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RtIRtI22/ExCEL /ExCEL UpdateUpdate

Cambrian School DistrictFebruary 9, 2010

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What is RtI?What is RtI?

RtI is not about special ed, general ed, bilingual ed or alternative ed…it’s about every ed!

-Judith Elliott 2006

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RtI—Response to RtI—Response to InterventionIntervention

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• What is it• A Federal response articulated in the

Individuals with Disabilities Improvement Act (IDEIA 2004) Ratified October 2006

• The Intent• To assure students are first provided

with effective, research based instructional practice and curriculum prior to being assessed for Special Education.

• If the student responds to this type of instruction, there isn’t a learning disability needing Special Education support.

RtIRtI22—Response to —Response to Instruction and Instruction and Intervention Intervention

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The practice of providing highquality instruction/interventionmatched to student needs and

usinglearning rate over time and the

level ofperformance to make important

educational decisions.

RtIRtI2 2 GoalGoal

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Eliminate achievement gaps through a school wide process that

provides assistance to every student, both high achieving and

struggling learners.

Effectively teach all childrenIntervene earlyUse research-based, scientifically

validated interventions/instructionMonitor student progress to

inform instructionUse data and assessments to

make decisionsDevelop staff through

collaboration and training in assessments, data analysis, and research based instructional practices and strategies.

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RtI Core PrinciplesRtI Core Principles

Pinpoints◦ High-quality instruction◦ Frequent progress monitoring◦ Increasingly intense levels of

intervention ◦ Data-based decision-making

Supports◦RtI2 mandates, Tier 1, part of Tier 2 ◦Targeted instruction and

interventions for all students

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ExCELExCEL

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Intensive Instruction Tertiary Intervention Individual, intensive instruction with Progress monitoring

Benchmark Classroom Instruction Primary Intervention Differentiation, ExCel

RtI2

Tier 1: 80-85% of Students In General Education Classrooms

Tier 3: 3 – 5%

Strategic Instruction Secondary Intervention Supplemental, small group Instruction with progress Monitoring, ExCel

Tier 2: 10 – 12%

Receive initial trainingSet up processes for

◦ Universal Screening ◦ Tiered instruction ◦ Student placement based on ongoing

assessments◦ Collaborative grade level planning and

teaming ◦ Strategic use of support staff

Begin implementationContinual review and improvement of

processesCoaching to deepen implementation

and hone quality instruction.Ensure sustainability

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ExCEL ProcessExCEL Process

Bagby◦ 2007-Initial training, planning, and implementation◦ 2009-2010--3rd year

Fammatre ◦ 2008-Initial training, planning, and implementation◦ 2009-2010—2nd year

Farnham and Sartorette◦ 2009—Initial training and planning in spring◦ 2009-2010—1st year

Planning and implementation for all grade levels between August and February

Note: 2009-2010--All schools receive coaching in grade level support and progress monitoring tailored to their current level of implementation.

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Cambrian TimelineCambrian Timeline

BagbyOverall API went from 875 to 906 in 2009, a growth of 31 points.

Since 2006 Hispanic students made a growth of 69 points in API and SED students made a growth of 78 points in the same time frame. 

Number of students attaining advanced on the CST grew 5 percentage points since 2007 while the percentage of basic, below basic, and far below basic dropped 5 percentage points.

Proficiency in ELA increased 16 percent for Hispanic students and 10 percent for SED students.

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DataData

Fammatre Overall API went from 888 in 2007 to 913 in

2009, a growth of 31 points. Between 2008 and 2009, SED API rose from

807 to 810 with Hispanic API moving from 860 to 847 in same time period.

From 2008 to 2009, proficiency in ELA increased 3.4 percentage points for Hispanic students, 7.9 for SED students, and 31 for EL students.

In 2009, the percent of students reaching Prof or Adv in ELA has grown and is being monitored through longitudinal individual student studies. 13

DataData

Parents◦ “I like that my child has group based project

learning opportunities that focus on reading comprehension.”

◦ “My children love the challenge of it and I am amazed listening to them talking about their reading. They are so articulate.”

◦ “It is a great program because it branches out and offers children ready for challenge a lot more. It builds on itself.”

◦ “I like it because it does not place a ceiling on the children in the classroom. Their needs are all being met at different levels and they can all move at their own pace.”

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TestimonialsTestimonials

Students◦ “I like ExCEL because I like the stories we

read. I like the subjects of the stories.”◦ “ExCEL is interesting because I learn new

words that I have never heard before.”◦ “I like having a ‘menu’ of projects and

activities to choose from.”◦ “We get to learn about interesting things and

fun stuff like animals in the rain forest. I like the magazines we read.”

◦ “Can I go back now? It is Power Group time.”

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TestimonialsTestimonials

Teachers◦ “Struggling students are showing more confidence as

the content is at their level.”◦ “I think RtI is a great way to reach all children at an

attainable level. It is wonderful to see quiet, unsure kids blossom and become excited because they can finally access their learning.”

◦ “I have observed tremendous growth from students since we started. They are more engaged and involved.”

◦ “I could never go back to the way it was before.”

Reading Intervention Aide◦ “Working with the strategic students is amazing and

the growth they have made in just half a year is incredible. They are getting so confident about their reading. It is a great opportunity for them.”

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TestimonialsTestimonials

ExCel◦ Continue implementation and honest

evaluation of processes Student achievement and confidence Teacher collaboration Quality of instruction

◦ Build sustainable process for targeted instruction and intervention

RtI2

◦ Continue development of distinct interventions for Tier 2 and Tier 3

◦ Implement consistent student tracking and documentation process

◦ Consider behavior component17

Next StepsNext Steps

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