ACADEMIC and BEHAVIORAL SYSTEMS FOR SCHOOLWIDE SUCCESS

Vista Verde School

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•STUDY SKILLS CLASS• EXTENDED LEARNING

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures•BEHAVIOR INTERVENION PLAN BIP

Targeted Group Interventions •Some students (at-risk)•High efficiency•Rapid response• STUDENT IDENTIFICATION• RTI PLAN

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response•PEER COACING •STUDENT CONTRACTS•CHECK-IN/SCHECK OUT

Universal Interventions•All students•Preventive, proactive• CLASSROOM EXPECTATIONS•ACKNOWLEDGEMENTS• CLASSROOM ESSENTIAL PRACTICES

Universal Interventions•All settings, all students•Preventive, proactive•SCHOOLWIDEEXPECTATIONS•ACKNOWLEDGEMENTS•CLASSROOM ESSENTIAL PRACTICES

VISTA VERDE SYSTEM for SCHOOLWIDE SUCCESS

SWIS Data Problem Behavior and Location

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1. Actively supervise at all times• Move continuously• Scan continuously & overtly• Interact frequently & positively• Positively reinforce rule following

behaviors2. Positively interact with most students

during lesson• Vary type of contact

• Physical, verbal, visual contact• Vary by individual & group • Mix instructional & social interactions

Classroom Essential Practices

3. Conduct smooth & efficient transitions between activities

• Teach routine• Limit to time required for student to be ready• Engage students immediately

4. Be prepared for activity• Have filler activities• Know desired outcome• Have materials • Shift phases of learning

• Acquisition, fluency, maintenance, generalization

• Practice presentation fluency

Classroom Essential Practices-continued

Classroom Essential Practices-continued

5. Begin with clear explanations of outcome/objective• Provide advance organizer• Create focus or point of reference for

assessment

6. Give each student multiple ways to actively respond• Vary response type

• Individual v. choral responses• Written v. gestures

• Use peer-based assistance

Classroom Essential Practices-continued

7. Regularly check for student understanding• Vary assessment type

• Immediate v. delayed• Individual v. group

• Review previously mastered content• Check for existing knowledge

8. End activity with specific feedback • Review performance on expected outcomes

• Scheduled activities• Academic v. social• Individual v. group

Classroom Essential Practices-continued

9. Provide specific information about what happens next• Describe follow-up activities

• Homework, review, new activity, choices• Immediate v. delayed• Following lesson

• Describe features of next lesson

10. Know how many students met learning objective/outcome• Administer probe

• Oral, written, gesture• Immediately graph/display performance

Classroom Essential Practices-continued

11. Provide extra time/assistance for unsuccessful students• Determine phase of learning

• Acquisition - re-teach• Fluency - more practice• Maintenance - reinforcement/feedback

• Schedule time during/before next lesson12. Plan activity for next time activity

• Consider phase of learning• New outcome• Re-teaching• Practice• Maintenance/generalization

• Modify/select materials

Response to Intervention Student Plan

• www.interventioncentral.com

• STAR Manuel – Classroom Management Strategies

• Peer Coaching Opportunity

• Teacher/Student Conference

• Tracking – Teacher/Student Remeets, Progress Report/Report Card