K-12: x Sheltered Instruction 6-12: x Content Enhancement Routines
SampleQuickSortMatrixList the targeted interventions that are available in your school. Identify the possible
functions that each intervention delivers by putting a check mark in the cell of the matrix.
TargetedInterventions
Beha
vioralFun
ction
CheckIn/Che
ckOut
(CICO)
SocialEmotiona
lSkills
Grou
ps*
Scho
ol-based
Men
tor
Beha
viorSup
portPlan
(con
sideringfunctio
nof
beha
vior)
Mea
ning
fulW
ork
Opp
ortunity
Structured
Recess/Lunch
Increasesopportunitiesfor
positiveadultattentionü ü ü ü ü ü
Increasesopportunitiesfor
positivepeerattentionü ü
Providesaccesstochoiceof
alternativeactivitiesü ü ü
Addressesspecificsocialskills
instructiononhowtorelate
withothersintheschool
setting
ü ü ü ü ü
Promotesapositiveand
encouragingrelationshipwith
anadult
ü ü ü ü
Increasesnumberofpre-
correctionpromptsand
structurefor“whattodo”
throughouttheday
ü ü ü ü
Increasesopportunitiesfor
strongerincentives/positive
reinforcementü ü ü ü
Createsahomeandschool
communicationsystemü ü
Increasesconsistencyin
behaviorexpectations
betweenhomeandschool
ü ü
6/15/16
10
PROTOCOLS
Organizing adults for maximum effectiveness
Telling the Story
Student:((Last,(First)(
Grade(( Gender(M((((((F(
DOB((Ethnicity(*(
Race*( Synergy(ID(#(
Parent/Caregiver(
Caregiver’s(Phone((
Home(Language(s)*(
Name(&(Title(of(Person(Making(Reque
st(! ESL*(
ELPA(Level:(____(
! SpEd(! 504(
! TAG(
1. Student’s(Strengths
" Bilingual(or(bicultural(
" Able(to(problem(solve((
" Articulates(feelings/nee
ds(
" Asks(for(help(
" Sense(of(humor(
" Follows(instructions(
" Helpful(to(others(
" Makes/maintains(friendships(
" Flexible(
" Other:(
" Negotiates/compromises(
" Cooperates(with(others
(
" Academic(__________________
(
" Other:(
" Other:(
2.(Staff’s(Concerns(!!!Use!
Stage!1!or!2/3!Discipline
!Referrals!to!report!Prob
lem!Behaviors!
Academics(Emotional(
Language(Home/Family(
Health(
" Reading(Skills(
" Writing(Skills(
" Math(Skills(
" Study(Skills(
" Organization(
" Other:(
" Switching(activity(
" Attention(
" Irritable(
" Withdrawal(
" Angry(
" Other:(
" Fluency(
" Articulation(
" Expressive(
Language(
" Receptive(
Language(
" Other:(
" Refugee(
experience((
" Homelessness(
" Poverty/hunger(
" Clothing(
" Grieving(a(loss(
" Other:(
" Illness(
" Medication(
" Drug(&(Alcohol(
" Hygiene(
" Anxious/Panic(
" Other:(
Describe(Concerns:(
What(culturally/linguistic
ally(responsive(interven
tions(been(tried(for(eac
h(of(the(above(concerns
?(
Start/End(Date( Describe(
Data(Interpretation(
4. SIT(Facilitator(Section
" Referred(to(SIT(
" PLC/Classroom(Support((de
scribe):(
" Go(through(SIT(for(CLD
(process(
1^2015(v1.3(
Student'Intervention'Te
am
Request(for(Assistance
School:(
Date:(
Student(Information(
3. Family(Contacts
Date Phone/Email/etc.( Person(Contacted(
Ask:(How(do(differences
(between(home(and(schoo
l(culture((e.g.,(communication
style,(discipline,(gender
(expectations,(religious(v
iews,(etc.)(impact(the(stu
dent?((
*When(race,(ethnicity,(cult
ure,(or(language(impact(area(of
concern,(use(SIT(Proces
s(for(CLD(Students(to(gui
de(instruction(
and(intervention.(((
6
Request for Assistance
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Getting Adults on the Same Page
SIT Agenda
• a defined cycle of
inquiry
• Clear roles &
responsibilities
• Uses Google Docs
STUDENT INFORMATION
Getting a deeper picture of kids
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A Deeper Picture of Kids and Families
SIT for CLD Students !
The$ purpose$ of$ this$
document$ is$ to$address$ qu
estions$ or$ concerns$
regarding$the$ educa
tional$
progress'of'a'student
'from'a'Culturally'and'Lingu
istically'Diverse'(CLD)'
background.'This'doc
ument'is'
designed' to' collect' a
nd' analyze' the'most' essent
ial' data' to' inform% interventi
on,% assessment,% and%
support' for' CLD' stud
ents' across' all' tiers' o
f' support.'The' term'CLD' inclu
des' students'who$ha
ve$ a$
language$ other$ than$
English$ in$their$ backg
round$ (whether$ or$ n
ot$ they$ are$ receiving
$ English$ as$ a$
Second$ Language$ se
rvices);$ students$ who
$ come$ from$ diverse$ cultural,$ so
cial,$ and$economic$
backgrounds;"and"stu
dents"who"come"from"homes"where"a
"dialect"other"than"“st
andard"English”"is"
spoken.($
$Portland) P
ublic) Schools) is) com
mitted) to) eliminating) po
ssible) misidentification) of) ou
r) Emerging$
Bilinguals) (EBs,)Englis
h)Learners))and)CLD)
students) in)Special)Ed
ucation.)This$process$
helps$ensure$
that$all$ necessary$ cu
ltural$ and$linguistic$ f
actors$have$ been$ con
sidered$ in$all$ stages$
of$ instruction,$
intervention,$and$asse
ssment$before$a$Special$E
ducation$referral$is$sug
gested.$$
$To#complete#this#d
ocument,# referring#Genera
l#Education#teachers,#
and/or#ESL# teachers#c
ollaborate#
as# members# of# the# Student
# Intervention# Team# (i.e.# Stud
ent# Study#Team,# Building#
Screening#
Committee,( etc.).( Other( te
am( members( may" include" but" are" n
ot" limited" to:" Principal," As
sistant"
Principal,*Counselor,*B
ilingual*Teacher,*SPED
*staff.$
!$
Student Intervention Team
Process for CLD Students
!
