[APPLAUSE] >> HELLO, AND THANK YOU FOR JOINING US.

MY NAME IS DR.

PAULA FREER.

I AM THE RESPONSE TO INTERVENTION RTI CONTACT AT THE GEORGIA DEPARTMENT OF EDUCATION.

THIS VIDEO SERIES IS A PARTNERSHIP BETWEEN THE GEORGIA DEPARTMENT OF EDUCATION AND THE STUDENT SUPPORT TEAM ASSOCIATION FOR GEORGIA EDUCATORS OR SSTAGE.

THIS VIDEO IS ONE OF A FIVE PART SERIES ON GEORGIA'S PROMISING PRACTICES IN RTI WHICH INCLUDES THE LEADERS PANEL DISCUSSION AND FOUR TEAMS REPRESENTING THE 2012 SSTAGE RTI STAR AWARD WINNING SYSTEM, ELEMENTARY, MIDDLE AND HIGH SCHOOL.

THIS SERIES HIGHLIGHTS GEORGIA EDUCATORS WHO HAVE SUCCESSFULLY IMPLEMENTED PRACTICES THAT IDENTIFY STUDENTS ACADEMIC AND BEHAVIORAL NEEDS WHICH SYSTEMATICALLY ADDRESSES THEIR LEARNING NEEDS THROUGH MULTIPLE TIERS OF SUPPORTS.

AND IN GEORGIA WE REFER TO THIS PROCESS AS RESPONSE TO INTERVENTION, THE GEORGIA PYRAMID OF INTERVENTION.

THE DESIRED OUTCOME OF THE PROCESS IMPROVED ACHIEVEMENT AND BEHAVIOR FOR ALL STUDENTS.

THE KEY RTI COMPONENTS INCLUDE EFFECTIVE SYSTEMATIC PROBLEM SOLVING PROCESSES AND DATA TEAMS, UNIVERSAL SCREENING AND PROGRESS MONITORING, A COORDINATED SYSTEM OF INSTRUCTIONAL AND INTERVENTION SUPPORTS, JOB EMBEDDED PROFESSIONAL LEARNING, PARENT AND FAMILY COMMUNICATION AND ENGAGEMENT PRACTICES.

AT THE ANNUAL SSTAGE BEST PRACTICES CONFERENCE, SYSTEM AND SCHOOL TEAMS SHARE EFFECTIVE RTI PRACTICES WITH OUR GEORGIA COLLEAGUES TO OFFER EXAMPLES, IDEAS, SOLUTIONS AND INSPIRATION.

EDUCATORS ATTENDING THE PRESENTATIONS COMPLETE A SSTAGE RTI BEST PRACTICE RUBRIC, SCORING THE SCHOOL SYSTEM'S LEVEL OF IMPLEMENTATION.

THE TWO HIGHEST SCORING TEAMS IN EACH CATEGORY ARE VISITED IN THEIR HOME, SCHOOL AND DISTRICTS.

BY A TEAM OF SSTAGE PEERS.

WHO HAVE IN DEPTH AND PRACTICAL RTI EXPERIENCE.

THEY IDENTIFY FROM AMONG THE FINALISTS, USING THE SSTAGE RTI BEST PRACTICE RUBRIC.

I AM PLEASED TO ANNOUNCE THE 2012 SSTAGE RTI STAR AWARD FOR THE SYSTEM LEVEL IS GRIFFIN SPAULDING SCHOOLS WHO WILL SHARE WITH YOU NOW THEIR RTI JOURNEY >> HELLO, EVERYONE, MY NAME IS BETSY FOULK AND I'M A SCHOOL PSYCHOLOGIST FOR THE GRIFFIN SPAULDING SCHOOL SYSTEM AND I WANT TO GIVE YOU A LITTLE BACKGROUND INFORMATION ABOUT OUR SCHOOL SYSTEM.

WE ARE THE 2011 GEORGIA TITLE ONE DISTINGUISHED LARGE DISTRICT OF THE YEAR AND ACCREDITED BY ADVANCED ED AND WE HAVE EARNED THE HIGHEST RATING IN TWO STANDARDS AND THE SECOND HIGHEST RATING IN THE REMAINING FIVE STANDARDS.

94% OR 17 OF OUR 18 SCHOOLS HAVE MADE ADEQUATE YEARLY PROGRESS.

WE HAVE DISTRICT WIDE BEHAVIOR SUPPORT IMPLEMENTATION FOR THREE YEARS AND WE ARE ALSO PART OF RACE TO THE TOP SYSTEM.

OUR DEMOGRAPHICS, TO GIVE YOU A LITTLE SNAPSHOT, WE HAVE ABOUT TEN AND A HALF THOUSAND STUDENTS IN THE COUNTY AND 7600 ARE ECONOMICALLY DISADVANTAGED.

AND 17 OF OUR 18 SCHOOLS MET THE AYP FOR LAST YEAR.

THE SCHOOLS THAT WE HAVE IN OUR COUNTY, WE HAVE 11 ELEMENTARY SCHOOLS, FOUR MIDDLE SCHOOLS, TWO HIGH SCHOOLS, ONE ALTERNATIVE SCHOOL, WHICH IS ALSO A HIGH SCHOOL CREDIT RECOVERY SCHOOL AND THE GNET'S PROGRAM.

AND NEXT I'D LIKE TO INTRODUCE LEONORA CLARKSON WHO IS OUR DISTRICT LEVEL RESPONSE TO INTERVENTION COORDINATOR.

>> SO HERE IS A LITTLE BIT ABOUT WHAT BETSY SHARED WITH YOU.

I'M LENORA CLARKSON AND I'M EXCITED TO BE HERE TODAY TO SHARE WHAT WE ARE DOING IN OUR COUNTY WITH YOU.

I WOULD LIKE TO START WITH TIER ONE AND SOME THINGS THAT WE ARE DOING THERE.

THIS IS WHAT YOU'RE ALL FAMILIAR WITH SEEING STRAIGHT OFF THE PYRAMID OF INTERVENTION AND OUR FOCUS IS GOING TO BE ON OUR UNIVERSAL SCREENING OF OUR STUDENTS FOR ACADEMICS AS WELL AS BEHAVIOR AND ON POSITIVE BEHAVIOR SUPPORTS AND HOW WE USED IN SOME OF THE THINGS THAT ARE IN THE PROGRAM TO STRENGTHEN OUR RTI FOR ACADEMICS.

NEXT WE WILL HAVE TABATHA LAWRENCE WHO IS THE ASSISTANT PRINCIPAL SHARE A LITTLE MORE ABOUT THAT AT MORELAND ELEMENTARY SCHOOL.

>> AS PART OF OUR DISTRICT INITIATIVES FOR RTI, WE DO INCORPORATE UNIVERSAL SCREENINGS TO TARGET GROUPS IN NEED OF SPECIFIC INSTRUCTIONAL AND/OR BEHAVIORAL SUPPORT.

