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Moving from Universal to Secondary: Simple Group Interventions

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Tardy Party. 4:00 Club. Bereavement Group. Girls' Social Groups. Anger Management Group ... Tardy Party/4:00 Club. Students with 3 tardies to school were ... – PowerPoint PPT presentation

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Title: Moving from Universal to Secondary: Simple Group Interventions


1
Moving from Universal to Secondary Simple Group
Interventions
  • Fred Lamkey, Principal
  • Riverton Middle School CUSD 14
  • Riverton, Illinois

2
Demographics
  • Unit District with 1400 students
  • Bedroom Community of Springfield.
  • RMS is a 5-8 Building
  • True Middle School
  • 98 Caucasian
  • 37 Mobility
  • 27 Low Income
  • 8th Year in PBIS

Riverton
3
Background
  • 18 Years in Education in Middle and High School
  • 11 Years in Administration
  • 3 Years at High School
  • 8 Years at Riverton Middle School
  • 8 Years in PBIS

4
What is our focus?
5
RTI and Secondary Interventions
  • Your Yellow or Secondary Team is your RTI Team.
  • RTI is about using data to identify students who
    need interventions beyond Universals
  • RTI is academic and behavioral PBIS address the
    behavior side of the triangle.

6
When do you start secondary interventions?
  • Universals should be in place.
  • Remember 80-85 of your population are green!
  • Youll know when youre ready.

7
Who is served by Secondary Interventions?
  • Students who have 2-5 referrals.
  • Students in distress.
  • Students referred by teachers.
  • Students who have pattern referralsaggression,
    harassment, bullying.

8
How do you identify them?
  • RTI Team
  • SWIS Data (2-5 ODRs)
  • Teacher recommendation
  • Parent concerns

9
Who is in charge of secondary interventions?
  • Everyone!
  • Specificallythe RTI Team
  • We tried different ways to accomplish this, but
    one central team is best.
  • SAP, Yellow Team, Grade-Level Teams

10
What are some secondary interventions?
  • Tardy Party
  • 400 Club
  • Bereavement Group
  • Girls Social Groups
  • Anger Management Group
  • Gaming Groups
  • Homework Group
  • Check-in/Check-out
  • Check and Connect

11
Choosing an Intervention
  • Look at the data and identify a problem.
  • 2004-2005
  • 186 Tardy Referrals (student received a
    major referral after three tardies to school)
  • 72 Kids

12
Intervention Implemented
  • Implemented an intervention in 2005-2006
  • Tardy Party/400 Club.
  • Students with 3 tardies to school were invited to
    a Tardy Party. Parents were contacted. (no
    referral)
  • If the student was tardy a fourth time, they were
    invited to a 400 Club. Parents were contacted.
    (no referral)
  • On the 5th tardy a referral was written.

13
Check Data and Adapt!
  • 2005-2006
  • 10 Tardy Referrals
  • 6 Kids
  • 2006-2007
  • 32 Tardy Referrals
  • 17 Kids

14
1st Semester Tardy Comparison 2000-2009
15
Checking Data Student Support Team
  • SST Members
  • Principal
  • Assistant Principal
  • Social Workers
  • Psychologist
  • Guidance Counselor
  • Internal Coach
  • Teachers as Needed

16
What data is used in SST?
  • SWIS
  • Functional Analysis
  • Grades
  • Map (Achievement Testing)
  • ISAT
  • Health Records
  • Teacher Interview
  • Social Work and Psychology Reports

17
SST Actions
  • SST creates interventions and makes
    recommendations.
  • Once a intervention is in place we will make
    minor adjustments throughout, but the
    intervention will be in place for 6-8 weeks
    before being reviewed.
  • After reviewing the intervention, it will either
    be adjusted, replaced or reconsidered.

18
SST Intentions
  • Place student in the least restrictive
    environment.
  • Place them back in the mainstream after the
    intervention has run its course.

19
Then and Now
  • 22 of RMS Students have IEPs.
  • Prior to 2007-08 teachers and parents referred 5
    or 6 students per year for special education
    services
  • During the past two years, only 1 student has
    been referred for services.
  • This in large is due to our SST.

20
Check-in/Check-out
  • Interventions for Behavior and Grades
  • Minimum of twice daily contact with student.
  • Daily communication with parent and school.
  • You can subscribe to SWIS to use CICO in addition
    SWIS data.

21
CICO
22
Check-in/Check-out Academic Data 2007-2008
Grades 5 A 4 A 3 B 2 C 1 D Below 1 F
23
Check-in/Check-Out Academic Data 2007-2008
Grades 5 A 4 A 3 B 2 C 1 D Below 1 F
24
Check-in/Check-out Behavior Data 2006-2007
25
Teacher Gotchas!
  • Gotcha Tickets for Teachers anonymously awarded
    by students
  • Each week four teachers were drawn.
  • Prizes
  • Rock Star Parking
  • Leavn With the Kids
  • Principal Takes Your Study Hall
  • Visit to Nancys Closet
  • Dilly Bar Social

26
Results
27
Results
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