1 SRBI - SharpSchool

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Middletown Public Schools SRBI Handbook - Secondary 2016

SRBI

SECONDARY

HANDBOOK

MIDDLETOWN

PUBLIC SCHOOLS

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TABLE OF CONTENTS

A Brief Overview of SRBI………………………………………………………………………………………………………………………….3

Explanation of Tiers…………………………………………………………………………………………………………………………………4

SRBI Flowchart……………………………………………………………………………………………………………………………………….7

Tiered Instruction: Comparison of the Layers of Instruction……………………………………………………………………….8

SRBI Team Structure and Definition of Roles…………………………………………………………………………………………….9

Secondary Behavioral Explanation of Tiers…………………………………………………………………………………………… 10

PBIS District Library Materials……………………………………………………………………………………………………………….15

Forms

Criterion for SRBI Consideration…………………………………………………………………………..……………………..17

SRBI Meeting Invitation – SAMPLE…………………………………………………………………….………………………29

SRBI Meeting Minutes………………………………………………….……………………………………….........................30

Intervention Progress Monitoring Form……………….…………………………………….………………………………..31

SRBI Behavioral Referral…………………………………………………………………………………………………………….33

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A BRIEF OVERVIEW OF SRBI – MIDDLE SCHOOL

Scientifically Researched-Based Interventions (SRBI) is a systems approach that emphasizes instruction for all

students. It is comprised of research-based instruction and interventions for students who are experiencing

academic, social/emotional, or behavioral challenges. SRBI emphasizes the implementation of standards-

based, core curriculum, with comprehensive research-based teaching and learning practices, maintenance of a

positive and a safe school climate, and an all-inclusive system of behavioral supports. SRBI promotes quality

instruction and intervention opportunities for all students, including those with disabilities, at all tiers.

With these practices, there is the belief in collective responsibility, accountability, and the power of

achievement. Although there are important individual differences among students, all students are capable of

continued learning and progress.

The SRBI framework emphasizes multiple assessment tools to identify students that may be performing below

course or grade level expectations; for example, running records, teacher observations, and district

assessments. SRBI allows educators to identify high priority learning objectives, differentiate instruction,

design responsive interventions, and monitor student progress toward proficiency. While language arts and

mathematics are the primary foci for this initiative, SRBI serves as a cross curricular tool, which also

incorporates behavioral interventions in all tiers.

SRBI is a three tiered instructional framework that is designed to support all students from preschool through

grade twelve. The tiers reflect delivering quality instruction, equitably research-based, differentiated

responsive strategies with target students using benchmark data; scientifically-based supplemental instruction

in small, flexible, homogeneous grouping; and providing specific, intensive intervention in Tier III.

SRBI ACADEMIC COMMITTEE

Co-Chair: Enza Macri, Ed. D Associate Superintendent of Middletown Public Schools Committee Members: Ralph D’Amato Coordinator of Guidance Cheryl Gonzalez Woodrow Wilson Middle School Principal Keri MacLean, Ed.D. 6-12 Language Arts Curriculum Supervisor Silvia Mayo-Molina, Ed.D. Keigwin Middle School Principal David Mierzejewski Woodrow Wilson Middle School Assistant Principal Diane Niles Woodrow Wilson Middle School Assistant Principal Roberto Ortiz Keigwin Middle School Assistant Principal Jennifer Phaiah, Ed.D. 6-12 Math Curriculum Supervisor Katie Seifert Special Education Instructional Support Teacher Colleen Weiner Middletown High School Principal

SRBI BEHAVIORAL COMMITTEE

Edna Caamano School Psychologist Ralph D’Amato Director of Guidance MHS

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Katherine E. Donovan School Psychologist Erin McCarthy Social Worker Devon McCormick PBIS Coach Katie Seifert Special Education Instructional Support Teacher Linett Talamona Social Worker Ashley J. Zagorski School Psychologist

EXPLANATION OF TIERS – MIDDLE SCHOOL

Tier I Instruction

The goal is for at least 80% of students to be successful with Tier I instruction. To achieve this goal, the

classroom teacher implements research-based best practices that are aligned with Connecticut Core Standards

in the general classroom setting. Teachers make appropriate accommodations for all students, as needed. Tier I

practices are monitored for effectiveness by measuring students’ learning progress on an ongoing basis through

classroom-based measures, such as student work samples, common assessments, and benchmarks. At times, a

teacher may identify a student who is either struggling to learn the core curriculum or having difficulty

maintaining appropriate behavior in the general education classroom. In addition, universal assessments may

identify students who exhibit gaps in critical skills and/or content knowledge and are in need of additional

supports. The classroom teacher will implement appropriate accommodations to address these learning and

behavioral concerns.

During Tier I instruction, we ensure that all students are provided with a high quality core

curriculum by:

Creating lessons that invite perseverance and high levels of student engagement

Having a thorough understanding of content knowledge and adolescent development

Setting clear learning goals for students focused on content standards and grade level expectations

Establishing clear academic and behavioral expectations for students

Providing rigorous, research-based instruction and modeling

Integrating technology to support and enhance learning and communication

Creating authentic and relevant learning tasks

Differentiating learning objectives, grouping formats, resources, tasks, teaching strategies, and time

allocations based on assessment information

Offering explicit and timely student feedback

Using assessment information to modify learning goals, tasks, and instruction

Sharing assessment data with students to promote student goal setting

Collaborating with colleagues in IDT and SDT

Facilitating metacognitive strategies in all learning activities

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Developing and maintaining rapport with all students

If assessment data indicates a need for more intense interventions, a teacher or teachers may collect and present pertinent data to the school’s SRBI team by completing the Referral to SRBI paperwork.