WE USE STEEP, WHICH IS THE SYSTEM TO ENHANCE EDUCATIONAL PERFORMANCE AND OUR STUDENTS ARE SCREENED FROM KINDERGARTEN THROUGH 9TH GRADE AND THIS IS A DISTRICT WIDE INITIATIVE.

WE CALL OUR SCREENINGS BLITZ'S AND WE DO IT THREE TIMES A YEAR, IN THE FALL, IN THE WINTER AND IN THE SPRING, WE BLITZ FOR READING FLUENCY AND COMPREHENSION AND MATH COMPREHENSION.

ONCE WE HAVE RECEIVED ALL OF OUR DATA AND DESEGREGATED IT WE LOOK AT OUR STUDENTS WHO DID NOT SCORE WELL AND WE CONSIDER THOSE STUDENTS AS CANNOT DO STUDENTS OR WON'T DO STUDENTS.

SO WE GO BACK AND WE TEST THOSE STUDENTS AGAIN AND FROM THAT WE CAN DETERMINE WHETHER OR NOT A STUDENT'S SCORE INCREASED OR IF IT DECREASED OR IT DIDN'T CHANGE AT ALL, THOSE STUDENTS ARE CONSIDERED TO BE WON'T DO STUDENTS.

SO THOSE ARE THE STUDENTS AT THIS POINT THAT WE DECIDE WILL BE IDENTIFIED TO RECEIVE ADDITIONAL RTI INTERVENTIONS.

WE ALSO SKILL LEVEL, SO WE CAN DETERMINE WHICH GRADE LEVEL IS APPROPRIATE FOR THE STUDENTS TO RECEIVE INTERVENTIONS.

NEXT WE WILL HAVE RICKY ENGLISH WHO IS THE ASSISTANT PRINCIPAL AT COWEN ROAD MIDDLE SCHOOL.

>> I'M RICKY ENGLISH AND THE ASSISTANT PRINCIPAL IN GRIFFIN.

I'M GOING TO TALK TO YOU ABOUT OUR UNIVERSAL SCREENING FOR BEHAVIOR.

WE DO HAVE A UNIVERSAL SCREENER THAT WE CONDUCT AT ALL SCHOOLS IN GRIFFIN SPAULDING SCHOOL FROM KINDERGARTEN THROUGH 12 GRADE AND IT HAS THREE PHASES AND PHASE ONE IS TEACHERS RECOMMEND STUDENTS WHO THEY THINK MAY HAVE INTERNALIZING OR EXTERNALIZING BEHAVIORS AND STEP TWO WOULD BE THE DATA COLLECTION, THE TEACHERS GIVE ME, AS THE ADMINISTRATOR OR THE COUNSELOR WITH MY HELP COLLECTS THE DATA TO DETERMINE WHAT TYPES OR WHO MIGHT ACTUALLY NEED TO BE RECEIVING INTERVENTIONS AND WE COME BACK TOGETHER AS AN RTI TEAM TO DECIDE OF THAT FROM THAT LIST WHAT STUDENTS WILL BE RECEIVING INTERVENTIONS AND WE ALSO DO THE MOTIVATION ASSESSMENT SCALE.

THIS IS AN EXAMPLE OF OUR UNIVERSAL SCREENER FOR ELEMENTARY SCHOOLS.

WHAT WE ASK ELEMENTARY SCHOOL TEACHERS TO DO IS TO RECOMMEND THREE STUDENTS WHO EXHIBIT INTERNALIZING BEHAVIORS AND THREE WHO EXHIBIT EXTERNALIZING BEHAVIORS AND WE HAVE SOME KEY WORDS OR EXAMPLES OF WHAT THE BEHAVIORS MIGHT LOOK LIKE.

THIS IS AN EXAMPLE OF A SECONDARY UNIVERSAL SCREENER WE USE IN MIDDLE SCHOOL AND HIGH SCHOOL.

WHAT WE ASK TEACHERS TO DO IS TO RECOMMEND TEN STUDENTS FOR WHO SHOW INTERNALIZING BEHAVIORS AND EXTERNALIZING BEHAVIORS AS WELL AND THIS IS A TEMPLATE EXCEL TEMPLATE WE USE TO COLLECT THE DATA.

YOU CAN CATEGORIZE EACH CELL AS YOU NEED.

SOME SCHOOLS MAY NOT SEE IT NECESSARY TO HAVE A TARDY SECTION ON THERE.

IN GRIFFIN SPAULDING BECAUSE WE DO STEEP WE HAVE A CAN'T DO, WON'T DO SECTION WHERE STUDENTS ARE GIVEN A SCORE OF 0, 1 OR 2 BASED ON CAN'T DO OR WON'T DO TIED INTO ACADEMICS AND BEHAVIOR.

AND THIS IS THE FINAL SHEET.

THIS IS THE ACTUAL SHEET WE WOULD LIST THE STUDENTS WHO ARE RECEIVING INTERVENTIONS AND COME UP WITH THE MOTIVATIONAL ASSESSMENT AND WHAT TYPE OF INTERVENTION THEY WILL RECEIVE AND WHO IS RESPONSIBLE FOR THAT INTERVENTION.

NEXT UP WE WILL TALK TO YOU MORE ABOUT POSITIVE BEHAVIOR.

>> SO WE ARE DISTRICT WIDE WITH POSITIVE BEHAVIOR INTERVENTION SUPPORT IN THE SYSTEM.

THE DISTRICT WAS TRAINED BY THE GEORGIA DEPARTMENT OF EDUCATION AND THEIR POSITIVE BEHAVIOR UNIT THEY HAVE THERE AND THEY HAVE BEEN EXTREMELY SUPPORTIVE TO OUR PROCESS WITH POSITIVE BEHAVIOR SUPPORTS.

WE STARTED WITH SECONDARY SCHOOLS WHICH MOST PLACES WILL START WITH ELEMENTARY SCHOOLS BASED ON OUR DATA WE NEEDED TO START WITH SECONDARY SO THEY WERE OUR FIRST YEAR IMPLEMENTATION AND THEN OUR ELEMENTARY SCHOOLS ROLLED IN THE SECOND YEAR.

SO WE ARE CURRENTLY DISTRICT WIDE WITH POSITIVE BEHAVIOR SUPPORTS WE FOLLOW THE TEN CRITICAL ELEMENTS OF POSITIVE BEHAVIOR INTERVENTION SUPPORT.

WHEN SOMETHING IS NOT GOING WELL WE GO BACK AND WE FIGURE OUT WHICH ONE MAYBE WE NEED TO STRENGTHEN OR WE ARE DOING A GOOD JOB OF THIS AND ANOTHER SCHOOL IS NOT SO WE SHARE WHAT IS GOING ON THROUGH DISTRICT MEETINGS AS WELL.

