Transcript Fremont Middle School Roseburg School District

Fremont Middle School
Roseburg School District
Response To Intervention
(RTI)
 Keith Kronser
Fremont Stats
700 Students-Grades 6,7 and 8
2 Administrators
1 Counselors
37 Certified staff
45 Classified staff
55-60% Free/Reduced
15.5% SpEd
August 2006
Where We Were
Year
2003-04
2004-05
2005-06
All Students
Reading
36.31%
37.39%
35.92%
All Students
Math
SpEd
Reading
23.29%
49.54%
49.8
4.76%
1.56%
18.07%
SpEd
Math
4.62%
33.33%
5.71%
What We Knew….
 Current Assessment
Results Were Not
Acceptable
 Uncertainty as to What
to do About Them
 In a Week School Will
Start
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Literacy Team
 Attended the Superintendents Institute –
summer of ’06
– Do we Have a School Culture That Celebrates
Success and Growth??
– Some Students May Take Pride in Doing Poorly
on Assessments
– Staff, Parents and Students May Not
Understand the Importance of Solid Academic
Skills and/or State Assessments
Core Beliefs
 All Students Can Learn
 All Staff Are Responsible For All Students
– “Those Kids” do Not Exist at Fremont
 Collective we Can Neutralize the Challenges That
Many of Our Students Face
 It is Very Easy to Find Excuses For a Students
Lack of Success
 The Reality is That There Are no Excuses.
 Success in Life is Dependent Upon a
Students Academic Skills in Core Areas
First things First!
At Fremont There Are no “Those Kids”
All Staff are Accountable For All Students
We Will Not Divide Ourselves
Together We Are Successful or Together
We Fail
 No Finger Pointing!! Middle finger or
Otherwise….
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Phase One - Culture Building
2006-07 School Year
 Homeroom Time
– Time That is Consistent Across the School. First 15
Minutes of The Day
– Used to Build a Positive School Culture
– Expected Behavior Lessons
– Assessment Lessons
– Coupons For Meeting/Exceeding or Making Progress
Towards Individual Goal - Generally an +6-8 Points)
– PSA- Parent to Parent Newsletter
– Congratulations letter
– Formal Response To Intervention (RTI) Developed
June xx, 2013
Dear
CONGRATULATIONS! You have met or exceeded the standard for the
Reading Section of the 2013 Oregon Assessment of Knowledge Skills
(OAKS).
The OAKS is an important test. Your great job on it tells your family and
teachers that you are working very hard in school and learning important
skills that will help you continue to be successful.
It is our hope that you continue to enjoy success at school. A quality
education is very valuable asset. Rest assured that the staff of Fremont
Middle School is always available to assist you.
Keep up the great work!
Sincerely,
Keith Kronser
Dr. Larry Parsons
Principal
Superintendent
Fremont Middle School
Phase Two- 2007-08
Literacy Time - RTI Beginnings
 Expand Homeroom to 30 Minutes
– Each Class Period Shortened
– Agreements About Class Interruptions
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Move to After 2nd Period*
Everyone Will Have a Group – Includes Admin.*
*Literacy team requests - not negotiable
*Classroom Interruptions (all calls/PA, call
slips)will be limited
Three Levels of Interventions
An Intervention for all
 Intensive: Students Who are Performing
Significantly Below Grade Level
 Strategic: Students Who Are Performing
Below Grade Level
 Benchmark: Students Are Performing at
Grade Level
Literacy: A Five Tiered Approach
Every Student Gets 30 Minutes a
Day of Reading Literacy
 Tier One
– Above Benchmark (2-3 Years Above Grade Level)
 20-30 Students
 Tier Two
– At Benchmark
 18-25 Students
 Tier Three
– Nearly Meeting (One Year Below)
– 12-18 Students
Literacy: A five tiered approach
Continued
 Tier Four
– Below Benchmark (1 to 2 Years Below Grade Level)
– 8-15 Students
 Tier Five
– Significantly Below Benchmark (2 Years or More Below
Grade Level)
– 5 to 10 Students
 * Students Are Placed in Tiers According to
MAP,MAZE, ARI/ORF, OAKS
Curriculum
 Six Minute Solution
 ACCESS* Toolkit Strategies
*Academic
*Content
*Competence
*Every
*Student
*Succeeding
Progress Monitoring – *ARI – Analytical Reading
Inventory
*ARI has been replaced with DIBELS, CARI, DAZE
Curriculum
Continued
 Tier 1
– Novel Units, Simulations, Research/Debates, Junior Great Books
 Tier 2
– Novel Units, Short Stories (Jamestown), Junior Great Books
 Tier 3
– Novel Units, Jamestown Materials
 Tier 4
– Jamestown Materials, Short Stories, Novels
Tier 5
– Rewards
Curriculum
Year One Review
 Problems…….
