tiers without tear … ---a collaborative response to intervention! presented by: heather bauer...
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So what does RtI mean to you? Turn and talk to your neighbor….. Be ready to share 1 thought.TRANSCRIPT
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Tiers without Tear…
---A Collaborative Response to Intervention!
Presented by: Heather Bauer
Ridge Wood Elementary, Northville Public Schools
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Objectives of Sessions: • Collect Creative & Practical Ideas for RtI Implementation• Understand One Buildings Successes Through the Use of Collaboration• Realize that Data can be Good • Walk Away with Forms that can be Used this School Year!
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So what does RtI mean to you?
Turn and talk to your neighbor…..
Be ready to share 1 thought.
![Page 4: Tiers without Tear … ---A Collaborative Response to Intervention! Presented by: Heather Bauer Ridge Wood Elementary, Northville Public Schools](https://reader036.vdocuments.site/reader036/viewer/2022062317/5a4d1b4e7f8b9ab0599a68bc/html5/thumbnails/4.jpg)
So many ideas, are any of them really
incorrect?
Probably not!
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Here is one school’s journey through the development of our
RtI vision…..
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Any change, even a change for the better,
is always accompanied by drawbacks
and discomforts.
- Arnold Bennett
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Like an onion, the layers of our building had to be
peeled back…..• Building Leadership
(Principal)• Intervention Team
• School Improvement Team• Grade Level Teams
• School Families
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A Common Vision of RtI was developed
throughout all these subgroups of our
building….Student Success was
Critical!
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Our Building Environment
• Collaborative nature!• Trust!
• Student success is core!• Willingness to take risks!
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So change started to happen…
• Master Schedule = Common Intervention Time
Every day, each grade level had a ‘common’
intervention time built into the master schedule.
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What Does this Time Look Like?• Kindergarten = 20
minutes each day• Grades 1 – 5 = 30 minutes each day
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Did we jump into all core content areas?
NO!
We started with Reading first!
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But, slowly we have added….
• Math• Writing
Use of time is determined by needs, through collaborative conversations with grade level liaisons.
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What are Grade Level Liaisons?
• Resource Room Teacher, Learning Consultant, Social Worker, or Speech/Language specialist
• Collaborative member of grade level team
• Connection for each grade level to the building intervention team
• Assist with securing staff to provide intervention/enrichment opportunities
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What are the Expectations of
Intervention Time (I Time)?• No new subject matter is
taught during this time
• Support staff is assigned to provide intervention based on
‘Greatest Areas of Needs’ (GANs)
• Best Practice Interventions/Enrichments are
provided
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To determine GANs, as an intervention group/grade level
group, we looked at
- NWEA/MAP results- MLPP Assessments
- Classroom assessments- DRA reading assessment
- Common Assessments- MEAP – item analysis
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Benchmark Criteria was determined by each grade
level –
What is expected of our students at each card
marking? Who then would concern us, and what would they need? Tier 1, 2, or 3?
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This is how we organized our data:
Last Name First Name M F BirthdateSp. Ed. ELL
FLEP
Student Start Date
Spring 11 Map Math
Percentile
Fall 11 MAP Math
Percentile
Winter 12 MAP
Math Percentil
e
Spring 12 MAP Math Percentile
EoY Math test %
Spring 11 MAP Reading Percentil
e
Fall 11 Sight
Words
Fall 11 MAP
Reading Percentil
e
Winter 11 MAP
Reading Percentil
e
Spring 12 MAP Reading Percentile
Spr. 11
DRA ↓
B/mark
Fall 2011 DRA
Fall 11 MAP Lang. Usage
Percentile
Winter 12 MAP Lang. Usage
Percentile
Spring 11 Writing Prompt
Fall 11
Writing
Prompt Teacher
Tyler x 81 40 28M 8 Grace x 504 19 19 L24 17 Spencer x 6 7 M28 6 Jadyn x x 17 14 28M 42
Tyler X 4/30/03 9/7/10 1 21 12 469 16 20 K 14 Zachary x 26 32 M28 2 Caden X 6/8/02 X 9/7/10 6 7 6 NA 8 Noah x 71 1 40 3 Joseph x 6 515 18 8 Jack X 4/22/03 6 15 317 2 18 J 4
Lily X 8/5/03 1 6 25 28 M 20
Andreas X 8/4/03 6 8 6 85/280 1 14 H 1 Kotona x x 15 - 1/0/00 Thomas x 40 8 L24 5 Dala x x 26 16 L24 22 Takuma x x x 59 6 M28 7 Gonzalo X 8/7/02 X X 1 1 2 20 K 1 Aniki x 11 58 N30 68 William x 50 18 L24 15 Emma x 15 40 M28 27 Angelina X 8/4/03 8 9 468 21 20 K 6 Jordyn x 8 32 M28 29 Max X 10/11/02 34 4 499 23 24 L 17 Stephan x 2 14 L24 2 Sierra X 11/8/03 9/7/10 3 9 3 501 1 24 L 14 Edward X 3/13/03 5 24 66/280 2 18J 1
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So as a staff what have we done…
• Increase small group instruction• Increase consistent daily practice• Increase manipulative/hands on activities
• Challenge students who require it• Structure Tier 2 & 3 support
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Through Collaboration…..
• Data is at the core of what we do.• Low classroom proficiency scores =
need for change of instructional practices
• Individual student data drives planning for instruction and intervention.
• Intervention should occur in consistent intervals to the greatest extent possible.
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Including RtI into our Building School
Improvement Plan has been vital – failure is not an option at Ridge Wood
Elementary!
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Yes, we have our challenges -
• Progress monitoring • Timing of flexible intervention groups – when to move or not to move a student? How much time is enough to show adequate growth?
• We need more time & staff for all content areas!
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Next Steps…• Continue discussions on
data analysis and interpretation
• Continue to develop intentional intervention & enrichment opportunities
• Provide professional development on:– Use of Math Workshop – Flexible grouping– Research-Based Intervention
Programs
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What Questions do you have?
My Contact Information:Heather Bauer
[email protected] or Heather [email protected]