Transcript Bonham ISD - Region 10 Education Service Center

Spotlight on Districts
and Campuses
Bonham Independent
School District
February 25, 2011
Background
 Too
many students being pulled out of
classroom for reading intervention
 A need to bridge the gap between
campuses
Number of Students Pulled for
Reading Intervention
Grade
Level
20072008
20082009
20092010
20102011
Kinder
76
31
16
13
76
33
21
14
2nd
92
67
16
160 Total
57 RI
35 LS
37 RI
30 LS
35 RI
No LS
3rd
70
54
44
25
160 Total
42 RI
28 LS
27 RI
27 LS
30 RI
14 LS
15 RI
10 LS
150 Total
1st
140 Total
Paradigm Shift

Saxon Phonics (whole group)

Guided Reading (small group, differentiated
instruction)

DIBELS (progress monitoring, data-driven
instruction)
A Need For RTI

Use data to determine student needs
 Empower teachers to make instructional
decisions using data
 Provide additional support to teachers if
classroom instruction is not working
 Monitor students who were not being pulled
for intervention
 Accountability
The Solution: An Enhanced
RTI Process
 Assistant
 Created
Principal/ RTI Coordinator:
forms to document interventions/
instruction
 Scheduled meetings with teachers to discuss
instructional strategies and set goals
 Set follow up meetings to discuss student
progress and next steps
The Solution: An Enhanced
RTI Process
 Classroom
Teachers:
 Implemented research
based interventions
 Monitored student progress
 Adjusted instruction according to student’s
response to intervention
The Solution: An Enhanced
RTI Process
 Reading
 Used
Intervention Team:
DIBELS data to determine what
students would receive pull-out intervention
 Provided specific, targeted interventions
based on student data
 Progress monitored students weekly
Kindergarten Data
Kindergarten Data
1st Grade Data
What We Learned

RTI:
 Is about instruction;
 Supports general education school
improvement goals;
 Focuses primarily on effective instruction to
enhance student growth;
 Provides intervention immediately upon
student need
What We Learned
At the heart of the RTI process in an effective
instructional leader who ensures that all
students receive high-quality, differentiated
instruction that gives all students the
opportunity to succeed.
What We Learned
 RTI is about problem-solving.
 Problem-solving means going beyond
fulfilling procedural requirements and
checklists to doing what it takes to resolve
students’ learning problems.
What We Learned
Guiding Principles of RTI
1.
2.
3.
4.
Scientific, research-based instruction and
interventions
Assessment of the effects of instruction
Responsive teaching and differentiation
Regular monitoring of instruction and
intervention delivery
Using What We Learned by
Following the Guiding Principles
of RTI
1.
Implement scientific, research-based
instruction and interventions

Florida Center for Reading Research;
Reading Mastery; Voyager; Waterford;
Success Maker
Using What We Learned by
Following the Guiding Principles
of RTI
2.
Assess the effects of instruction (i.e.,
child response data based on frequent
progress monitoring)

DIBELS progress monitoring probes;
DRA
Using What We Learned by
Following the Guiding Principles
of RTI
3.Responsive teaching and
differentiation/ Data-based decision
making (i.e., using the child response
data as the basis for decision making
and instructional planning)
 RTI
meetings; RTI notebooks
Using What We Learned by
Following the Guiding Principles
of RTI
4.
Regular monitoring of instruction
and intervention delivery

Observations and feedback by
administrators
Guiding Principles of RTI

Each principle is part of an interrelated
process which should be applied to every
student.
 Instructional practices are evaluated and
adjusted based on results of reliable, valid,
and sensitive indicators of important student
outcomes.
 If any piece is missing, the process breaks
down.
How To Ensure That The
Process Is Working

Regular monitoring and accountability
through observations and checklists by an
independent observer who is well-versed in
best teaching practices and the 5
components of reading (i.e., administrators)
Challenges

Time/Scheduling
 Core Instruction (Tier I)
 Paradigm Shifts
 Changing Roles
 Funding
 Raising Expectations
 Building Capacity

Teacher Training

Professional Development

Research-based intervention resources
Next Steps

1. Improve Tier I (core instruction)

Professional Development

Increase observations and feedback
 2. More fluidity within Tiers
 3. Enhance RTI process for Math
Questions???
Contact Information

Kelly Trompler – Curriculum Director
[email protected] 903-583-5526

Mary Lou Fox – Principal
[email protected]

Julie Burnett – Instructional Specialist
[email protected]

903-640-4090
903-640-4090
Karli Fowler – Reading Interventionist
[email protected]
903-640-4090
Resources

DIBELS
www.dibels.uoregon.edu
 Reading Mastery
www.mheonline.com
 Florida Center for Reading Research
www.fcrr.org
 Voyager
www.voyagerlearning.com/passport/curriculum.jsp
 Waterford
www.waterfordearlylearning.org/overview/complete_early_read
ing_math_and_science.html
 Success Maker
www.pearsonschool.com/index.cfm?locator=PSZk99
Teachers Count!
“The impact of the teacher is the single most
powerful variable in explaining student
reading achievement” (Nye et al., 2004).