Tier II Intervention

Tier II interventions are designed to provide supplemental, focused teaching and learning opportunities for the

small percentage (5 – 15%) of students who are not making progress or demonstrating achievement or

behavioral objectives given Tier I practices and accommodations. Students who receive Tier II interventions

should also continue to receive Tier I instruction. Tier II interventions are designed to address the specific

learning or behavioral challenges a student may be facing.

When Tier I progress monitoring and assessment data indicates a need for more intense interventions, a teacher or teachers will collect and present pertinent data to the school’s SRBI team using the Criterion for SRBI Consideration sheet. If the student’s learning, achievement, and/or behavior data warrant intervention, goals will be developed by the building SRBI team and recorded on the Intervention Progress Monitoring Form. The school SRBI team will meet regularly to review student data and to develop and monitor new and existing goals, which include specific interventions and progress monitoring guidelines for individual students. Teachers are responsible for students’ intervention in collaboration with the support staff.

All students receiving Tier II intervention are provided with an Intervention Progress Monitoring Form

specifying effective, targeted intervention practices. The Intervention Progress Monitoring Form is saved in a

secure folder that school personnel can access. Parents are notified of their child’s involvement and progress.

During Tier II instruction, we ensure that all students are provided with high quality

interventions, that may include:

Diagnostic assessments

Collaboration among the student’s teachers and the building SRBI team to refine the existing Student Intervention Plan and Progress Monitoring Form and address the learning needs of each identified student in Tier II

Targeted academic and/or behavioral goals

Highly targeted teaching and learning opportunities

Analysis of assessment data to determine the need for continued intervention, additional intervention or a change of intervention.

If a student receiving Tier II intervention is not making significant academic or behavioral progress toward

the specified goals, the building SRBI team will modify the existing Student Intervention Plan Progress

Monitoring Form before considering the next level of support.

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Tier III Intervention

Tier III interventions are designed to provide a greater intensity of support than Tier II, as characterized by

more frequent, focused, individualized learning opportunities for students. These interventions might be for

students who have not made sufficient progress with Tier II interventions. In addition, a school SRBI team

might determine that assessment data shows that a student’s needs require greater immediate support. Tier III

Intervention is implemented with a smaller student-teacher ratio, a longer duration of intervention, detailed

attention to individual learning styles and the social environment, and more frequent progress monitoring. As

in Tier II, students who receive Tier III Intervention remain part of the general education system. Furthermore,

students receiving Tier III interventions may require the implementation of multiple instructional and

behavioral supports from all three tiers in order to accelerate progress by the end of the intervention period.

Teachers are responsible for students’ intervention in collaboration with the support staff.

The Intervention Progress Monitoring Form is saved in a secure folder that school personnel can access.

Parents are notified of their child’s involvement and progress.

During Tier III instruction, we ensure that all students are provided with high quality

interventions, that may include:

Diagnostic assessments

Collaboration among the student’s teachers and the building SRBI team to refine the existing Student Intervention Plan and Progress Monitoring Form and address the learning needs of each identified student in Tier III

Targeted academic and/or behavioral goals

Administering ongoing progress monitoring linked to targeted goals

Highly targeted teaching and learning opportunities

Consultation and/or direct service from specialists

Analysis of assessment data to monitor student progress and determine the need for continued intervention, additional intervention, or a change of intervention.

If a student receiving Tier III interventions does not show adequate progress, the school SRBI team will

carefully examine why. The team will review the effectiveness of previous interventions to determine if a

different intervention strategy would benefit the learner. Based on these considerations, the SRBI team

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determines whether a referral to special education is necessary.

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SRBI FLOWCHART – MIDDLE SCHOOL

TIER I INSTRUCTION

Connecticut Core Standards All students Universal/Benchmark Assessments 3x/year Differentiation Ongoing parent communication

If <80% of the class meets goal, review and evaluate effectiveness of core curriculum and fidelity of sound instructional practices. If 80% meet goal, proceed to review individual at-risk students.

If a student’s learning, performance, and/or behavior MEET expectations, continue with Tier I differentiated instruction.

If a student’s learning, performance, and/or behavior DO NOT MEET expectations, teacher discusses concerns with IDT and/or AP, provides Tier I supports for 3-4 weeks, and collects data.

If a student’s learning, performance, and/or behavior continue to NOT MEET expectations for an additional 3-4 weeks; teacher fills out the referral form and submits the form to the EIST. An SRBI meeting will be scheduled to create a Student Intervention Plan.

TIER II INSTRUCTION

Ongoing parent communication Implement intervention at least 3-5 times a week

for a minimum of 30-45 minutes and monitor progress at least bi-weekly

Document progress on Progress Monitoring Sheet

SRBI Team meets with the teacher and analyzes data to

determine appropriateness of intervention for 6-8

weeks.

