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Just in Time Learning: Response to Intervention (RtI) A Key to Student Improvement Diane C. Hart K-12 Supervisor Curriculum and Instruction Learning Systems.

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Presentation on theme: "Just in Time Learning: Response to Intervention (RtI) A Key to Student Improvement Diane C. Hart K-12 Supervisor Curriculum and Instruction Learning Systems."— Presentation transcript:

1 Just in Time Learning: Response to Intervention (RtI) A Key to Student Improvement Diane C. Hart K-12 Supervisor Curriculum and Instruction Learning Systems and Programs

2 Presenters Dowell Elementary School Dr. Jami Frost, Principal Shea Thomas, AP (Introductions for Dowell) Kelli Beechler, Professional School Counselor Doing Outstanding Work to Ensure a Love of Learning

3 Presenters Awtrey Middle School Jeff Crawford, Principal Sandie Drummond, Assistant Administrator Amanda Shaw, Graduation Coach Wheeler High School David Chiprany, Principal Andrea Jenkins-Mann, Assistant Principal Millie Threeton, Assistant Principal

4 Why Response to Intervention All states and schools in the U.S. are accountable for disproportionality in special education through State Performance Plan reporting to the Office of Special Education Programs (authorized by IDEA). Minneapolis Public Schools have found that the RTI process reduced disproportionality for African- American students (Marston, Muyskens, Lau, and Cantor; 2003) The minority student response to early intensive instruction has been significant. VanDerHeyden and Witt (2005)

5 In Georgia: The Georgia Department of Education has acknowledged that disproportionality represents a serious concern in our state and Georgia is under consent decree requiring the elimination of this disproportionality. In Cobb: Goal #2 on strategic plan of Student Learning and Performance: Monitor the progress and success of each student Why Response to Intervention cont…

6 Tips for Success By now students who may be struggling or that we know have gaps in skills or knowledge in Math, Reading, or ELA should be identified Progress report review; this first progress report is the first opportunity to identify student’s needs and provide additional support. The process works best when administrators support the process through…

7 State Descriptor: Building Level Leadership Implement the plan for RT including the plan for monitoring implementation of the interventions and addressing issues of fidelity Create a school wide focus on assessment driven instruction Develop staff understanding of the RTI process Establish schedules to provide various times for interventions (collaboration time) Ensure Tier 1 standards based instruction occurs in all classrooms Establish standard protocols of support for students needing Tier 2 support (who will do what, when)

8 Student Name (Print Last, First) Final % Grade in your class # of days absent from your class Behavior: (1-5, 1 = great) Number of Assignments failed (below 70%): 1. Put the # failures in the blank, 2. Circle one or more reasons Tests _______ Reason: A. failed to turn in, B. poor performance, C. ___________________________________________ Homework _______ Reason: A. failed to turn in, B. poor performance, C. ___________________________________________ Daily _______ Reason: A. failed to turn in, B. poor performance, C. ___________________________________________ Other _______ Reason: A. failed to turn in, B. poor performance, C. ___________________________________________ List dates parents were contacted with concerns about student Number/Type of discipline referrals Subjective Assessment (your opinion why the student is failing the course at this time). Suggestion to support progress report review process HS and MS Progress Report Summary Shared by Andrea Jenkins-Mann (Wheeler HS)

9 Critical Questions to ask while reviewing student progress reports Are any students performing below grade level? If students are performing below grade level, what will we do to improve their performance in the coming weeks? (This can be part of the Data Team Process) What specifically is the student’s deficiency (ie: site words, fluency, math reasoning) and what strategies do we know already that impact this area of deficiency? (monitor their progress formally or informally at tier 1)

10 Critical Questions Continued If large numbers of students are doing poorly are we re-examining instructional methods/strategies (using differentiation, grouping techniques, and performance based instruction focused around GPS standards)? Are there students who need to be on tier 2 immediately?

11 Support: What Support is Available? Elluminate Sessions on Using Research to Select and Design Effective Interventions at (see last slide also) ml ml RtI Resource blog at –Lots of information on interventions, how to work with special groups (ELL, EIP), training materials, etc.

12 Support: What Support is Available? RtI Advisory Team made up of school representatives –We address procedural issues, forms, trainings, etc. RtI County Team consisting of (Diane Hart, Gail Smith, Debbie Lozo, and Laurel Kinard). –We discuss difficult cases, if you need advice or support please contact one of us Upcoming trainings –I will be setting up some small group support trainings on specific needs such as data collection, intervention implementation follow-through solutions, etc.

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