chestatee elementary forsyth county, georgia real time information for rti & poi
TRANSCRIPT
Chestatee Elementary
Forsyth County, Georgia
Real Time Information
for RTI & POI
Chestatee Elementary Obstacles Chestatee Elementary Obstacles and Solutions for 2006-2007and Solutions for 2006-2007
Does Not Meet AYPDoes Not Meet AYP 2 new AP’s2 new AP’s No accommodations for SWDNo accommodations for SWD Rethinking the SST Process ( Mandatory Rethinking the SST Process ( Mandatory
meeting on each child a minimum of 3 times per meeting on each child a minimum of 3 times per year.)195 in grades K-2, 275 in grades 3-5 SSTyear.)195 in grades K-2, 275 in grades 3-5 SST
Data Driven Decisions using Buckledown other Data Driven Decisions using Buckledown other assessmentsassessments
88 in grades K-2 , 136 in grades 3-5 SST 88 in grades K-2 , 136 in grades 3-5 SST referrals for 2006-2007referrals for 2006-2007
SSTMeeting
SSTMeeting
SST SST
Collaboration with educatorsMeet once with coaches, AP or
InterventionSpecialist and once with your grade level (Document time
attendees)
Collaboration with educatorsMeet once with coaches, AP or
InterventionSpecialist and once with your grade level (Document time
attendees)
Document concerns with parents on two separate
occasions via phone call or face to face conference.
Document concerns with parents on two separate
occasions via phone call or face to face conference.
Check SST folders and continue to implement
strategies
Check SST folders and continue to implement
strategies
Steps
1. Fill out and print Infinite Campus referral. Place copy of referral in AP’s black box.
2. Schedule SST meeting in SST Calendar.
3. Fill out and print parent notification letter to send home. Also place a copy in AP’s box. (Bring the signed copy to the SST meeting.)
4. Invite teachers who also work with this student to attend the meeting. (One other teacher must attend.)
Reading/ELA ~ Buckledown vs. CRCT
Comparison
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
2007
Buckledow n
2006
2007 91.90% 77.30% 84% 84.00%
Buckledow n 91% 81%
2006 85.50% 48.80% 44% 69.90%
ALL SWD ELL ED
MATH ~ Buckledown vs. CRCT Comparison
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2007
Buckledow n
2006
2007 92% 81.80% 75% 82.90%
Buckledow n 87% 66%
2006 91.50% 66.20% 69% 81.70%
ALL SWD ELL ED
IDEIA 2004-05 RegulationsIDEIA 2004-05 RegulationsDec. 3, 2004Dec. 3, 2004
§ 300.307 § 300.307 Specific learning disabilities.Specific learning disabilities.(a)(a) General. A State must adopt criteria for determining whether a child has a specific learning disability….the criteria General. A State must adopt criteria for determining whether a child has a specific learning disability….the criteria
adopted by the State-adopted by the State-(2) (2) May not require the use of a severe discrepancyMay not require the use of a severe discrepancy between intellectual ability and achievement for determining whether between intellectual ability and achievement for determining whether
a child has a specific learning disability as defined in a child has a specific learning disability as defined in § 300.8: (‘Discrepancy’ Model) § 300.8: (‘Discrepancy’ Model) (3) (3) Must permitMust permit the use of a process that determines if the child the use of a process that determines if the child responds to scientific, research-based interventionresponds to scientific, research-based intervention…(‘RTI’ …(‘RTI’
Model).Model).
Note: (bracketed comments added)Note: (bracketed comments added)(2)(2) The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the
child’s response to scientific, research-based interventionschild’s response to scientific, research-based interventions….This is clearly documented by the child’s response to ….This is clearly documented by the child’s response to instruction as demonstrated by a instruction as demonstrated by a review of the progress monitoring review of the progress monitoring in general education and Student Support in general education and Student Support Team intervention plans….Team intervention plans….
Georgia RegulationsGeorgia Regulations
((2) The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the 2) The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s child’s response to scientific, research-based interventionsresponse to scientific, research-based interventions….This is clearly documented by the child’s response to ….This is clearly documented by the child’s response to instruction as demonstrated by a instruction as demonstrated by a review of the progress monitoring review of the progress monitoring in general education and Student Support in general education and Student Support Team intervention plans….Team intervention plans….