If a student’s learning, performance, and/or behavior MEET expectations, continue Tier II interventions to provide continuous support OR discontinue Tier II and move back to Tier I.

If a student’s learning, performance, and/or behavior DO NOT MEET expectations, meet with SRBI Team. If learning rate is inadequate, team may decide to add Tier III interventions.

Intervention provided

by teachers, qualified

and trained staff,

and/or AP will continue

to be implemented.

Documentation/ data

need to be collected

prior to consideration

for Tier III.

TIER III INSTRUCTION

Ongoing parent communication Adjust programming based on Tier II data Intensive intervention increased to 5 times a week

for a minimum of 30-45 minutes and monitor progress weekly

Document progress on Progress Monitoring Sheet

SRBI Team meets with the teacher and analyzes data to

determine appropriateness of intervention for 6-8

weeks.

If a student’s learning, performance, and/or behavior MEET expectations, continue Tier III interventions to provide continuous support OR discontinue Tier III and move back to Tier II.

If a student’s learning, performance, and/or behavior DO NOT MEET expectations, meet with SRBI Team. If interventions are unsuccessful (goals not met, instruction cannot be

sustained), SRBI Team may refer to PPS Team.

PPS Team will review

all student data and

possibly consider

referral to Special

Education testing.

Intervention provided

by teachers, qualified

and trained staff,

and/or AP will continue

to be implemented.

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TIERED INSTRUCTION – MIDDLE SCHOOL Comparison of the Layers of Instruction

TIERS SETTING PERSON (S)

RESPONSIBLE STUDENTS INSTRUCTION TIMELINE

ASSESSMENTS/ DATA

COLLECTION

TIER I INSTRUCTION

Regular Classroom Classroom Teachers All Students

Research-based instruction

Core classroom curriculum

Flexible grouping based on needs

Differentiation

LA: daily for 70-85 minutes Math: daily for 35-41 (WWMS) and daily for 84 minutes (Keigwin)

Ongoing

classroom/ curriculum assessments (i.e. CFAs)

Universal Screeners

Observations and diagnostic assessments, as needed

TIER II INSTRUCTION

Regular Classroom and/or Support Service Environment

Classroom Teachers Support Personnel (i.e. specialist or other trained interventionist)

Students who are not making expected progress with Tier 1 instruction

Homogeneous

small groups (4-10 students per group)

Supplemental instruction to Tier I

Additional support: Minimum of 30-45 minutes 3-5 times per week Ongoing until goal is achieved

Pre Assessment (could be included in SRBI referral)

Biweekly progress monitoring

Post Assessment

TIER III INSTRUCTION

Regular Classroom and/or Support Service Environment

Classroom Teachers Support Personnel (i.e. specialist or other trained interventionist)

Students who are not making expected progress with Tier I or Tier II instruction

Homogeneous small groups (1-5 students per group)

Supplemental instruction to Tier I and Tier II

Additional support: Minimum of 30-45 minutes 5 times per week Ongoing until goal is achieved

Pre Assessment (could be included in SRBI referral)

Weekly or biweekly progress monitoring

Post Assessment

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SRBI TEAM STRUCTURE & DEFINITION OF ROLES – MIDDLE

SCHOOL

MEMBER ROLE

SRBI CORE TEAM

Classroom Teacher and

Core Academic Team

Acts as case manager for students under

consideration, maintains documentation

of assessment, measured outcomes, &

student work samples

Provides data/work samples from

interventions with students

Assistant

Principal/Principal

Sets schedule and agenda

Sends invitations

Records meeting minutes

Guides interpretation of assessment data

and assists with design of interventions

with measurable outcomes

Serves as leader for extended team

meetings

Special Education Teacher

Representative

Supports the interpretation of assessment

data and assists with design of

interventions with measurable outcomes

Provide consultation as needed

depending on the case

Administrator Monitors process for fidelity and provides

resources as needed

Interventionist Provides data/work samples from

interventions with students

SRBI EXTENDED TEAM

(as needed)

Teacher Representatives Consult and collaborate in order to

provide appropriate instructional strategies based on student need

Speech Language

Pathologist

Provides consultation as needed


Social Worker Provides consultation as needed


School Psychologist Provides consultation as needed


OT/PT Provides consultation as needed


Nurse Provides consultation as needed


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Secondary Behavioral Intervention (MHS) Tier 1

Tier 1–primary or universal school wide management strategies designed to meet the needs of

all students and develop a common language and focus for all school staff, families, and community members. Universal or Tier 1 strategies are designed to be implemented consistently and efficiently across all school settings, classroom and non-classroom (e.g., cafeteria, hallways). This includes teaching specific behaviors or social skills that will lead to success in school, providing frequent positive reinforcement for expected behavior, consistently addressing social errors, and arranging teaching and learning environments to ensure success for all. This level should meet the needs of approximately 80 percent of a school’s student body.

*Sample Instruction and Intervention Strategies. This is a bank of some options to use, as

appropriate, along the K-12 continuum. This list can be amended, as appropriate. (Please see Appendix -- for more resources.)

