Western's RTI Program

Western's RTI Program

Westerns RTI Program A WORK IN PROGRESS.. RtI The process of implementing high quality scientifically based instructional practices with students based on identified needs, monitoring the response of the student, and changing the instruction based on the students response and their progress data

Importance to Western Western Elementary has attempted to provide some form of an intervention program for the last six years due to the economic and culturally diverse makeup of the student population. Not eligible for Title One Not eligible for Reading Recovery Increasing immigrant population RtI Should Encompass All grade levels across all core areas

Reading Writing Math Behavior Language Western has taken steps to address Reading and Math Six Critical Components of an RtI Model Universal Screening

Measurable definition of problem area Baseline data prior to an intervention Establishment of a WRITTEN plan detailing accountability Progress monitoring Comparison of pre intervention data to post intervention data for efficacy What Are Interventions? Targeted assistance based on progress monitoring

Administered by classroom teacher, para-educator, external interventionist Provides additional instruction Individual Small group And/or technology assisted Intervention Decision Teams Team Leader Principal or Dean Case Manager/Data Manager Classroom teacher

Responsible for interviewing referring individuals, gathering and assembling information, presenting case and monitoring intervention PE, Music, Art, Writing teachers or para-educators School Psychologist Organizes presentation of data, assists in plotting student progress Essential Features Universal Screening Performed

3 or 4 times annually Provides data on all children in that grade Provides early identification of children who are not meeting academic expectations What we found: Students that would be targeted at Western were not necessarily going to be targeted in other schools (bottom 20% varies school to school) Still a problem with transfer students Our First Step..

Finding a universal screening assessment Used assessments that we had available and therefore specific to grade level Primary: Phonological Awareness Skills Test (PAST) Literacy First Phonics Assessment Rigby PM Ultra Benchmark Assessment Third Grade: Rigby PM Benchmark Assessment

Fourth Grade: PAS (Predictive Assessment) Language/Math Fifth Grade: PAS, Placement Tests Language/Math Determine Which Students Need Intervention Students performing 6 months to a year below grade level

The bottom 20% of the grade level Number of Students Currently In RTI READING #2 #3 #2 MATH #3 Primary

Third Grade Fourth Grade Fifth Grade 15 11 10 6 5 7 -

18 16 6 Total Number of Students Receiving Service: 94 Percentage of Total School Population 13.6% How We Set Up Interventions Considerations:

Time Who would provide the intervention

When intervention would occur Length of intervention Teachers? Specifically designated person? Person responsible for record keeping (weekly assessments) Our Intervention Team Para-educators, Parents and Retired Teachers Retired teachers are monetarily compensated

Picture Tiered Level Instruction Tier 1: General Classroom instruction with 120 minutes daily devoted to Language Arts Tier 2: Additional research based instruction provided 3 to 5 days a week Tier 3: Research based instruction (different from

Tier 2) provided 3 to 5 days a week Tier 4: Special Education Al l St u Ti de er nt

III II s Te st ed Primary Reading Intervention Student Returns to Classroom Special Education

Referral A ll S tu d Ti e e nt r s

II T e st e d RtI 4th Grade Math RtI 5th Grade Math Tier I Intervention Focus

For All Students Program Rigby Literacy (Harcourt Rigby Ed. 2000) Primary/4th Scott Foresman Reading (2004) 3rd, 5th Grouping Multiple Age Grouping Formats to Meet Student Needs

Time 120 minutes a day (primary and 3rd) 90 minutes a day (4th and 5th) Assessment Benchmark Assessment 4 times a year (Primary) PAS Assessment 3 times a year (3rd, 4th, 5th) Interventionist

General Education Teacher Setting General Education Classroom What We Do All primary students required to attend the CORE section of daily group instruction (120 minutes a day for Language Arts- Inclusive of Tier 1.

Number of students currently receiving intervention assistance: Tier 2: Tier 3: Program in use for these students is Early Success and Continuum of Literacy Learning (Fountas/Pinnell)

Primary Restructured and expanded an existing program Tier 2 consists of: Instructional Aide working 2- 2.5 Hours/ 5 days a week Identified children scheduled for 20 minute blocks of intervention Children working in small groups (5-6 children) with the aide Tier 3 now consists of: Two retired primary teachers working nine hours a week (3

hours a day 3 days a week) Identified children scheduled for 30 minute blocks of intervention Children working in small (1-3 children) groups with the teacher using running records, anecdotal record keeping results, researched based leveled reading and an intense home reading program. Features of Tier II Purpose: To support individual students who have not met benchmarks Targeted Students: Those with

significantly lower levels of performance than their peers, who are learning at a much slower rate than are falling behind their classmates Tier II Intervention Instruction Focus For students identified with marked difficulties and have not responded to Tier I efforts Program

Reading: Primary: Literacy Continuum 3rd: Ladders To Success 4th: Ladders to Success 5th: Study Island Math: Primary: N/A 3rd: N/A 4th: Study Island 5th: Study Island

Grouping Homogenous small group instruction (1:5) Time 5 days a week- 30 minute sessions 3rd Grade Reading: 3 days a week- 30 min sessions Assessment

