FidelityLeslie Connors, PrincipalRachel Blum, NXGLC TeacherBridget Blask, School Counselor

Why?We believe that every child

can be successful academically and behaviorally

Wait…the school expectation is that all students must be successful!

Tier 1 StructureRelationally

Adopted the TRIBES curriculum to create unity in the building

Created school-wide SMART agreements for universal Tier 1 using PBIS structure

Clearly defined MAJORS and MINORS

Designed Cool Tools to support teaching and re-teaching of expected behaviors

Encouraged POSITIVE behaviors through acknowledgement systems - SMART Roadrunner tickets and incentives

Team includes representatives from each grade level, support staff, specialists and administrator

Academically Defined universal instruction school wide

for both literacy and math to ensure fidelity

Utilized the Common Core Standards as a basis for instruction, collaboration and assessment

Developed unit plans in grade level teams measured every 5 weeks utilizing SMART goals

Analyzed student work weekly to build consistency and understanding of grade level benchmarks

Created a breakout session in reading and math to begin the process of sharing students to meet specific academic needs: K-3, 4-5

2013-2014 RTI leadership team will include representatives from each grade level, support staff, specialists and administrator

Tier 2 StructurePBIS Team

Includes two internal coaches, school counselor, support staff and administrator

Student progress monitoring meetings held as needed

Team led Internal coaches oversee

agendas/meetings, plans, and team implementation of PBIS initiatives

Academic Team Includes representatives from

each grade level, support staff, specialists and administrator

Three-four student progress monitoring meetings held every Friday morning and once every five weeks for the entire five days of morning collaboration

Team led with collaborative decision making

Using Data in Tier 1Behavior Data from SWIS

Gives focus for systematic re-teaching and Cool Tools

Supports school-wide behavioral decisions and problem-solving

Helps determine which individual students need additional support beyond Tier 1 using Check-In, Check-Out

Shared with the entire staff at morning collaboration meetings for collaborative team planning to teach the needed skills

Academic Data from MAP, Common Assessments and F&P levels

Gives focus for systematic teaching at individual instructional levels

Supports school-wide instruction of Common Core State Standards

Helps determine which individual students need additional support beyond Tier One

Shared with the entire staff at morning collaboration meetings to monitor growth, set purpose and focus staff development

SWIS Data Data driven approach for identifying

area(s) of need David’s RTI Behavior Plan

Check-in/Check-out (CICO) Data driven approach for entering and

exiting students  S   MA   R   T  

Pts

% Keep hands, feet,

objects to self

Pts

% Follow Direction

sPts

% Handles

Transitions

Pts

% Works in Class

Pts

% Use kind

words &

actions

Pts Possib

le

12 100% 10 83% 12 100% 11 92% 11 92% 12

18 100% 14 78% 14 78% 17 94% 17 94% 18

13 93% 10 71% 13 93% 14 100% 14 100% 14

14 100% 10 71% 13 93% 11 79% 11 79% 14

14 100% 13 93% 13 93% 13 93% 14 100% 14

                     

David

Academic Data Data driven approach for identifying

students for Tier 2 - Perla

3rd Grader – Fall Scores

Assessments Actual Benchmark

MAP Reading 173 189.9

F&P Level L M/N

Using Data in Tier 2

Behavior Data Gives area of focus

based on the Big Five for Tier 2 intervention need

Check-In, Check-Out data continues to monitor progress

Functional behavioral assessment analyzed for more specific information

Academic Data

Identifies area of need based on specific strand of reading (or SLD criteria) to select appropriate Tier 2 intervention

Assessments from Tier 1 carefully selected and instruction differentiated to the personalized learning plan to track progress over time

Intervention data from Tier 2 tracked utilizing specific grade level probes documenting progress over time in addition to specific data from intervention (Wilson, LLI)

Tier 2 Academic Case StudyRESPONSE TO INTERVENTION TEAM (RTI)

INTERVENTION MEETING

STEP 1: ANALYZE THE DATA

Student Name: Perla Grade: 3 Date: 11/19/2012

Participants: Jeff Serak, Hollie Kriehn, Karen Vollmer, Tracey Schley, Jen Barczak, Rachel Blum, Allison Utter, Bridget Blask, Evan Saunders

1-A: What is the data telling us about this child’s learning deficits? What has been implemented in Tier One Instruction and/or Tier Two Intervention? Fall MAPS Score: Reading: 173 Math: 189 Lang. Arts: 169 Initial guided reading level: L Current guided reading level (based on current running record): M How often do you see this student’s reading group each week? 5/week 20 min. What time? 10:05-10:25 What is the primary purpose they’re in this group (level, comprehension, strategies, fluency etc.)? Grade level word work and comprehension (With In the Text and Beyond the Text) fiction and nonfiction Do they miss any tier 1 instruction? No – misses independent work time for Wilson Reading

TIER 1 TIER 2 TIER 3

Tier 2 Academic Case Study

STEP 2: DEVELOP AND IMPLEMENT A PLAN What is the goal in observable and measurable terms based off the specific probe being utilized? SMART GOAL (strategy specific, measurable, attainable, results-based, time-bound)

Perla will improve her reading fluency as measured by the Reading Fluency probe by increasing her score to meet the grade level expectation in a 12 week intervention block.

