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About the Presenter Drew Wellman, Director of Learning and Student Services for the Lake Mills Area School District Lake Mills Area School District—1,400.

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Presentation on theme: "About the Presenter Drew Wellman, Director of Learning and Student Services for the Lake Mills Area School District Lake Mills Area School District—1,400."— Presentation transcript:

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2 About the Presenter Drew Wellman, Director of Learning and Student Services for the Lake Mills Area School District Lake Mills Area School District—1,400 student K-12 RtI Background Contributing “architect” to two different systems Thesis Extensive PD Admitted RtI super geek Grew out of experiences as school psych Gifted and Talented Background Limited experience in GT Prior to D.L.S.S. Steep learning curve!

3 Advance Organizer Why the Lake Mills Story? Highlights of the Lake Mills Talent Development Program LMASD RtI Efforts and the Connection to Talent Development LMASD TD Program PLEASE—Ask Questions as we Go!

4 Why the LM Story? History—3 Years Ago No “program” Random assortment of good interventions Inequitable service delivery Many “false starts” No decision making framework No qualifying criteria Stand alone program One staff member in charge Limited budget

5 Why the LM Story? Progress—Previous 1 ½ Years Comprehensive Resource Guide Begged, borrowed, and stole from many places Tightly connected to RtI efforts System imbedded Distributed leadership model Daily supports for students Equitable identification processes Talent Development philosophical orientation Still have a long way to go! Still a limited budget ($1,000)!

6 Why the LM Story? From Disjointed to Connected Particularly as it applies to RtI From Random Acts of Good Intervention to Daily Supports From No Decision Making Framework to a Comprehensive Decision Making Framework From No Philosophical Orientation to a Talent Development Philosophical Orientation The LMASD chooses to adopt the language of TD instead of the more prevalent language of GT. In doing so, we hope to advance a support system that is more inclusive and flexible than traditional gifted education approaches, while at the same time maintaining a commitment to promoting individualized learning experiences for our most talented students.

7 Why the LM Story? About 1 ½ Years and Almost $0 Dollars No Special Expertise If You’re Where We Were—Our Story May Help If You’re Looking to Partner with RtI Efforts—Our Story May Help

8 Talent Development Program Highlights Talent Development Identification 3 Tiers—Tier 1 has no floor…everyone qualifies Tri-annual data meetings Promote fluid identification of students Natural opportunities to discuss student strengths Talent Development Service Delivery Most services provided at Tier 1…all have access Specific and individualized supports at Tier 2 and Tier 3 Differentiated Education Plan (DEP) 30 minutes a day with a TD teacher K-8 Teachers make the difference! Distributed Leadership Approach

9 LMASD RtI—The Foundation of TD Interest Convergence! We set out to establish a great RtI framework to support struggling learners…along the way realized this fits perfect for TD The same principles/actions/structures that apply to struggling learners apply to TD MTSS, balanced assessment system, data-based decision making, problem solving process Intentionally layered TD supports into everything RtI—it became a “rule” that when discussing RtI we must include TD Interest convergence—Provides wonderful opportunity to grow and strengthen TD efforts for all districts

10 LMASD RtI—The Foundation of TD Data Based Decision Making Assessment- Screening and Progress Monitoring Multi-Tiered System of Supports Problem Solving Process Evidence Based Improved Student Outcomes Education for All Students

11 LMASD RtI—Elementary MTSS S/E/BReadingMathWriting Universal2 nd StepGuided Reading Readers Workshop Everyday MathStep Up Writers Workshop Sitton PM-DataBehavior Plan Recording Office Referrals MAP Running Rec. AIMSweb GL Assessment MAP AIMSweb Everyday Math-IPP’s Writing Benchmark Sitton Assessment Selected +30 Minutes PM Monthly Behavior Plan Check-in Check-out Comprehension Toolkit Decoding Groups SRA-Reading Mastery A-Z Reading LLI SuccessMaker Odyssey (I&E) Reaching all Readers TD Groups Number Worlds Fundamentals Think Tanks (E) DreamBox (I&E) Odyssey (I&E) TD Groups Classroom Intervention TD Groups PM-DataBehavior Plan Recording Office Referrals FBA MAP Running Records AIMSweb GL Assessment MAP AIMSweb Everyday Math-IPP’s Writing Benchmark Sitton Assessment Targeted +30 Minutes PM Weekly Behavior Plan Check-in Check-out ERE SRA-Reading Mastery LLI SuccessMaker Number Worlds Connected Math Odyssey Classroom Intervention

