Transcript Slide 1

Real Time Information
for RTI & POI
Chestatee
Elementary
Forsyth County, Georgia
Chestatee Elementary Obstacles
and Solutions for 2006-2007
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
Does Not Meet AYP
2 new AP’s
No accommodations for SWD
Rethinking the SST Process ( Mandatory
meeting on each child a minimum of 3 times per
year.)195 in grades K-2, 275 in grades 3-5 SST
 Data Driven Decisions using Buckledown other
assessments
 88 in grades K-2 , 136 in grades 3-5 SST
referrals for 2006-2007
1.
Fill out and print
Infinite Campus
referral. Place copy of
referral in AP’s black
box.
2.
Schedule SST meeting
in SST Calendar.
3.
Fill out and print parent
notification letter to
send home. Also place a
copy in AP’s box.
(Bring the signed copy
to the SST meeting.)
4.
Invite teachers who also
work with this student
to attend the meeting.
(One other teacher must
attend.)
SS
T
Me
eti
ng
Steps
SST
Collaboration with educators
Meet once with coaches, AP or
Intervention
Specialist and once with your grade
level (Document time attendees)
Document concerns with
parents on two separate
occasions via phone call or
face to face conference.
Check SST folders and
continue to implement
strategies
Reading/ELA ~ Buckledown vs. CRCT
Comparison
100.00%
90.00%
80.00%
70.00%
60.00%
2007
Buckledow n
50.00%
2006
40.00%
30.00%
20.00%
10.00%
0.00%
2007
Buckledow n
2006
ALL
SWD
ELL
ED
91.90%
77.30%
84%
84.00%
91%
81%
85.50%
48.80%
44%
69.90%
MATH ~ Buckledown vs. CRCT Comparison
100%
90%
80%
70%
60%
2007
50%
Buckledow n
2006
40%
30%
20%
10%
0%
ALL
SWD
ELL
ED
2007
92%
81.80%
75%
82.90%
Buckledow n
87%
66%
91.50%
66.20%
69%
81.70%
2006
IDEIA 2004-05 Regulations
Dec. 3, 2004
§ 300.307 Specific learning disabilities.
(a)
General. A State must adopt criteria for determining whether a child has a specific learning disability….the criteria
adopted by the State(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a
child has a specific learning disability as defined in § 300.8: (‘Discrepancy’ Model)
(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…(‘RTI’
Model).
Note: (bracketed comments added)
(2)
The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the
child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to
instruction as demonstrated by a review of the progress monitoring in general education and Student Support Team
intervention plans….
Georgia Regulations
(2)
The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s
response to scientific, research-based interventions….This is clearly documented by the child’s response to
instruction as demonstrated by a review of the progress monitoring in general education and Student Support Team
intervention plans….
RTI Training
 Summer Team Training
 Reflection on Chestatee Process
 Leadership Retreat
Set Goals
How to present RTI to the Faculty
Changes to the SST Process – Volume
 Presentation to the Faculty
Thinking Ahead…
Discussion Points
1. Who will be our Leadership Team Representative for next
year?
2. How did our curriculum maps, map out? Revise? What
type of support do we need related to our maps?
3. What were our biggest academic challenges this year?
4. What specific topic(s) would we like to explore during 0708 staff development?
5. What worked well for us this year?
Pyramid of Intervention
Chestatee Elementary
2007-2008
Special Education: Self-Contained, Resource, Supportive
Instruction, Co-teaching
Resources: Step Up to Writing, Wilson Reading, Language –
3rd Edition, Trans Math, Touch Math, SRA – Connecting Math
Concepts
.
SST: Data driven targeted learning
Academic and behavioral screening
Literacy/Math Coach Intervention: targeted, progress
monitoring
Mentors: Academic and Middle/High School student mentors
Title I / EIP: Inclusion and pullout
ESOL: inclusion
Extended Day: Read Naturally, Leveled Readers, Fluency
assessments, Everyday Math Resources, NCTM
activities/online manipulatives
Robotics Club
Horizons
.