1-B: What is the data telling us about this child’s learning deficits based on the Specific Learning Disability Criteria (SLD)?

Written Expression Basic Reading Skill (Word work, decoding) Reading Comprehension Reading Fluency Math Calculation Math Problem Solving

Tier 2 Academic Case StudyWhat intervention(s) will be implemented to move the student forward toward the goal?

What will be done? (What is the specific SLD area and

targets)

Who is responsible

for implementing

the intervention?

When is the intervention scheduled? (4 times per

week)

Date Inter-

vention to begin

Review Dates

(4 Weeks, 8 Weeks,

12 Weeks)

Tier One Instruction Guided Reading – instructional level

Barczak/ Blum

5/week 20 min.

11/26/12 1/8/13 2/12/13 3/14/13 5/17/13 6/4/13

Tier One Instruction Guided Reading group 2 – fluency and vocabulary; independent reading on Achieve 3000

Barczak/ Blum

5/week 20 min.

1/28/13 1/8/13 2/12/13 3/14/13 5/17/13 6/4/13

Tier Two Intervention Wilson Reading

Dragolovich 5/week 30 min.

11/26/12 1/8/13 2/12/13 3/14/13 5/17/13 6/4/13

Tier Three Intervention

Tier 2 Academic Case StudyWhat assessment measures will be used to monitor progress toward the goal?

Method(s) of Progress Monitoring Interval

Tier One Instruction (GR Level, formative assessments, running records, math assessments, written responses)

Guided Reading – Running records (% accurate)

Base Line: 98% L Week Data 4 97% N 8 94% N

12

18 22

98% O Fic 96% O Non 97% O Non

95% P Non (7/10 C)

Tier 2 Academic Case StudyTier Two Intervention (Probe results administered bi-weekly)

Wilson Reading – Word list accuracy

Base Line: SS 1.1 100% acc. Week Data

2 SS 1.2 93% flu. 4 SS 1.2 100% flu. 6 SS 1.3 80% acc,

real words 8 SS 1.3 87% acc,

nonsense words 10 SS 1.4 80% acc.,

nonsense words 12 SS 1.5 87% acc,

nonsense words 14 SS 1.6 93% acc,

real words 16 SS 1.6, 93% flu,

real words 18 SS 2.1, 87% acc,

real words 20 SS 2.1, 87% acc,

real words 22 SS 2.1, 100%

acc, real words 23 SS 2.1, 100%

acc, nonsense words

Tier 2 Academic Case StudyTier Two Intervention (Probe results administered bi-weekly) Fluency Probe - Blum

Base Line: 60 accurate/min. Week Data

2 39 accurate/min. 4 57 accurate/min. 6 77 accurate/min. 8 87 accurate/min.

10 71 accurate/min. 12 86 accurate/min. 14 16 18 20 22

73 accurate/min. 73 accurate/min. 92 accurate/min. 86 accurate/min. 80 accurate/min.

Tier 2 Academic Case StudyReflection (What are the next steps? Is progress sufficient to close the achievement gap? Is the student at grade level? Should we continue the intervention?)

Mrs. Blum will give fluency probes as well as running records. 1/8/13 (Four weeks): Tier 1: Perla is making progress. Is now able to decode words with multiple syllables. Occasionally she struggles with content words. She has become more aware of the differences between English and Spanish. Tier 2: She is making progress. She has been fluent the last few word lists. Perla is looking at words more carefully, including endings of words.

Sounds introduced as of 11/13: f,l,m,n,r,s – d,g,p,t – a,i,o – b,sh - u – h,j Added up to 12/7: c,k,ck Added up to 12/21: e – v,w,x,y,z – ch,th

Perla will have ELL testing accommodations for the MAP testing.

Tier 2 Academic Case StudyReflection (What are the next steps? Is progress sufficient to close the achievement gap? Is the student at grade level? Should we continue the intervention?)

2/12/13 (8 weeks): Tier 1: Perla is instructional at level N. Comprehension is proficient when she reads aloud. When she reads silently she rushes and loses meaning. She needs reminders to slow down and take her time. She has fewer errors, leaving off endings, and misses fewer small words. Perla is now in 2 guided reading groups. One group at her instructional level and one group at her independent level focused on fluency and vocabulary work, personalizing her learning. Her 20 min. of independent time is spent on RAZ Kids. She conferences weekly with a teacher about her RAZ Kids data. Tier 2: We have moved to SS 1.3. Perla is fluent with real words, and we are now building to fluency with nonsense words.

