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Pleasant Elementary School

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Tracy Konop

on 9 April 2016

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Transcript of Pleasant Elementary School

Pleasant Elementary School


Approximately 500 students, grades PK - 5
Each classroom is co-taught 1/2 of day
Music, Art and PE are co-taught
34 teachers 1.5/class 2 in music, art and PE
14 support staff;
1 full time reading intervention specialist
1 full time math interventionist
1 gifted and talented coordinator
6 educational aides
1 bilingual coordinator
1 speech and language specialist
1 occupational therapist
1 school psychologist
1 social worker
Tier 1
Tier 1 is the high quality, research based, instruction that is differentiated to meet the needs of all children.

Universal Screening
Progress Monitoring
Data Driven
Co-Taught Classrooms
Differentiated Instruction
Highly Qualified Staff
Power Standards Aligned to Common Core State Standards
RTI Framework
image taken from a blog:

Tracy Konop

Common Core State Standards

Math WI Standards for Mathematics:

(see pages 41 - 69 for elementary standards)

WI Standards for English Language Arts:

(see pages 25 and 36 - 59 for elementary standards)


Tier 1 intervention generator for a variety of behaviors :

PBIS is a school-wide approach to teach and support the positive behaviors of all students.

Self reflection forms can be used with students to reflect on their behavior.

Example of a self- reflection form:
In a collaborative co- teaching team, a general educator and a special educator, have the joint responsibility to design, deliver, monitor and evaluate instruction for a diverse group of learners in the general education classroom.
Examples of co-teaching
Student Population
64.3% Caucasian
17.5 % Hispanic
5.6% Asian
6.9% Black
3.5% American Indian
2.2% Multiracial

52% Male
48% Female

38.9% Eligible for free lunch
5% Eligible for reduced lunch
56.1% Ineligible for free or reduced lunch

13.1% Special Education Serviced
9.8% English Language Learners

Mission Statement

Our mission is to provide ALL students with the necessary resources and instruction to reach their full potential.

Teachers progress monitor their students to identify students in need of additional strategies to assist in their academic progress.
Universal Screening
Benchmark screening completed 3 times a year

STAR Reading and Math Assessments more information on these assessment tools:


Progress Monitoring
Both formative and summative assessments are utilized

PALS, AIMSWeb SAR assessments

Teachers are trained to progress monitor in their classrooms sample of intervention checklist:

Progress monitoring is completed weekly

Progress is monitored using baselines and aimlines

Math and Reading interventionists meet with classroom teachers regularly to discuss data

Teachers use data to adjust academic program for students when needed
Data Driven
Data are discussed in CLT (Collaborative Learning Teams) meetings weekly

Principal reviews data with staff regularly (at least once a month)

Data kept track of in Infinite Campus more information on Infinite Campus

Co-Taught Classrooms
Classroom teachers plan instruction along with special education teachers in order to accommodate the needs of all learners in the co-taught classroom.
Differentiated Instruction
Teachers tailor instruction that meets the individualized needs of the learner.

Teachers may modify the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning).
For definitions and activities:
Image taken from
Tier 2
Tier 2 is the urgent and targeted interventions systematically applied and monitored for any students not achieving.

Tier 2 consists of Tier 1 instruction plus the following interventions
Small group instruction (ideally around 10 - 15)
3-4 intervention sessions per week (30 - 60 minutes per session)
Conducted by trained staff
Conducted in and out of the general education classroom
Interventions are administered with fidelity for a duration of 9-12 weeks (may be longer in some cases)
On-going progress monitoring
Tier 3
Tier 3 is an intensive intervention phase, prior to Special Education Evalution

Begins with a referral to a Multidisciplinary Team after student does not show adequate progress to Tier 1 & Tier 2 interventions.
Should overlap with Tier 2 supports.
MDTs should use a problem solving approach to determine how to adjust the instructional program a student has been receiving and to develop specific instructional objectives based on sudent performance data.
Pre-Referral Process & Multidisciplinary Team
Master schedule includes double-block or support classes to supplement subject - core area instruction without impeding access to the universal curriculum.

Mandatory study halls could be held before or after school or during lunch. Mandatory study halls can be coordinated with RTI Services. Using academic screening and/or archival records, the school identifies students who require RTI support. These students are scheduled as a bloc in a common study hall. The school then schedules RTI services at the same time as the study hall. Reading teachers, other trained interventionists, and/or tutors run short-term (5-10 week) Tier 2/3 group or individual sessions.

Mandatory homework help could be scheduled before, during or after the school day.

Goal-setting could be done through guidance lessons monthly.

Check in & check out person meets with students before the school day and again at the end of the school day.

