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