Sounds added up to 2/12: ch,th – qu,wh

Tier 2 Academic Case StudyReflection (What are the next steps? Is progress sufficient to close the achievement gap? Is the student at grade level? Should we continue the intervention?)

3/14/13 (12 Weeks): Tier 1: Perla is instructional at level O. She is currently in two guided reading groups: one at her instructional level and one at a level K/L to practice fluency and build background knowledge. She is self-correcting and making sure to pay attention to the little words more consistently. She is able to verbalize the strategies she is using. At times, Perla struggles to understand instructional text when she has limited background knowledge on the subject. She struggles to infer in situations that she has not experienced. Tier 2: We have moved through 2 more substeps since our last meeting. We have added double consonants at the ends of words (“bonus letters”) and the “welded sounds” am, an, and all. We have one substep left in Step 1. Perla has been very consistently using correct beginning and endings sounds in reading and writing, although she does still reverse b and d. She struggles to use correct vowel sounds consistently in both real and nonsense words. Progress is sufficient at this point. Perla will continue this plan on Maintenance.

Tier 2 Academic Case StudyReflection (What are the next steps? Is progress sufficient to close the achievement gap? Is the student at grade level? Should we continue the intervention?)

5/17/13 (18 Weeks): Tier 1: Perla is instructional at a level O. She read a level P with 95% accuracy and 5/10 comprehension on 5/3/13. She is currently in one guided reading group that meets for 20 min. and then works on Achieve 3000 and her fluency with Miss Hoff for 20 min. Her fluency is improving and she is using what she is learning with Mrs. Dragolovich in her guided reading, making comments like, “Oh wait, I know this. I learned it with Mrs. Dragolovich”. She is stopping more often to think about new vocabulary words and to decide what they mean, using the context clues to help her. (Example: She inferred that downpour and deluge must be “a lot of rain” based on the context clues in the book.) She still misses subtle text clues which can affect her comprehension of the entire book. Reading MAP data: Fall: 173 Winter: 181 Spring: 190 End of Year 3 rd grade: 199 Growth Target: 184 Fall: 13th percentile Spring: 26th percentile Perla is working at a 2nd grade level on Achieve 3000. She does Achieve 3000 independently with a graphic organizer. Her average scores are slightly below 75%, as she gets between 63% – 100% on her activities. Her lexile scores are: Jan BR/219 Feb 2nd/295 Mar 2nd/320 Apr 2nd/380 May 2nd/380 Tier 2: (Wilson) Perla has moved into substep 2.1 At this substep, we are working on using the welded sounds ang, ing, ong, ung, ank, ink, onk, unk to read and spell real words. She is able to read these words with 100% accuracy when she takes her time to notice the welded sound and then blends the sounds together. If she attempts to read the word list too quickly/fluently, she is still likely to make multiple errors. We have also learned the definitions of “syllable” and the first syllable type taught in Wilson, the “closed syllable.”

Tier 2 Academic Case StudyReflection (What are the next steps? Is progress sufficient to close the achievement gap? Is the student at grade level? Should we continue the intervention?)

6/4/13 (23 Weeks) – End of the year meeting: Tier 1: Perla is instructional at a level P. She read a level P with 95% accuracy and 7/10 comprehension on 5/30/13. She is currently in one guided reading group that meets for 20 min. and then works on Achieve 3000 and her fluency with Miss Hoff for 20 min. Her fluency is improving and she continues to use the patterns she is learning in Wilson reading instruction. She still misses subtle text clues which can affect her comprehension of the entire book when reading fiction, but is paying much closer attention to details when reading nonfiction and is able to discuss author’s purpose and text features confidently and proficiently. She continues to need vocabulary exposure as there are many English descriptive and specific words that she has not heard before. (I.e. infant, ancestors, etc.) She also needs reminders to pay close attention to small words and endings of words prior to reading so that she does not make silly mistakes. Tier 2: (Wilson) Perla is still working in substep 2.1. We are now working on using the welded sounds ang, ing, ong, ung, ank, ink, onk, unk to read and spell nonsense words. She is able to read these words with 100% accuracy when she takes her time to notice the welded sound and then blends the sounds together. Perla will be attending summer school. She will receive Phoneme Grapheme Mapping as a tier 2. Perla is dismissed from RtI.

Tier 2 Academic Case Study

Franklin……2013-2014 Goals….1. Continue to refine the fidelity checks in Tier two reading and math

interventions utilizing District resources2. Continue to utilize reading and math breakout sessions as one

vehicle to provide specific, personalized reading instruction or intervention for students

3. Continue to research for effective interventions for math problem solving

4. Offer more Tier two behavior interventions beyond CICO and including SAIG groups

5. Combine two school leadership teams (RTI and ILS) one time per month to reflect on best practices and adjust as needed

6. Focus on Tier One Writing instruction Fall semester using Lucy Calkin’s Kits

7. Offer Tier two writing interventions Spring semester