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Fremont Middle SchoolFremont Middle SchoolRoseburg School DistrictRoseburg School DistrictResponse To InterventionResponse To Intervention
(RTI)(RTI)
Keith KronserKeith Kronser
Fremont StatsFremont Stats
700 Students-Grades 6,7 and 8700 Students-Grades 6,7 and 8
2 Administrators2 Administrators
1 Counselors1 Counselors
37 Certified staff37 Certified staff
45 Classified staff45 Classified staff
55-60% Free/Reduced55-60% Free/Reduced
15.5% SpEd15.5% SpEd
August 2006August 2006Where We WereWhere We Were
YearYear 2003-042003-04 2004-052004-05 2005-062005-06
All Students All Students ReadingReading
36.31%36.31% 37.39%37.39% 35.92%35.92%
All StudentsAll Students
MathMath23.29%23.29% 49.54%49.54% 49.849.8
SpEdSpEd
ReadingReading4.76%4.76% 1.56%1.56% 18.07%18.07%
SpEdSpEd
MathMath4.62%4.62% 33.33%33.33% 5.71%5.71%
What We Knew….What We Knew…. Current Assessment Current Assessment
Results Were Not Results Were Not AcceptableAcceptable
Uncertainty as to What Uncertainty as to What to do About Themto do About Them
In a Week School Will In a Week School Will StartStart
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Literacy TeamLiteracy Team
Attended the Superintendents Institute –Attended the Superintendents Institute –summer of ’06summer of ’06– Do we Have a School Culture That Celebrates Do we Have a School Culture That Celebrates
Success and Growth??Success and Growth??– Some Students May Take Pride in Doing Poorly Some Students May Take Pride in Doing Poorly
on Assessmentson Assessments– Staff, Parents and Students May Not Staff, Parents and Students May Not
Understand the Importance of Solid Academic Understand the Importance of Solid Academic Skills and/or State AssessmentsSkills and/or State Assessments
Core BeliefsCore Beliefs
All Students Can LearnAll Students Can Learn All Staff Are Responsible For All StudentsAll Staff Are Responsible For All Students
– ““Those Kids” do Not Exist at FremontThose Kids” do Not Exist at Fremont Collective we Can Neutralize the Challenges That Collective we Can Neutralize the Challenges That
Many of Our Students FaceMany of Our Students Face It is Very Easy to Find Excuses For a Students It is Very Easy to Find Excuses For a Students
Lack of SuccessLack of Success The Reality is That There Are no Excuses.The Reality is That There Are no Excuses. Success in Life is Dependent Upon a Success in Life is Dependent Upon a
Students Academic Skills in Core AreasStudents Academic Skills in Core Areas
First things First!First things First!
At Fremont There Are no “Those Kids”At Fremont There Are no “Those Kids” All Staff are Accountable For All StudentsAll Staff are Accountable For All Students We Will Not Divide OurselvesWe Will Not Divide Ourselves Together We Are Successful or Together Together We Are Successful or Together
We FailWe Fail No Finger Pointing!! Middle finger or No Finger Pointing!! Middle finger or
Otherwise….Otherwise….