A!document!to#guide#intervent
ion#and#assessment#plannin
g!
for$Culturally(and!Ling
uistically,Diverse,(CLD
)&Students'!
CLD#SIT#Process,#p.#1/7
$
Updated'12A2014%$
Before& beginning&this& process,"
teams"
should'consult(a"varie
ty"of" resources' (e.g.,&
cultural' liaisons,' EAs
,' Community' Agents,'
ESLASPED%TOSAs,% multicultural
% resources,%
etc.)& to# familiarize) the
mselves) about) the)
CLD$student’s$home$language
$and$culture.$
Keeping Our Finger on the PulseIntervention Tracker &
Progress monitoring
6/15/16
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SpEd Intersection
• Have you been part of any SIT meetings?
• What strengths or challenges do you see in the SIT process in ensuring appropriate referrals to SpEd?
2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs, (e) Members reflect student and community demographics.
· School organizational chart
· Tier II team meeting minutes
0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise
1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80%
2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%. Membership mirrors community.
Main Idea: Tier II team needs individuals with specific skills and perspectives to
implement Tier II supports.
• Scoring
0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise
1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80%
2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%
• Self-Assessment
q Coordinator
q Applied behavioral expertise
q Administrative authority
q Knowledge about students
q Knowledge about school operations
Quick Check: Team CompositionAre all necessary roles/functions represented on the team?
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22
Item Considerations
• Tier II team does not need to be large. Even 3-4 people may be sufficient.
• The key is to ensure that the authority to make decisions exist, and the expertise is present to guide adaptations.
2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.
· Tier II team meeting agendas and minutes
· Tier II meeting roles descriptions
· Tier II action plan
0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan
1= Tier II team has at least 2 but not all 4 features
2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan
Main Idea: Tier II teams need meeting foundations in order operate efficiently and
to implement effective supports.
6/15/16
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• Scoring
0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan
1= Tier II team has at least 2 but not all 4 features
2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan
• Self-Assessment
q Regular, monthly meetings
q Consistently followed meeting format
q Minutes taken during and disseminated after each meeting (or at least action plan items are disseminated)
q Participant roles are clearly defined
q Action plan current to the school year
Quick Check: Team Operating Procedures
What meeting procedures are currently in place at the Tier II level?
Item Considerations• Tier II team may be part of Tier I team, but a regular meeting typically is
needed to review Tier II data, and needed for new students nominated for Tier II.
• Clarify with teams if and how the decision is made to transition from Tier I meeting items to Tier II meeting items.
2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/family/student nominations) to identify students who require Tier II supports. Screening elements are reviewed annually for sensitivity: culture, language, gender, exceptionality, internalizing/ externalizing, etc.
· Multiple data sources used (ODRs/Time out of instruction, Attendance, Academic performance)
· Team Decision Rubric· Team meeting minutes· School Policy
0 = No specific rules for identifying students who qualify for Tier II supports
1 = Data decision rules established but not consistently followed or used with only one data source
2 = Written policy exists that (a) uses multiple data sources for identifying students, (b) screening measures sensitive for ALL students and (b) ensures that families are notified when a student enters Tier II supports
Main Idea: Timely selection of students for Tier II supports improves the effectiveness of
Tier II implementation.
• Scoring
0 = No specific rules for identifying students who qualify for Tier II supports
1 = Data decision rules established but not consistently followed or used with only one data source
2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified when a student enters Tier II supports
• Self-Assessment
q Written policy or rubric for identifying students in need of assistance
q Multiple data sources
q Process for notifying and including families
Quick Check: Screening
What is the process for identifying students who may need Tier II supports?
2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are available to all staff, families, and students.
· School Handbook· Request for Assistance
Form· Family Handbook
0 = No formal process
1 = Informal process in place for staff and families to request behavioral assistance
2 = Written request for assistance process is in place and team responds to request within 3 days
Main Idea: Faculty, staff, families should have a highly predictable, and low-effort
strategy for requesting behavior assistance.
• Scoring
0 = No formal process
1 = Informal process in place for staff and families to request behavioral assistance
2 = Written request for assistance process is in place and team responds to request within 3 days
• Self-Assessment
qWritten policy or rubric for identifying students in need of assistance
qMultiple data sources
qProcess for notifying and including families
Quick Check: Request for Assistance
What is the process for requesting assistance with behavior support?
6/15/16
26
Item Considerations• The process for nominating a student should be easily understood and
easily accessed by all.
• Families should know how to nominate a student and know the process when a student is nominated.
• Emphasis should be placed on the success of the process when done early.