WHEN WE STARTED POSITIVE BEHAVIOR SUPPORT THE LESSON PLAN PORTION OF THAT WAS KIND OF HARD FOR US AND KNOWING HOW TO TEACH BEHAVIORS AND TEACHERS WERE NOT COMFORTABLE WITH THAT, THEY WERE COMFORTABLE WITH SCIENCE AND MATH OR CONTENTS AREAS BE WE SAID CONGRATULATIONS YOU WILL TEACH BEHAVIOR THEY DIDN'T KNOW HOW TO DO IT.

ONE OF THE PROGRAMS THAT WE USE IS SKILL STREAMING TO TEACH BEHAVIORS IN TIER ONE TO ALL STUDENTS AND WE ARE ALSO USING THINKING MAPS DISTRICT WIDE AND SO WE ARE USING THINKING MAPS TO HELP TEACH BEHAVIORS AND THE TEACHERS PLUGGED INTO THE CONTENT INTO THE THINKING MAPS AND ONCE THEY HAD THE SKILL STREAMING STEPS AND THE THINKING MAPS THEY WERE ABLE TO BE CREATIVE AND COME UP WITH WAYS OF TEACHING BEHAVIOR TO ALL STUDENTS.

SO THAT HAS BEEN REALLY A COOL THING TO WATCH HAPPEN.

WE WILL MENTION A LOT OF PROGRAMS IN OUR PRESENTATION TODAY.

THEY ARE WORKING FOR US IN OUR SYSTEM.

THERE ARE A LOT OF THINGS OUT THERE RESEARCHED BASED BUT WE ARE NOT ENDORSING NOR THE DOE ENDORSING ANY OF THE PRODUCTS.

SO I THINK TABATHA WILL SHARE A LITTLE ABOUT A THINKING MAP THAT WAS DONE AT HER SCHOOL NEXT.

>> THIS IS AN EXAMPLE OF A THINKING MAP THAT WAS COMPLETED BY OUR THIRD GRADE TEAM.

WE TEACH PBI EXPECTATIONS THROUGHOUT THE DAY.

WE THE STUDENTS HEAR LESSONS ON THE MORNING NEWS SHOW.

THE KIDS COME ON AND THEY ACT OUT CERTAIN THINGS, THEY TALK ABOUT BULLYING AND ALL TYPES OF DIFFERENT THINGS TO REENFORCE THE POSITIVE BEHAVIOR.

BUT AGAIN THIS IS A COPY OR AN EXAMPLE OF A THINKING MAP.

AND MY SCHOOL IS MORELAND ROAD ELEMENTARY SO WE TOOK THE INITIALS FOR OUR SCHOOL AND CREATED OUR SCHOOL WIDE EXPECTATIONS.

THE M IS FOR BEING WELL MANNERED.

THE R IS FOR BEING RESPECTFUL.

AND THE E IS FOR BEING EAGER TO DO THE RIGHT THING.

SO THE STUDENTS CREATED EXAMPLES OF THINGS THAT THEY COULD DO THAT WOULD SHOW THEM BEING EAGER TO DO THE RIGHT THING, BEING RESPONSIBLE.

AND AGAIN THAT IS JUST A THINKING MAP DEMONSTRATING OUR SCHOOL WIDE PBIS EXPECTATIONS.

>> NOW WE WILL HAVE DEXTER SANDS THE PRINCIPAL OF KENNEDY ROAD MIDDLE SCHOOL SHARE WITH YOU THE PBIS TEN CRITICAL ELEMENTS.

>> THANK YOU, TABATHA.

THE POSITIVE BEHAVIOR SUPPORT PROGRAM HAS BEEN VERY SUCCESSFUL IN GRIFFIN SPAULDING SYSTEM AND UTILIZING THE PBIS TEN CRITICAL ELEMENT HAVE REALLY GUIDED US IN THIS MATTER.

I WANT TO GO OVER THESE TEN CRITICAL ELEMENTS WITH YOU AND SHOW YOU HOW WE USED THEM WITH FIDELITY.

THE FIRST ONE PBIS TEAM AND ADMINISTRATIVE SUPPORT, WHEN WE GOT INTO POSITIVE BEHAVIOR SUPPORT PROGRAM OUR SCHOOL SUPERINTENDENT PARTICIPATED IN THE WORKSHOP AND SHOWED US HOW IMPORTANT THIS PROGRAM WAS ABOUT TO BE IN GRIFFIN SPAULDING SCHOOL SYSTEM.

ALSO AT THE SCHOOL LEVEL, THE LOCAL LEVEL EACH PRINCIPAL WAS INVITED TO THAT MEETING AND THEY HAD AN OPPORTUNITY TO ALSO SHOW US THE SUPPORT THAT THEY WOULD BE GIVING TO US AS WE IMPLEMENTED THESE CRITICAL ELEMENTS INTO OUR SYSTEM.

WITH THAT BEING SAID, THERE ALSO HAS TO BE A REGULAR MEETING EACH MONTH WITH THE PBIS TEAM AND DURING THE MEETING YOU HAVE TO HAVE PURPOSE OF WHAT YOU ARE MEETING ABOUT AND GAIN SUPPORT FROM THE ENTIRE STAFF.

NUMBER TWO, THE FACULTY COMMITMENT AND PARTICIPATION, PRETTY MUCH THAT IS FACULTY BUY IN.

AND THE EXPERIENCE THAT I HAD WITH MY STAFF IS THAT WE WOULD SHARE A DATA WITH THE FACULTY EVERY MONTH.

AND ONCE THE FACULTY UNDERSTANDS THAT YOU ARE LOOKING AT DATA AND UTILIZING THAT DATA TO DRIVE INSTRUCTION, TO DRIVE DISCIPLINE IMPLEMENTATION, THEY BUY IN.

NUMBER THREE, EFFECTIVE DISCIPLINE PRACTICES.

PRETTY MUCH WE PUT IN PLACE A PROCEDURE FOR HANDLING DISCIPLINE.

IN THE PAST IT ALWAYS HAS BEEN THE TEACHER GETS A CHANCE TO SEND STUDENTS OUT OF THE CLASSROOM AT THEIR LEISURE BUT WE PUT IN PLACE A PRACTICAL PROCEDURE BY USING INTERVENTION, PHONE CALLS, AND ALSO ESTABLISHING WHAT IS A TEACHER MANAGED BEHAVIOR AND WHAT IS AN OFFICE MANAGED BEHAVIOR.

NUMBER FOUR, DATA ENTRY AND ANALYSIS, EACH WEEK OUR CLERK, SCHOOL CLERK, THEY PLACE INTO THE POSITIVE BEHAVIOR SUPPORT DATA SYSTEM ALL THE DIFFERENT REFERRALS, DOCUMENTATION, THAT NEEDS TO BE PLACED IN THERE.

AND WE UTILIZE THAT TO SHOW THE TEACHERS DURING THE MONTHLY MEETINGS.

NUMBER FIVE, SCHOOL WIDE EXPECTATIONS AND RULES.

WE CAME UP WITH FIVE SMALL, SIMPLE EXPECTATIONS AND ABOUT FIVE SMALL RULES THAT WE EXPECT THE STUDENTS TO FOLLOW AT ALL TIMES.