Phase One - Culture BuildingPhase One - Culture Building2006-07 School Year2006-07 School Year
Homeroom TimeHomeroom Time– Time That is Consistent Across the School. First 15 Time That is Consistent Across the School. First 15
Minutes of The DayMinutes of The Day– Used to Build a Positive School CultureUsed to Build a Positive School Culture– Expected Behavior LessonsExpected Behavior Lessons– Assessment LessonsAssessment Lessons– Coupons For Meeting/Exceeding or Making Progress Coupons For Meeting/Exceeding or Making Progress
Towards Individual Goal - Generally an +6-8 Points) Towards Individual Goal - Generally an +6-8 Points) – PSA- Parent to Parent Newsletter PSA- Parent to Parent Newsletter – Congratulations letterCongratulations letter– Formal Response To Intervention (RTI) DevelopedFormal Response To Intervention (RTI) Developed
June xx, 2013June xx, 2013DearDear
CONGRATULATIONS! You have met or exceeded the standard for the CONGRATULATIONS! You have met or exceeded the standard for the Reading Section of the 2013 Oregon Assessment of Knowledge Skills Reading Section of the 2013 Oregon Assessment of Knowledge Skills (OAKS).(OAKS).The OAKS is an important test. Your great job on it tells your family and The OAKS is an important test. Your great job on it tells your family and teachers that you are working very hard in school and learning important teachers that you are working very hard in school and learning important skills that will help you continue to be successful.skills that will help you continue to be successful.It is our hope that you continue to enjoy success at school. A quality It is our hope that you continue to enjoy success at school. A quality education is very valuable asset. Rest assured that the staff of Fremont education is very valuable asset. Rest assured that the staff of Fremont Middle School is always available to assist you.Middle School is always available to assist you.
Keep up the great work!Keep up the great work!Sincerely,Sincerely,Keith KronserKeith Kronser Dr. Larry ParsonsDr. Larry ParsonsPrincipalPrincipal SuperintendentSuperintendentFremont Middle SchoolFremont Middle School
Phase Two- 2007-08Phase Two- 2007-08Literacy Time - RTI BeginningsLiteracy Time - RTI Beginnings
Expand Homeroom to 30 MinutesExpand Homeroom to 30 Minutes– Each Class Period ShortenedEach Class Period Shortened– Agreements About Class InterruptionsAgreements About Class Interruptions
Move to After 2Move to After 2ndnd Period* Period* Everyone Will Have a Group – Includes Admin.*Everyone Will Have a Group – Includes Admin.* *Literacy team requests - not negotiable*Literacy team requests - not negotiable *Classroom Interruptions (all calls/PA, call *Classroom Interruptions (all calls/PA, call
slips)will be limited slips)will be limited
Three Levels of InterventionsThree Levels of InterventionsAn Intervention for allAn Intervention for all
Intensive: Students Who are Performing Intensive: Students Who are Performing Significantly Below Grade LevelSignificantly Below Grade Level
Strategic: Students Who Are Performing Strategic: Students Who Are Performing Below Grade LevelBelow Grade Level
Benchmark: Students Are Performing at Benchmark: Students Are Performing at Grade Level Grade Level
Literacy: A Five Tiered ApproachLiteracy: A Five Tiered ApproachEvery Student Gets 30 Minutes a Every Student Gets 30 Minutes a
Day of Reading LiteracyDay of Reading Literacy Tier OneTier One
– Above Benchmark (2-3 Years Above Grade Level)Above Benchmark (2-3 Years Above Grade Level) 20-30 Students20-30 Students
Tier TwoTier Two– At BenchmarkAt Benchmark
18-25 Students18-25 Students
Tier ThreeTier Three– Nearly Meeting (One Year Below)Nearly Meeting (One Year Below)– 12-18 Students12-18 Students
Literacy: A five tiered approachLiteracy: A five tiered approachContinuedContinued
