SRBI PROCESS Updated SRBI Flowchart WHAT DOES SRBI
SRBI PROCESS
Updated SRBI Flowchart
WHAT DOES SRBI LOOK LIKE ATHERE? Ø Tier 1 : Important to remember that Tier 1 is a vital part of the SRBI Process. Ø Ø Year long continued work will be done with Tier 1 for the 2016 -17 school year. Tier 2 & Tier 3 Ø Ø Ø Teams will identify student in need of additional support. Data will be reviewed Action plans with Smart Goal, strategies and measurement tools will be developed. Strategies will be implemented within the classroom and during additional intervention groups. Progress monitoring will be administered, reviewed & recorded by teacher ONLY.
REQUEST FOR ASSISTANCE § Complete one time for any students new to the SRBI process as of the 2016 -17 school year.
CREATING S. M. A. R. T. GOALS SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIMELY
SPECIFIC GOAL A SPECIFIC GOAL HAS A MUCH GREATER CHANCE OF BEING ACCOMPLISHED THAN A GENERAL GOAL. TO SET A SPECIFIC GOAL YOU MUST ANSWER THEFOLLOWING QUESTIONS. Who: Who is the student and what do we know about him/her? What: What does the student need to be successful? (scaffold specific skills needed) When: Establish a time frame. (District Sessions) Which: Identify the skills preventing student achievement. (Using multiple data sources) How: Identify the effective strategies that will increase student success , through direct instruction and practice within the classroom.
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MEASURABLE Ø Establish concrete criteria for measuring progress toward the attainment of the goal you set. Ø To determine if your goal is measurable, ask questions such as…… How much? How many? How will I know when it is accomplished? Ø Baseline/Pre-assessment is completed prior to writing action plan Ø Baseline/Pre-assessment, progress monitoring and post assessments all meet same criteria.
ATTAINABLE Ø When you identify the goal it is important to consider the skills needed to meet the goal. Ø Scaffold the skills needed to achieve this goal. Ø Develop a plan for direct instruction and opportunities to practice specific skills needed.
RELEVANT &REALISTIC Ø Based on current data results and time frame, establish a goal that is both relevant and realistic.
TIMELY Ø A goal should be grounded within a time frame (Session determined by the district) Ø Refer back to the scaffold of skills needed to achieve the goal. Ø How will you provide multiple opportunities for direct instruction and practice of these skills in the time frame?
Here is a goal for a second-grade student that could use some SMART help! Bobby will improve his reading comprehension skills.
CREATING S. M. A. R. T. GOALS SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIMELY
What do we know? Ø Bobby scored urgent intervention on last STAR reading assessment. Ø Bobby was able to read a DRA Level 12 with 95% accuracy but did not pass the comprehension component. Ø His teacher shared that Bobby does not include vocabulary or details from the text when answering questions in a small group.
SMART GOALS Small Group Examples It is a smart goal because ……. SPECIFIC: identifies the exact skill Bobby should be working on to improve his comprehension skills. MEASURABLE: It is measurable because a consistent tool will be used to collect frequent data. ATTAINABLE: Based on current data this goal is realistic. RELEVENT: The goal is based on grade level expectations and current student data. TIMELY: Identifies a specific date for completion within the district session dates.
WHAT IS A STRATEGY? Strategy noun strat·e·gy -jē Simple Definition of strategy : a detailed plan or method for achieving a particular goal usually over a period of time : the skill of making or carrying out plans to achieve a goal http: //www. merriamwebster. com/dictionary/strategy
STRATEGY VS PROGRAM Strategy Examples Read ahead: Read on to the end of the sentence or paragraph, thinking about what would make sense. Go back and re-read. (ex. Skip & Return Reading Strategies Book pg. 99) Stop after 3 pages to review the information read (ex. Stop sign strategy) Story element cards to visually assist with recall when answering questions. Multi-Step checklist for math problems. Use of a place value mat and manipulatives to add or subtract. Use a ten frame Program Examples Reading A to Z Benchmark LLI Rewards Do the Math
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MEASUREMENT TOOLS Ø Specific to the goal Ø Relevant to the goal Ø Consistent throughout session ( Ex. If criteria is 3 out of 4 questions, then each progress monitoring will contain 4 questions) Ø Efficient
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