RtI 2 /ExCEL Update RtI 2 /ExCEL Update Cambrian School District February 9,

What is RtI? What is RtI? RtI is not about special ed, general ed, bilingual ed or alternative ed…it’s about every ed! -Judith Elliott

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RtI—Response to Intervention RtI—Response to Intervention 4 What is it A Federal response articulated in the Individuals with Disabilities Improvement Act (IDEIA 2004) Ratified October 2006 The Intent To assure students are first provided with effective, research based instructional practice and curriculum prior to being assessed for Special Education. If the student responds to this type of instruction, there isn’t a learning disability needing Special Education support.

RtI 2 —Response to Instruction and Intervention RtI 2 —Response to Instruction and Intervention 5 The practice of providing high quality instruction/intervention matched to student needs and using learning rate over time and the level of performance to make important educational decisions.

RtI 2 Goal RtI 2 Goal 6 Eliminate achievement gaps through a school wide process that provides assistance to every student, both high achieving and struggling learners.

Effectively teach all children Intervene early Use research-based, scientifically validated interventions/instruction Monitor student progress to inform instruction Use data and assessments to make decisions Develop staff through collaboration and training in assessments, data analysis, and research based instructional practices and strategies. 7 RtI Core Principles RtI Core Principles

Pinpoints ◦ High-quality instruction ◦ Frequent progress monitoring ◦ Increasingly intense levels of intervention ◦ Data-based decision-making Supports ◦ RtI 2 mandates, Tier 1, part of Tier 2 ◦ Targeted instruction and interventions for all students 8 ExCEL ExCEL

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Receive initial training Set up processes for ◦ Universal Screening ◦ Tiered instruction ◦ Student placement based on ongoing assessments ◦ Collaborative grade level planning and teaming ◦ Strategic use of support staff Begin implementation Continual review and improvement of processes Coaching to deepen implementation and hone quality instruction. Ensure sustainability 10 ExCEL Process ExCEL Process

Bagby ◦ 2007-Initial training, planning, and implementation ◦ rd year Fammatre ◦ 2008-Initial training, planning, and implementation ◦ —2 nd year Farnham and Sartorette ◦ 2009—Initial training and planning in spring ◦ —1 st year  Planning and implementation for all grade levels between August and February Note: All schools receive coaching in grade level support and progress monitoring tailored to their current level of implementation. 11 Cambrian Timeline Cambrian Timeline

Bagby  Overall API went from 875 to 906 in 2009, a growth of 31 points.  Since 2006 Hispanic students made a growth of 69 points in API and SED students made a growth of 78 points in the same time frame.  Number of students attaining advanced on the CST grew 5 percentage points since 2007 while the percentage of basic, below basic, and far below basic dropped 5 percentage points.  Proficiency in ELA increased 16 percent for Hispanic students and 10 percent for SED students. 12 Data Data

Fammatre  Overall API went from 888 in 2007 to 913 in 2009, a growth of 31 points.  Between 2008 and 2009, SED API rose from 807 to 810 with Hispanic API moving from 860 to 847 in same time period.  From 2008 to 2009, proficiency in ELA increased 3.4 percentage points for Hispanic students, 7.9 for SED students, and 31 for EL students.  In 2009, the percent of students reaching Prof or Adv in ELA has grown and is being monitored through longitudinal individual student studies. 13 Data Data

Parents ◦ “I like that my child has group based project learning opportunities that focus on reading comprehension.” ◦ “My children love the challenge of it and I am amazed listening to them talking about their reading. They are so articulate.” ◦ “It is a great program because it branches out and offers children ready for challenge a lot more. It builds on itself.” ◦ “I like it because it does not place a ceiling on the children in the classroom. Their needs are all being met at different levels and they can all move at their own pace.” 14 Testimonials Testimonials

Students ◦ “I like ExCEL because I like the stories we read. I like the subjects of the stories.” ◦ “ExCEL is interesting because I learn new words that I have never heard before.” ◦ “I like having a ‘menu’ of projects and activities to choose from.” ◦ “We get to learn about interesting things and fun stuff like animals in the rain forest. I like the magazines we read.” ◦ “Can I go back now? It is Power Group time.” 15 Testimonials Testimonials

Teachers ◦ “Struggling students are showing more confidence as the content is at their level.” ◦ “I think RtI is a great way to reach all children at an attainable level. It is wonderful to see quiet, unsure kids blossom and become excited because they can finally access their learning.” ◦ “I have observed tremendous growth from students since we started. They are more engaged and involved.” ◦ “I could never go back to the way it was before.” Reading Intervention Aide ◦ “Working with the strategic students is amazing and the growth they have made in just half a year is incredible. They are getting so confident about their reading. It is a great opportunity for them.” 16 Testimonials Testimonials

ExCel ◦ Continue implementation and honest evaluation of processes  Student achievement and confidence  Teacher collaboration  Quality of instruction ◦ Build sustainable process for targeted instruction and intervention RtI 2 ◦ Continue development of distinct interventions for Tier 2 and Tier 3 ◦ Implement consistent student tracking and documentation process ◦ Consider behavior component 17 Next Steps Next Steps

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