RTI TrainingRTI Training
Summer Team TrainingSummer Team Training Reflection on Chestatee ProcessReflection on Chestatee Process Leadership RetreatLeadership Retreat
Set GoalsSet Goals
How to present RTI to the FacultyHow to present RTI to the Faculty
Changes to the SST Process – VolumeChanges to the SST Process – Volume Presentation to the FacultyPresentation to the Faculty
Thinking Ahead…Thinking Ahead…
Discussion PointsDiscussion Points
1.1. Who will be our Leadership Team Representative for next Who will be our Leadership Team Representative for next year?year?
2.2. How did our curriculum maps, map out? Revise? What How did our curriculum maps, map out? Revise? What type of support do we need related to our maps?type of support do we need related to our maps?
3.3. What were our biggest academic challenges this year?What were our biggest academic challenges this year?4.4. What specific topic(s) would we like to explore during 07-What specific topic(s) would we like to explore during 07-
08 staff development? 08 staff development? 5.5. What worked well for us this year?What worked well for us this year?
..
..
Targeted Small Group Instruction: Reading and MathConferencing and Consulting: among grade level, parents, literacy and math coaches, and administrationIndividual behavior plansChallenge Bags: Activities for reinforcement based on identified needs in Reading and MathReading Lab: Read NaturallyMath Lab: Study Buddy by Brainchild, Illuminations lessons and activities from NCTM
Targeted Small Group Instruction: Reading and MathConferencing and Consulting: among grade level, parents, literacy and math coaches, and administrationIndividual behavior plansChallenge Bags: Activities for reinforcement based on identified needs in Reading and MathReading Lab: Read NaturallyMath Lab: Study Buddy by Brainchild, Illuminations lessons and activities from NCTM
Learning Focused: Curriculum Maps, Essential Questions, Acquisition Lessons, Scaffolding, Acceleration, Differentiation, Graphic OrganizersEduSoft: Standards-based assessments for grades 2-5Guided Reading: small groups with differentiated lessonsSRA: Reading Mastery for KOlweus Bullying Prevention: behavior management plan
Standards-Based Teaching and Learning
Learning Focused: Curriculum Maps, Essential Questions, Acquisition Lessons, Scaffolding, Acceleration, Differentiation, Graphic OrganizersEduSoft: Standards-based assessments for grades 2-5Guided Reading: small groups with differentiated lessonsSRA: Reading Mastery for KOlweus Bullying Prevention: behavior management plan
Standards-Based Teaching and Learning
Special Education: Self-Contained, Resource, Supportive Instruction, Co-teachingResources: Step Up to Writing, Wilson Reading, Language – 3rd Edition, Trans Math, Touch Math, SRA – Connecting Math Concepts
SST: Data driven targeted learning Academic and behavioral screeningLiteracy/Math Coach Intervention: targeted, progress monitoringMentors: Academic and Middle/High School student mentorsTitle I / EIP: Inclusion and pulloutESOL: inclusionExtended Day: Read Naturally, Leveled Readers, Fluency assessments, Everyday Math Resources, NCTM activities/online manipulativesRobotics ClubHorizons
Pyramid of InterventionChestatee Elementary
2007-2008
SST TeamsSST Teams
3-5 K-23-5 K-2
April McNaughton Jennifer VanderbuntApril McNaughton Jennifer Vanderbunt
Shelly Otis Sonia StewartShelly Otis Sonia Stewart
Melton/Reynolds Melton/ ReynoldsMelton/Reynolds Melton/ Reynolds
Lori Holbrooks Veronica LearnedLori Holbrooks Veronica Learned
Classroom Teacher Classroom TeacherClassroom Teacher Classroom Teacher
Case Manager Case ManagerCase Manager Case Manager
Tier I
Tier II
Tier III
Tier IV
Pyramid of Interventions
100 %
1025 enrolled
10%
5%
(22% - 224 students)
5%
Res
pons
e to
Inte
rven
tion
RTI: A familiar approachRTI: A familiar approach
Leveled Learning Early Intervention
Differentiated Instruction
RTI
Problem Solving ApproachDynamic Assessment
Best Practices Education
Tier I – For ALL students
Standards-based instruction
Differentiated Instruction
High leverage strategies
Universal Screening and/or Benchmark Assessment
Small group instruction for all students
Universal Screening
Tier II -Instructional
Support Team
ThinkThink
PairPair
ShareShare
Tier III - Student Support Team (SST)