AND MADE IT VERY SIMPLE AND WITH THAT BEING SAID WE ALSO IMPLEMENTED A MATRIX WHICH TALKED ABOUT THESE RULES AND EXPECTATIONS IN DIFFERENT SPECIFIC AREAS IN OUR SCHOOLS SUCH AS THE HALLWAY, CLASSROOM, REST ROOM, AND BUS YARD NUMBER SIX, RECOGNITION.

WE ALL LIKE TO BE RECOGNIZED FOR GOOD DOINGS AND WE ALSO RECOGNIZE THE TEACHERS, THE STUDENTS, FOR DOING THE THINGS THAT THEY SHOULD DO.

AND WITH THAT WE COME UP WITH DIFFERENT REWARDS SUCH AS COUPONS, DISCOUNT CARDS, AND OTHER TYPES OF REWARDS THAT GET KIDS AND STAFF MOTIVATED TO CONTINUE FOLLOWING THE EXPECTATIONS OF THE PARTICULAR SCHOOL.

NUMBER SEVEN, TEACHING BEHAVIORS.

WHENEVER WE TALK ABOUT ACADEMICS AND IF A STUDENT DOES NOT KNOW HOW TO DO MATH OR READING OR WRITING WE ALWAYS TEACH THOSE SKILLS TO THOSE STUDENTS.

WELL, WHEN STUDENTS ARE MISBEHAVING AND DON'T KNOW THE CORRECT WAY TO BEHAVE IN CLASS WE ALWAYS LOOK AT PUNISHING FIRST BUT IT TEACHES US HOW TO TEACH THE BEHAVIOR TO THE STUDENTS TO HOLD THEM ACCOUNTABLE FOR MEETING THE EXPECTATIONS AT THE SCHOOL.

THE IMPLEMENTATION PLANNING.

THAT IS IMPORTANT.

WE USE THE IMPLEMENTATION PLANNING WITH THE STAFF IN THE BEGINNING OF THE SCHOOL YEAR DURING PREPLANNING FOR THE STUDENT TO BE EQUIPPED TO FOLLOW OR MEET EXPECTATION AT THE SCHOOL AND WE TEACH THE STAFF AND TAKE THEM THROUGH AN ORIENTATION ON HOW TO TEACH THOSE EXPECTATIONS TO OUR STUDENTS, SO THAT IS IMPORTANT.

WE ALWAYS HAVE A TEAM TOGETHER AND WE WOULD VISIT THOSE DIFFERENT TEACHERS AND TEACH THEM HOW TO IMPLEMENT POSITIVE BEHAVIOR SUPPORT INTO THE SCHOOL.

NUMBER NINE, CLASSROOM POSITIVE BEHAVIOR SUPPORT SYSTEMS.

PRETTY MUCH THE CLASSROOM RULES ARE ALWAYS ALIGNED TO THE SCHOOL WIDE OR DISTRICT WIDE PBIS PROGRAM.

ALWAYS WANT TO MAKE SURE THEY HAVE FIVE SIMPLE EXPECTATIONS IN THE CLASSROOM OR FIVE SIMPLE RULES IN THE CLASSROOM SO THEY CAN TEACH IT EFFECTIVELY TO THE STUDENTS SO THEY MAY FOLLOW.

AND TEN EVALUATION.

WE ALWAYS LOOK AT STUDENT STAFF SURVEYS.

WE HAVE CONSTRUCTIVE FEEDBACK GIVEN TO US FROM THE STAFF AND STUDENTS AND PARENTS.

WE HAVE FORMAL WALKTHROUGHS THAT THE SCHOOL DISTRICT COORDINATOR COORDINATES WITH OUR SCHOOLS.

WE ALSO INVITE GEORGIA DOE REPRESENTATIVE DOWN TO DO WALKTHROUGHS IN OUR SCHOOL TO MAKE SURE THAT WE ARE IMPLEMENTING THE POSITIVE BEHAVIOR SUPPORT PROGRAM WITH FIDELITY ON THE NEXT SLIDE I WOULD LIKE TO TALK ABOUT THE DISCIPLINE DATA FOR GRIFFIN SPAULDING SCHOOL SYSTEM SO THE FOUR YEAR PROCESS.

IN 2008-2009 BASICALLY WE IMPLEMENTED THIS PROGRAM.

AS YOU CAN SEE UP UNTIL TODAY, 2012, YOU CAN SEE WE HAVE REDUCED INCIDENTS OF 38% AND PRETTY MUCH THAT IS BASED ON THE TEACHER MANAGED BEHAVIOR, OFFICE MANAGED BEHAVIOR.

WHEN WE CATEGORIZE WHAT IS WHAT WE ARE ABLE TO REDUCE THE INCIDENT TO 38%.

REDUCED ISS AND LEC 45%.

TEACHING THE CORRECT BEHAVIOR AND NOT OVERUSING ISS WE USE TIME OUT SYSTEMS AND THINGS OF THAT NATURE INSTEAD OF SENDING STUDENTS TO ISS FOR EVERY SINGLE INCIDENT.

REDUCE OSS ALSO TEACHING THE CORRECT BEHAVIOR AND ALSO STUDENTS ARE MORE AWARE OF THE CONSEQUENCES.

IT'S NOT A BIG SECRET, IT'S A PROGRESSIVE TYPE SITUATION SO THE STUDENTS KNOW WHAT IS GOING TO OCCUR AS THEY CONTINUE TO PROGRESS IN THEIR DISCIPLINE.

REDUCED BUS REFERRAL, 53 PERCENT, IS A SCHOOL WIDE EFFORT SO THE BUS DRIVERS ARE ALSO IN ON IT ALSO.

AND THE GRADUATION RATE INCREASED 10% AND THAT IS BASICALLY WHEN YOU KEEP STUDENTS IN THE CLASSROOM MORE THEY GET MORE INSTRUCTION FROM THEIR TEACHERS AND GET AN OPPORTUNITY TO PASS HIGH STAKE TESTS AND CLASSROOM ASSIGNMENT AND PROJECTS OF THAT NATURE AND THEY LEARN MORE.

AT THIS TIME MS.

CLARKSON WILL COME TO YOU AND TALK TO YOU ABOUT THE MOTIVATION BREAKTHROUGH.

>> THE MOTIVATION BREAKTHROUGH SIX SECRETS TO TURNING AROUND TUNING IN THE TUNED OUT CHILD IS WRITTEN BY RICHARD LAVOY AND WE HAD A LITTLE BIT OF A DILEMMA WITH WHAT TO DO WITH STUDENTS WITH CAN'T DO AND WON'T DO IN STEEP THAT REALLY ENDED UP ON THE WON'T DO SIDE AND THEY ARE MOTIVATIONAL STUDENTS AND HAVE THE SKILLS NECESSARY BUT NOT PERFORMING IN CLASS AND NOT GETTING THEIR WORK DONE.

SO WHEN I WAS ASKING PEOPLE WHAT DO YOU DO WITH A STUDENT WHO IS NOT MOTIVATED?

