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Group 1: Amanda, Corindy, Sherry P, Tara

Group 2: Whitney, Michelle, Dee
Group 3: Mark, Haley, Sherry R.
Group 4: Todd, Sara, Kris

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Read and respond to your colleague's reflections over Chapter 8.

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D-G and LPC: Taking Action a Handbook for RTI at Work

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With your group, discuss Chapter 8 and brainstorm Essential Action Steps. Give each action its own sticky note under the appropriate column heading.

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D-G and LPC: RTI at Work: Essential Action Steps

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*who are members of team?
*what are the roles and responsibilities for each member?

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If SAEBERS is a screener, what diagnostic tools are available?

Is there any way we can meet for SEL concerns every 3 weeks? Possibly during PLC and LST?

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Who is this? What are their roles and responsibilities?

Do teachers need further clarification on what Tier 3 is and what they can do for students within this for SEL?

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Who are these people? Do we create an academic LST team and an SEL team or all rolled in one? How do we increase the positive culture?

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How will Tier 3 interventions look?
Where in the schedule??
Who will implement the interventions??

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Find a consistent time throughout the day for kids to receive interventions DAILY for Tier 3. Using ALL staff members to help with interventions in some way.

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How do we break the stigma of having kids go to a different grade level for an intervention if that is where the targeted skills they need are being taught? (just trying to make the best use our resources)

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*LST process---come a long way, but can we still make more gains

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How can we make this work schedule wise? Interventions for SEL are ongoing and ever changing. The intervention may require LOTS of time at the beginning, but less as they progress. Will require teacher flexibility and a shift in mindset.

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Possibility of needing a master schedule to ensure protected time for WIN/Interventions across the grade levels

Need to find ways to get most-highly trained staff in classrooms to work with students

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Many times the root or cause of the problem is home-based. How do we provide interventions and provide suppot when we are unsure the intervention will be used? This area is SO much more difficult than academics.

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To help track data in determining SE:
- Online data tracking/documentation accessible teacher and LST team
- Bank of interventions so teachers can use and collect real-time data of what they are trying to do to help students
= Create a checklist for teachers to utilize for LST of what must be done with interventions and data that must be collected before truly considering SE

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Binder of ideas for Tier 2 and Tier 3 interventions that teachers have used and had success with organized by the 5 SEL competencies. Time for teachers to share an interventions that work. Teacher friendlyt