rti at fort logan elementary by name. by need. day 1
TRANSCRIPT
RTI at Fort Logan Elementary
By name. By need. Day 1
What is the purpose of RTI?
Response to Intervention is a framework for supporting students who are potentially at risk and assisting them before they fall behind.
RtI is grounded in high quality core classroom instruction for all students which is then supplemented as necessary by progressively more intensive interventions for students who may struggle with reading or mathematics.
Key Components Periodic universal screening to
determine which students may need additional instruction.
DIBELS & DAZE benchmarks, Ed Pro, CSAP, CBQMs, unit exams Ongoing progress monitoring to
determine the effectiveness of additional instruction.
DIBELS & DAZE progress monitoring, exit tickets, classroom performance
RTI at Fort LoganWhat does our data
say?
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Colorado Growth Model: CSAP Results
Colorado Growth Model: CSAP Growth
Colorado Growth Model
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Reading Writing MathSubject
Year
2008200920102011
Colorado Growth Model: Fort Logan Growth vs. AYP
School Scores vs. AYP
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Reading Writing Math
2011 Scores2011 AYP
Data Discussion
Partner Talk– What accounts for the variations in results
over the past four years? – What role had / can RTI play in these
results? – What explains Fort Logan’s success in
math during the 2010 - 2011 school year?
Ed Performance Reading Growth
Reading Growth 2010 - 2011
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3rd 4th 5th
Beginning of theYearEnd of the Year
Ed Performance Incoming Reading Data
2010 vs. 2011 Incoming Student Scores in Reading
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3rd 4th 5th
2010 Beginning ofthe Year2011 Beginning ofthe Year
Data Discussion
1.) Look at your classroom reading data. Write down trends that you notice. (10 minutes)
2.) Share and discuss with your grade level teams. (15 minutes)
Ed Performance Math Growth
Math Growth 2010 - 2011
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3rd 4th 5th
Beginning of theYearEnd of the Year
Ed PerformanceIncoming Math Data
2010 vs. 2011 Incoming Student Scores in Math
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3rd 4th 5th
2010 Beginning ofthe Year2011 Beginning ofthe Year
Data Discussion
1.) Look at your classroom math data. Write down trends that you notice. (10 minutes)
2.) Share and discuss with your grade level teams. (15 minutes)
Wrap Up
Trends?
Observations?
Themes?
RTI at Fort Logan Elementary
By name. By need. Day 2
Enough already….What’s the plan?
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Step 1:
Define the problem.
A problem is the difference between what is observed/measured and an
expectation for a student.
Example: Randy is reading at 45 words per minute,while the grade level norm is 70 wpm.
Example: Samantha is able to successfully add and subtract one digit numbers only 50% of the time. Theclass expectation is that students will add and subtractone-digit numbers correctly 95% of the time with demonstrated automaticity.
Step 2
Collect Data
Body of Evidence
The classroom teacher then collects a body of evidence to illustrate the problem.
Examples: Unit tests, running records, DIBELS, DAZE, EdPro, classwork, anecdotal notes, behavior referrals, etc.
Step 3
PLC/Data Team Meeting
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PLC Time Set aside time during one of your bi-weekly
PLC meetings to discuss the problem you have defined.
Bring your body of evidence. Set an ambitious yet feasible goal for the
student. Brainstorm and record possible Tier 1
interventions for the student. Implement these interventions with fidelity. Schedule a follow-up meeting in 2 weeks to
discuss student progress.
Sources for Information on Interventions
www.interventioncentral.org Great ideas for academic and
behavioral interventions http://intro2rti.wikispaces.com Lots of different RTI resources brought
together http://rtinetwork.org Differentiation ideas and RTI models
Step 4
Determine Progress
Implement alternative Tier 1 intervention Bring student data to PST
Has not made adequate progress
Continue current intervention
Progress indicates growth
Student Goal
Step 5
Problem Solving Team
Problem Solving Team
Schedule a meeting with the PST. Bring body of evidence, including
documentation of all Tier 1 interventions. PST brainstorms possible new Tier 1 or Tier
2 interventions. PST sets goals for the student. Implement agreed upon interventions. Schedule a follow-up meeting in one month
to assess progress.
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Who should be there?-Classroom teacher-Interventionists-RTI coordinator-Building leadership-PST team members-Parents
Step 6
Determine Progress
Implement alternative Tier 2 intervention Implement Tier 3 intervention
Has not made adequate progress
Continue current intervention
Progress indicates growth
Student Goal
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RTI and Special Education
“RTI models are worth the effort
required for implementation, as they advance identification of and intervention for learning disabilities by linking these two domains”
(Fletcher, 2004)
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Pushing our High Students
How are we pushing our gifted and advanced students higher?
Sheridan School District Gifted and Talented Data
Gifted and Talented programming is the only area in which we are consistently exceeding AYP expectations.
Colorado Growth Model vs. AYP
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Reading Writing Math
Gifted and TalentedCSAP GrowthScoresAYP
Data Discussion
What accounts for our success in advanced student programming?