Strategies & Interventions

File/record review

Positive , PBIS-centered school climate

Clearly taught and posted school & classroom expectations

Proactive behavior management strategies – see www.PBISworld.org

Post daily/weekly schedules/routines

Minimize transition time

Team building activities

Student choice/menus

Positive feedback/regular recognition

Teach and support organization/time management

Character education lessons

Afterschool clubs/activities

Teacher/student conferences

Monitor attendance/discipline log

Regular communication with home

Collaboration with parent/guardian

Behavior contract

Peer Mediation

Brain Breaks

Regular grade level/department meetings to meet students’ needs (IDT)

Individual Planning meetings - Counselors meet with all students as part of the course selection process help assist them to create their own academic goals.

Resources

PRIDE is a program in which all students meet twice a month in an advisory model of 12-13 students /teacher. Students remain in the same group for four years following a behavior and academic focused curriculum and open discussion on a variety of topics.

PRIDE Orientation is a freshmen transition program that provides training for junior and senior mentors. The mentors provide incoming freshmen with a meaningful transition experience before the start of school in August. Additional programs continue throughout the year.

Athletic/Extra Curricular Activities- Middletown High School has over 20 interscholastic athletics teams that compete throughout the year. There are also many clubs and organizations that are advised by staff.

Developmental Guidance Program- A systematically implemented curriculum which educate students in academic, social, and career personal growth.

PSAT’s- All 10th and 11th grade students are given the PSAT’s. A review with the students occurs with strategies on how to improve their scores.

http://www.pbisworld.org/

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8th grade Orientation- 8th grade students come to the school counselors to tour the facility and to learn about the courses and actives.

Career Expo Field Trip- Sophomores attend career expo to talk to career professionals and explore possible career options.

Student Success Plan-The Student Success Plan (SSP) is an individualized student driven plan that will be developed to address every student’s needs and interests to help every student stay connected in school and to achieve postsecondary educational and career goals.

College & Career Center- Open every day; staffed by school counselor to assist students with the college search, SAT signup, applications, resume writing, college essays, financial aid and scholarships.

Credit for Life- Collaborative- An activity with local businesses where seniors are provided real life scenarios to learn about financial responsibility and budgeting.

Positive Behavioral Interventions and Supports (PBIS) A team based, systematic approach in teaching behavioral expectations throughout the school.

District PBIS Library (Located in Central Office in the Lending Library)

PBIS lessons (From books in District PBIS Library)

Classroom/School wide behavioral expectations matrix

Family Connections Family Connection- A customizable planning portal for students and families including self-discovery assessments, goal-setting, college research tools, course planning, career exploration resources, and individual learning plans.

One to one devices-Chomebooks are available to all freshman students.

Library Media Center The learning Commons-Provides a collaborative learning environment for students.

The late bus.

Brain Breaks http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf

Progress Monitoring Tools

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SWIS data (if PBIS School)

Secondary Behavioral Intervention (MHS) Tier 2

Tier 2 or secondary support is developed to provide targeted group-based strategies for

students who present risk factors (e.g., low academic achievement, poor peer skills, limited family or community supports) and who require repeated practice and environmental modifications to increase their likelihood of academic and social success. These strategies are matched to need or function-based and applied to the relatively small proportion of students who require more than primary prevention support for their social success in school. Although they are linked to the Tier 1 interventions, Tier 2 interventions are more intensive and typically require more adult attention and monitoring. The behavioral strategies of Tier 2 can be likened to the small group academic interventions for students requiring additional instruction or practice to keep up with the standard curriculum. Approximately 5-10% percent of students are at-risk and in need of secondary intervention.

http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf

http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf

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*Sample Instruction and Intervention Strategies. This is a bank of some options to use, as appropriate, along the K-12 continuum. This list can be amended, as appropriate. (Please see Appendix -- for more resources.)

Strategies & Interventions All Tier One strategies PLUS:

SAT meeting with action plan

Conduct observations

Behavior Contracts

Individual conference w/ staff, student, or parent

Early/late class dismissal

Participation in mentoring program

School-based support groups (e.g. academic/organization, CAST Coping and Support Training)

Collaboration w/ outside agencies

Home visits

Referrals for additional supports

Resources

Tutoring with Teachers- Certified teacher academically assist student after school in the Library Media Center 3 time per week.

Wesleyan College Readiness Program- Wesleyan University collaborative designed to prepare under representative student for college.

Monthly meeting with Outside Agencies- The school counselors meet with a cohort of staff members form the Department of Children and Families, Family with Service Needs and from Probation to collaborate and plan for our at risk students.

Peer Mediation A select group of juniors and seniors are provided training in peer mediation techniques and provide a system for resolving student disputes before they escalate.

Girls Inspired for Total Success- a Mentor Program for heavily discipline involved girls meets weekly with school and community mentors.

Youth Services that involves our students in decision making and service related activities.

Admin/Teacher/Student/Guidance Meetings – The administration facilitates meetings with students experiencing disciplinary issues and their classroom teacher. This has proved effective in reducing negative behaviors.

Guidance Role/Student Support Services – Guidance has assumed an increased role in mediating and counseling students in distress.

Student Assistance Team- A team of staff members and community resources collaborate and develop strategies to help individual students.

Group Counseling- Targeted at risk students are identified to participate in group counseling which connects them to school resource.

English Language Learners class- A course designed to assist English Language Learners with their academic studies.