THEY DID NOT HAVE GREAT ANSWERS.

THEY WOULD KIND OF HUM BUT THEY WERE NOT CONFIDENT IN WHAT THEY KNEW ABOUT IT.

SO WE REALLY WANTED TO PROVIDE THEM ADDITIONAL INFORMATION ON WHAT TO DO WITH MOTIVATING STUDENTS AND THIS WAS A BOOK THAT WE HAD ALL OF OUR PBIS COACHES READ AND WE DID A BOOK STUDY BECAUSE THEY MEET AT CENTRAL OFFICE ONCE A MONTH AND JUST TALK THROUGH WHAT WERE THE DIFFERENT THINGS THE BOOK SUGGESTED FOR MOTIVATING STUDENTS, A LOT OF IT NEEDS TO BE DONE IN TIER ONE.

WHEN WE FIRST STARTED LOOKING AT MOTIVATION STUDENTS THEY WERE ON THE ACADEMIC SIDE AND WE SAID IT'S NOT REALLY ACADEMICS AND THEY WERE ON THE BEHAVIOR SIDE AND THE BEHAVIOR SIDE BLEW UP.

SO REALLY IN ORDER TO MANAGE WHAT WAS GOING ON WITH BEHAVIOR RTI WE REALLY NEEDED TO FOCUS ON HOW TO MOTIVATE STUDENTS IN TIER ONE.

SO THE PBIS COACHES ARE WORKING WITH TEACHERS ON MOTIVATIONAL STRATEGIES FOR ALL STUDENTS AS WELL.

SO THAT IS KIND OF AN EXCITING THING IN OUR SYSTEM.

DEXTER WILL COME BACK AND SHARE A LITTLE ABOUT THE PBIS SURVEYS AND ACTION PLANS.

>> THE PBIS SURVEYS AND ACTION PLAN IS AN INTEGRAL PART OF BEHAVIORAL SUPPORT ALSO.

WE UTILIZE DIFFERENT SURVEYS LIKE IMPLEMENTATION CHECKLISTS KNOWN AS THE TICK AND WE USE IT TWO TIMES OF A YEAR AND THE TEAM GETS TOGETHER AND TALK ABOUT THE DIFFERENT AND CRITICAL ELEMENTS WE IMPLEMENTED INTO THE SCHOOL.

AND WE DECIDE WHETHER OR NOT IT'S WORKING OR NOT AND DECIDE TO REVISE IT OR GET MORE FEEDBACK FROM THE STAFF TO SEE WHAT IS GOING ON WITH THE SCHOOL, PBIS PROGRAM.

BENCHMARK OF QUALITY SURVEYS.

THOSE ARE DONE INDIVIDUALLY WITHIN THE TEAM AND WE ALL COME TOGETHER TO AGREE ON WHETHER OR NOT DIFFERENT STRATEGIES ARE WORKING THROUGHOUT THE SCHOOL YEAR.

ALSO WITH THE WALK THROUGH THEY ARE DONE THREE TIMES A YEAR AND LIKE I SAID WE USE LOCAL ADMINISTRATORS OR USE OTHER PBIS TEAMS OR SOMETIMES THE GEORGIA DOE REPRESENTATIVE TO COME DOWN AND SCAN THROUGH THE SCHOOL AND SHOW US WHAT WE ARE DOING RIGHT AND WRONG SO WE CAN CORRECT IT.

ALSO THE SELF ASSESSMENT AND COACH ASSESSMENT, IT DEALS WITH, YOU TALK TO YOURSELF BASICALLY ABOUT THE SELF REFLECTION OF WHAT YOU ARE DOING AS A COACH AND WHAT YOUR TEAM IS DOING.

SO BASICALLY YOU WANT TO MAKE SURE THAT YOU ARE REFLECTING THROUGHOUT THE PROCESS ALSO WITH THE ACTION PLAN, IT IS TOTALLY BASED OFF THE SURVEYS.

AND THE STAFF FEEDBACK AND STUDENT FEEDBACK AND PARENT FEEDBACK.

WITH THE ACTION PLANS PRETTY MUCH YOU ARE TALKING ABOUT DEVELOPING THE ACTION AND THE ACTIVITY AND YOU'RE PLACING THE ACTIVITY AND ACTION ON SOMEONE WHO IS RESPONSIBLE FOR IT AND YOU HAVE A START TIME AND A COMPLETE TIME.

AT THE END YOU EVALUATE IT TO MAKE SURE THINGS ARE WORKING AND IF THEY ARE NOT YOU THROW IT OUT AND START OVER AND COME UP WITH MORE EFFECTIVE PRACTICES FOR THE PBIS PLAN.

THIS IS AN EXAMPLE OF OUR ACTION PLAN.

AS YOU CAN SEE ACROSS THE TOP YOU HAVE WHAT IS GOING ON, WHY IT'S GOING ON, AND WHAT ARE WE DOING ABOUT IT.

AND ONCE YOU ESTABLISH THOSE DIFFERENT THINGS THERE, YOU TALK ABOUT WHAT YOU ARE GOING TO DO, WHO IS GOING TO BE RESPONSIBLE FOR IT, AND HOW YOU ARE GOING TO FOLLOW UP WITH IT, AND AT THE END WAS IT SUCCESSFUL.

AT THE END OF THE DAY PRETTY MUCH WE WANT TO INCREASE STUDENT ACHIEVEMENT WITH POSITIVE BEHAVIOR SUPPORT, SO IF IT WAS SUCCESSFUL THAT IS WHEN YOUR GRADUATION RATE INCREASES AND YOUR TEST SCORE INCREASES.

IF NOT, THEN YOU START OVER AND COME UP WITH BETTER PRACTICES.

AT THIS TIME WE WILL HAVE LEONORA CLARKSTON TO TALK ABOUT RTI SURVEYS.

>> SO I GET TO BE THE DISTRICT COORDINATOR FOR POSITIVE BEHAVIOR SUPPORTS AS WELL AS RTI AND I SAW ALL THIS COOL STUFF GOING ON WITH POSITIVE BEHAVIOR SUPPORTS AND HOW THEY WERE ABLE TO EVALUATE THEIR PROGRAM AND WHAT THEY WERE DOING AND I GOT A LITTLE JEALOUS FOR THE ACADEMIC SIDE THINKING WELL YOU KNOW HOW WHAT CAN THEY USE TO EVALUATE WHAT THEY ARE DOING?

AND WHEN I SAW THE SSTAGE RUBRIC THAT THEY USE FOR PEOPLE TO PRESENT AT THEIR CONFERENCE I THOUGHT THAT IS EVERYTHING THAT WE ARE SUPPOSED TO BE DOING.

SO WE USE THE SSTAGE RUBRIC IN ORDER TO KIND OF EVALUATE HOW THINGS ARE GOING AND LET THE ASSISTANT PRINCIPALS HAVE SOME REFLECTION OF WHAT IS GOING ON WITH RTI IN THEIR BUILDING AND THEY BUILD AN ACTION PLAN BASED OFF THE RUBRIC THAT SSTAGE HAS DEVELOPED.