How can we carry that success into other areas of instruction?
What has already been done?
COGAT screening for all current 3rd and 4th graders in 2010-2011 school year.
Results emailed to 3rd and 4th grade classroom teachers over the summer.
Analysis of CSAP, Ed Performance, and DORF and DAZE scores.
Future Identification Continue COGAT testing for incoming 3rd graders. Test 4th and 5th grade students on an as-needed
basis, resulting from teacher observation. Train staff in Gifted and Talented observation and
identification tracking. Continue to monitor students achievements as
measured by CSAP, Ed Performance, DORF, and DAZE.
Meeting the needs of GT and advanced students
at Fort Logan
Math– Hire teacher for advanced 5th grade math class.– Advanced 3rd and 4th graders attend next grade level
math class. – Use compilation of Ed Performance data, CSAP scores,
COGAT scores, end of the year summative assessment (3rd and 4th grade students only), and teacher observation to determine placement.
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Reading– Consider creating an advanced language arts
flex group at each grade level.– Consider creating independent studies within
core reading classes using web resources.
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Gifted and Talented Resources www.cec.sped.org
Offers a variety of documents and suggestions on gifted and talented programming.
http://www.nsgt.org/A nonprofit organization dedicated to the advancement of gifted and talented students. Great resources on classroom differentiation and more.
RTI at Fort Logan Elementary
By name. By need. Day 3
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What is your
role in RTI?
Building Leadership
Barb and Sheri• Attend problem-solving team meetings
at-least monthly• Create a schedule that allows staff
members to implement needed Tier 1, Tier 2, & Tier 3 interventions
• Monitor integrity of interventions• Monitor integrity of data
RTI Coordinators
Jason & Julie Support buildings in developing
problem-solving team Monitor and organize problem-solving
process, including scheduling meetings Attend district coordinator meetings Collect documentation forms Monitor interventions
RTI Team
Support the building in developing building-wide documentation and processes for RTI.
Compile lists of appropriate Tier 1, Tier 2, and Tier 3 interventions
Assist colleagues in carrying out the RTI process
Problem Solving Team Assign roles (Meeting Facilitator, recorder, time keeper)
Define problem Determine if further assessment is needed Analyze data and set student achievement
goals Suggest, agree upon, and document
interventions Develop a plan for implementing data
Interventionists
Provide interventions with fidelity Communicate with classroom teacher
and case manager on a frequent basis about intervention effectiveness
Support classroom teachers in developing interventions for at-risk students
Special Educators
Case managers for those students with IEPs
Provide interventions for IEP students with fidelity
Communicate with classroom teacher on a frequent basis about intervention effectiveness
Classroom Teachers Identify students not making sufficient progress
or not meeting their potential Communicate with parents regarding student
progress, identified concern and meeting date Complete documentation for problem-solving
team Collect and discuss data at Tier I with grade-
level or content-level teams Attend problem-solving team meeting Support and participate in the intervention plan
Families
Collaborate with teachers regarding identified need
Share information about child and family as appropriate
Support student learning at home Attend problem-solving team meeting
and partner in intervention planning and progress monitoring
Together we can do it!
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Sources Colorado Department of Education. (n.d.). Learn about rti. Retrieved from
http://www.cde.state.co.us/rti/LearnAboutRtI.htm
Colorado Department of Education. (Producer). (2008). Introducing colorado's growth model - tutorial #1: overview. [Web Video]. Retrieved from http://www.cde.state.co.us/media/cdeedserv/growthmodel/GrowthModelIntroPt01.html
Colorado Department of Education. (Producer). (n.d.). Response to intervention - meeting the needs of all students. [Video]. Retrieved from http://www.cde.state.co.us/media/rti/rtivideo/rti.htm
Colorado Department of Education. (2011). The colorado growth model. Retrieved from http://www.schoolview.org/ColoradoGrowthModel.asp
Colorado Department of Education, (2008). Response to intervention (rti). Denver, CO: Government printing office. Retrieved from http://www.cde.state.co.us/rti/LearnAboutRtI.htm
Sources (cont.) Doing What Works. (Photographer). (n.d.). Visual diagram: using student
achievement data to support instructional decision making. [Print Graphic]. Retrieved from http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/topic/?T_ID=30
Fletcher, J. (2004). Identifying learning disabilities in the context of response to intervention: a hybrid model. Retrieved from http://www.rtinetwork.org/learn/ld/identifyingld
Mulrine, C. F. (2011, September 24). How to create online learning environments for gifted and talented learners. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CAT=none&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=10669
Talent act: to aid gifted and high-ability learners by empowering the nation's teachers act s.857 and h.r. 1674. (2001, May). Retrieved from http://www.cec.sped.org/ScriptContent/Custom/miniSearch/searchResults.cfm?q=TALENT+Act
Scantron performance series. (n.d.). Retrieved from http://www.edperformance.com/