News from Boissevain School

June 3, 2013

Update – June 3 – 2013

Filed under: Education — Mr. White @ 12:57 am

 

What’s Up at Boissevain School

 

Upcoming Dates:

June 3 – Boissevain School Track Meet

June 4 – MS TMSD Track Meet

June 4 – Cafeteria Closes

June 5 – AAA Spirit Day

June 7 – 4 – H Rally Day

June 11 – CTS Luncheon – North Gym

June 19 – Gr. 12 Marks are due

June 21 – Gr. 9 to 11 marks are due

June 25 – Gr. 5 – 8 marks are due

June 24 – Boissevain School Graduation

June 25 – ECA Awards – Gr. 9 to 12

June 27 – MS awards – Gr. 5 to 8 – last day of classes

June 28 – Admin Day  – Gr. 9 to 12 Reports

 

√ High School – Advisory

June 3 – 8 am – Student Selection for advisory

June 5 – 11 am – Advisory Lunch – Welcome Grade 8 students

 

√ – It is important again to continue to understand the RTI model being implemented in TMSD – it will be the focus of our September 3 & 4 PD and Admin Days– Please read the following information  – it is better to be informed.

√ The RTI committee will meet before the end of June to identify the key features of the RTI model that we will address on September 3 & 4

 

Preamble:

Response to Intervention (RTI) is a multi-tiered approach that is used to help students be successful in their learning.  Through gap analysis, students’ progress is closely monitored at each stage of intervention to determine the need for further research based instruction and/or intervention.

 

TMSD Mission Statement:

The students are the focus of our efforts.  The division strives to provide an education that prepares individuals for a meaningful life in a changing world.  We promote a learning environment that begins in the home, continues in the school and is supported by the community.

 

Vision:

Empowering all students to succeed.

 

RTI exists in TMSD to provide all students, teachers and parents with positive behavioural and academic interventions and supports.

 

Values:
TMSD believes that through RTI there shall be:

  • Effective communication among all stakeholders.
  • Authentic involvement of students, teachers and parents.

 

Purpose of RTI:

  • To create an efficient, effective and relevant process to input, retrieve and utilize behavioural and/or academic data.
  • Establish consistency around process.
  • Transition student data from year to year.
  • Provide a framework to support interventions for the classroom teacher.

 

Why RTI?

1. RTI allows educators to proactively identify students who are struggling with academics and/or behaviours. It allows schools to plan collaboratively and to provide targeted interventions to all students.

2. RTI aligns with the philosophy that all students can learn.

3. RTI supports the philosophy of inclusion.

 

RTI means…
  • All students must receive teaching based on best practice at Tier 1 before moving into Tier 2 and 3.
  • Assessment and data collection must occur in all tiers in order to gauge success and determine future interventions.
  • Involving more than one strategy or intervention.
  • A framework for all students.
  • A systematic process for ensuring that all students learn.

 

 

Definitions:

 

Baseline:  The student’s current level of performance in his or her focus area for improvement prior to implementation of an intervention.

Benchmark:  Important student outcomes or goals for a grade within a particular domain (e.g. reading), that students should be achieving during the course of a school year (e.g. fall, winter, spring) in order to be on target for end‐of‐grade performance by the end of that school year.

Case Manager:  A person who assists in the planning, co-ordination, monitoring and evaluation of an individual student’s success plan.

Data Driven Decision Making:  The process of planning for student success (both academic and behavioural) through the use of ongoing progress monitoring and analysis of its data.

Differentiated Instruction:  An approach to teaching that emphasizes ways to meet the differing needs of a group of students within the general education setting.  For example, through the use of flexible small groups, varied instructional materials or different ways of presenting the same content; differentiation of instruction is an integral part of Tier I.

 

Flexible Grouping:  Grouping of students that is changeable based on the purpose of the instructional activity and on changes in the instructional needs of individual students over time.

Frequency:  How often a behaviour or an intervention occurs.  Commonly used in Functional Behavioural Analysis (FBA) and Response to Intervention (RTI) research in the context of the three most important factors in considering behaviours of concern:  Frequency, Intensity and Duration.  Frequency of an intervention, as an element of its effectiveness, can be a focus of the fidelity of delivery.

Gap Analysis:  Gap Analysis is a tool for measuring the difference between the student’s current level of performance and benchmark expectations.

Homogeneous Grouping:  Grouping of students with similar instructional needs who are at similar levels, such as students who all require instruction in basic math skills.

Intervention:  The systematic and explicit instruction provided to accelerate growth in an area of identified need.  Interventions are provided by both special and general educators and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation and include ongoing student progress monitoring.

PBIS:  (Positive Behaviour Intervention and Supports) is a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviour with all students. It is about the redesigning and improving of teaching and learning environments focusing on positive behaviours for both adults and students.

 

 

Progress Monitoring:  Progress Monitoring is the ongoing process that involves collecting and analyzing data to determine student progress toward specific skills or general outcomes.  Progress monitoring generates the useful data for making instructional decisions based on the review and analysis of student data.  Monitoring student progress, through collection and analysis of data, is an effective way to determine if the instruction being delivered is meeting the needs of the student.

Research Based Instruction/Intervention/Practice:    A research based instructional practice or intervention is one found to be reliable, trustworthy and valid based on evidence to suggest that, when the program is used with a particular group of children, the children can be expected to make adequate gains in achievement.  Ongoing documentation and analysis of student outcomes helps to define effective practice.  In the absence of evidence, the instruction/intervention must be considered “best practice” based on available research and professional literature.

Response to Intervention (RTI) Is a multi-tiered approach that is used to help students when they are not learning. Students’ progress is closely monitored at each stage of intervention to determine the need for further research based instruction and/or intervention. The term “Response to Instruction” can be used interchangeably with “Response to Intervention”.

 

Tier 1: Is the instructional program that occurs in classrooms meant for all students including differentiating to meet student needs. This can refer to both academic and/or behavioural needs.

 

Tier 2:  Is the instructional program that provides additional support to students who struggle in the classroom or Tier 1 setting. Whenever possible Tier 2 interventions should be classroom based.  The interventions are more targeted, intense and focused.  RTI leadership team works as a support for the classroom teacher.

 

Tier 3:  Represents a highly specialized and intense level of intervention for individual students whose needs are significant and require interventions from an extended team. Tier 3 interventions are implemented when Tier 1 and Tier 2 strategies are not effective on their own. Supports from outside agencies are needed complimenting tier 1 and 2 interventions and supports provided by the classroom teacher and RTI leadership team which will be ongoing.

 

 

 

 

 

 

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