Tier FourTier Four– Below Benchmark (1 to 2 Years Below Grade Level)Below Benchmark (1 to 2 Years Below Grade Level)– 8-15 Students8-15 Students
Tier FiveTier Five– Significantly Below Benchmark (2 Years or More Below Significantly Below Benchmark (2 Years or More Below
Grade Level)Grade Level)– 5 to 10 Students5 to 10 Students
* Students Are Placed in Tiers According to * Students Are Placed in Tiers According to MAP,MAZE, ARI/ORF, OAKSMAP,MAZE, ARI/ORF, OAKS
CurriculumCurriculum
Six Minute SolutionSix Minute Solution ACCESS* Toolkit StrategiesACCESS* Toolkit Strategies
*Academic*Academic*Content*Content*Competence*Competence*Every *Every *Student*Student*Succeeding*Succeeding
Progress Monitoring – *ARI – Analytical Reading Progress Monitoring – *ARI – Analytical Reading InventoryInventory
*ARI has been replaced with DIBELS, CARI, DAZE*ARI has been replaced with DIBELS, CARI, DAZE
CurriculumCurriculum Continued Continued
Tier 1Tier 1– Novel Units, Simulations, Research/Debates, Junior Great BooksNovel Units, Simulations, Research/Debates, Junior Great Books
Tier 2Tier 2– Novel Units, Short Stories (Jamestown), Junior Great Books Novel Units, Short Stories (Jamestown), Junior Great Books
Tier 3Tier 3– Novel Units, Jamestown MaterialsNovel Units, Jamestown Materials
Tier 4Tier 4– Jamestown Materials, Short Stories, NovelsJamestown Materials, Short Stories, Novels
Tier 5Tier 5– RewardsRewards
CurriculumCurriculumYear One ReviewYear One Review
Problems…….Problems…….– Tier 5 kids HATED Rewards!!!Tier 5 kids HATED Rewards!!!– Non Language Arts Teachers Struggled Non Language Arts Teachers Struggled – Developing Novel Units, Short Stories …Developing Novel Units, Short Stories …
Required Prep TimeRequired Prep Time- No Consistency Among Tiers at Same Grade Level No Consistency Among Tiers at Same Grade Level - High School Requested we Not Use Some NovelsHigh School Requested we Not Use Some Novels- ARI did not measure Reading ComprehensionARI did not measure Reading Comprehension
Year 2Year 2
Added LANGUAGE! To Tier FiveAdded LANGUAGE! To Tier Five Provided Additional Professional Provided Additional Professional
Development For StaffDevelopment For Staff Tweaked With The ScheduleTweaked With The Schedule
Sample ScheduleSample Schedule77thth and 8 and 8thth grade grade
Period -1Period -1 Period -2Period -2 LITERACYLITERACY Period -3Period -3 Period -4Period -4 Period -5Period -5 Period -6Period -6
*periods 52 minutes*periods 52 minutes
Schedule Schedule ContinuedContinued
Block Literacy With Language Arts Either 2Block Literacy With Language Arts Either 2ndnd or 3or 3rdrd Period = Targeted Classes Period = Targeted Classes
Provides 90 Minutes Class Period – Perfect Provides 90 Minutes Class Period – Perfect For LANGUAGE! For LANGUAGE!
Allows For Either Targeted Reading or MathAllows For Either Targeted Reading or Math More Intensive Interventions!More Intensive Interventions!
Year 2Year 2ReviewReview
LANAGUAGE! Groups LANAGUAGE! Groups Targeting Kids According to Sub Test SkillsTargeting Kids According to Sub Test Skills Fluid Literacy GroupsFluid Literacy Groups Math Literacy EmergesMath Literacy Emerges Targeted ClassesTargeted Classes Some Staff Still Struggling With “Creating” Some Staff Still Struggling With “Creating”
Literacy Lessons Literacy Lessons
Year 3Year 3Literacy PlusLiteracy Plus
30 Minutes of Literacy Daily For Every Student30 Minutes of Literacy Daily For Every Student Math Literacy for Those Who Need Additional Math Literacy for Those Who Need Additional
Math Instruction (Semester Each)Math Instruction (Semester Each) Target Classes For Math And ReadingTarget Classes For Math And Reading Math And Literacy Navigator Materials For Tiers 3, Math And Literacy Navigator Materials For Tiers 3,
4 at grades 6, 7, and 84 at grades 6, 7, and 8 Corrective Reading, Rewards and LANGUAGE! Corrective Reading, Rewards and LANGUAGE!
