RTI2 Murfreesboro City SchoolsLessons Learned

Linda Gilbert, Director of SchoolsCaresa Brooks, Coordinator, Reading/Intervention

Jess Grayum, School Psychologist

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Session Goals

The participants will:

• Understand the culture of Murfreesboro City Schools and how RTI2 fits into that culture.

• Understand the impact of intervention on district data

• Understand what worked and did not work in last year’s implementation and changes for this year

Session Goal 1

Understanding the Culture of Murfreesboro City Schools and how RTI2 fits

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CHANGE

FROM teaching TO learningFROM isolation TO collaboration

FROM intentions TO results

FOUR VALUES

Truth Trust Open Communication Focus First on Children

FOCUS FIRST ON CHILDREN

DIRECTORSTUDENTS

TEACHERS

PRINCIPALS

DIRECTOR

C. O. STAFF

BOARD

The Whole ChildMaslow

PROFESSIONAL LEARNING COMMUNITIES AND RTI2

1. What do we expect students to learn? (Tier 1—standards/expectations)

2. How will we know they have learned it?

(Universal Screeners and formative assessment)

3. How will we respond when students experience difficulty

learning?

(Intervention-Tier 2 and 3)

4. How will we respond when students already know it?

(Intervention Tier 2)

Session Goal 2

Understand the impact of intervention on district data

Reading

2010 2011 2012 2013 2014

Below Basic 12.30 8.30 6.30 5.90 7.48

Basic 37.00 38.10 34.00 33.40 38.37

Proficient 38.30 40.50 43.90 45.40 40.68

Advanced 12.40 13.10 15.80 15.30 12.75

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Math

2010 2011 2012 2013 2014

Below Basic 20.47 10.70 7.00 7.50 8.44

Basic 42.54 36.00 32.5 29.10 27.84

Proficient 25.00 34.60 37.20 36.5 34.91

Advanced 11.82 18.40 23.10 26.90 28.64

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Movement Between Tiers

See Attached Charts

Kindergarten

Second Grade

Fifth Grade

Session Goal 3

Understand what worked and did not work in last year’s implementation and changes for this year

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What worked well last year

Master Schedule• Intervention time built in• Common planning time for teachers (1X week PLC)

Sample Schedule

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Mistakes we made last year

Too much time during PLC planning for intervention• Best prevention is SOLID Tier 1 Instruction (data team process)

Too little focus on Tier 2 instruction• Lack of fidelity in Tier 2

Too much time spent on benchmarking and progress monitoring• Lost 3 months of intervention—need to streamline

Lack of focus during RTI meetings• Tight agendas

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PLC Focus

PLC time to be focused on Tier 1 Instruction (not intervention)

Strategic training in the 6 step data team process

Strategic training in Common formative assessments

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Focus on Tier 2 Instruction

Tier 2 option offered to all buildings (see handout)

Intensive training of Tier 2 teachers began last year

Ensuring SMALL GROUP, intensive instruction

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Benchmarking and Progress Monitoring

Last year, our interventionists benchmarked the entire school one on one using AIMS

This year, benchmarking will be conducted in the classroom using NWEA (computerized assessment).

Last year, interventionists progress monitored ALL Tier 2 and Tier 3 students (reading and math)

This year, the interventionists are training the Tier 2 teachers to do their own progress monitoring

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Benchmarking Time

• Last Year

– Kindergarten: 5 minutes per child– 1st grade: 5-7 minutes per child– 2nd-6th: 4 minutes individually; 11 minutes per class– Time to enter EVERY score

• This year

– Reading-50 minutes– Math-50 minutes

» Group administration

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Refocusing RTI meetings

Meetings every 4 weeks

Specific Agendas created for the two types of meetings• Post-Benchmark• Monthly Progress monitoring meeting

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Questions

Dr. Linda Gilbert

Dr. Caresa Brooks

Jess Grayum

caresa.brooks@cityschools.net 615-893-2313