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RTI & AIMSweb Universal Screening Data Fall 2013

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RTI & AIMSweb Universal Screening Data Fall 2013. LAW. Joan F. Whitehead October 16-17, 2013. Universal Screeners. Describe services offered. 1-5%. 5-10%. 10-20%. 80-90%. RTI RTI in Middle and High School: Strategies and Structures for Literacy Success (Gibbs, 2009) - PowerPoint PPT Presentation
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  • RTI & AIMSwebUniversal Screening DataFall 2013

    LAWJoan F. WhiteheadOctober 16-17, 2013

  • Universal ScreenersDescribe services offered

    80-90%10-20%5-10%1-5%

  • RTIRTI in Middle and High School: Strategies and Structures for Literacy Success (Gibbs, 2009)(not a new concept)RTIIs about providing good teachingSeeing how it is workingMaking adjustments when needed

  • Five Essential Components of Effective Reading Instruction

    Phonemic Awareness (understanding that spoken words are made up of separates units of sound that are blended together when words are pronounced)Phonics (a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language)Fluency (recognizing words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language)Vocabulary (important in word recognition and comprehension) Comprehension (involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood)

    www.learningpt.org

  • Elementary Schools1st Grade TEL(Tests of Early Literacy)(Bibb County SD/National Norm for Words Per Minute)Letter Naming = 43/46 *(67%)Letter Sounds = 28/31 (69%)Phoneme Segmentation = 32/39 (53%)Nonsense Words = 31/39 (64%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Elementary SchoolsReading Fluency(Bibb County SD/National Norm for Words Per Minute)1st Grade = 18/24 *(71%)2nd Grade = 53/64 (65%)3rd Grade = 67/89 (52%)4th Grade = 90/109 (55%)5th Grade = 105/122 (59%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Elementary SchoolsReading Comprehension(Bibb County SD/National Norm for Words Correctly Read for Meaning)2nd Grade = 4/5 *(54%)3rd Grade = 10/13 (55%)4th Grade = 11/14 (48%)5th Grade = 15/18 (59%)

    *Percentage above 25th percentile when compared to same age and grade level peers nationally

  • Middle SchoolsReading Fluency (Bibb County SD/National Norm for Words Per Minute)

    6th Grade = 123/140 *(57%)7th Grade = 130/142 (61%)8th Grade = 131/143 (62%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Middle SchoolsReading Comprehension (Bibb County SD/National Norm for Words Read Correctly for Meaning)

    6th Grade = 19/22 *(56%)7th Grade = 22/24 (60%)8th Grade = 21/25 (57%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • High SchoolsReading Comprehension (Bibb County SD/National Norm for Words Read Correctly for Meaning)

    9th Grade = 23/25 *(67%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • K-5 CCGPS Mathematics Domains

    Counting & Cardinality (Key Domain in Kindergarten)Operations & Algebraic ThinkingNumber & Operations in Base TenNumber & OperationsFractions (Introduced in 3rd)Measurement & DataGeometry

  • 6-8 CCGPS Mathematics Domains

    Ratios & Proportional RelationshipsThe Number SystemExpressions & EquationsFunctionsGeometryStatistics & Probability

  • 9-12 CCGPS Mathematics Conceptual Categories

    Number & QuantityAlgebraFunctionsModelingGeometryStatistics & Probability

  • Elementary Schools1st Grade TEN(Tests of Early Numeracy) (Bibb County SD/National Norm for Number of Correct Digits Computed)

    Oral Counting = 73/71 *(76%)Number Identification = 40/41 (72%)Quantity Discrimination = 19/21 (65%)Missing Number = 10/12 (65%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Elementary SchoolsMath Computation (Bibb County SD/National Norm for Number of Correct Digits Computed)

    1st Grade = 10/11 *(73%)2nd Grade = 18/18 (75%)3rd Grade = 22/24 (68%)4th Grade = 29/27 (77%)5th Grade = 18/16 (78%)*Not an Aggregate Norm (one years data)*Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Elementary Schools