Lunch Bunch- students eat in the guidance office as part of a group that has students and adults to model appropriate social skills.

Girl Scout Group- Partner with Girl Scouts to run an 8 week college awareness/preparation program with first generation girls which also includes a field trip to a local college campus.

Middlesex Youth Career Development Services- At risk, low income students receive mentoring, tutoring, job readiness and life skills training, and access to community resources.

College Transition Group- At risk, First Generation College bound students learn about the

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differences between high school and college, college campus resources, and successfully transitioning.

College Life Seminar- Partner with Youth Services to host a panel discussion with current college students regarding successful transition from MHS to college.

Teen Life Conference- Students learn about issues directly related to teen life (domestic violence, body art, stress management, etc.)

Challenge By Choice Ropes Course- At risk students work with students from other districts to overcome fears and build confidence.

Leadership Training- Potential student leaders attend conference to learn why initiatives fail and how to successfully carry out an action plan.

Credit Recovery Program- Identified students have the opportunity to recover credits while working with interventionist

Summer Bridge Program- A four day summer team building summer program for at risk incoming students.

First Year Seminar- A course designed for 9th grade student to increase positive academic habits and study skills.

Co-taught classes-Classes with an additional instructor to assist with classroom management and educational strategies.

Math and English interventionist-Push/pull out classroom to support students.


SRBI Student Intervention and Progress Monitoring Form


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Secondary Behavioral Intervention (MHS)

Tier 3

Tier 3 or tertiary systems of support are developed to provide highly specialized strategies for the relatively small number of students who engage in chronic challenging behavior that is unresponsive to universal, Tier 1 or secondary, Tier 2 group based interventions. At the tertiary level, special educators, school psychologists, counselors, and behavior interventionists develop team-based and comprehensive (i.e., wraparound, person-centered) behavior intervention plans. This can be likened to the student who is unable to learn to read using the standard curriculum and requires a highly prescribed reading intervention approach. Approximately 5 percent or less of the student body will require individualized interventions. *Sample Instruction and Intervention Strategies. This is a bank of some options to use, as appropriate, along the K-12 continuum. This list can be amended, as appropriate. (Please see Appendix -- for more resources.)

Strategies & Interventions All Tier One and Two strategies PLUS:

Referral for a Functional Behavioral Assessment with a potentially intensified Behavior Intervention Plan

Referral for intensive in-home supports

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Referral to Alt ed. And/or ESS

Referral to outside agencies (see resources)

Resources

Individual Educational Plans-A specific tailored plan for identified students that require modification to the teacher’s assignment or assessments.

Individual support plans- A specific tailored plan for identified students that require accommodations to the teachers assignment or assessments

Resource Support Classes- Subject specific courses designed for identified students.

Alt Ed Programs are comprehensive alternative education programs within Middletown High School for identified students which provides a smaller setting and an opportunity for the student to earn increased credits

Transition to Life Program-A vocational skills and life skills program for identified students.

Behavior Intervention Plan- Takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior.

Effective School Solutions- Mental health providers that are in the school that provide intense compressive counseling through-out the school day.

The Evening Program meets the needs of students who do not respond to the traditional school day or due to family responsibilities cannot attend during normal hours. Students in this program earn their elective credits through a work experience component.

Extended School Year: Summer program for identified students to help maintain skills and transitions.

Referrals to Outside Services (Contact with Outside Services)-

• Family Advocacy, Family with Service Needs

• Truancy Officer, Youth in Crisis Counselor

• Rushford (Positive Step Program)

• Wheeler Clinic Extended Day Programs

• Youth Services Programs

• DCF Voluntary Services

• IMPACT

• Mobil Crisis Psychiatric Services

• Red Cross Shelter

• CT Strong

• Probation and Parole Officers


SRBI Student Intervention and Progress Monitoring Form

BIP data


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PBIS District Library Materials List

Title Author Age

Manners in the Lunchroom Amanda Doering Tourville E

The Juice Box Bully Bob Sornson & Maria Dismonday E

Manners at Schools Carrie Finn E

Please Pass the Manners! Mealtime Tips for Everyone Lola Schaefer E

Mealtime Elizabeth Verdick E

Sally Sore Loser: A Story About Winning and Losing Frank J. Sileo E

Miss Nelson is Missing! Harry Allard & James Marshall E

The Recess Queen Alexis O'Neill & Laura Huliska-Beith E

The Worst Day of My Life Ever! Julia Cook E

Howard B. Wigglebottom Learns About Bullies Howard Binkow E

Back-to-School Rules Laurie Friedman E

Kindness is Cooler, Mrs. Ruler Margery Cuyler E

My Mouth is a Volcano Julia Cook E

Howard B. Wigglebottom Learns to Listen Howard Binkow E

Horrible Harry and the Hallway Bully Suzy Kline E

Dude, That's Rude! (Get Some Manners) Pamela Espeland & Elizabeth Verdick E

Manners on the School Buss Amanda Doering Tourville E

Potty Animals: What to Know When You've Gotta Go! Hope Vestergaard E

The Reluctant Discplinarian Gary Rubinstein ALL

Collaborative Home/School Interventions Gretchen Gimpel Peacock & Brent R. Collett ALL

