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Redwood Area Schools Proudly serving the communities of Belview, Morton & Redwood Falls Reede Gray Elementary Reede Gray Elementary is a four section, K-4 school located in Redwood Falls, a rural southwest Minnesota town. Reede Gray Elementary provides all-day everyday Kindergarten and an emphasis on individual growth in reading and mathematics. • 426 students in grades K-4 • 40% free and reduced lunch • 27% American Indian • 1% English Language Learners (based on 2008 MDE demographics) Before Joining the MN RtI Center Cohort Assessment NWEA fall and spring Direct Instruction reading programs student data mastery tests every 5 or 10 lessons checkouts every 5 lessons placement assessments Reede Gray Reading Data Team Formed beginning with the 2004-2005 school year Collect and analyze individual student data monthly Assess student progress and placement Move students among reading groups as needed Analyze overall reading program progression Reede Gray Student Support Team Prereferral team Suggest interventions Evidence-Based Interventions Lindamood Bell Phonemic Awareness Therapy Visualizing and Verbalizing comprehension therapy Tier 2 interventions added in 2007-2008 Great Leaps (reading fluency) FUNNIX ( computer-based Direct Instruction program) Double dipping (two *Reading Mastery lessons a day) Lesson review (review the *Reading Mastery lesson) * direct evidence promising evidence Success with RtI Implementation Universal Screening: AIMSweb Implemented reading measures in Fall 2008 All K-4 students benchmarked three times per year (fall, winter, spring) Benchmark identifies students that need tier 2 & 3 interventions. Students below target progress monitored weekly in tier 2 & 3 interventions. Tier 2 Interventions Minnesota Reading Corps member (grades K-3) 30 minute interventions for small groups RtI Action Plan Schedule “Power hour”- 30 minute school-wide intervention time More teaching staff available to provide interventions Students do not miss other subjects to receive interventions Evidence-based interventions Analyze research for evidence base support our tier 2 & 3 interventions Analyze student data to determine which interventions are most successful Increase the progress monitoring used in our Lindamood Bell program Problem-Solving Team Form a problem-solving team to Identify and prioritize student concerns Develop and monitor tier 3 interventions Make decisions are based on data Walk & Read: A Tier I Reading Schedule Grades K-2 share the same 90 minute reading block. Grades 3-4 share the same 90 minute reading block. Reading classrooms each have 2 reading groups. The teacher with the assistance of a trained reading paraprofessional deliver the reading lessons. Students are grouped by reading level, not grade and movement between groups is fluid throughout the school year. Minnesota Reading Corps Reede Gray Elementary was granted a MN Reading Corps members for the 2008-2009 school year. 40 hours per week Individual student interventions Assessment using AIMSWeb Community involvement Strong professional development support Tier 2 AIMSweb Student Graph 10/13- baseline score 10/20- first progress monitoring assessment, done weekly throughout the intervention 12/15- exited with 4 data points above the aimline 1/5 & 1/19- check for progress without intervention Resources Books Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Reschly, D. J., Schrag, J., & Tilly, W. D. (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press. Burns, M. K., Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. New York, NY: Taylor & Francis Group. Websites AIMSweb: www.aimsweb.com Florida Center for Reading Research website: www.fcrr.org MN Response to Intervention Center website: www.scred.k12.mn.us/RTI/RTIcontact.htm MN Reading Corps website: http://www.themlc.org/ReadingCorps National Association of State Directors of Special Education website: www.nasdse.org RtI Action Network website: http://www.rtinetwork.org/ Renee Estebo, Reading Coordinator Redwood Area Schools [email protected]