12 LMASD RtI-Middle School MTSS S/E/BReadingMathWriting Universal2 nd Step Guidance Lessons Health Guided Reading Core Reading Everyday Math Core Math Core Writing Writers Workshop PM-DataBehavior Plan Recording Office Referrals MAP Running Rec. AIMSweb MAP AIMSweb Everyday Math-IPP’s Writing Benchmark Sitton Assessment Selected +30 Minutes PM Monthly Behavior Plan Check-in Check-out Comprehension Toolkit Jamestown Reading Nav. Wilson Reading A-Z Reading Reaching all Readers TD Groups ALEKS Think Tanks (E) PreTeach/ReTeach TD Groups Classroom Intervention TD Groups PM-DataBehavior Plan Recording Office Referrals FBA MAP Running Records AIMSweb MAP AIMSweb Everyday Math-IPP’s Writing Benchmark Sitton Assessment Targeted +30 Minutes PM Weekly Behavior Plan Check-in Check-out Jamestown Reading Nav. Wilson Reading A-Z Reading ALEKS Odyssey Classroom Intervention

13 LMASD RtI—MTSS Resources Elementary SchoolL-Cat Time (Intervention) Roving Resources Kindergarten12:00-12:30*Staff (Special Education, Para-Educators, Specialists) *Narrow responsibilities *1 teacher/grade assigned TD group *Computers *Curriculum 1 st Grade12:40-1:10 2 nd Grade1:20-1:50 3 rd Grade2:00-2:30 4 th Grade2:40-3:10

14 LMASD RtI—The Foundation of TD Data Based Decision Making Assessment- Screening and Progress Monitoring Multi-Tiered System of Supports Problem Solving Process Evidence Based Improved Student Outcomes Education for All Students

15 LMASD RtI—Assessment Three Assessment Window’s Each Year Fall, Winter, Spring Three Data Meetings Follow Testing Grade level K-8 Place students into intervention groups Review student progress Promotes fluidity of placement Equity in identification Balanced Assessment System

16 LMASD Assessment Profile AC T PLAN EXPL ORE WKCEWK CE MAP: Reading, Math, Language AIMSweb: Reading and Math Writing Benchmark Running Records K

17 LMASD Assessment Calendar AssessmentGradesFall WindowWinter WindowSpring Window AIMSwebK-8XXX Running Records K-5XXX Writing Benchmark K-5X MAP2-7XX WKCE3-8, 10X EXPLORE8X PLAN9-10X ACT11X

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19 LMASD RtI—Assessment and TD Assessment Windows and Data Meetings Top students are discussed regularly Placement into the TD groups is fluid and activity/assessment dependent I.E., Problem solving activities for a 1/3 of the year in 3 rd grade— students with strong creativity, curiosity, cognitive abilities selected for the TD group I.E., Math activities for a 1/3 of the year—students with strong math skills selected Still evolving these efforts Generally top 10%-15% of students may “fit” Consistently high performance will prompt a TD referral for a DEP

20 LMASD RtI—The Foundation of TD Data Based Decision Making Assessment- Screening and Progress Monitoring Multi-Tiered System of Supports Problem Solving Process Evidence Based Improved Student Outcomes Education for All Students

21 LMASD RtI—Problem Solving Process Tri-Annual Data Meetings In-Depth Student Decisions for Tier 2 and Tier 3 Struggling and talented students Lake Mills Specific Processes Binder system Student Services monitors/tracks intervention placements Student Services communicates student needs grade-to- grade Talent Development Advocates communicates TD student needs grade-to-grade

22 LMASD RtI—Problem Solving Tri-annual Data Meetings Tool See Excel Data Wall

23 LMASD—RTI and TD Interest Convergence MTSS-Supports for struggling and advanced learners Daily contact for all students with a key teacher Fluid placement Balanced Assessment Multiple opportunities for students to demonstrate deficits and strengths Ability to monitor progress over time and compare to benchmarks Information contributes to tri-annual data meetings Problem Solving Process The system that “makes the wheels go ‘round”

24 RtI and Talent Development System for Struggling Learners Can Be the Same/Similar for Advanced Learners Advocate for alignment rather than independence Allowed us to implement services and processes quickly Advocate for time in the day for intervention Opinion: The ONLY way to be true to the RtI framework in a meaningful way Advocate for built in data meetings to review student progress LM: Simple step of “calendarizing” assessment and meeting windows institutionalized the process quickly

25 LMASD Talent Development Program Shift to Program Specifics LMASD TD Resource Guide Identification processes Services Staff roles/responsibilities Additional Tidbits Issues

26 LMASD TD Program Resource Guide A “Frankensteined” Resource Begged, borrowed, and stole from everywhere No good idea left alone! TD Resource Guide Provides the framework for our work Developed throughout a one-year process Included K-12 educators and parents See LMASD Talent Development Resource Guide