Targeted Small Group Instruction: Reading
and Math
Conferencing and Consulting: among grade
level, parents, literacy and math coaches, and
administration
Individual behavior plans
Challenge Bags: Activities for reinforcement
based on identified needs in Reading and Math
Reading Lab: Read Naturally
Math Lab: Study Buddy by Brainchild,
Illuminations lessons and activities from NCTM
Learning Focused: Curriculum Maps, Essential Questions,
Acquisition Lessons, Scaffolding, Acceleration, Differentiation,
Graphic Organizers
EduSoft: Standards-based assessments for grades 2-5
Guided Reading: small groups with differentiated lessons
SRA: Reading Mastery for K
Olweus Bullying Prevention: behavior management plan
Standards-Based Teaching and Learning
SST Teams
3-5
April McNaughton
Shelly Otis
Melton/Reynolds
Lori Holbrooks
Classroom Teacher
Case Manager
K-2
Jennifer Vanderbunt
Sonia Stewart
Melton/ Reynolds
Veronica Learned
Classroom Teacher
Case Manager
Pyramid of Interventions
5%
Tier IV
5%
Tier III
(22% - 224
students)
10%
Tier II
100 %
Tier I
1025
enrolled
RTI: A familiar approach
Differentiated Instruction
Dynamic Assessment
Problem Solving Approach
RTI
Leveled Learning
Early Intervention
Best Practices Education
High leverage
strategies
Standards-based
instruction
Differentiated
Instruction
Universal
Screening
and/or
Benchmark
Assessment
Small group
instruction for
all students
Tier I – For ALL
students
AIMS Web – http://www.aimsweb.com/
Universal Screening
Edusoft Data Management Program – http://www.edusoft.com
Tier II Instructional
Support Team
Think
Pair
Share
Tier III - Student Support
Team (SST)
Tier IV Special
Education
6 Critical Components
-John McCook
1. Universal screening administered to ALL
students 3 times per year
2. Identify the problem areas in measurable
terms
3. Establish baseline data
6 Critical Components
-John McCook
4. Develop an accountability plan
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•
Description of specific intervention
The duration
Schedule and setting of implementation
Person responsible
Measurable outcomes
Progress Monitoring
5. Schedule progress monitoring
6. Evaluate the plan
(Conducted in IST meetings and SST meetings)
Focus – Tier II
 Students with marked difficulties
 May include:
– At or below 10th percentile on universal
screening
– Level 1 on CRCT in Reading and/or Math
– DNM on Georgia Writing Assessment
– Retention
– Excessive discipline referrals
Focus – Tier III
 Students that have not responded to Tier II
efforts, i.e.
– 3 or more data points show no improvement or
less than expected growth
– Level 1 on CRCT
RTI Spread Sheet
LNF
LSF
PSF
NWF
QD
MNI
RCBM
MCBM
Josephi
43
17
25
27
19/1
9/2
15/6
6/89
Lesley
25
13
28
14
9/6
9/1
12/9
4/89
6
13
5
13
7/5
0/0
0/0
5/89
Danny
39
24
19
28
18/2
12/0
18/5
4/89
Mitchell
59
26
46
31
26/0
16/0
20/8
18/89
Anna
50
35
50
24
21/0
9/1
30/13
3/89
Mauricio
15
15
24
15
17/0
8/2
5/13
9/89
Megan
64
29
19
54
21/2
12/3
30/9
9/89
Cindy
38
27
29
32
24/1
11/1
7/11
10/89
Cody
27
19
26
25
10/0
8/3
5/8
3/89
Lynda
24
65
24
82
19/3
10/3
40/15
11/89
Daisy
32
35
42
52
24/1
5/5
25/5
5/89
Matthew
39
27
35
49
20/1
0/5
9/10
3/89
Joseph
29
18
18
20
6/4
1/5
4/6
4/89
Randall
33
16
27
22
13/1
11/0
14/10
9/89
Trevor
51
33
20
24
24/3
9/1
13/9
Patrick
45
33
18
70
23/5
5/3
58/3
5/89
Britani
39
37
38
40
9/6
0/0
13/6
4/89
Adelina
0/89
CRT
SST
Screen
EIP
Grade Level ______________
Date _____________
IST Plan ___________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
IST Log is ___ attached ____under construction
Children that our team needs assistance with what tier to place them.
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
Checklist of things to accomplish today:
____ Determine plan for IST meeting
____ Discuss what you want your IST log to look like
____ Look at data and complete Tier activity
For existing SST folders:
___ Place dark orange sticker in the upper right hand corner of an SST folder; IF the child is
staying in tier 3 (SST).
____ Place a yellow sticker in the upper right hand corner of an SST folder; IF the student is a
tier 2 (IST)
____ Place a green sticker in the upper right hand corner of an SST folder; IF the student is a
tier 1. (This will mean that the folder will be closed )
How to
make the
tough decisions
Programs – MUST be conducted
with FIDELITY
TIER II
TIER III
 Research based
programs and/or
interventions
 Examples
 Research based
programs and/or
interventions
 Examples
– SRA
– Harcourt Trophies
– Saxon Phonics &
Spelling
– HM Expressions
–
–
–
–
Orton-Gillingham
SRA
Trans Math
Language!
