dr. levesque school rti narrative of plan a. examination ... narrativeb.pdf · dr. levesque school...

Dr. Levesque SchoolRTI Narrative of Plan

A. Examination of Existing Practices:

At DLES, teachers use a variety of strategies to help meet student needs. Some ofthe best practices utilized include, but are not limited to: DI, MI, Bloom's Taxonomy,Title I and Title III support, thematic instruction, graphic organizers and agendabooks, Reading First strategies, literacy and math workstations, use of hands onmanipulatives, and a variety of technology tools, such as IPads, Smartboard, AppleTVs, and computer use. All these strategies support the 3 Tier model of RTI.

Classroom expectations at each grade level are clearly defined. In addition to theSchool Code of Conduct, each classroom teacher establishes a set of rules that isreviewed with students. There is also an acknowledgement system in place bothschool-wide and at the classroom level.

We are constantly self-assessing our teaching practices. We analyze our data fromthe universal and progress monitoring screening to help guide instruction.

B. Build Capacity and Buy -In:

In order for our RTI program to be successful, everyone involved in the processneeds to be supportive. This includes, school board members, administrators,parents, and teachers. We need financial as well as physical support in order toachieve success. If any or all of the persons involved are not committed to thisreform, the results will not be effective. Professional develop will be ongoing so thatwe use best teaching practices and current RTI methodologies.

C. Professional Development

Our school district currently has an RTI Steering Committee. This committeeincludes members from all three of our schools. Some members from each schoolhave attended workshops and/or done readings in order to gain more information.This information is shared at our meeting, and then members go to their respectiveschools to further share the information with their staff. We also encourage staffmembers to attend workshops/seminars/conferences on RTI, and to report back tothe staff what they have learned. District wide efforts have begun in the trainingand implementation of Mass Customize Learning.

D. Universal Screenings

At DLES, Universal screenings are administered to all students in reading andmath. Benchmarks assessments are done three times per year. After benchmarkingis complete, teachers analyze the data to determine which students need progressmonitoring and how often it will occur. Teachers or other designated staff membersare responsible for administering the testing and recording data on the individualassessment's website. Thus far, the school district has supported the costsassociated with purchasing and administering these tests.

E. Data Collection

Universal screening data is manually charted so the information gathered can beshared at monthly data meetings. This gives a visual representation of whichstudents are on grade level and those that need interventions. Staffing meetings,tutoring, re-teaching with DI and other strategies are considered for those studentsat the strategic or intensive levels.

Data analysis will drive skills seminar, which are built into the school day. Skillsseminars are based on need and all students participate. Groups are flexible andstudents are reassigned to different skills groups as they master materials.

F. Research & Evidence-based Interventions

Academic Interventions:


Tier One:• Learning style inventories• Differentiated instruction in all classrooms• Universal screenings• Collection and analysis of NECAP student data• Progress reports and report cards sent home to families quarterly• Biyearly parent-teacher conferences• Agenda books to all students• Reading First strategies• Accelerated Reader program (gr. 1-6)• Ongoing formative assessments• Leveled fiction and nonfiction books• Skills Seminars

• After school supervised study halls

Tier Two:• Kindergarten Enrichment program• Title I tutoring, Title III tutoring (after school)• Tutoring halls during the school day (recess)• Re-teaching or differentiation within the classroom• Parents notified of intervention• Progress monitoring monthly• Staffing meetings as needed• Leveled fiction and nonfiction books• Short-term grouping for common skill needs• Peer tutors• Student accommodations and modifications• Title I Progress Reports

Tier Three:• Progress monitoring weekly/biweekly (determined by teacher)• Targeted, one-on-one tutoring• Student referred to IEP process due to lack of progress• Individualized GT

In addition to the above interventions, students who are at the strategic and/orintensive level for reading and math are recommended for tutoring. At Tier 2 thistakes place in small groups, and at Tier 3 it is direct 1:1 instruction. Educationtechnicians, certified teachers, or other qualified individuals provide tutoring.Students are closely monitored to ensure interventions are successful and arealtered if academic growth is not occurring. Interventions may occur before school,after school, or during recess provided parents give permission for their child tomiss recess.