Tier IV -Special
Education
6 Critical Components6 Critical Components - -John McCookJohn McCook
1.1. Universal screening administered to ALL Universal screening administered to ALL students 3 times per year students 3 times per year
2.2. Identify the problem areas in measurable Identify the problem areas in measurable termsterms
3.3. Establish baseline dataEstablish baseline data
6 Critical Components6 Critical Components - -John McCookJohn McCook
4.4. Develop an accountability planDevelop an accountability plan• Description of specific interventionDescription of specific intervention• The durationThe duration• Schedule and setting of implementation Schedule and setting of implementation • Person responsiblePerson responsible• Measurable outcomesMeasurable outcomes• Progress MonitoringProgress Monitoring
5.5. Schedule progress monitoringSchedule progress monitoring6.6. Evaluate the planEvaluate the plan(Conducted in IST meetings and SST meetings)(Conducted in IST meetings and SST meetings)
Focus – Focus – Tier IITier II
Students with marked difficultiesStudents with marked difficulties May include:May include:
– At or below 10At or below 10thth percentile on universal percentile on universal screeningscreening
– Level 1 on CRCT in Reading and/or MathLevel 1 on CRCT in Reading and/or Math– DNM on Georgia Writing AssessmentDNM on Georgia Writing Assessment– RetentionRetention– Excessive discipline referralsExcessive discipline referrals
Focus – Focus – Tier IIITier III
Students that have not responded to Tier II Students that have not responded to Tier II efforts, i.e.efforts, i.e.– 3 or more data points show no improvement or 3 or more data points show no improvement or
less than expected growthless than expected growth– Level 1 on CRCTLevel 1 on CRCT
RTI Spread SheetRTI Spread Sheet
LNF LSF PSF NWF QD MNI RCBM MCBM CRT SST Screen EIP
Josephi 43 17 25 27 19/1 9/2 15/6 6/89
Lesley 25 13 28 14 9/6 9/1 12/9 4/89
Adelina 6 13 5 13 7/5 0/0 0/0 5/89
Danny 39 24 19 28 18/2 12/0 18/5 4/89
Mitchell 59 26 46 31 26/0 16/0 20/8 18/89
Anna 50 35 50 24 21/0 9/1 30/13 3/89
Mauricio 15 15 24 15 17/0 8/2 5/13 9/89
Megan 64 29 19 54 21/2 12/3 30/9 9/89
Cindy 38 27 29 32 24/1 11/1 7/11 10/89
Cody 27 19 26 25 10/0 8/3 5/8 3/89
Lynda 24 65 24 82 19/3 10/3 40/15 11/89
Daisy 32 35 42 52 24/1 5/5 25/5 5/89
Matthew 39 27 35 49 20/1 0/5 9/10 3/89
Joseph 29 18 18 20 6/4 1/5 4/6 4/89
Randall 33 16 27 22 13/1 11/0 14/10 9/89
Trevor 51 33 20 24 24/3 9/1 13/9 0/89
Patrick 45 33 18 70 23/5 5/3 58/3 5/89
Britani 39 37 38 40 9/6 0/0 13/6 4/89
Grade Level ______________Date _____________IST Plan _______________________________________________________________________________________________________________________________________________________________________________________________________IST Log is ___ attached ____under construction Children that our team needs assistance with what tier to place them._________________________ _________________________________________________ _________________________________________________ _________________________________________________ ________________________Checklist of things to accomplish today:____ Determine plan for IST meeting____ Discuss what you want your IST log to look like____ Look at data and complete Tier activityFor existing SST folders:___ Place dark orange sticker in the upper right hand corner of an SST folder; IF the child is staying in tier 3 (SST). ____ Place a yellow sticker in the upper right hand corner of an SST folder; IF the student is a tier 2 (IST)____ Place a green sticker in the upper right hand corner of an SST folder; IF the student is a tier 1. (This will mean that the folder will be closed )
How to How to
make themake the
tough decisionstough decisions
Programs – MUST be conducted Programs – MUST be conducted with with FIDELITYFIDELITY
TIER IITIER II Research based Research based
programs and/or programs and/or interventionsinterventions
ExamplesExamples– SRASRA– Harcourt TrophiesHarcourt Trophies– Saxon Phonics & Saxon Phonics &
SpellingSpelling– HM ExpressionsHM Expressions
TIER IIITIER III Research based Research based
programs and/or programs and/or interventionsinterventions
ExamplesExamples– Orton-GillinghamOrton-Gillingham– SRASRA– Trans MathTrans Math– Language!Language!
