Transcript The Road to AYP - Santa Rosa County School District

The Road to AYP:
Response to Intervention
Santa Rosa District Schools
Data Team Training
September, 2009
NCLB
On January 8, 2002, NCLB was
signed into law. Americans united
behind a revolutionary idea: every
child can learn. The law confirms
that as a nation, we will not
accept a public school system that
educates only a portion of its
children.
Adequate Yearly Progress
AYP in Florida
► 76%
of schools in Florida did not make AYP
► 70% of schools in Santa Rosa County did not make
AYP
► 59% (10/17) of Elementary Schools did not make AYP
► 71% (5/7) of Middle Schools did not make AYP
► 100% (4/4) of High Schools did not make AYP
► 100% (2/2) of Combination Schools did not make AYP
► 47% (14/30) of schools are in corrective action.
Santa Rosa County
Safe Harbor Plan
2009-2010
Increase Reading Proficiency:
Below 10%
Prof. (rd up)
Total
25%
White
24%
Black
43%
5
Hispanic
32%
4
Asian
21%
American Indian
28%
Econ. Dis.
34%
4
ELL
60%
6
SWD
50%
5
+
+
+
+
+
+
+
+
+
65%
2009
75%
76%
57%
68%
79%
72%
66%
40%
50%
to
to
to
to
to
72%
2010
75%
76%
62%
72%
79%
72%
70%
46%
55%
Santa Rosa County
Safe Harbor Plan
2009-2010
Increase Math Proficiency:
Total
White
Black
Hispanic
Asian
American Indian
Econ. Dis.
ELL
SWD
Below 10%
Prof. (rd up)
22%
20%
42%
5
27% (3) 1
18%
22%
32%
4
50%
5
50%
5
+
+
+
+
+
+
+
+
+
65%
2009
78%
80%
58%
73%
82%
78%
68%
50%
51%
to
to
to
to
to
74%
2010
78%
80%
63%
74%
82%
78%
72%
55%
56%
IMPROVEMENT!
If we are number 1 in
improvement,
eventually, we will be
number 1!
Jim Hunt, Former North Carolina Governor
Response to Intervention
The overarching purpose of RtI
implementation is to improve educational
outcomes for all.
RtI Defined
Response to Intervention is an
approach that promotes a wellintegrated system connecting
general, compensatory, gifted, and
special education in providing high
quality, standards-based instruction
& intervention that is matched to
students’ academic, socialemotional, and behavioral needs.
A continuum of evidence-based,
tiered interventions with increasing
levels of intensity and duration is
central to RtI.
Collaborative educational decisions
are based on data derived from
frequent monitoring of student
performance and rate of learning.
Three Tiered Model of School Supports:
Elementary-Santa Rosa County
Behavioral Systems
Academic Systems
Comprehensive and Intensive Interventions
Individual Students or Small Group (2-3)
Reading: Harcourt Intervention kits, Edmark,
Reading Milestones, My Reading Coach, SRA
Reading Mastery
Math: Touch Math, Touch Money
Writing:
Strategic Interventions
Small Group (3-5)
1-5%
Core Curriculum
All students
Reading: Harcourt Storytown
Math: Houghton-Mifflin/Saxon
Math
Writing: (Primary/Elem.)Six
Traits of Writing, Writer’s
Workshop,
Learning Focus Strategies
Targeted Group Interventions
Some students (at-risk)
Small Group Counseling
Parent Training (Behavior & Academic)
Bullying Prevention Program
FBA/BIP Classroom Management
Techniques, Professional Development
Small Group Parent Training ,Data
5-10%
5-10%
Reading: Harcourt Strategic
Intervention, Read 180, My Reading
Coach, SRA, RFB &D, Voyager
Math:
Writing: Read, Write, Gold!
Intensive Interventions
Individual Counseling
FBA/BIP
Teach, Reinforce, and Prevent (TRP)
Assessment-based
Intense, durable procedures
1-5%
Students
80-90%
80-90%
Universal Interventions
All settings, all students
Committee, Preventive, proactive
strategies
School Wide Rules/ Expectations
Positive Reinforcement System
(Tickets & 200 Club)
School Wide Consequence
System School Wide Social Skills
Program, Data (Discipline,
Surveys, etc.) Professional
Development (behavior)
Classroom Management
Techniques,Parent Training
ULTIMATE PURPOSE of RTI
Remember the ultimate purpose of
Response to Intervention is to : enhance
the success of students with a variety
of academic and behavioral needs.