G. Progress Monitoring

Progress monitoring may occur weekly, biweekly, or monthly, depending onindividualized student need. Academic progress monitoring will be done usingDIBELS, STAR Math, and/or STAR Reading, and Moby Max. Teachers will monitorstudent growth by working closely with tutors and keeping a close eye on individualgrowth by accessing data reports in each universal screening.

If needed, a staffing meeting with the teacher, the administrator, and parent willoccur to discuss a lack of student growth. The team will determine if the studentwill remain at their current tier or move to the next level of targeted assistance.

H. Referral Methods/Protocols

If a student shows a need for interventions, the teacher makes a staffing referral.Members of this team include the teacher, administrator, parent, and anyone elseinvolved in the child's education. At this meeting, it is determined whatinterventions will be utilized to move this student forward. Close monitoring occursto ensure success. The team reconvenes to discuss progress and to determine if anychanges should be made to the plan. Frequency of meetings will depend on studentneed.

I. Communication Plan

The information gathered will be disseminated to anyone involved in the child'seducation. This may include, but is not limited to: teachers, parents, educationaltechnicians, guidance counselor, administrators, and therapists that may beinvolved (speech, physical, occupational.) Dissemination will occur as needed.

Last update on June 13, 2013

Elementary Interventions

Dr. Levesque Elementary SchoolFrenchvilleGrades: Pre-K-6


Tier One:• Learning style inventories• Differentiated instruction in all classrooms• Universal screenings• Collection and analysis of NECAP student data• Progress reports and report cards sent home to families quarterly• Biyearly parent-teacher conferences• Agenda books to all students• Reading First strategies• Accelerated Reader program (gr. 1-6)• Ongoing formative assessments• Leveled fiction and nonfiction books• Skills Seminars• After school supervised study halls

Tier Two:• Kindergarten Enrichment program• Title I tutoring, Title III tutoring (after school)• Tutoring halls during the school day (recess)• Re-teaching or differentiation within the classroom• Parents notified of intervention• Progress monitoring monthly• Staffing meetings as needed• Leveled fiction and nonfiction books• Short-term grouping for common skill needs• Peer tutors• Student accommodations and modifications• Title I Progress Reports

Tier Three:• Progress monitoring weekly/biweekly (determined by teacher)• Targeted, one-on-one tutoring• Student referred to IEP process due to lack of progress• Individualized GT

Behavioral Interventions:

Tier One:Code of conductSlips issued for code of conduct infractionParental consent of code of conduct expectationsAnti-bullying program"Bucket Filling" programSchool-wide reward system for good behaviorSpontaneous physical activity rewardsClassroom rules and expectationsParent notification

Tier Two:• Weekly detention halls• Office referrals• Parent notification• Staffing meetings• Individualized behavior charts• Counseling• 504 plans• Classroom accommodations

