professional learning communities: supporting rti through a collaborative school framework
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Professional Learning Communities:
Supporting RtI Through a Collaborative School
Framework
Blazing a Trail from Cedar Lane Elementaryto
Discovery Elementaryand on to all
Loudoun County Public Schools
Presenters
Marlon Mohammed, M.Ed., General Education Teacher
Laura Clairmont, M.Ed., Precision & RtI Support Teacher
Judy Gruden, M.Ed., Special Education Teacher
Lisa Waldbaum, M.Ed., Assistant Principal
Kristin H. McGraw, M.Ed., Early Intervening Specialist
6 Critical Components of LCPS Current “RI”
Framework High Quality Instruction Universal Screening Fluid Tiered Framework Progress Monitoring Collaborative Decision-Making Using
Data Implementation with Fidelity
At present …
LCPS has 54 Elementary Schools 9 Fully implementing RI schools 12 partially implementing schools 8 additional “Partnership” schools
implementing early intervention frameworks based on fAMO status
29 schools are using a RtI processAll IEP goals are progress monitored
Loudoun County Public Schools
Total ES Population = 34,371
31%
6%16%
47% Gap Group 1Gap Group 2Gap Group 3Not Gap
Cedar Lane’s JourneySpring2008: New
principal brought PLC vision
Fall 2008: Staff
implements
CLT
Fall 2009:
Pilot RtIClasses
Fall 2010- Spring
2011: Full RtI implementation (including tier
3)
January 2010: Universal
Screening & school wide
implementation (through tier 2)
Spring 2009:
RtI introduce
d
Everyone has a role at the meeting
CLT at Cedar LaneWHO?
Grade level CLT: - Grade level teachers - Special education teachers - Reading Specialist - Administrator - RI Coach - Educational Diagnostician
Specialists transition students to and from specials classes
CLT at Cedar LaneHOW?
Scheduling is the key!
CLT meets during back-to-back specials
Teaching assistants provide support to students in special education during specials as outlined by IEPs
CLT at Cedar LaneWHERE?
Classrooms Conference room Hallway Room with Interactive Whiteboard Space for a data wall
PLC/CLT
PALS Tutors
Data Walls
Lesson Study
Protocol
PBIS
Reading Resource
Guided Reading
Focus Areas
What were we
missing?
Respond to Struggling LearnersHow can we provide our struggling students
more time and support?
Improve Student Results
What is our performance goal for our students?
Work of Our Collaborative Learning Teams
Improve InstructionWhere do our students need to
improve most?
FOCUS AREASCollaborative Learning Cycle
-Lesson Study ProtocolExamine Student Work
Universal Screening
Tiered Interventions
Progress Monitoring
8:00-8:30 Third grade
8:20-8:50 First Grade
9:55-10:25 Fifth Grade
9:30-10:00 AM Kindergarten Power Up
11:45-12:15 Second Grade
12:30-1:00 PM Kindergarten
2:00-2:30 Fourth Grade
Power Up: Monday-ThursdayFriday: Progress Monitoring day
Tier 2 Intervention - Scheduling
Refer toRI Decision Making
Flow Chart
Cedar Lane January 2011
Intervention Decision Making Flow Chart
RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s
Den
Provided format to analyze data Data Walls
CLT
Helped us analyze how best to share students during Power Up
RtI/CLT provided the framework to develop & agree upon interventions
Set Common Goals
Time to Communicate & Collaborate Common planning time is essential
RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s Den
Analyzing data & responding to it systematically
RtI
Systematic Approach ensures fidelity
Progress Monitoring
Aligns with the work of CLTs
Framework for Tiered Model of timely intervention
Based on quality differentiated Core Instruction
RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s
Den
CLT RtI
RtI fit with CLT because it:
Provided more structure in a time
sensitive manner to progress monitor our kids
Enabled more consistency in our interventions
Provided a systematic protocol
A Review of the RI Process
Administer and score a common
assessment
Administer and score a common
assessment
Create a visual display of student
results
Create a visual display of student
results
Collectively analyze student
results
Collectively analyze student
results
Target struggling students
Target struggling students
Collaborative Action Plan for Timely, Direct Interventions at Your Grade Level
Discuss response options
Discuss response options
Prioritize Response Options
Prioritize Response Options
Develop action plan for selected response options
Develop action plan for selected response options
Secure group commitment to
action plan
Secure group commitment to
action plan
Collaborative Identification of Struggling Students at Your Grade Level
Measuring Our Success - One Roar at a Time
“It enabled me to not only gather data through weekly progress monitoring, but analyze it and
adjust my instruction accordingly.”
~Cedar Lane Teacher
“Collecting data allowed me to understand when my students hadachieved the goal I had set for them. Iknew when to move to a more advanced level of intervention. I also had a way to record data to help me visually see the growth.” ~Cedar Lane Teacher
Measuring Our Success -
One Roar at a Time
Measuring our success –One roar at a time, no matter how
small
It helped me on my DRA! –DavidPower Up has helped me
learn more (vocabulary)
words, and to read faster. –
Ernesto
It has taught me how to think more
about what I read. –
Gladymarie
The graphs help me see
how I am improving.
-Alyssa
Measuring our success –One roar at a time, no matter how
small
Now I know that I can do
it…read! -Nadean
I love graphing day! It makes me proud!
-Giovanni
“It depends on what they need to work on with
their reading, not everyone needs this, but it has helped me!” -Gladymarie
“Would you recommend Power Upto your friends? Why?”
Successful Supports
PLC
Inclusive Practices
Un
ivers
al
Scre
en
ing
Tie
red
Inte
rven
tion
s
Pro
gre
ss
Mon
itori
ng
District Office
6 Critical Components of “RI”
High Quality Instruction Universal Screening Fluid Tiered Framework Progress Monitoring Collaborative Decision-Making Using
Data Implementation with Fidelity
The IIM Tool
Pulls student demographic and behavior data from the SIS NIGHTLY
Pulls Assessment data from multiple sources QUARTLERLY
Places students in Tiers in Reading, Math and Behavior based on recommended cut score ranges and algorithms set by the DLT
Schools don’t ENTER data…they use the data to make instructional decisions
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