Time
Tier II
Tier III
 Minimum of 30
 Minimum of 30
minutes / day, 2 days
minutes / day, increase
per week; in addition to
in days per week; in
core instruction
addition to core
instruction
 Minimum of 6-12
weeks or based on the  Minimum of 12 weeks
research based
or based on the
program
research based
program
Assessment
K-2 Tier II Only
3-5 Tier II, Title, EIP
 Progress monitoring
every 4 weeks as a
minimum
Tier III
 Progress monitoring
every 2 weeks
Team Discussions
 IST/SST Meeting Concerns
 Communication to stake holders
 Documentation of IST meetings
IST Process
 Meetings are conducted at Grade Level
Meetings.
 Students are updated on the IST Log
located on our Share Drive.
 AP will attend all IST Meetings.
SST Process
 The majority of SST meetings will take place on
Tuesday and Thursdays.
 There will be 2 SST teams ( K-2) and (3-5)
 Each team will meet bi-weekly to determine the
SST Goals for all students. Follow-ups will occur
every 4-7 weeks according to the student need.
 Subs will be provided for classroom teacher and
the case manager.
 10-12 Student Meetings per day
Intervention Examples
Read Naturally
SRA
2nd Dose of Small Group Intervention
Readers Theatre
Paired Reading
Peer Tutor Program – http://www.interventioncentral.org
Touch Math
Houghton Mifflin Expressions
Math Manipulative Groups
Use of Technology to review skills
Orton Gillingham
Language! 3rd Ed.
TransMath
Earobics
Tier II Documentation Sheet
Chestatee Elementary 2007-2008
Student_______________________________________ Grade______________
Teacher_____________________________________________
Date__________________
Case Manager_____________________________
Standards Based Concerns: (Please be specific.)
1.______________________________________________________________________
______________________________________________________________________
2.______________________________________________________________________
______________________________________________________________________
What data supports the existence of the problem/concern? ________________________
_______________________________________________________________________
What is the goal to resolve this problem? ______________________________________
_______________________________________________________________________
Parent Contact:
No_________
Yes________ If so, when:__________
------------------------------------------------------------------------------------------------------------
2nd Grade IST Student Information
Student: _____________________
Classroom teacher: ______________
IST start date: _________
CRCT scoresReading: ______
STAR reading level:
Buckle Down
beginning:
_____
Today’s date: ______________
Case Manager: __________________
Absences: ___ / ____
ELA: ______ Math: ______
current:
Fall
Winter
Standard
Prior Achievement
Date:
_____
Spring
Reading
ELA
Math
Goals/
Interventions
Non-sense words: Qtr.
1
“
“
Qtr. 2
Fluency: WPM
Sight Words
27/30
27/30
51 (Qtr 1)
72 (Qtr 3)
190/220
(QTR 2)
Comprehension
Math Fact Fluency
AIMS
R-CBM
M-CBM
MAZE
(misc)
40 (3
minutes)
Current Achievement
Date:
IST and SST Log
Student
HR Teacher
Intervention
Frequency
Person PM
Progress
Monitoring
Goal
Next
Meeting
Notes
Chestatee Elementary
IST/SST Documentation
Student:
Teacher:
Grade:
Interventions:
PM Tool & Frequency
Goal
Person Responsible
Intervention Start Date
End Date
Review Meeting Date
Please sign and date verifying that you have received a copy.
Homeroom Teacher
Title I / EIP
Coach
Professional Learning
 Aug. 29th – RTI Overview and Data Meeting
 Sept. 26th - AIMS Web Report Training
EIP/Title Teachers P.M. Training
 Oct. 9th – Speech/ESOL collaborates with RTI
 Nov. 1st – Behavior Interventions for RTI
 Nov. 14th – Refresher on SST Data Collection and Referral Process
 January 7th – Data Analysis
 Jan 30th – Math Toolbox
 March 5th – Double Dose Strategies for Effective
Intervention
 April 30th - RTI Culmination- Planning Ahead for 2008-2009
January 7, 2007
Data Analysis Professional Learning
Data Analysis + Intervention Inventory = RTI
Putting a face to the data
Green
> 65 % on BuckleDown
3 on Standards Based
Report Card
Yellow
> 51-65% on BuckleDown
2 on Standards Based
Report Card
~ 50 NPR on ITBS
Red
< 50 % on BuckleDown
1 on Standards Based
Report Card
< 40 NPR on ITBS
Multiple
Measures
Reading
ELA
Math
January 7, 2007
Data Analysis Professional Learning
What resources have we not thought of?
Results of Professional Learning
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All teachers concluded the PL with a road map to interventions for their class
80+ students receiving additional services
6+ teachers volunteering for additional morning or afternoon duties
8 teachers taking on additional small group instruction
Principal tracking attendance and data of small groups to insure fidelity
AP’s conduction motivational groups weekly
Question
&
Answer