    Math Concepts & Applications(Bibb County SD/*National Norm for Number of Correct Answers/Points Received)

    2nd Grade = 5/8 *(44%)3rd Grade = 5/7 (48%)4th Grade = 10/13 (52%)5th Grade = 7/8 (51%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Middle SchoolsMath Computation (Bibb County SD/National Norm for Number of Correct Digits Computed)

    6th Grade = 21/20 *(76%)7th Grade = 23/22 (76%)8th Grade = 19/20 (72%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Middle SchoolsMath Concepts & Applications (Bibb County SD/*National Norm for Number of Correct Answers/Points Received)

    6th Grade = 10/14 *(49%)7th Grade = 8/10 (49%)8th Grade = 7/10 (48%)

    *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • High SchoolsMath Computation (Bibb County SD/National Norm for Number of Correct Digits Computed)

    9th Grade = 22/20 *(77%)*Percentage above 25thpercentile when compared to same age and grade level peers nationally

    Math Concepts & Applications (Bibb County SD/*National Norm for Number of Correct Answers/Points Received)

    9th Grade = 10/10 *(62%)*Percentage above 25thpercentile when compared to same age and grade level peers nationally

  • Tier 1Rituals, Routines, & Behavioral Expectations(The BCSDs Student Guidelines for Success provides students and others with an outline of howthe BCSD anticipates each student will conduct him or herself while on any BCSD property,while school is in session or not, at school bus stops and on school buses, and at BCSDs ponsoredevents (on or off-BCSD property).ExpectationsREPORT to school and to each class on timeATTEND all regularly scheduled classesSTAY in class until excused or dismissedOBEY all campus and classroom rules

  • Tier 1Rituals, Routines, & Behavioral Expectations(The BCSDs Student Guidelines for Success provides students and others with an outline of howthe BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property).ExpectationsPAY ATTENTION to and PARTICPATE in instructionCOMPLETE ASSIGNMENTS to the best of their abilityASK FOR HELP when neededNOT ENGAGE IN PROHIBITED BEHAVIOR which interferes with the STUDENTS own or other students learning

  • Tier 1Rituals, Routines, & Behavioral Expectations(The BCSDs Student Guidelines for Success provides students and others with an outline of how the BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property).ExpectationsBE WELL-GROOMED according to the DRESS CODETAKE CARE of books and other instructional materialsWORK COOPERATIVELYREPORT POTENTIALLY DANGEROUS SITUATIONS to teachers or administrators

  • Tier 1Rituals, Routines, & Behavioral Expectations(The BCSDs Student Guidelines for Success provides students and others with an outline of how the BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property).ExpectationsDEMONSTRATE COURTESY AND RESPECT for other students, the BCSDs teachers, administrators, custodians and others. o Follow Teachers and Administrators Directions o Use acceptable language o Avoid being rude and disruptive o Follow BSCD school rules and procedures

  • Educators must focus upon what we CAN do to intervene in the lives of children rather than engaging in an orgy of blaming the parents for the educational shortcomings of their children. Educators DO NOT have the power and resources to change the functioning family unit. We DO have the power to have an impact on the functioning of the school, the basic unit of which is the interaction between the teacher and the child. Educators need to focus on WHAT WE CAN DO to improve our efforts between 8:15 and 3:15 Monday through Friday. Janice E. Hale , 2001

  • Each Student

    Demonstrates

    Strength of Character

    and is

    College Ready

    When done with FIDELITY,RtI becomes our means to make this happen!

    *The Georgia Student Achievement Pyramid outlines the non-negotiables that should occur at each tier. Tier 1 is the foundation of the entire pyramid. This is where the rubber meets the road and where we should see 80-90% of our students successful. When this is not the case, we must ask if it is a curriculum or instructional issue.

    ***********************

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