What Should RTI Look Like in a Department of Juvenile Justice School?

What Should RTI Look Like in aDepartment of Juvenile Justice

School?

November 4, 2011

OCI Standards

4.12 An RTI Committee reviews the progress of each student, analyzes the data collected, and makes referrals according to the Georgia Pyramid of Interventions.

OCI Standards

4.13 A Student Support Team develops instructional services for students experiencing problems of an academic, social, or behavioral nature and serves as a resource for teachers and other educators in the delivery of these services.

OCI Standards

4.14 An operational and active 504 Committee, with a designated coordinator, identifies, evaluates and services students.

Performance Objective

By the end of this meeting, participants will have solutions to the three most common RTI issues being experienced in DJJ.

Essential Question

What should RTI look like in a Department of Juvenile Justice school?

Common Issues

1. Interventions are not research-based

2. Documentation is missing or incomplete/ No evidence of school-wide participation

3. Files not being transferred between facilities with the student

Interventions

Common Question: Where do I get research-based interventions?

DJJ has provided the following:– Concise Curriculum– TABE Success (Language and Math)– Mentoring Minds

Concise Curriculum

Can be used on Tier II or III Used in Social Skills/Elective Class Used for students with behavior/anger issues Combines Social Skills, Reading, Language

Arts, and Math Problem Solving Also useful for motivating students with short

attention spans

TABE Success

Can be used on Tiers II or III Available for Language Arts and Math Contains several levels with 7-10 activities Great for use as an evaluation instrument to

identify a need for further assessment

(Tier III)

Mentoring Minds

Contains hundreds of research-based strategies for all three tiers

Strategies for both academic and behavior interventions

My Favorites

Tier III Behavioral:– Have a mentor or coach (a favorite teacher) meet

at the beginning and end of each day with a student who is receiving interventions to review goals, monitor progress toward reaching those goals, and provide reinforcement.

– Develop a BIP based on the results of assessments and collected data (enlist the help of your SSP or special education teachers!)

My Favorites Cont’d

Pages 87 and 89 in the Mentoring Minds Teacher Guide Book contain a Behavior Monitoring Individual Report and a Behavior Monitoring Graph.

These two documents completed by EVERY classroom teacher along with a behavior contract proves school-wide participation in RTI

Coming Soon….

Instruction for Targeted Success– Will be available as a computer program as well

as pencil and paper assignments

Additional Research-based Interventions

www.interventioncentral.org Interventions separated by content area,

behavioral Behavioral includes strategies for the

“unmotivated” student

Tracking Sheets

When using TABE Success, Concise Curriculum, etc., teachers should make a note on the student’s tracking sheet:– “CAP 18 substituted with Lesson 4.1 TABE

Success per RTI Tier II”

Documentation Missing or Incomplete

Who collects data at the Tier I level?– If math is the problem, only the math teacher– If Reading is the problem, Language Arts,

Science and Social Studies– If behavior or motivation is the problem, all

teachers

Data Collections

Students are screened within 10 days. Data Collections begin immediately At the end of 6 weeks, have a meeting to

discuss the student’s progress At this point, you may discontinue data

collections, move a student to Tier II, or continue data collections for a specified amount of time

Data Collections

The Chairperson should collect the data collection forms at the end of 6 weeks and keep the forms in the master notebook for future reference as long as the student remains at that facility.

Data Collections

Teachers should have the data collections filled out completely!

Do not leave blank spaces. Each teacher should include the number of AEPM referrals, DRs, card color, etc.

Collecting Forms

Forms are collected:– at the end of the specified time (6 weeks Tier 1, 5

weeks Tier II)– when a student is transferred to another facility– final release

Collecting Forms

RTI files must be sent to receiving facilities within three school days.

Documentation

In the event that you are unable to collect data forms within three days, a chain of authority has been established:– Chairperson– Principal/Lead Teacher– TA– Regional Principal

Documentation Checklist

Additionally, Regional Principals are going to begin spot-checks of RTI data collections during their visits.

Each teacher should have a notebook with data collection forms, Tier II Progress Monitoring, SST Education Plans, and 504 accommodations.

Please provide all of the teachers at your site a copy of the documentation checklist so that they are prepared!

Leadership Team

Needs Analysis– Share your concerns

OCI Standards

Requirements for meeting the standards

OCI

Two little extras:– Students moving backward through the tiers– Summary Sheets

Workshop

Checking the files Share your favorite interventions