27 Talent Development Identification Tier IIITier IITier I Tier III Top 1% Performance, assessment, supporting data Tier II Top 2% Performance, assessment, supporting data Tier I Top 97% No ID floor Performance, assessment, supporting data 5 Qualifying Areas Tier II and III potentially 10% of student population

28 Talent Development Services Tier IIITier IITier I Tier III Exceptional needs met through DEP process (i.e., grade acceleration) Tier II Exceptional needs met through DEP process (i.e., subject acceleration) Tier I Access to most extension/enrichment opportunities Needs met largely through RtI process

29 Talent Development Services Tier 1 Needs met largely through classroom differentiation Competitions, clubs, etc. RtI Intervention Time Tier 2 DEP—partnership with students and families Possible subject level acceleration Everything in Tier 1 Tier 3 DEP—partnership with students and families Possible subject and/or grade level acceleration Everything in Tier 1 and Tier 2

30 Talent Development Services Intellectual or Academically Able Tier 1Tier 2Tier 3 Classroom Differentiation Flex Grouping Enrichment Programs Tiered Lessons Independent Classes WCATY Online Courses Learning Contracts Forensics Art Show Musicals Student Council Independent Projects Differentiation DEP Cluster Groupings Compacted Curriculum Mentoring Content Area Acceleration Independent Classes DEP Accelerated Content Area Cluster Grouping Individualized Program Formal Mentorship Grade Acceleration Content Area Acceleration Independent Classes College for Kids Artistic Art Show Music Concert Visual Arts Classic Honors Classes Mentorship Apprenticeship with an artist JEDI Classes Independent Art/Music College for Kids Leadership Student Council Targeted Leadership Training Peer Mediation Mentoring/Tutoring UW-Outreach Programs (i.e., Moving Minds, Youth and Parent Leadership Forum, Science on Wheels) Creativity Rube Goldburg Challenge Creativity Groups Creativity Units Future Problem-Solving Technology Integration College for Kids Mentoring UW-Outreach Programs

31 Talent Development Services Differentiated Education Plans Tier 2 and Tier 3 Describes PLOP Goals Services Individualized classes, learning path, subject/grade acceleration, additional assessments, etc. Meet at least annually Minimally—LEA, TDA, teacher at meeting

32 Talent Development Staff Roles All Staff are Advocates for Talented Students Distributed Leadership Model Decision making at building/class level TDA’s, intervention teachers Empowering staff Examples Timeliness of response to students and parents Staff roles tied into “action teams” Increased capacity for awesomeness!

33 Talent Development Staff Roles DLSS Oversee program Principal Oversee building level program Talent Development Advocates Most important! Consultation, DEP team participation, professional development, identification and tracking responsibilities, organizational responsibilities, etc. Student Services Assist in identification (specifically formal testing), student supports, and RtI system components

34 Additional Tidbits Process Organization/Program Architecture for TD 9 months, K-12 committee, professional staff and administration, 3 meetings Parent group provided input in 3 meetings June 2012 Board approval of Talent Development Resource Guide Organization/Program Architecture for RtI Extensive and ongoing Different buildings at different places

35 Additional Tidbits Roll Out Imbedded in RtI efforts “Build the plane as it flies” Principals and TDA’s helped implement Explicit in RtI system TD Resource Guide Available on Web Student Services—Talent Development—Talent Development Resource Guide Building Level Presentations

36 Additional Tidbits At-Risk/Special Education Influences Unique learners need a person Non-categorical identification fits most students Special education process can be informative Frequency of meetings, meeting participants, information for plans, etc. Supports need to be imbedded into daily practice or they will not be implemented with fidelity Services, accommodations/modifications, differentiation

37 Issues Moved Very Quickly Can the foundation support the program? Intervention teachers have steep learning curve TDA’s are learning to be consultants on the fly RtI system is still working out the “bugs” Staff/parent communication and understanding

38 Issues Tier 1 Identification Criteria Is the “everyone qualifies” approach good? Tier 2 and 3 Identification Criteria Is 98 th and above percentile too restrictive? Or, with 5 qualifying areas, is this too broad (theoretically, 10% of student population identified) DEP’s Can we manage the administration of these plans? What’s so different?

39 Hopes Equitable Identification All students get their individual needs met The most talented students are identified and supported in an individualized manner Sustainable Not dependent on one person Approach becomes cultural Efforts ease for individual teachers as “system” picks up Improved Outcomes More engagement, higher scores, happier students, happier families

40 Hopes Intervention Teachers and TDA’s Become experts in TD “Own” their TD responsibilities—take professional development into their own hands Create a welcoming environment for students Become an essential partner with students and families

41 Contact Information Drew Wellman


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