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#2. Implementing RTI,
in Six Easy Steps
Rebecca Johnson, Principal Vicki Weatherman, RTI Facilitator
Kirk Adams Elementary School, Las Vegas, NV
Kirk Adams Empowerment Elementary School
2011-2012
Who We Are: 2011-2012 568students
53% Hispanic or Latino 26% White or Caucasian 8% Black or African American 5% Asian 2% American Indian or Alaska Native .4% Pacific Islander
62% Low Socio-Economic or FRL 30% Limited English Proficient 15% Special Education
Kirk Adams EES Mission All students will learn to read with comprehension and fluency, write to communicate effectively using the Analytical Writing Traits, and problem solve using addition, subtraction, multiplication, and division; while getting along well with others.
Innovative Practices Empowerment School Distributed Leadership Standards-based grading – *No Grades on
report cards Standards-based instruction – not programs Leveled instruction for ELA 1st -3rd grades Departmentalized instruction 4th -5th grades Formative administration of assessments Special Education Inclusion Frequent classroom observations with
feedback
Response to Intervention 6 Steps to RTI
1. Identification2. Diagnosis3. Determining Intervention Level, Goal
Setting and Creating a Plan for Interventions
4. Administering Appropriate Interventions5. Progress Monitoring6. Data Analysis and Outcomes
Identification School-wide cut scores
CRT – any student under 305 CCSD Interims – K-2 under 70%, 3-5 under 60%
Universal Screening / Benchmark Assessments Aims Web ELA & math
Grades LAS Links (language prof. )
Watch list of students (Slide1)
Step 1: Identification Table Discussion At your tables or with a neighbor, discuss
and list all the possible data sources you currently have at your school that could be used to create your own watch list.
Do you have “cut scores” to use to identify struggling students and what are they?
Diagnosis Every student on watch list OR new to the
school
Reading Assessing Reading, Multiple Measures for
Kindergarten through Eighth Grade. (CORE, 2008) Math
STPT analysis of standards Aims Web computation
Create a Tiered Instruction List (Slide 2) Typical Interventions provided (Slide 3 & 4)
Step 2: Diagnostic Discussion What do you currently have in place to
diagnose the specific skill deficits of struggling students?
Goal Setting & Create a Plan for Interventions Goal
Goals are statements of the expected results of the intervention and should state the conditions under which the student will perform the behavior
ART An ART is the criterion that is set to indicate
the least amount of progress a student can make and still be on track for narrowing the achievement gap
RTI Plan Summary (Slide 3)
Determine and Administer Appropriate Interventions Tier 2 vs. Tier 3
In addition to Tier 1 Tier 3 students also receive Tier 2 Small group vs. 1-1 15-30 minutes, depending on goals
Intervention Block of time 40 minutes/day by grade level No new instruction during this time
Extension activities for Tier 1 students Tier 2 in classroom, Tier 3 in lab
Determine and Administer Appropriate Interventions What Interventions?
Standards Based or Problem Solving Research Based
Who delivers the Interventions? Classroom Teacher RTI Facilitator ELL Facilitator Special Education Inclusion Teacher Para-professionals (7 instructional
assistants)
Tier 1 Instruction / Enrichment
Tier 2 Intervention / Small group
Tier 3 Intensive Intervention /1-1
Step 4: Providing Interventions Discussion Share at your table or with another
person how you provide Tier 2 or Tier 3 interventions.
Who does them? Where are they done? How do you overcome the loss of Tier 1
instruction? What materials do you use?
Progress Monitoring Tier 1
7 times a year (3 benchmarks, 3 interims, 1 mid-term, mock CRT)
Tier 2 Every 2 weeks
Tier 3 Weekly
Progress Monitoring Assessments
Specifically aligned with the intervention Usually given by the person delivering the
intervention More than CBM measurements
Charts and Graphs Excel tables and graphs Accessible to all teachers who work with the
student
Progress Monitoring Tier 2 (2 weeks)
Progress Monitoring Tier 3 (weekly)
Step 5: Progress Monitoring Discussion How do you monitor the progress of your
Tier 3 interventions? How often? How do you monitor the progress of your
Tier 2 interventions? How often? Who administers the progress
monitoring? How is the progress reported to all
teachers that work with the student?
Data Analysis & Outcomes Intervention Team
Administrator Case workers from each grade level Representatives from Special Ed.
(Psychologist, Teachers, Speech Pathologist)
Meets every week to analyze progress
Data Analysis & Outcomes Outcomes
Problem resolved Tier 3 moves to Tier 2 before Tier 1
Progress toward problem, but not resolved yet – continue interventions as determined
Unresolved Move Tier, create new goals, change the
interventions, and continue to monitor progress Change frequency, duration, instructional level,
intensity, or the number of participants Refer for MDT, 504, retention
Step 6: Analysis and Outcomes Discussion Do you have a team in place to review
the progress of the interventions? How often do they meet? Do you have a plan in place to review the
progress regularly? What are the possibilities of student
success with this process in place?
Case Study - Fernando
The Practical Guide to RTI,Six Steps to School-wide Success
By Rebecca Johnson and Vicki Weatherman
Contact Information: Rebecca Johnson
[email protected] Kirk Adams Elementary School 702-799-
8800 Vicki Weatherman