promoting equity: response to intervention at tier ii presented by alli rudich – principal heidi...

Promoting Equity: Response to Intervention at Tier II

Presented byAlli Rudich – Principal

Heidi Pergande - Reading Specialist

Donges Bay School

Mequon-Thiensville School District

Please stand if you… Brought a Starbucks beverage to the

Summit this morning Are excited to learn something new today Recently created, collected, or submitted

an “artifact” Planned any PD in the past week Participated in a professional twitter chat

this year Had a conversation focused on literacy in

the last 24 hours Haven’t stood up yet!

DB: Demographics○ 460 Students ○ 8% African American○ 6.1% Asian○ 4.1% Hispanic○ 10% Special Education○ 7% Low SES○ Chapter 220 Program

Donges Bay 2010○ Minimal PLCs ~ still in the learning stages○ Mine vs. Ours culture/Lack of shared

responsibility○ No common reading/writing

curriculum/structure○ No decision making expectations for

reading intervention○ Minimal implementation/understanding of

RTI○ No school wide behavior expectations

Donges Bay 2015○ Year 3 of PBIS has shown significant reduction in behavior

referrals.○ Joint decision making process for interventions through a

Student Review Process where we analyze student data.○ Year 3 of a structured daily intervention block.○ Classroom teachers take responsibility for progress

monitoring of students○ Student Action Plans monitor students in the yellow/red.○ Established PLCs at each grade level with a Special

Education Representative. PLCs are visited monthly by specialists/principal and focus on student data.

○ Shared responsibility for students on caseload and classroom.

○ 3rd year of Co-teaching classrooms ○ Reduction of students on special education caseload.○ Mentoring for teachers with students on specialist caseloads.

Looking forward and beyond○ Focus on Social Emotional Wellbeing○ Focus Group ○ Staff analyzing and implementing

aligned culturally responsive practices ○ Developing a teacher coaching

relationship with specialists

Accountable

Ambitious

Collaborative

Inclusive

Respectful

Responsive

Strength Based

Principles of Cultural Competence

Washington State Department of Education

Using Data for Placement Screening all students Performing additional diagnostic testing for

students falling below target Other Data

Observations Student Work Samples Surveys

Collaboratively analyzing data determining size of gap & reason(s) for gap

Developing goals and writing action steps

Group Based Interventions Implementing research based interventions

with qualified teachers Cultural responsiveness to race, cultures,

ethnicities, abilities, and thinking styles Welcoming, accepting, and valuing

differences among our families Adapting instruction and placement in

groupings as needed Remember reading is a global process –

breaking skills into too many pieces can be counterproductive

What questions do you have?

Take a minute to reflect on the instruction currently happening in your school…

Assess and Share

StrengthsChallengesNeedsNext Steps

Monitoring Effectiveness Frequent, ongoing, progress monitoring

targeting all identified deficits Reflective

“What are we doing well?” “What can we do better?” Commitment to ongoing professional

development, training, coaching, and administrative support

Continue to focus on what’s effective Four years: PBIS, RtI, Reading & Writing Workshop