Master Scheduling
Effective Supplements to the Core Program
Support Intentional Nonlearners
Mandatory study hall
Mandatory homework help
Frequent progress reports
Study skills classes
Goal-setting and career planning support
Targeted rewards
PBIS check in & check out person
Support Failed Learners
Targeted, differentiated instruction
Additional time
Prerequisite skill review
Request for assistance from classroom teacher
Multidisciplinary Team gathers information
Goals to assist the student and teacher are generated
MDT works collaboratively with teacher and family to develop a plan to address the students strengths and needs.
Interventions selected to teach the student in the general education classroom are created implemented with fidelity for designated time
Research based interventions are
Progress is monitored at least weekly
Tier 2
Supplemental Instruction
image taken from slide share site
Tier 3
Intensive Intervention
image taken from slide share site
Examples of Tier 2 Interventions & Goals
Problem Solving Model Process
Image taken from slide share site
PBIS Tier 2
Behavioral Interventions
image taken from slide share site
PBIS Tier 2 Intervention & Goal
Goal: ____________ will increase appropriate classroom behavior to at least 80% compliance with expectations for 16 days within an 8-9 week check in & check out intervention program.

The student would earn a small reward of their choice after 4 days of 80% compliance.

The student will earn a larger reward of their choice once 16 days of 80% compliance within the 8-9 week period has been reached.

Progress will be monitored and recorded by check in/out person.
Progress Monitoring & Data Management
Tier 1
Class Reading Instruction
image taken from share slide site
Progress is monitored at least twice per month.

STAR Math and Reading assessments

PALS student summary reports and PALS comparative growth reports


PBIS check in & check out data

Data Recorded in Infinite Campus
Challenge: How can we find the time to deliver interventions while keeping the student in the daily curriculum of the general education classroom?
Possible Supplementary Curricula
“The Standards set grade-specific standards but do not
define the intervention methods or materials necessary to
support students who are well below or well above gradelevel
expectations. No set of grade-specific standards can
fully reflect the great variety in abilities, learning rates, and achievement levels of students in any given
Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common
Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved
on September 23, 2012, from
http://www.corestandards.org/; p. 6.
Common Core State Standards and RTI
HELPS Reading Fluency Program HELPS Helping Early Literacy with Practice Strategies) is a free tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-based intervention package . For more information:

PALS The Phonological Awareness Literacy Screening (PALS) is a proactive and preventive screening measure that assists teachers in providing differentiated, targeted instruction to meet your child’s needs. Literacy Activities organized by skill:
Everyday Mathematics - a comprehensive Pre-K through grade 6 mathematics program developed by the University of Chicago School Mathematics Project and published by McGraw-Hill Education. For more information:
Tier 2 Reading Intervention & Goal
• Currently, given a 3rd grade level passage, _______ read 50
words correct with 10 errors in 1 minute.
• By June, given a 3rd-grade-level reading passage, ________ will read 98 words correctly with no more than 5
errors in 1 minute. After practicing word recognition activities 3-4 times per week, for 30 - 60 minutes per session.
• Cover-copy-compare worksheets
• “Errorless” Worksheets (provides key)
• CBM Math

• Paired Reading
• Listening Passage Preview
• CBM Oral Reading
• Guided Notes

• Organized Writing
• CBM Writing

Tier 2: Intervention Suggestions
Students who choose to opt out of learning and need either more instruction or forced compliance
Students who attempt learning but didn't get it and neeed more instruction

Tier 1
Tier 2
• When considering interventions the National Implementation Research Network (NIRN) Hexagon Tool recommends choosing based on:
• Need
• Fit
• Resource availability
• Evidence
• Readiness to implement
• Capacity to replicate

Evaluating Supplements
Tier 1
Tier 1
Tier 1
Tier 1
Tier 2
Tier 3 Math Intervention & Goal
Tier 3 Social/ Emotional/ Behavioral (PBIS) Intervention & Goal
________will increse her response rate during the section of the lesson calling for verbal question/answer interactions of students teacher to at least three times per day for three consecutive days by the end of a six week cycle of interventions as measured by teacher observations.
Tier 3 Literacy Intervention & Goal
Given 10 problems involving the sum or difference of two whole numbers, each 99 or less, with or without regrouping, ________ will solve with 80% accuracy by annual review of the IEP.
Emelda will increase reading accuracy and fluency to 4th grade/proficiency level as measured by running records by annual review of IEP.
________ is not interacting at all during the daily math class in whole group. She was refusing to answer questions and was acting withdrawn from the group.
________ is not proficient but basic level in math according to MAPS assessment data. She is struggling with computing accurately and her pace for computation is very slow for addition and subtraction. She seems to be working on two digit addition and subtraction and her multiplication and division skills are very low.
Emelda is not proficient but basic level in literacy according to MAPS assessment data. Emelda’s scores on the AIMSWEB Reading Screening were significantly lower than her grade level peers. Emelda shows serious issues in reading fluency skills. She is really struggling to keep up because of her reading level.
Paired reading-student will pair with a reading interventionist. Using the PALs intervention strategy three two times per day during 30 minute intervention sessions. __________ will increase fluency to grade level/ proficiency benchmark as noted by a progress monitoring tool such as AIMS Web.
________ will see a professional tutor she is comfortable with after school for 30 minutes daily. In addition, she will work with a math tutor for 30 minutes each day working on double digit math problems.
_________ and her teachers will develop a signaling system that will be implemented during class question/answer time to help her self-reflect about her current social behavior and to know that the teacher expects her to answer the next question in class.
Small, homogynous groups 1:1 no more than 1:3
Minimum of two 30 minute sessions per day in addition to core instruction.
Progress monitoring needs to be done more often to ensure adaquate progress and learning.
Critical Elements of Tier 3 Interventions
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