Bonham ISD - Region 10 Education Service Center
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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).