Academic & Behavior Supports for At-Risk Students (Tier II) Melissa Stormont, Wendy M. Reinke, Keith C. Herman, Erica S. Lembke

E

Defusing Disruptive Behavior in the Classroom Geoff Colvin ALL

The Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans

Randy Sprick, Ph.D. and Lisa M. Howard, M.S. ALL

Discipline in the Secondary Classroom: A Posiitve Approach to Behavior Management

Randall S. Sprick, Ph.D. H

Teacher Planner, Companion to Discipline in the Secondary Classroom Randall S. Sprick, Ph.D. H

7 Steps for Developing a Proactive Schoolwide Discipline Plan Geoff Colvin ALL

Positive Behavior Support at the Secondary "Targeted Group" Level (Yellow Zone Strategies)

Laura A. Riffel and Melinda Mitchiner ALL

Managing Noncompliance and Defiance in the Classroom Geoff Colvin ALL

Building Positive Behavior Support Systems in Schools Deanne A. Crone and Robert H. Horner ALL

Positive Behavior Support at the Tertiary Level (Red Zone Strategies) Laura A. Riffel ALL

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Melissa Stormont, Timothy J. Lewis, Rebecca Beckner & Nanci W. Johnson

E

Positive Behavior Support in Secondary Schools: A Practical Guide Ellie L. Young, Paul Caldarella, Michael J. Richardson & K. Richard Young

M, H

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Managing the Cycle of Acting-Out Behavior in the Classroom Geoff Colvin & Terrance M. Scott ALL

Class wide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management

Brandi Simonsen & Diane Myers ALL

The PBIS Team Handbook: Setting Expectations and Building Positive Behavior

Beth Baker, M.S.Ed & Char Ryan, Ph.D. ALL

Discipline Survival Guide for the Secondary Teacher Julia G. Thompson M, H

Designing Positive Behavior Support Plans Linda M. Bambara & Timothy P. Knoster ALL

How to Reach and Teach Children with Challenging Behavior: Practical, Ready-to-Use Interventions That Work

Kaye L. Otten & Jodie L. Tuttle E, M

The Ten-Minute In-service: 40 Quick Training Sessions that Build Teacher Effectiveness

Todd Whitaker & Annette Breaux ALL

Responding to Problem Behavior in Schools: The Behavior Education Program

Deanne A Crone, Leanne S. Hawken & Robert H. Horner

ALL

Additional, PBIS/District Complimentary Resources

Reclaiming our Nation at Risk Kent Lloyd and Diane Ramsey ALL

Navigating Implementation of the Common Core State Standards Douglas B. Reeves, Maryann D. Wiggs, Cathy J. Lassiter, Thomasina D. Piercy, Stephen Ventura, Bonnie Bell

ALL

The Big Picture: Education is Everyone's Business Dennis Littky ALL

Rigorous Curriculum Design Larry Ainsworth ALL

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Criterion for SRBI Consideration

Grade 6 ELA

Student: ________________________________

All fields must be completed. Teacher making the referral is responsible for turning in the completed form to the Assistant Principal. Guidance Counselors and School Nurse will return the document to the classroom teacher making the referral.

1 Point 2 Points 3 Points

Smarter Balanced

Level Does Not Meet

(2210-2456)

Approaching

(2457-2530)

Meeting/Exceeding

(2531-2724)

Fountas and Pinnell Level W or below X Y or higher

NWEA

Overall Reading Below 210 210-215 216 or higher

Informational Below 210 210-215 216 or higher

Literature Below 210 210-215 216 or higher

Vocabulary Below 210 210-215 216 or higher

Grades (Overall average of standards)

English 1 2 3 or 4

Social Studies 1 2 3 or 4

Scores for recommended placement:

8 - 12 Points = Tier 3



Check if Behavior Referral is attached

* If any data from above is missing, teacher and administrator(s) will determine tier assignment.

Assessment Points Assigned Smarter Balanced

F&P Level

Overall Reading

Informational

Literature

Vocabulary

English Grade

Social Studies Grade

Total Points

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Criterion for SRBI Consideration Grade 6 ELA

Teacher Recommendation: Please include any behavioral or motivational issues that may be impacting learning. In

addition, include other information (i.e. ELL, medical data, attendance).

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary

Total Absences Excused Unexcused Cuts

Comments:

Nurse:

Hearing Vision

Normal Normal

Needs Further Assessment Needs Further Assessment

Comments:

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Criterion for SRBI Consideration Grade 6 Math

Student: ________________________________


1 Point 2 Points 3 Points Smarter Balanced

Level Does Not Meet

(2235-2472)

Approaching

(2473-2551)

Meeting/Exceeding

(2552-2748)

AIMSweb M-COMP Well below (6-11) Below (12-17) Average/Above (18+)

M-CAP Well below (6-9) Below (10-12) Average/Above (13+)

NWEA Overall Math Below 210 210-216 216 or higher

Operations & Algebraic Thinking Below 210 210-216 216 or higher

Real & Complex Number Systems Below 210 210-216 216 or higher

Geometry Below 210 210-216 216 or higher

Statistics & Probability Below 210 210-216 217 or higher

Grades Math Grade 1 2 3 or 4

With AIMSweb scores:

9 – 13 Points = Tier 3



Without AIMSweb scores:







M-COMP

M-CAP

Overall Math NWEA

Operations & Algebraic Thinking

Real & Complex Number Systems

Geometry

Statistics & Probability

Math Grade

Total Points

21



Grade 6 Math Teacher Recommendation: Please include any behavioral or motivational issues that may be impacting learning. In


Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary


Comments:

Nurse:

Hearing Vision

Normal Normal


Comments:

22



Student: ________________________________



Smarter Balanced

Level Does Not Meet

(2258-2478)

Approaching

(2479-2551)

Meeting/Exceeding

(2552-2745)


NWEA






English 69 or below 70-89 90 or higher

Social Studies 69 or below 70-89 90 or higher

Scores for recommended placement: 8 - 12 Points = Tier 3






F&P Level

Overall Reading

Informational

Literature

Vocabulary

English Grade


Total Points

23





Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary


Comments:

Nurse:

Hearing Vision

Normal Normal


Comments:

24



Student: ________________________________



Level Does Not Meet

(2250-2483)

Approaching

(2484-2566)

Meeting/Exceeding

(2567-2778)








Grades Math Grade 0-69 70-89 90-100












M-COMP

M-CAP

Overall Math NWEA



Geometry


Math Grade

Total Points

25





Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary


Comments:

Nurse:

Hearing Vision

Normal Normal


Comments:

26



Student: ________________________________



Smarter Balanced

Level Does Not Meet

(2288-2486)

Approaching

(2487-2566)

Meeting/Exceeding

(2567-2769)


NWEA






English 69 or below 70-89 90 or higher

Social Studies 69 or below 70-89 90 or higher

Scores for recommended placement: 8 - 12 Points = Tier 3






F&P Level

Overall Reading

Informational

Literature

Vocabulary

English Grade


Total Points

27





Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary


Comments:

Nurse:

Hearing Vision

Normal Normal


Comments:

28



Student: ________________________________



Level Does Not Meet

(2265-2503)

Approaching

(2504-2585)

Meeting/Exceeding

(2586-2802)








Grades Math Grade 0-69 70-89 90-100












M-COMP

M-CAP

Overall Math NWEA



Geometry


Math Grade

Total Points

29





Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Teacher/Subject:

Guidance:

Attendance Summary


Comments:

Nurse:

Hearing Vision

Normal Normal


Comments:

30


SRBI Meeting Invitation

Date of Invitation:

Student:

Date:

Time:

Location:

Attendees (As needed):

Principal: Assistant Principal Social Worker: Speech-Language Pathologist: Special Education Teacher: School Psychologist: Behaviorist: Curriculum Supervisor: Guidance Counselor: Teacher: Teacher Representative:

Please remember the following:

The Criterion Referral to SRBI to Assistant Principal prior to first meeting.

Submit Intervention Progress Monitoring Sheet and any relevant NWEA progress monitoring

charts to Assistant Principal.

Be prepared to discuss student’s academic (reading, writing, math) and social (behavior and

social skills) strengths and challenges.

Bring the following data:

Language Arts Data (i.e. F&P , NWEA, and other assessment data if applicable)

Math Data (i.e. NWEA and other assessment data if applicable)

Behavioral data (i.e behavior sheets/plans, etc,. if applicable)

31


SRBI MEETING MINUTES (FILLED OUT DURING SRBI MEETINGS)

Grade: School Year:

Date: Meeting #:

Members Presents (with position):

Step In Process:

Submitted Referral Form Receiving Tier II Receiving Tier III Refer to Spec. Ed.

Meeting Notes:

Academic Update-

Current Intervention (Focus/Strategies used)-

Student Progress Due to Intervention-

Behavior/Social-

Other-

Team Decision

Choose an item.

Other:

Intervention Goal (measurable):

*Copy and paste the SRBI Meeting Minute cells for future meetings and/or next school year (this is a running document).

32


INTERVENTION PROGRESS MONITORING FORM Student progress should be monitored every 1-3 weeks and overall progress should be analyzed approximately

every quarter (WWMS) or every trimester (Keigwin).

☐ Tier 11 ☐Tier III ☐ Academic ☐ Behavior

Student: _____________________________ Grade: ____ DOB: ________ School: ___________________________ Classroom Teacher/Interventionist: __________________________________

SPECIFIC AREA OF INTERVENTION PROGRESS MONITORING ASSESSMENT

MONITORING PROGRESS

Frequency of Intervention per week:

Date Initiated:

Intervention Strategy:

Please attach data to provide evidence of progress. If NWEA progress monitoring is being used, include graphs that depict student progress.

