Olweus Bullying Prevention We will not bully others. We will try to help students who are

bullied. We will try to include students who are left

out. If we know that somebody is being bullied, we will tell an adult at school and an adult at home.

RESPONSE TO INTERVENTION

NBC Elementary September 2009

A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic risk within the regular classroom environment.

60% of schools nationwide have implemented RtI in an effort to identify reading difficulties early.Research shows that early identification is crucial to overcoming reading troubles.

What is RtI?

Core beliefs of RtI… We can effectively teach all children Early intervention is key Use a multi-tier system of delivery Use of research-based instruction &

intervention Monitor student progress to inform

instruction Use data to make decisions Assessment drives instruction

NASDSE 2005

Students receive instruction in Tiers 2 and 3 based on their needs. Students are placed in groups based on needs: phonics, comprehension, fluency.

Students receive more individualized lessons and attention. Needs can be met easier in small group settings.

Ratio of students to teachers is not more than 1:6.

Why RtI?

1. All students kindergarten – 5th grade are screened with a beginning, mid, and end-year assessment. This year, AIMSweb.

2. The results data indicates student progress as Red, Yellow, or Green & guides decision making. Green: progressing with skill development

Yellow: possibly at risk for developing reading difficulties

Red: in need of intervention

Universal screeners

Tier 1 intervention

Tier 1 interventions are taught in the regular classroom by the class teacher. All students are exposed to Tier 1 with their regular reading curriculum.

Tiered level of support

Tier 2: Students identified as “strategic” intervention (yellow dots) receive extra reading support in specified areas with an increased intensity in a small group setting.

Tier 3: Students identified as “intensive” support (red dots) receive the highest level of intensity daily in a very small group or 1:1 with a trained staff member. The interventions are geared toward the student’s identified areas of difficulty

Tier 2 Tier 3

Who provides the extra support?? Reading teachers, instructional assistants provide reading lessons. Lessons are provided during reading time in the classroom or the built-in block of time for intervention/enrichment

Resources

Data keeping & monthly meetings

Monthly team meetings analyze data, review progress and determine decisions based on that data.

Team consists of:

Classroom teacher

Reading Specialists: Karen McKnight (K-2), Bea Stern (3-5), Ann Jones (3-5)

Principal: Carol Louden

School Psychologist: Jaime Irvin

Speech/Language Therapist: Melissa Richardson

School Counselor: Amy Muldoon