TimeTime
Tier IITier II Minimum of 30 Minimum of 30
minutes / day, 2 days minutes / day, 2 days per week; per week; in additionin addition to to core instructioncore instruction
Minimum of 6-12 Minimum of 6-12 weeks or based on the weeks or based on the research based research based programprogram
Tier IIITier III Minimum of 30 Minimum of 30
minutes / day, increase minutes / day, increase in days per week; in days per week; in in additionaddition to core to core instructioninstruction
Minimum of Minimum of 12 weeks12 weeks or based on the or based on the research based research based programprogram
AssessmentAssessment
K-2 Tier II OnlyK-2 Tier II Only
3-5 Tier II, Title, EIP3-5 Tier II, Title, EIP Progress monitoring Progress monitoring
every 4 weeks as a every 4 weeks as a minimumminimum
Tier IIITier III Progress monitoring Progress monitoring
every 2 weeksevery 2 weeks
Team DiscussionsTeam Discussions
IST/SST Meeting ConcernsIST/SST Meeting Concerns Communication to stake holdersCommunication to stake holders Documentation of IST meetingsDocumentation of IST meetings
IST ProcessIST Process
Meetings are conducted at Grade Level Meetings are conducted at Grade Level Meetings.Meetings.
Students are updated on the IST Log Students are updated on the IST Log located on our Share Drive.located on our Share Drive.
AP will attend all IST Meetings.AP will attend all IST Meetings.
SST Process SST Process
The majority of SST meetings will take place on The majority of SST meetings will take place on Tuesday and Thursdays.Tuesday and Thursdays.
There will be 2 SST teams ( K-2) and (3-5)There will be 2 SST teams ( K-2) and (3-5) Each team will meet bi-weekly to determine the Each team will meet bi-weekly to determine the
SST Goals for all students. Follow-ups will occur SST Goals for all students. Follow-ups will occur every 4-7 weeks according to the student need.every 4-7 weeks according to the student need.
Subs will be provided for classroom teacher and Subs will be provided for classroom teacher and the case manager.the case manager.
10-12 Student Meetings per day10-12 Student Meetings per day
Intervention ExamplesIntervention Examples
Read NaturallyRead NaturallySRASRA2nd Dose of Small Group Intervention2nd Dose of Small Group InterventionReaders TheatreReaders TheatrePaired ReadingPaired ReadingPeer Tutor Program – Peer Tutor Program – http://www.interventioncentral.orghttp://www.interventioncentral.orgTouch MathTouch MathHoughton Mifflin ExpressionsHoughton Mifflin ExpressionsMath Manipulative GroupsMath Manipulative GroupsUse of Technology to review skillsUse of Technology to review skillsOrton GillinghamOrton GillinghamLanguage! 3Language! 3rdrd Ed. Ed.TransMathTransMathEarobicsEarobics
Tier II Documentation SheetTier II Documentation SheetChestatee Elementary 2007-2008Chestatee Elementary 2007-2008
StudentStudent_______________________________________ _______________________________________ GradeGrade____________________________
TeacherTeacher__________________________________________________________________________________________
Date__________________Date__________________ Case Case ManagerManager__________________________________________________________
Standards Based ConcernsStandards Based Concerns: (Please be specific.): (Please be specific.)1.______________________________________________________________________1.______________________________________________________________________ ____________________________________________________________________________________________________________________________________________2.______________________________________________________________________2.______________________________________________________________________ ____________________________________________________________________________________________________________________________________________
What What datadata supports the existence of the problem/concern? ________________________ supports the existence of the problem/concern? ______________________________________________________________________________________________________________________________________________________________________