THERE WERE GUIDING QUESTIONS THAT SSTAGE HAS FOR THE RUBRIC AND IT WAS KIND OF HARD FOR THE ASSISTANT PRINCIPAL SOMETIMES TO RATE THEMSELVES OVERALL AND JUST GIVE THEMSELVES A SCORE ON EACH OF THE FIVE AREAS.

AND SO I TOOK THE GUIDING QUESTIONS AND KIND OF BROKE EACH SECTION DOWN SO THESE NEXT COUPLE OF SLIDES ARE JUST THE FIVE QUESTIONS THAT ARE ON THE SSTAGE RUBRIC AND THEY GET TO RATE THEMSELVES AS TO HOW THEY ARE DOING IN EACH AREA AND THEN BASED ON THEIR WEAKNESSES THEY DEVELOP THEIR ACTION PLAN FOR THE FOLLOWING YEAR.

SO PBIS HAS AN ACTION PLAN AS WELL AS THE RTI TEAMS HAVE AN ACTION PLAN.

AND TABATHA IS GOING TO COME AND SHARE A LITTLE BIT ABOUT ACTION PLANNING FOR RTI IN HER BUILDING.

>> AS LEONORA INDICATED WE HAVE CHECKLISTS AND ACTION PLANS TO MONITOR THE RTI PROCESS BOTH ON THE ACADEMIC AND BEHAVIOR SIDE.

WHAT YOU ARE LOOKING AT IS AN EXAMPLE OF THAT CHECKLIST WE ARE USING.

ONE OF THE THINGS, THIS IS MY SECOND YEAR AS ASSISTANT PRINCIPAL AT MORELAND ROAD AND THE FIRST YEAR WE MUDDLED THROUGH THE PROCESS IN TERMS OF MAKING SURE WE WERE IDENTIFYING THOSE STUDENTS WHO REALLY NEEDED THOSE INTERVENTIONS.

AND SO NOW WE ARE ON TRACK AND WE ARE SEEING A LOT OF PROGRESS.

AND USING THE ACTION PLAN LAST YEAR HELPED US DETERMINE THAT WE NEEDED TO NOT CONFUSE RTI WITH IDENTIFYING STUDENTS WHO WERE STRUGGLING WITH STANDARDS BUT WHO WE NEEDED TO FIND A WAY TO HELP STUDENTS WHO WERE STRUGGLING WITH BASIC SKILLS.

AND SO WITH OUR STEEP UNIVERSAL SCREENER WE DO JUST THAT.

AND SO THIS YEAR WE ARE SEEING A LOT OF SUCCESS.

ON OUR PBIS SIDE, WE USE THE CHECKLIST TO DETERMINE THE THINGS WE CAN USE FOR KIDS TO CONTINUE TO MOTIVATE THEM AND TO ENCOURAGE THEM TO DEMONSTRATE POSITIVE BEHAVIORS.

SO LAST YEAR WE THOUGHT OF DIFFERENT INCENTIVES WE CAN USE FOR THE STUDENTS.

SO WE JUST KIND OF HELPS US AND THE CHECKLIST HELPS US MONITOR OUR PROGRESS AND SEE WHERE WE ARE IN TERMS OF IMPLEMENTATION, WHAT IS WORKING, WHAT IS NOT WORKING, AND WHAT WE NEED TO DO TO GO BACK AND TWEAK.

>> EARLIER YOU HEARD DEXTER AND RICKY TALK ABOUT DOING A WALK THROUGH.

AND THAT WAS ANOTHER THING THAT I THOUGHT WE CAN DEVELOP OURSELVES A WALK THROUGH FOR THE ACADEMIC SIDE FOR RTI.

LIKE THEY USED THE BEHAVIOR WALK THROUGH THREE TIMES A YEAR WE USE THE WALK THROUGH TWO TIMES A YEAR BECAUSE IT'S NEW TO US AND WE ARE FEELING OUR WAY THROUGH SOME OF THIS.

THE RTI WALK THROUGH YOU CAN SEE THE QUESTIONS THAT WE ASK AND THE ASSISTANT PRINCIPALS WILL GO AND ASK FIVE TEACHERS IF THEY KNOW THE ANSWER TO THESE QUESTIONS.

IF THEY KNOW THE ANSWER THEN EVERYBODY IS LIKE, YEAH, OKAY WE ARE GOOD WITH THAT.

BUT IF YOU KNOW TWO OR THREE TEACHERS ARE STRUGGLING WITH ONE OF THE TOPICS THEN THEY KNOW THEY NEED TO MAYBE ADDRESS THAT AT A FACULTY MEETING OR JUST KIND OF PUT MORE INFORMATION OUT THERE ABOUT THAT.

SO THIS IS WHAT WE ARE USING FOR OUR ACADEMIC WALK THROUGH AND THIS IS THE WALK THROUGH THAT THE DEPARTMENT OF EDUCATION PROVIDES FOR US WITH POSITIVE BEHAVIOR SUPPORTS.

AND WITH THIS ONE WE ASK STUDENTS IF THEY KNOW THE EXPECTATIONS AND THEN THERE IS A FEW QUESTIONS THAT WE GO AROUND AND WE ASK TEACHERS AS WELL.

SO YOU CAN KIND OF SEE HOW WE ARE GETTING THE TEMPERATURE CHECK ON HOW ARE THINGS GOING.

AND BETSY WILL COME AND TALK TO YOU NEXT.

>> LET'S TALK A LITTLE BIT ABOUT TIER TWO.

IN ADDITION TO TIER TWO OR IN ADDITION TO TIER ONE, IN TIER TWO THIS IS WHAT WE CALL NEEDS BASED LEARNING.

IN OTHER WORDS, WE WILL IDENTIFY THE STUDENTS THAT ARE STRUGGLING WITH BASIC SKILLS LIKE TABATHA SAID EARLIER, NOT THE STANDARDS BUT THE BASIC SKILLS.

AND WE IDENTIFY THOSE STUDENTS OF COURSE BY STEEP.

AND WE PUT THEM INTO RESEARCH BASED INTERVENTIONS THAT ARE SPECIFIC TO THEIR NEED AND FIND RESOURCES THAT WE HAVE TYPICALLY WITHIN EACH SCHOOL USES DIFFERENT RESOURCES THAT THEY HAVE.

AND WE ALSO PROGRESS MONITOR, SO HOW DO WE KNOW THAT STUDENT IS MAKING PROGRESS?

WE ARE GIVING THEM A PROGRESS MONITORING TEST WEEKLY.

AND TYPICALLY SCHOOLS DO THAT ON A FRIDAY AND MEASURE THAT STUDENT'S SUCCESS AND HOW MUCH GROWTH BASED ON A GOAL THAT WE HAVE IDENTIFIED FOR THAT STUDENT.