– Tier 5 kids HATED Rewards!!!
– Non Language Arts Teachers Struggled
– Developing Novel Units, Short Stories …
Required Prep Time
- No Consistency Among Tiers at Same Grade Level
- High School Requested we Not Use Some Novels
- ARI did not measure Reading Comprehension
Year 2
 Added LANGUAGE! To Tier Five
 Provided Additional Professional
Development For Staff
 Tweaked With The Schedule
Sample Schedule
7th and 8th grade
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Period -1
Period -2
LITERACY
Period -3
Period -4
Period -5
Period -6
*periods 52 minutes
Schedule
Continued
 Block Literacy With Language Arts Either
2nd or 3rd Period = Targeted Classes
 Provides 90 Minutes Class Period – Perfect
For LANGUAGE!
 Allows For Either Targeted Reading or Math
 More Intensive Interventions!
Year 2
Review
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LANAGUAGE! Groups
Targeting Kids According to Sub Test Skills
Fluid Literacy Groups
Math Literacy Emerges
Targeted Classes
Some Staff Still Struggling With “Creating”
Literacy Lessons
Year 3
Literacy Plus
 30 Minutes of Literacy Daily For Every Student
 Math Literacy for Those Who Need Additional
Math Instruction (Semester Each)
 Target Classes For Math And Reading
 Math And Literacy Navigator Materials For Tiers 3,
4 at grades 6, 7, and 8
 Corrective Reading, Rewards and LANGUAGE!
For Tier Five
 MAZE
Tier Criteria
Tier 1
Tier 2
Tier 3
Tier 4
Tier 5
Above
Benchmark
20-30
Students
At
Benchmark1
8-25
Students
One Year
Below
12-18
Students
1-2 years
Below
8-15
Students
2+ years
Below
5-10
Students
6th =221+
220-216
215-211
210-207
-207
7th =227+
222-226
221-216
215-210
-209
8th =229+
220-228
219-212
211-207
-206
2010-11
Results
OAKS
6th reading
Total
SpEd
meets/exceeds Meets/Exceeds
87%
54%
6th math
73%
46%
7th reading
82%
41%
7th math
66%
41%
8th reading
75%
28%
8th math
85%
57%
2003-2013
03- 04- 05- 06- 07- 08- 09- 10- 11- 1204 05 06 07 08 09 10 11 12 13
All
Rdg
36.3
1%
37.3
9%
35.9
2%
68.2
%
68.8
6%
74.9
8%
77.5
%
81.7
%
72.9
%
67.9
%
All
Math
23.2
9%
23.2
9%
49.5
4%
68.7
8%
71.0
2%
80.7
3%
83.7
6%
76.1
3%
69.8
1%
72.3
%
SpEd 4.76
Rdg
%
8.47
%
1.56
%
18.0
7%
16.4
6%
37.1
1%
38.3
2%
39.5
8%
29.2
7%
24.3
%
SpEd 4.62
Math %
33.3
3%
5.71
%
19.5
2%
20.9
9%
38.1
4%
57.0
1%
46.8
8
42.8
6%
27%
Next Steps
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Reading Scores Lag Behind Math
Students Who Need Both Math and Reading
Consistent Implementation of Curriculum
Who Teaches What Tier
Progress Monitoring
20% Team
Common Assessments
Student Work Sample Sharing
New Standards for Math, Reading and Science
Next Steps Cont.
 All students receive quality behavior and academic
instruction and support
 All Students are screened to determine additional
instructional/behavioral needs
 Small group interventions are chosen from
standard protocols by MTI/Grip teams
 Intensive interventions are needed
 Decision rules are in place
– Ex. Change or intensify intervention 3 data points
Next Steps Cont
 Behavior RTI procedures and protocols
implemented
Finally…..
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Who did you sing with today?
Special Thanks
Charter Members of The Fremont
Literacy Team
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Melissa Roberts
Ari Maloney
Carol Meyers
Rolf Bloomquist
Jan Fullerton
Steve Colkitt