DATE WEEKLY NOTES/SUMMARY OF PROGRESS EVIDENCE/DATA MET

GOAL MAKING

PROGRESS

DATA DOES NOT

INDICATE

PROGRESS

Attendance Summary

Total Days Met

Total Days Possible

Percentage Days Present

33


COMMUNICATION LOG

DATE PERSON

CONTACTED RELATIONSHIP

TYPE OF CONTACT

DISCUSSED RESULT Phone Letter Meeting Other (describe)

DATE: NOTES:

34

Middletown Public Schools SRBI Handbook February 2016

REFERRAL TO SRBI (BEHAVIOR) School:_____________________

* To be completed by the Counseling staff or general education teacher(s) prior to development of a Tier II or Tier III Intervention

Student Name: Date of Birth:

Grade: Date of referral to SRBI:

Student’s Teachers: Date(s) Parent/Guardian Notification of Concerns:

Student Attendance to date: ____ Absences ____Tardies

Has the student ever been retained? __ Yes __No If yes, grade /year(s) repeated:

BEHAVIOR STRENGTHS (CHECK ALL THAT APPLY)

Behavior

☐Interactions with peers

☐Interactions with adults

☐Motivated

☐Enthusiastic

☐Social skills

Attentive

☐Readily gets to work

☐Readily begins a task

☐Task completion

Academic Habits

☐Persists for a long time

☐Works well independently

☐Completes assignments

☐Works well with others

☐Actively participates

☐Completes homework

Organizational Skills

☐Organized area

☐Easily finds materials

☐Effective use of planner

BEHAVIORAL CONCERNS : ( WHAT DOES THE PROBLEM LOOK LIKE?)

BEHAVIORAL CONCERNS (CHECK ALL THAT APPLY) Inattentive

☐Easily distracted

☐Excess motor activity

☐Difficulty beginning a task

☐Difficulty completing a task Withdrawn

☐With adults

☐With peers

☐Not liked by peers Disruptive to Others

☐Verbally

☐Physically

Argumentative

☐When criticized

☐With directives Defiant

☐Toward adults

☐Toward peers Aggressive

☐Verbally

☐Physically

☐Toward self

☐Toward others

Miscellaneous

☐Destroys property

☐Steals

☐Lies

☐Poor coping skills

☐Seems worried

☐Avoids Tasks

☐Social Skills

☐Overly focused on perfection

☐Leaves area without permission

☐

Organizational Skills

☐Messy area

☐Loses materials

☐Ineffective use of planner Academic Habits

☐Gives up easily

☐Does not work well independently

☐Incomplete assignments

☐Does not work well with others

☐Does not actively participate

☐Does not complete homework

How long has the behavior been

present?

Frequency (how often)?

Duration (how long)?

Intensity (how severe)?

☐Less than 1 month ☐Hourly ☐Few Seconds ☐Low

☐1-2 months ☐Daily ☐Few Minutes ☐Medium

☐3-6 months ☐Weekly ☐15-30 Minutes ☐High

☐More than 6 months ☐Monthly ☐> 30 Minutes ☐Very High

Student Name:

Date of Birth: Grade: Teachers:

WHERE DOES THE PROBLEM OCCUR? (CHECK ALL THAT APPLY)

35

Middletown Public Schools SRBI Handbook February 2016

☐ Classroom

☐Commons

☐ Hall/Breeze way

☐ Cafeteria

☐ Bathroom

☐ Bus loading zone

☐ Off-campus

☐ Parking lot

☐ Library

☐ Bus

☐ Office

☐ Special Event/Field Trip

☐ Locker Room

☐ Parking lot

☐ Unknown Location

☐ Other :__________________

ARE THERE ANY EVENTS OR CONDITIONS THAT IMMEDIATELY PRECEDE THE PROBLEM? (CHECK ALL THAT APPLY)

☐ Demand or request to student

☐ Non-preferred/difficult task

☐ Non-preferred activity

☐ Non-preferred social interaction

☐ Transitional times

☐ Unstructured times/ “down time”

☐ Attention is given to others

☐ Changes in schedule or routine

☐ Consequences/Reprimand imposed

☐ Loss of privilege

☐ Comments or teasing from other students (provocation from peers)

☐ Loud or disruptive environment

☐ Touch/Physical contact with the student

☐ Preferred activity/item interrupted or terminated

☐ Denied access to a preferred item or activity (Told “no”)

☐ Consequences/Reprimand imposed

☐ Other: ______________________

☐ Other: ______________________

WHY DO YOU THINK THESE PROBLEMS OCCUR? (CHECK ALL THAT APPLY)

☐ Peer attention

☐ Adult attention

☐ Obtain items/activities

☐ Avoid task/activities

☐ Avoid peers

☐ Avoid adults

☐ Escape a setting/situation

☐ Gain control over a situation

☐ Unknown Motivation

☐ Other: ________________________

HEARING AND VISION

Hearing: Screening results from (Date:_______)

☐Pass

☐Fail

☐Nursing referral

☐Student has hearing aids

☐Student has FM

☐Student has Cochlear Implant

Vision: Screening results from (Date:_______)

☐Pass

☐Fail

☐Nursing referral

☐Student wears glasses

☐Student wears contacts

DATA ILLUSTRATING CONCERNS Attach assessment data (i.e. PowerSchool, Naviance, SWIS data, office referrals, conduct reports, suspension letters, work samples, etc. )

TIER I INSTRUCTIONAL PRACTICES IMPLEMENTED (SEE STRATEGIES/INTERVENTIONS RESOURCES FOR BEHAVIORS TIER 1)

Have you personally taught the school-wide expectations to this student? ☐ Yes ☐ No

Has this student ever been rewarded for displaying those expectations? ☐ Yes ☐ No

Concern Targeted Description of Instructional Practice or Strategy

Duration of Instruction Student Response

Documents

1 SRBI - SharpSchool