AND THAT GUIDES OUR DECISION MAKING PROCESS, IS THIS CHILD ACTUALLY CLOSING THE GAP?

AND BEGINNING TO ACQUIRE SOME OF THOSE BASIC SKILLS?

OR IS IT ARE THEY ACQUIRING THE SKILL SO SLOWLY THAT THEY WILL PROBABLY NEVER CLOSE THAT GAP UNLESS WE DO EVEN MORE SPECIFIC INTERVENTIONS?

AND EACH SCHOOL HAS A STANDARD PROTOCOL THEY USE.

MANY DIFFERENT INTERVENTIONS ARE USED AND EVERY SCHOOL DOESN'T HAVE THE SAME INTERVENTION.

STEEP HAS FLUENCY FOR READING AND MATH THAT IS CONVENIENT AND HAS ITS OWN PROGRESS MONITORING FOR ALL INTERVENTIONS THAT TEACHERS USE.

SO THAT IS VERY HANDY AND CONVENIENT FOR TEACHERS.

AND IT PRODUCES A GRAPH THAT WE CAN LOOK AT AND AS A SCHOOL PSYCHOLOGIST I LOVE GRAPHS THAT GIVES ME DATA.

SO IT HELPS ME TO KNOW IS THAT STUDENT MAKING PROGRESS OR NOT.

OKAY.

AND RICKY IS UP NEXT.

>> AND I'M GOING TO GO OVER WITH YOU THE RTIB KIND OF CHECKS AND BALANCES.

THE FIRST INTERVENTION WE ARE GOING TO TRY ON THE STUDENT IS CHECK IN, CHECK OUT AND WE MATCH UP A STUDENT WHO WE IDENTIFIED THAT NEEDS INTERVENTION WITH AN ADULT IN THE BUILDING THAT THEY HAVE A PRETTY POSITIVE RELATIONSHIP WITH.

AND THAT STUDENT WILL GO SEE THAT TEACHER IN THE MORNING, POSSIBLY IN MIDDAY AND AGAIN IN THE AFTERNOON TO KIND OF SEE HOW THEIR DAY WENT.

AND ALSO WITH THAT WE ARE ALSO GOING TO HAVE THE FUNCTIONAL BEHAVIOR DETERMINED.

AND WE WILL USE MOTIVATIONAL ASSESSMENT SKILL TO DO THAT AND THE STUDENTS ARE REENFORCED BY THE FUNCTIONAL BEHAVIOR.

A STUDENT WITH SENSORY MOTIVATION MAY HAVE A DIFFERENT INTERVENTION.

THE CHECK IN, CHECK OUT PERSON IF IT'S NOT SUCCESSFUL AFTER A BRIEF MONITORING TRIAL BASIS, WE MAY GO BACK AND CHANGE THE CHECK IN, CHECK OUT PERSON WITH THAT STUDENT.

RTIB, WE DO PROGRESS MONITORING, YOU HAVE TO MONITOR PROGRESS BECAUSE WHAT GOOD IS YOUR INTERVENTION IF YOU DON'T KNOW HOW WELL IT'S WORKING.

IT'S RELATED TO THE TIER ONE, PBIS MATRIX AND A DATA SHEET FILLED OUT BY EACH STUDENT AND COMPLETED BY THE TEACHER EACH PERIOD THEY HAVE THROUGHOUT THE DAY.

THIS IS AN EXAMPLE OF A CHECK IN, CHECK OUT FORM THAT OUR STUDENTS ARE USING AT THE MIDDLE SCHOOL.

OUR PBS MATRIX IS THE THREE RS, TO BE RESPONSIBLE, BE READY, BE READY TO LEARN AND BE RESPECTFUL AND THEY ARE THREE THINGS YOU CAN MEASURE.

SO WHAT WE ASK THE STUDENTS TO DO IS CARRY THIS WITH THEM THROUGH THE DAY AND GIVE IT TO THE TEACHER AND THE TEACHER GIVES THEM A SCORE OF 0, 1 OR 2 DEPENDING ON THE BEHAVIOR EXPECTATIONS AND ALSO INCLUDE A POSITIVE COMMENT.

AND THEN INITIAL IT AND THE STUDENT CARRIES IT WITH THEM THROUGH THE DAY AND TURNS IT BACK IN TO THEIR CHECK IN, CHECK OUT PERSON AND THAT IS WHAT WE USE TO GATHER DATA FOR THE STUDENTS.

NEXT UP IS BETSY.

SHE WILL COME UP AND TALK ABOUT TIER THREE >> OKAY, SO I'M BALK TO TALK ABOUT TIER THREE, IN ADDITION TO TIER ONE AND TWO STUDENTS ARE PUT IN TIER THREE WHEN THEY ARE NOT MAKING PROGRESS LIKE WE LIKE THEM TO.

SO, AGAIN, WE HAVE OUR IDENTIFICATION OF THEIR SPECIFIC NEED THAT THEY NEED TO CLOSE THAT GAP AND THEN WE ARE USING RESEARCH BASED INTERVENTIONS AGAIN TO MEET THOSE NEEDS.

AND WE HAVE FREQUENT PROGRESS MONITORING.

SO IT'S PRETTY MUCH LIKE TIER TWO BUT TIER THREE IS SMALLER GROUPS AND THEY MEET MORE OFTEN TO RECEIVE THE INTERVENTIONS AND SO THEN WE GO ON TO THE NEXT STEP.

SO LEONORA OR TABATHA IS NEXT >> AS BETSY INFORMED YOU AS PART OF THE RTI ACADEMICS, AS THE STUDENTS MOVE THROUGH THE TIERS, ADDITIONAL SUPPORT IS PROVIDED.

AT OUR SCHOOL WE DO HAVE A SCHOOL WIDE INTERVENTION TIME.

OUR STUDENTS ALL STUDENTS RECEIVE ACADEMIC INTERVENTIONS FROM 8:00 TO 8:45.

SO THAT GIVES EVERYONE TIER ONE, TIER TWO, TIER THREE STUDENTS ALL THE TIME THEY NEED TO RECEIVE INTERVENTIONS.

OUR TIER TWO STUDENTS THEY RECEIVE INTERVENTIONS THREE DAYS A WEEK FOR 20 MINUTES.

OUR TIER THREE STUDENTS RECEIVE INTERVENTIONS FIVE DAYS A WEEK FOR 30 MINUTES.

SOME OF THE PROGRAMS THAT WE USE AND AGAIN WE ARE NOT ENDORSING ANY PROGRAM, THESE ARE PROGRAMS THAT ARE AVAILABLE TO US BASED ON THE RESOURCES AND THE FINANCIAL RESOURCES THAT WE HAVE.

WE USE THE READING CENTER, WE HAVE ALEX, EASY CBM, I STATION, AND AGAIN THOSE ARE JUST PROGRAMS THAT ARE AVAILABLE TO US, NOT EVERY SCHOOL HAS THOSE, BUT WHATEVER IS AVAILABLE.