Tier Three:• IEP referral• In-school/out of school suspension

Last updated on June 13, 2013

Dr. Levesque School PBIS Expectation Matrix

RESPECTFULRESPONSIBLESAFETY

ALL SETTINGSUse polite language andrespectful voice

Follow directions the firsttime

Keep hands and feet toyourself

Make good choices

Take responsibility for yourwords and actions

Use emergency proceduresand take practice seriously

Follow teachers' safetyguidelines

Report safety issues

BUSUse an inside voice

Listen to adults

Follow the rules

Enter/exit appropriately- wait your turn- single file

Walk to and from the bus


Stay seated at all times

CAFETERIAUse an inside voice

Allow anyone to sit next toyou

Practice polite table manners

Clean your space

Wash your hands beforeeating

Walk

Ask adult permission to leavethe room

RESPECTFULRESPONSIBLESAFETY

Follow classroom rulesCLASSROOM

Be positive

Be helpful

Be honest

Complete assignments

Be prepared

Make good choices


Follow teacher's safetyguidelines

PLAYGROUNDInclude everyone

Follow rules

Share materials

Come inside immediately whenbell rings

Stay in approved areas

Use equipment properly

Report injuries

Get permission to leaveplayground

RESTROOMSAllow privacy for others

Keep restroom clean

Return to class promptly

Wash hands with soap andwater

Keep water in sink

Calm quiet behavior


Indicator or Sub-Topic

Effective StudentAssistance/ProblemSolving Team inPlace

High Quality,Standards-BasedCurriculum andResearched-BasedInstruction

Specific Actions

Staffing meeting heldper referral fromt~P3 Prif^r1 LCct L.1 ICi

School-wide DataMeetings

Team uses universalscreening data(benchmark andprogress monitoring,)classroomperformance, andother documentationto determineprescriptiveassessment forinstruction.

Team will reconveneas needed to discussprogress andeffectiveness of plan.

Continued discussionof Everyday Mathseries

Implementation of thefollowing:

• Rocket Math

• Moby Max

Resources

Administrativesupport

Teacher support

Parent support

Financialcommitment

Math series

Curriculum Mapper

Teacherresources/textbooks

Timeline

July 2014

July 2014

Who is Responsible

Teaching staff

Parent

Administration

District (budget)

Teachers

Ed. Techs

Curriculum Coordinator/Administrative support

Evidence of Change

Benchmark and progressmonitoring growth reports

Academic growth in theclassroom



Prescriptive/OngoingAssessment Practices

• EverydayMath

• Reading FirstStrategies

• AcceleratedReader

• TreasuresReadingSeries(leveledreaders]

• DifferentiatedInstruction

• CurriculumMaps

• STAR Reading

• STAR Math

• SkillsSeminars

Universal screeningsusing: DIBELS, STAR

Leveled books

Hands-on materialspurchased throughgrants

On-line licenses

DIBELSJuly 2014TeachersBenchmark and progressmonitoring growth reports

in Place

Levels ofInterventionIdentified andResources Allocated

Reading, STAR Math

Moby Math

Rocket Math

Accelerated Reader

State AchievementTests

Followinginterventions utilizedbased on studentachievement need:

Tierl

Agenda books

Learning StyleInventories

DI in all classrooms

Universal screenings

Analysis of NECAPstudent data

Progress reports( academic)

State AchievementTests

Online resources

STAR Reading andSTAR Math

Moby Math

Rocket Math

Financial assistance(budget)

Time

Various teachingmaterials needed todifferentiate at eachtier

July 2014

Assessment Coordinator

Teachers

Administrators

Parents

Tutors

Students




Parent-teacherconferences

Reading Firststrategies

Accelerated Reader

Leveled books

Skills Seminars

After schoolsupervised study halls

Tier 2

KindergartenEnrichment

Title I ProgressReports

Title I tutoring

Title III tutoring

Re-teaching or DI

Staffing with parents

Progress monitoring

Leveled books

Skill-based tutoring

Ongoing, Job-EmbeddedProfessionalDevelopment

Peer tutors

Studentaccommodations andmodifications

Tier 3

Progress Monitoringweekly/biweekly (tobe determined byteam)

Targeted, one-on-onetutoring

Student referred toIEP process due to lackof progress

Individualized GTprogram

Continued discussionon the Every MathSeries

Professionaldevelopment on MassCustomized Learning

Continued discussionofRTI

Staff meetings

Data meetings

Professional(expert) presenters

Workshop days

July 2014Administrator

Teaching Staff

Teaching practices alignwith student needs &Common Core Curriculum


August 20, 2013

Dear Parents/Guardians:

Again this year, our staff will enforce the "Code of Conduct" with students. The corevalues promote leadership and good choices among the behaviors of our students. Thecore values are as follows:

CODE OF CONDUCT

RESPECTTreat others the way you want others to treat you.

HONESTYTell the truth.

Keep your promises.

CARINGBe kind.

Be giving.Be helpful.

FAIRNESSPlay by the rules.Be open-minded.

RESPONSIBILITYMake good choices.

Be accountable for your behavior.

COURAGEWork hard.

Live by positive values and beliefs.

CITIZENSHIPWork hard to make your school and community a better place.