Core Principles
► All
children can learn and achieve high standards
as a result of effective teaching.
► All students must have access to rigorous,
standards-based curriculum and research-based
instruction.
► Intervening at the earliest indication of need is
necessary for student success (PreK-12).
► A comprehensive system of tiered interventions is
essential for addressing the full range of student
needs.
Core Principles
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Student results are improved when ongoing academic and behavioral
performance data are used to inform instructional decisions.
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Collaboration among educators, families and community members is
the foundation to effective problem-solving and instructional decisionmaking.
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Ongoing and meaningful involvement of families increases student
success.
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All members of the school community must continue to gain
knowledge and develop expertise in order to build capacity and
sustainability.
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Effective leadership at all levels is crucial for the implementation of RtI.
Santa Rosa County District Schools
2009-2010
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All schools select RtI Teams to include:
*School Principal and Asst. Principal for Curriculum and
Instruction
*School Psychologist
*Guidance Counselor
General Ed. Teachers
Reading and Math coaches
ESE Teachers
Schools data team member(s)
Other educators as they relate to specific student needs
*Mandatory membership
Qualities of Effective
RtI Team Members
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Collaborative
Creative
Expertise related to teaching strategies
Expertise related to interpretation of data
Expertise related to problem solving
Expertise in Core benchmarks
Patient
Willingness to listen
Knowledge of student strengths and needs
Energetic
Optimistic
Passionate about serving kids!
Santa Rosa District Schools
2009-2010
Action Plan
September
Schools:
► School-Based RtI Team Members Identified
► Complete RtI Belief, Skill, Practice Surveys (Survey Monkey)
► Inventory current Tier 1, 2, and 3 progress monitoring tools and
intervention program practices
► Consider each student’s response to intervention when evaluating
student progress and determining eligibility for ESE services
District:
► School Psychologist and Guidance Counselors receive roles and
responsibilities
► Analyze School Survey Data
► District RtI Team to visit “best practice” districts
Santa Rosa District Schools
2009-2010
Action Plan
October
Schools:
► Develop Professional Development Plans- (Oct. 23rd)
1. Set goals related to subgroups below proficiency requirements (72% in
reading, 74% in math)
2. Incorporate professional development related to RtI, progress
monitoring and intervention.
3. Incorporate instructional strategies including progress monitoring
and intervention for subgroups below proficiency in reading and
math.
 Analyze data to determine if core instruction is effective (80% on grade level)
► Develop Progress Monitoring Plans for students below proficiency
► Consider each student’s response to intervention when evaluating student
progress and determining eligibility for ESE services
District:
► Analyze RtI School Survey
► Conduct RtI School Based Leadership Team (SBLT) Training
► Establish a base line per school regarding number of students at each Tier
Santa Rosa District Schools
2009-2010
Action Plan
November-June
Schools:
► Progress Monitor all students in subgroups
► School Based RtI team will participate in initial training.
► Analyze data to determine if core instruction is effective (80% on grade level)
► Participate in Professional Learning Communities focused on effective core instruction
► Participate in Professional Learning Communities focused on intervention strategies
► Provide intervention to students below proficiency
► Conduct RtI School Based Leadership Team Meetings to identify students performing
below proficiency and provide intervention
► Consider each student’s response to intervention when evaluating student progress and
determining eligibility for ESE services
District:
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Provide professional development related to effective core instruction
► Provide professional development related to progress monitoring and intervention
strategies
► Support RtI School Based Leadership Teams
Attend SBLT Meetings
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Indentify effective progress monitoring tools, intervention strategies and intervention
programs
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Support each school’s effort to meet needs of all students
Response to Intervention
But for a few tiny adjustments,
if we knew how to make them,
we could release the genius in
every child.
Einstein
Response to Intervention
 Transportation
 Food
TEAMWORK!
Service
 Facilities
 Data Processing
 Support Services
 Teachers
 School Related Employees
 Administration
For More Information
Florida Center for Reading Research: reading
research based information
www.fcrr.org
• Pikes Peak Literacy Strategies Project:
Strategies for the 5 components of reading
(phonemic awareness, phonics, fluency,
comprehension and vocabulary)
www.pplsp.org
• National Progress Monitoring Organization:
progress monitoring tools
www.studentprogress.org
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