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The Road to AYP: Response to Intervention Santa Rosa District Schools Data Team Training September, 2009 September, 2009.

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Presentation on theme: "The Road to AYP: Response to Intervention Santa Rosa District Schools Data Team Training September, 2009 September, 2009."— Presentation transcript:

1 The Road to AYP: Response to Intervention Santa Rosa District Schools Data Team Training September, 2009 September, 2009

2 NCLB On January 8, 2002, NCLB was signed into law. Americans united behind a revolutionary idea: every child can learn. The law confirms that as a nation, we will not accept a public school system that educates only a portion of its children.

3 Adequate Yearly Progress

4 AYP in Florida 76% of schools in Florida did not make AYP 76% of schools in Florida did not make AYP 70% of schools in Santa Rosa County did not make AYP 70% of schools in Santa Rosa County did not make AYP 59% (10/17) of Elementary Schools did not make AYP 59% (10/17) of Elementary Schools did not make AYP 71% (5/7) of Middle Schools did not make AYP 71% (5/7) of Middle Schools did not make AYP 100% (4/4) of High Schools did not make AYP 100% (4/4) of High Schools did not make AYP 100% (2/2) of Combination Schools did not make AYP 100% (2/2) of Combination Schools did not make AYP 47% (14/30) of schools are in corrective action. 47% (14/30) of schools are in corrective action.

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7 Santa Rosa County Safe Harbor Plan 2009-2010 Increase Reading Proficiency: Below Prof. 10% (rd up) 65% 2009 72% 2010 Total25%-+75%- White24%-+76%- Black43%5+57%to62% Hispanic32%4+68%to72% Asian21%-+79%- American Indian28%-+72%- Econ. Dis.34%4+66%to70% ELL60%6+40%to46% SWD50%5+ to55%

8 Santa Rosa County Safe Harbor Plan 2009-2010 Increase Math Proficiency: Below Prof. 10% (rd up) 65% 2009 74% 2010 Total22%-+78%- White20%-+80%- Black42%5+58%to63% Hispanic27%(3) 1+73%to74% Asian18%-+82%- American Indian22%-+78%- Econ. Dis.32%4+68%to72% ELL50%5+ to55% SWD50%5+51%to56%

9 IMPROVEMENT! If we are number 1 in improvement, eventually, we will be number 1! Jim Hunt, Former North Carolina Governor

10 Response to Intervention The overarching purpose of RtI implementation is to improve educational outcomes for all.

11 RtI Defined Response to Intervention is an approach that promotes a well- integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students academic, social- emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.

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14 ULTIMATE PURPOSE of RTI Remember the ultimate purpose of Response to Intervention is to : enhance the success of students with a variety of academic and behavioral needs.

15 Core Principles All children can learn and achieve high standards as a result of effective teaching. All children can learn and achieve high standards as a result of effective teaching. All students must have access to rigorous, standards-based curriculum and research-based instruction. All students must have access to rigorous, standards-based curriculum and research-based instruction. Intervening at the earliest indication of need is necessary for student success (PreK-12). Intervening at the earliest indication of need is necessary for student success (PreK-12). A comprehensive system of tiered interventions is essential for addressing the full range of student needs. A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

16 Core Principles Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision- making. Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision- making. Ongoing and meaningful involvement of families increases student success. Ongoing and meaningful involvement of families increases student success. All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Effective leadership at all levels is crucial for the implementation of RtI. Effective leadership at all levels is crucial for the implementation of RtI.

17 Santa Rosa County District Schools 2009-2010 All schools select RtI Teams to include: All schools select RtI Teams to include: *School Principal and Asst. Principal for Curriculum and Instruction *School Principal and Asst. Principal for Curriculum and Instruction *School Psychologist *School Psychologist *Guidance Counselor *Guidance Counselor General Ed. Teachers General Ed. Teachers Reading and Math coaches Reading and Math coaches ESE Teachers ESE Teachers Schools data team member(s) Schools data team member(s) Other educators as they relate to specific student needs Other educators as they relate to specific student needs *Mandatory membership

18 Qualities of Effective RtI Team Members Collaborative Collaborative Creative Creative Expertise related to teaching strategies Expertise related to teaching strategies Expertise related to interpretation of data Expertise related to interpretation of data Expertise related to problem solving Expertise related to problem solving Expertise in Core benchmarks Expertise in Core benchmarks Patient Patient Willingness to listen Willingness to listen Knowledge of student strengths and needs Knowledge of student strengths and needs Energetic Energetic Optimistic Optimistic Passionate about serving kids! Passionate about serving kids!