AND OF COURSE PROGRESS MONITORING IS DONE THROUGH STEEP AND THE STUDENTS DEPENDING ON THEIR INTERVENTION THEIR PROGRESS MONITORED WEEKLY OR PROGRESS MONITORED EVERY TWO WEEKS.

AND THE TEACHERS PUT THAT DATA INTO OUR STEEP SYSTEM AND IT GRAPHS IT AND WE ARE ABLE TO SEE WHETHER OR NOT THE INTERVENTIONS ARE WORKING FOR OUR STUDENTS.

>> RICKY WILL COME NEXT AND TALK ABOUT OUR BEHAVIOR INTERVENTIONS.

>> OKAY, AS WE ARE DOING INTERVENTIONS WITH STUDENTS, OF COURSE WE HAVE ALREADY DONE THE FUNCTIONAL BEHAVIOR ASSESSMENT AND IMPLEMENT CHECK IN AND CHECK OUT WITH STUDENTS, THE BEHAVIOR BEING TAUGHT DOES RELATE BACK TO THE SKILL DEFICIT FOR THE STUDENT.

AND IF WE DEEM IT NECESSARY WE MAY HAD A THIRD CHECK IN, CHECK OUT TIME.

WE HAVE A COUPLE STUDENTS WHO CAN MAKE IT THROUGHOUT THE WHOLE DAY BUT YOU HAVE SOME STUDENTS THAT NEED THE CHECK IN, CHECK OUT ONE MORE TIME SAY AROUND MIDDAY OR LUNCH TO GO BACK IN AND SEE THAT THEY ARE CHECK IN, CHECK OUT PERSON AND TALK ABOUT HOW THE MORNING HAS GONE.

SO WE MAY ADD THAT IF WE NEED TO.

WE ALSO MAY IMPLEMENT SKILL STREAMING TO HELP THE STUDENTS DEAL WITH EMOTIONS AND SOCIAL SITUATIONS.

AND ALSO WE USE SOCIAL STORIES.

>> AND TABATHA >> AS OUR STUDENTS MOVE THROUGH THE TIERS WE HAVE TO IDENTIFY WHAT ACADEMIC SUPPORTS THEY NEED.

AS THEY MOVE THROUGH THE TIERS, TIER TWO, THREE, WE HAVE STUDENTS WHO WE FIND THAT THE INTERVENTIONS ARE NOT BEING SUCCESSFUL.

AND AT THAT POINT STUDENTS ARE REFERRED FOR PSYCHOLOGICAL EVALUATION AND IF THEY ARE FOUND ELIGIBLE, WE USE THIS FORM HERE TO TRACK HOW MANY STUDENTS THAT WE FOUND ELIGIBLE FOR EACH OF OUR FOR THE SCHOOL YEAR.

THIS FORM BREAKS IT DOWN INTO CATEGORIES.

THE PINK SECTION JUST KIND OF GIVES YOU A LITTLE BASIC DEMOGRAPHIC INFORMATION ABOUT THE STUDENTS.

THE BLUE SECTION GIVES US INFORMATION IN TERMS OF WHAT THAT STUDENT'S STEEP STORE WAS FOR READING AND MATH ASSESSMENTS AND HOW LONG THOSE STUDENTS RECEIVED INTERVENTIONS.

BECAUSE WE WANT TO KNOW WE DON'T WANT STUDENTS TO STAY IN TIER TWO OR TIER THREE FOR WEEKS ON END.

AND I MEAN AT THAT POINT YOU ARE DOING A DISSERVICE TO THE STUDENTS.

SO THIS KIND OF HELPS US GO BACK AND REFLECT AND SEE HOW WE ARE PROVIDING THOSE SERVICES TO THE STUDENTS.

THE PURPLE SECTION OF THE FORM TELLS US WHAT THOSE HOW THE CHILD WAS FOUND ELIGIBLE.

WHAT RESOURCES OR SUPPORT THEY ARE GOING TO BE RECEIVING THROUGH SPECIAL EDUCATION AND THE AMOUNT OF TIME.

SO, AGAIN, IT KIND OF HELPS US MONITOR WHAT WE ARE DOING AT THE SCHOOL LEVEL AND IT ALSO HELPS US TO KEEP AN EYE ON OUR NUMBERS IN TERMS OF MAKING SURE THAT WE HAVE THAT DISPROPORTIONALITY IN CHECK.

THAT WE ARE NOT OVER REFERRING STUDENTS FOR SPECIAL EDUCATION SERVICES.

>> LEONORA?

>> I'M BACK FOR TIER FOUR, TIER FOUR IS IN ADDITION TO TIER ONE AND THREE, ONE THROUGH THREE WE HAVE TARGETED STUDENTS THAT PARTICIPATE IN PROGRAMS AND INSTRUCTIONAL DELIVERIES AND THIS IS THROUGH THE SPECIAL EDUCATION PROGRAM WHICH THEY ARE DEEMED ELIGIBLE FOR.

THERE IS A GREATER FREQUENCY OF PROGRESS MONITORING, TO CONTINUE TO SEE IF THAT STUDENT IS RESPONDING TO THE INTERVENTIONS THAT ARE BEING PROVIDED FOR THAT STUDENT.

AND THEY ARE TYPICALLY MANAGED BY THEIR CASE MANAGER.

SOME OF THE PROGRAMS THAT OUR SPECIAL EDUCATION USES, FOR EXAMPLE, ARE SYSTEM 44 AND THE UNIQUE PROGRAM WHICH WE HAVE HAD GREAT SUCCESS WITH.

AND SO WE ARE GOING TO TALK ABOUT RESOURCES AND WRAP IT UP.

>> SO THESE ARE JUST SOME OF THE RESOURCES THAT WE USE IN OUR SYSTEM THAT MAY BE HELPFUL TO YOU AS WELL.

THE DOE IS A GREAT RESOURCE WITH POSITIVE BEHAVIOR SUPPORTS AND WEBSITES WE GO WHEN WE ARE LOOKING FOR ADDITIONAL INFORMATION AND THINGS TO USE.

YOU SEE THE MOTIVATIONAL BREAKTHROUGH BOOK LISTED THERE.

THE MOTIVATION ASSESSMENT SKILL THEY TALKED ABOUT.

IT'S DONE AND IT'S A QUICK 16 QUESTIONS ABOUT WHAT IS THE FUNCTION BEHAVIOR AT TIER TWO AND THE CHECK IN, CHECK OUT SYSTEM, THINKING MAPS, IF YOU WANTED TO KNOW ABOUT THAT AND SKILL STREAMING THEY ARE PLACES YOU CAN GO AND THANK YOU FOR ALLOWING US TO SHARE OUR JOURNEY WITH YOU, WE HAVE GREAT PEOPLE IN THE SYSTEM DOING GREAT THINGS AND I'M PROUD OF ALL OF OUR SCHOOLS AND THANKFUL TO OUR SYSTEM THAT'S SUPPORTING US IN OUR JOURNEY.

SO THANK YOU.