4 Who We Are: 2011-2012 568students 53% Hispanic or Latino 26% White or Caucasian8% Black or African American5% Asian2% American Indian or Alaska Native.4% Pacific Islander62% Low Socio-Economic or FRL30% Limited English Proficient15% Special EducationRebecca to go over school highlights
5 Kirk Adams EES MissionAll students will learn to read with comprehension and fluency, write to communicate effectively using the Analytical Writing Traits, and problem solve using addition, subtraction, multiplication, and division; while getting along well with others.
9 Innovative Practices Empowerment School Distributed Leadership Standards-based grading – *No Grades on report cardsStandards-based instruction – not programsLeveled instruction for ELA 1st -3rd gradesDepartmentalized instruction 4th -5th gradesFormative administration of assessmentsSpecial Education InclusionFrequent classroom observations with feedback
10 Response to Intervention 6 Steps to RTIIdentificationDiagnosisDetermining Intervention Level, Goal Setting and Creating a Plan for InterventionsAdministering Appropriate InterventionsProgress MonitoringData Analysis and OutcomesVicki to describe how the steps flow smoothly and repeat as necessary
11 Identification School-wide cut scores CRT – any student under 305CCSD Interims – K-2 under 70%, 3-5 under 60%Universal Screening / Benchmark AssessmentsAims Web ELA & mathGradesLAS Links (language prof. )Watch list of students (Slide1)Rebecca
12 Step 1: Identification Table Discussion At your tables or with a neighbor, discuss and list all the possible data sources you currently have at your school that could be used to create your own watch list.Do you have “cut scores” to use to identify struggling students and what are they?
13 Diagnosis Every student on watch list OR new to the school Reading Assessing Reading, Multiple Measures for Kindergarten through Eighth Grade. (CORE, 2008)MathSTPT analysis of standardsAims Web computationCreate a Tiered Instruction List (Slide 2)Typical Interventions provided (Slide 3 & 4)Vicki
14 Step 2: Diagnostic Discussion What do you currently have in place to diagnose the specific skill deficits of struggling students?
15 Goal Setting & Create a Plan for Interventions Goals are statements of the expected results of the intervention and should state the conditions under which the student will perform the behaviorARTAn ART is the criterion that is set to indicate the least amount of progress a student can make and still be on track for narrowing the achievement gapRTI Plan Summary (Slide 3)Vicki
17 Determine and Administer Appropriate Interventions Tier 2 vs. Tier 3In addition to Tier 1Tier 3 students also receive Tier 2Small group vs. 1-115-30 minutes, depending on goalsIntervention Block of time40 minutes/day by grade levelNo new instruction during this timeExtension activities for Tier 1 studentsTier 2 in classroom, Tier 3 in labRebecca
18 Determine and Administer Appropriate Interventions What Interventions?Standards Based or Problem SolvingResearch BasedWho delivers the Interventions?Classroom TeacherRTI FacilitatorELL FacilitatorSpecial Education Inclusion TeacherPara-professionals (7 instructional assistants)Vicki
22 Step 4: Providing Interventions Discussion Share at your table or with another person how you provide Tier 2 or Tier 3 interventions.Who does them?Where are they done?How do you overcome the loss of Tier 1 instruction?What materials do you use?Show other materials if time permits
23 Progress Monitoring Tier 1 Tier 2 Tier 3 7 times a year (3 benchmarks, 3 interims, 1 mid-term, mock CRT)Tier 2Every 2 weeksTier 3WeeklyRebecca
24 Progress Monitoring Assessments Charts and Graphs Specifically aligned with the interventionUsually given by the person delivering the interventionMore than CBM measurementsCharts and GraphsExcel tables and graphsAccessible to all teachers who work with the studentVicki
27 Step 5: Progress Monitoring Discussion How do you monitor the progress of your Tier 3 interventions? How often?How do you monitor the progress of your Tier 2 interventions? How often?Who administers the progress monitoring?How is the progress reported to all teachers that work with the student?
28 Data Analysis & Outcomes Intervention TeamAdministratorCase workers from each grade levelRepresentatives from Special Ed. (Psychologist, Teachers, Speech Pathologist)Meets every week to analyze progressRebecca
29 Data Analysis & Outcomes Problem resolvedTier 3 moves to Tier 2 before Tier 1Progress toward problem, but not resolved yet – continue interventions as determinedUnresolvedMove Tier, create new goals, change the interventions, and continue to monitor progressChange frequency, duration, instructional level, intensity, or the number of participantsRefer for MDT, 504, retentionVicki
30 Step 6: Analysis and Outcomes Discussion Do you have a team in place to review the progress of the interventions?How often do they meet?Do you have a plan in place to review the progress regularly?What are the possibilities of student success with this process in place?
31 Case Study - FernandoRebecca background / Vicki current – if time permits