For Tier FiveFor Tier Five MAZEMAZE
Tier CriteriaTier Criteria
Tier 1Tier 1 Tier 2Tier 2 Tier 3Tier 3 Tier 4Tier 4 Tier 5Tier 5AboveAbove
BenchmarkBenchmark
20-30 20-30 StudentsStudents
At At Benchmark1Benchmark18-258-25
StudentsStudents
One Year One Year BelowBelow
12-1812-18
StudentsStudents
1-2 years1-2 years
BelowBelow
8-158-15
StudentsStudents
2+ years 2+ years BelowBelow
5-105-10
StudentsStudents
66thth =221+ =221+ 220-216220-216 215-211215-211 210-207210-207 -207-207
77thth =227+ =227+ 222-226222-226 221-216221-216 215-210215-210 -209-209
88thth =229+ =229+ 220-228220-228 219-212219-212 211-207211-207 -206-206
2010-112010-11ResultsResults
OAKSOAKS Total Total meets/exceedsmeets/exceeds
SpEd SpEd Meets/ExceedsMeets/Exceeds
66thth reading reading 87%87% 54%54%
66thth math math 73%73% 46%46%
77thth reading reading 82%82% 41%41%
77thth math math 66%66% 41%41%
88thth reading reading 75%75% 28%28%
88thth math math 85%85% 57%57%
2003-20132003-2013
03-03-0404
04-04-0505
05-05-0606
06-06-0707
07-07-0808
08-08-0909
09-09-1010
10-10-1111
11-11-1212
12-12-1313
All All RdgRdg
36.336.31%1%
37.337.39%9%
35.935.92%2%
68.268.2%%
68.868.86%6%
74.974.98%8%
77.577.5%%
81.781.7%%
72.972.9%%
67.967.9%%
All All MathMath
23.223.29%9%
23.223.29%9%
49.549.54%4%
68.768.78%8%
71.071.02%2%
80.780.73%3%
83.783.76%6%
76.176.13%3%
69.869.81%1%
72.372.3%%
SpEd SpEd RdgRdg
4.764.76%%
8.478.47%%
1.561.56%%
18.018.07%7%
16.416.46%6%
37.137.11%1%
38.338.32%2%
39.539.58%8%
29.229.27%7%
24.324.3%%
SpEd SpEd MathMath
4.624.62%%
33.333.33%3%
5.715.71%%
19.519.52%2%
20.920.99%9%
38.138.14%4%
57.057.01%1%
46.846.888
42.842.86%6%
27%27%
Next StepsNext Steps
Reading Scores Lag Behind MathReading Scores Lag Behind Math Students Who Need Both Math and ReadingStudents Who Need Both Math and Reading Consistent Implementation of CurriculumConsistent Implementation of Curriculum Who Teaches What TierWho Teaches What Tier Progress MonitoringProgress Monitoring 20% Team20% Team Common AssessmentsCommon Assessments Student Work Sample SharingStudent Work Sample Sharing New Standards for Math, Reading and ScienceNew Standards for Math, Reading and Science
Next Steps Cont.Next Steps Cont.
All students receive quality behavior and academic All students receive quality behavior and academic instruction and supportinstruction and support
All Students are screened to determine additional All Students are screened to determine additional instructional/behavioral needsinstructional/behavioral needs
Small group interventions are chosen from Small group interventions are chosen from standard protocols by MTI/Grip teamsstandard protocols by MTI/Grip teams
Intensive interventions are neededIntensive interventions are needed Decision rules are in placeDecision rules are in place
– Ex. Change or intensify intervention 3 data pointsEx. Change or intensify intervention 3 data points
Next Steps ContNext Steps Cont
Behavior RTI procedures and protocols Behavior RTI procedures and protocols implementedimplemented
Finally…..Finally…..
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Who did you sing with today?
Special ThanksSpecial ThanksCharter Members of The Fremont Charter Members of The Fremont
Literacy TeamLiteracy Team Melissa RobertsMelissa Roberts Ari MaloneyAri Maloney Carol MeyersCarol Meyers Rolf BloomquistRolf Bloomquist Jan FullertonJan Fullerton Steve ColkittSteve Colkitt