Should students not follow one of the codes of conduct by making a poor behavioralchoice, they will receive a violation slip. These slips will be used in the classrooms andduring recesses. The slip includes the following information: Student Name, dateincident occurred, description of incident, core value violated, teacher's name, andnotification of parent/guardian.

1st slip = Warning (and phone call from teacher)2nd slip = 2nd Warning (and phone call from teacher)3r slip = Serve after-school detention (and phone call from the teacher or

Principal)

For students in grades 5 & 6, a slip will only be held for 10 school days or twoweeks. For students in grade 2, 3, & 4, a slip will be held for 7 school days.

There will be a detention hall every Thursday from 2:40-4 PM. Parents/Guardiansare responsible for picking up their child at 4 PM on the day of the detention beingserved. Special arrangements may be made with the principal if this causes aproblem. In the event that a student has served four detentions a parent meeting will berequested.The following method will be used in the event that a student receives slips for missingassignment purposes:Grade 2, Grade 3, & Grade 4 Grades 5 & 6

1 st missing assignment = hole punch on 1st missing assignment = sliphomework card

2nd missing assignment = hole punch on 2nd missing assignment = sliphomework card

3rd missing assignment = detention 3rd missing assignment = detention

Again, as a school, we are excited to continue to use the "Code of Conduct" as we feelthat it promotes positive and consistent choices and behaviors among our students.Please sign below and send slip back to school with your child by Friday, August 30th.

Sincerely,Ms. Amy Bouchard, Grade 1 TeacherMrs. Sherry Dubis, Grade 2 TeacherMrs. Liza Caron-Pelletier, Grade 3 TeacherMrs. Meranda Castonguay, Grade 4 TeacherMrs. Lorri Walker, Grade 5 TeacherMrs. Vicki Deschaine, Grade 6 TeacherMrs. Lisa Bernier, DLES Principal

I have read the "Code of Conduct" letter and understand the consequences if my childshould violate one of the core values.

Parent/Guardian Signature Date

Child's Names Child's Homeroom Teacher

REDSEVERE RISK OF HARM.... ALL STAFFREPORT

SHOVING PEOPLE OFF SWINGSINTENTIONALLY HARM SOMEONEKICKING/HITTING/SPITTING/PUSHINGTHREATENING - "I'M GOING TO KILL YOU."WHIPPING KIDS AROUND IN SLED

ORANGEMODERATE RISK OF HARM...ALL STAFFINTERVENE AND TRACK - REPORT IFPATTERN

JUMMPING OFF SWINGPUSHING OR RUNNING TO BE FIRST IN LINETHROWING ROCKSUSING TEACHERS AGAINST EACH OTHERSTALKINGMAKINE UP THEIR OWN RULESUNFAIR TEAMSPLAYING FAILY AND FOLLOWING RULES OF THE GAMESWEARINGIGNORNING TEACHERR U N N I N G THROUGH THE PEASTONE AROUND THEEQUIPMENTSNOW BANK CLIMBING AND SNOWBALL THROWINGSWING IUMPROPES

YELLOWSOME RISK OF HARM...ALL STAFFINTERVENE IN THE MOMENT USING THEIROWN APPROACHES

MEAN VOICEYELLING AT SOMEONETHREATENING NOT TO BE A FRIENDMAKING FACES AT PEOPLESWEARINGNAME CALLINGNOT INCLUDING OTHERS WHILE PLAYINGUSING EQUIPMENT PROPERLY OR NOT FOLLOWING RULESTO USE EQUIPMENT (EXAMPLE: TRACK SLIDE)USING SLIDE IMPROPERLYWALKING ON ROCKS NEAR BUILDING

MAY BE EXCEPTABLE OR UN EXCEPTABLESTAFF USES DISCRETAION

LEAVING JUMPROPES AND BALLS OUT-SIDENAME CALLINGYELLIN AT OTHERSEXCLUDING KIDS FROM PLAYPUSHING IN LINENOT SHARING EQUIPMENTDIGGING HOLES UNDER THE EQUIPMENTFOLLOWING —CHASING OTHER KIDS

dr. levesque school rti narrative of plan a. examination ... narrativeb.pdf · dr. levesque school...

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