Alvarado Elementary North Student Support Teams January 2010

Welcome A

3:00 E

Session Goals What RtI means to us Shift of responsibility/accountability Development of the SST process SST meetings What the process has done for us Plans to continue/tweak process N

RtI…a seamless problem- solving process that enhances the learning of all students. (Even for Johnny) Response to Intervention B

RtI…matching high-quality instruction with student needs by using frequent data collection to guide all decisions regarding student progress. C

The RtI process is a mind-set change among administrators, general education and special education teachers. Response to Intervention B

Combination of unique talents of both general educators and specialists in creating an intervention plan that ensures student success. Purpose of RtI N

6:00 E

Accountability Who is responsible for monitoring documenting evaluating STUDENT SUCCESS???? C

AEN’s Accountability Third Grade: 2007 – 2008 Reading – 77 students tested(71/77 = 92%) Males36 – 92% Females35 – 92% White53 – 93% Hispanic11 – 85% A. Am. 5 – 100% Asian 2 – 100% Econo Disadv.29 – 85% LEP Students 8 – 80% Special Educ % At-Risk43 – 88% N

AEN’s Accountability Third Grade: Math – 80 students tested (45/80 = 56%) Males27 – 68% Females18 – 45% White34 – 58% Hispanic 7 – 50% A. Am. 2 – 40% Asian 2 – 100% Econo Disadv. 15 – 44% LEP Students 4 – 40% Special Educ % At-Risk 21 – 42% N

AEN’s Accountability Fourth Grade: 2007 – 2008 Reading – 73 students tested(62/73 = 85%) Males33 – 87% Females29 – 83% White52 – 87% Hispanic 5 – 71% A. Am. 5 – 83% Econo Disadv.25 – 78% LEP Students 0 Special Educ % At-Risk16 – 73% N

AEN’s Accountability Fourth Grade: 2007 – 2008 Math – 73 students tested (56/73 = 77%) Males27 – 79% Females18 – 74% White34 – 78% Hispanic 5 – 71% A. Am. 4 – 67% Econo Disadv.19 – 59% LEP Students 0 Special Educ % At-Risk10 – 45% N

Special Education Referrals B Percentage of Qualifying Referrals

Student Support Team (SST) A group of stakeholders that come together to make sound, data-driven decisions to instructionally support the progress of all students in the general education curriculum. E

Stakeholders in SST Campus Administrator At-Risk Coordinator Diagnostician Central Office Administrator Teacher(s) Parent(s) Student N

Starting the SST Process Establish a vision and level of expectation Train stakeholders Develop procedural guidelines Develop user friendly documentation forms Identify universal and progress monitoring assessments Identify tiers of intervention (research-based)

SST Meetings Schedule meetings and notify parents Review data Universal screeners Assessments Classroom/daily work Accommodations/Interventions Collaborate and problem-solve Inform and involve parents Create individualized Student Intervention Plan

Video B

9:00 E

Successes What the “Process” has done for us… Campus resources became more flexible. Interventions were implemented within the general education setting. Involved additional support from district level staff. Parents became more involved. Student achievement increased!

2008 – 2009 TAKS Results 3 rd Grade Reading: 82 students tested Males 44 – 100% Females 38 – 100% White65 – 100% Hispanic16 – 100% A. Am 1 – 100% Econo Disadv43 – 100% LEP Students 4 – 100% Special Educ. 4 – 100% At-Risk54 – 100% N

2008 – 2009 TAKS Results 3 rd Grade Math: 81 students tested (66/81 = 81%) Males43 – 88% Females38 – 74% White64 – 81% Hispanic16 – 81% A. Am 1 - 0% Econo Disadv42 – 76% LEP Students 4 – 50% At-Risk54 – 74% N

2008 – 2009 TAKS Results 4 th Grade Reading: 78 students tested (67/78 = 86%) Males43 – 88% Females35 – 83% White58 – 86% Hispanic13 – 85% A. Am % Asian 1 – 100% Econo Disadv40 – 93% LEP Students 9 – 100% At-Risk45 – 79% N

2008 – 2009 TAKS Results 4th Grade Math: 78 students tested (58/78 = 74%) Males44 – 75% Females34 – 74% White58 – 78% Hispanic13 – 69% A. Am % Asian 1 – 100% Econo Disadv42 – 76% LEP Students 4 – 50% At-Risk45 – 74% N

TAKS Results Exemplary Campus Reading: 96% Math: 92% N

Commended Percentages N

Special Education Referrals B Percentage of Qualifying Referrals

Plans to Continue/Tweak Continue training of administrator and teachers Tweak document forms – improve data documentation Research ways to train/inform parents Improve assessments and interventions Continue student improvement

Resources Ogonosky, A. (2009). The response to intervention handbook: Moving from theory to paractice. Park Place Publication, L.P., Texas. Ogonosky, A. (2009). The response to intervention for secondary school administrators: How to implement RtI in middle and high schools. Park Place Publication, L.P., Texas.

Questions ConcernsComments

Contacts Alvarado Elementary North – Alvarado ISD Lori Nunez, Ed.D. – Principal Sheri Campbell – Administrative Asst./At-Risk Coordinator Jan Beskow – Diagnostician Laura Estes, Ed.D. – Director of Special Programs