19 Santa Rosa District Schools 2009-2010 Action Plan SeptemberSchools: School-Based RtI Team Members Identified School-Based RtI Team Members Identified Complete RtI Belief, Skill, Practice Surveys (Survey Monkey) Complete RtI Belief, Skill, Practice Surveys (Survey Monkey) Inventory current Tier 1, 2, and 3 progress monitoring tools and intervention program practices Inventory current Tier 1, 2, and 3 progress monitoring tools and intervention program practices Consider each students response to intervention when evaluating student progress and determining eligibility for ESE services Consider each students response to intervention when evaluating student progress and determining eligibility for ESE servicesDistrict: School Psychologist and Guidance Counselors receive roles and responsibilities School Psychologist and Guidance Counselors receive roles and responsibilities Analyze School Survey Data Analyze School Survey Data District RtI Team to visit best practice districts District RtI Team to visit best practice districts

20 Santa Rosa District Schools 2009-2010 Action Plan OctoberSchools: Develop Professional Development Plans- (Oct. 23 rd ) Develop Professional Development Plans- (Oct. 23 rd ) 1. Set goals related to subgroups below proficiency requirements (72% in reading, 74% in math) 2. Incorporate professional development related to RtI, progress monitoring and intervention. 3. Incorporate instructional strategies including progress monitoring and intervention for subgroups below proficiency in reading and math. Analyze data to determine if core instruction is effective (80% on grade level) Analyze data to determine if core instruction is effective (80% on grade level) Develop Progress Monitoring Plans for students below proficiency Develop Progress Monitoring Plans for students below proficiency Consider each students response to intervention when evaluating student progress and determining eligibility for ESE services Consider each students response to intervention when evaluating student progress and determining eligibility for ESE servicesDistrict: Analyze RtI School Survey Analyze RtI School Survey Conduct RtI School Based Leadership Team (SBLT) Training Conduct RtI School Based Leadership Team (SBLT) Training Establish a base line per school regarding number of students at each Tier Establish a base line per school regarding number of students at each Tier

21 Santa Rosa District Schools 2009-2010 Action Plan November-JuneSchools: Progress Monitor all students in subgroups Progress Monitor all students in subgroups School Based RtI team will participate in initial training. School Based RtI team will participate in initial training. Analyze data to determine if core instruction is effective (80% on grade level) Analyze data to determine if core instruction is effective (80% on grade level) Participate in Professional Learning Communities focused on effective core instruction Participate in Professional Learning Communities focused on effective core instruction Participate in Professional Learning Communities focused on intervention strategies Participate in Professional Learning Communities focused on intervention strategies Provide intervention to students below proficiency Provide intervention to students below proficiency Conduct RtI School Based Leadership Team Meetings to identify students performing below proficiency and provide intervention Conduct RtI School Based Leadership Team Meetings to identify students performing below proficiency and provide intervention Consider each students response to intervention when evaluating student progress and determining eligibility for ESE services Consider each students response to intervention when evaluating student progress and determining eligibility for ESE servicesDistrict: Provide professional development related to effective core instruction Provide professional development related to effective core instruction Provide professional development related to progress monitoring and intervention strategies Provide professional development related to progress monitoring and intervention strategies Support RtI School Based Leadership Teams Support RtI School Based Leadership Teams Attend SBLT Meetings Indentify effective progress monitoring tools, intervention strategies and intervention programs Indentify effective progress monitoring tools, intervention strategies and intervention programs Support each schools effort to meet needs of all students Support each schools effort to meet needs of all students

22 Response to Intervention But for a few tiny adjustments, if we knew how to make them, we could release the genius in every child. Einstein

23 Response to Intervention TEAMWORK! Transportation Food Service Facilities Data Processing Support Services Teachers School Related Employees Administration

24 For More Information Florida Center for Reading Research: reading research based information Florida Center for Reading Research: reading research based information www.fcrr.org Pikes Peak Literacy Strategies Project: Pikes Peak Literacy Strategies Project: Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, comprehension and vocabulary) www.pplsp.org National Progress Monitoring Organization: progress monitoring tools National Progress Monitoring Organization: progress monitoring tools www.studentprogress.org


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