What is the What is the goalgoal to resolve this problem? ______________________________________ to resolve this problem? ____________________________________________________________________________________________________________________________________________________________________________________
Parent ContactParent Contact:: No_________No_________ Yes________ If so, when:__________Yes________ If so, when:__________------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Student: _____________________ Today’s date: ______________Classroom teacher: ______________ Case Manager: __________________IST start date: _________ Absences: ___ / ____CRCT scores- Reading: ______ ELA: ______ Math: ______
Buckle DownBuckle Down FallFall WinterWinter SpringSpring
ReadingReading
ELAELA
MathMath
STAR reading level: beginning: _____ current: _____
Goals/Interventions
Standard Prior AchievementDate:
Current AchievementDate:
Non-sense words: Qtr. 1 “ “ Qtr. 2
27/30
27/30
Fluency: WPM 51 (Qtr 1) 72 (Qtr 3)
Sight Words 190/220 (QTR 2)
Comprehension
Math Fact Fluency 40 (3 minutes)
AIMS R-CBM M-CBM MAZE
(misc)
2nd Grade IST Student Information
IST and SST LogIST and SST Log
StudentStudent HR Teacher HR Teacher InterventionIntervention FrequencyFrequency Person PMPerson PMProgress Progress
MonitoringMonitoring GoalGoalNextNextMeetingMeeting NotesNotes
Chestatee ElementaryIST/SST Documentation
Student: Teacher: Grade:Grade:
Interventions:
PM Tool & Frequency Goal Person Responsible
Intervention Start Date End Date Review Meeting Date
Please sign and date verifying that you have received a copy.
Homeroom Teacher Title I / EIP Coach
Professional LearningProfessional Learning Aug. 29Aug. 29thth – RTI Overview and Data Meeting – RTI Overview and Data Meeting Sept. 26Sept. 26thth - AIMS Web Report Training - AIMS Web Report Training
EIP/Title Teachers P.M. TrainingEIP/Title Teachers P.M. Training Oct. 9Oct. 9thth – Speech/ESOL collaborates with RTI – Speech/ESOL collaborates with RTI Nov. 1Nov. 1stst – Behavior Interventions for RTI – Behavior Interventions for RTI Nov. 14Nov. 14thth – Refresher on SST Data Collection and Referral Process – Refresher on SST Data Collection and Referral Process January 7January 7thth – Data Analysis – Data Analysis Jan 30Jan 30thth – Math Toolbox – Math Toolbox March 5March 5thth – Double Dose Strategies for Effective – Double Dose Strategies for Effective
Intervention Intervention April 30April 30thth - RTI Culmination- Planning Ahead for 2008-2009 - RTI Culmination- Planning Ahead for 2008-2009
January 7, 2007January 7, 2007Data Analysis Professional LearningData Analysis Professional Learning
Data Analysis + Intervention Inventory = RTI
Putting a face to the data
Green> 65 % on BuckleDown3 on Standards Based
Report Card
Yellow> 51-65% on BuckleDown
2 on Standards Based Report Card
~ 50 NPR on ITBS
Red< 50 % on BuckleDown1 on Standards Based
Report Card< 40 NPR on ITBS
Multiple Measures
ReadingELAMath
January 7, 2007January 7, 2007Data Analysis Professional LearningData Analysis Professional Learning
What resources have we not thought of?What resources have we not thought of?
• All teachers concluded the PL with a road map to interventions for their classAll teachers concluded the PL with a road map to interventions for their class• 80+ students receiving additional services80+ students receiving additional services• 6+ teachers volunteering for additional morning or afternoon duties6+ teachers volunteering for additional morning or afternoon duties• 8 teachers taking on additional small group instruction8 teachers taking on additional small group instruction• Principal tracking attendance and data of small groups to insure fidelityPrincipal tracking attendance and data of small groups to insure fidelity• AP’s conduction motivational groups weeklyAP’s conduction motivational groups weekly
Results of Professional LearningResults of Professional Learning
QuestionQuestion&&
AnswerAnswer