Progress monitoring weekly on target skill Interventionist Primary: Aides 3rd/4th/5th: Parents or paid Tier III Intervention Instruction Focus For students with marked difficulties and

have not responded to Tier I or Tier II Program Reading: Primary: Early Success 3rd: Soar to Success 4th: Soar to Success 5th: Study Island (web) Math: Primary: N/A 3rd: N/A 4th: Study Island (web) 5th: Voyager Math (web)

Grouping Homogeneous small group (1:1 , 1:2, or 1:3) Time Reading: Primary: 3 days a week/ 30 min 3rd: 3 days a week/30 min 4th: 3 days a week/30 min 5th: 5 days a week/ 30 min Math: Primary: N/A 3rd: N/A

4th: 5 days a week/ 30 min 5th: 5 days a week/30 min Assessment Progress monitoring weekly Interventionist Paid Interventionist Setting

Outside the classroom RTI Schedule for Tier II and Tier III Primary Interventions Green Pod I (Sapp, Moors and Stout) Uninterrupted Time: 7:40-8:40 (60 minutes) 9:40-10:40 (60 minutes) Intervention Times : Tier II (Para-educators): Sharon 8:40-9:40

Tier III (teachers) Vicki S./Julia 8:40-9:40 (3 groups each) Green Pod II (Hemmerlein, Livingston, Daley) Uninterrupted Time: 7:40-9:40 (120 minutes) Intervention Times: Tier II (Para-educators) Sharon 9:40-10:40 Tier III (Teachers) Vicki S./Julia 9:40-10:40 Yellow Pod (Parker, Corman, Mullins, Sutton) Uninterrupted Time:

P1s: 8:40-10:30 (110 minutes) P2s: 8:40-9:40 (60 minutes) Intervention Times: Tier II (Para-educators) Vicki J. 8:00-8:40(P1s) 9:40-10:30 (P 2s) Tier III (Teachers) Vicki S./Julia 7:40-8:40 (P1s & P2s)

Parent Communication Dear Parents, As we begin the second quarter of the school year, my hope that every parent has had the opportunity to meet with their childs teacher and discuss their students academic progress. As a school Western strives to create a climate of high expectations for student learning. Our mission as well as our belief is that all children are able to achieve the essential learning of their grade level. A good indicator of how fully we are committed to this idea is the manner in which we address those students who have not learned. Although Westerns educational philosophy has always included an academic intervention procedure for those students in need this year we have worked to improve and refine that process. Many of you may have had your child tell you they are participating in RTI , which is an acronym for Response to Intervention. Let me first state that this is not a special education program. Basically, it is our teachers response when we have a student who is experiencing difficulty in learning. It is a systematic program meant to ensure that these students receive additional time and support for learning. Research has made it clear that it is impossible for all students to learn at high levels if some do not receive additional time and support for learning. Everyone does not learn at the same rate and the amount of support needed varies between students. Western has set certain criteria in determining when to implement these interventions. We follow a systematic process of intervention to ensure

that students receive additional time and support according to a school-wide plan: * Intervention occurs in a timely manner- at first indication the student is experiencing difficulty * Intervention is a direct process rather than a voluntary one. Parents are contacted to inform them that their child will be receiving additional assistance and specify which area will be addressed * All students have equal access to the assistance-it is not based on the teacher * The additional time and support is offered during the school day and is designed in a way that does not deprive students of new direct instruction in their classroom. We know that if we offered this service before or after school, many students could not or would not utilize the service. * The system is fluid. It is not designed as a permanent support for individual students. Students will receive the appropriate level of intervention but only until they have acquired the intended knowledge or skill. They are then weaned from the system until they experience difficulty in the future. We strive for an easy flow of students into and out of the levels of support. I hope this has answered some questions. As a principal I have been very fortunate to have so many parents who are truly concerned about their childrens academic future and who are willing to work with teachers to ensure that their children succeed at a high level. Please let me know if you have a specific question or concern about your childs education.

Enjoy a wonderful Thanksgiving holiday, Deborah Omick-Haddad If We Do It Right Research has shown that if we have chosen the correct intervention (correctly identified the problem) and

we are delivering the intervention consistently 75% of the initial 20% of identified students will respond positively Lets look at how we are doing with primary reading students

Recently Viewed Presentations

  • Requesting a Login - Greenville County

    Requesting a Login - Greenville County

    Theordersummarywillshoweachfee andthetotalalongwiththeadded eGov(SC. G O V ) co n v e n ie n c e f ee add e d t o the t o t al - No t e : this is a s e r vi...
  • RDA: Introduction and key concepts

    RDA: Introduction and key concepts

    RDA was to be a Web-based tool optimized for use as an online product. The result is the . RDA Toolkit, which continues to be refined with feedback from users. RDA was to be a tool that addresses cataloguing all...
  • Role of the Nurse Manager, Unit Team Lead

    Role of the Nurse Manager, Unit Team Lead

    The Leadership and Management Rolesof the Nurse Manager. Leadership: - Embodies the vision, mission, and values of the unit with staff - Motivates staff to strive for professional excellence - Is a socio-adaptive component . Management: Operations Finance and budget....
  • Clinical Guidelines on the Identification, Evaluation, and ...

    Clinical Guidelines on the Identification, Evaluation, and ...

    Background Approximately 108 million American adults are overweight or obese. ... This slide does not show the prevalence of overweight in American Indian women where, according to the Strong Heart Study, rates in 1988 to 89 were at 80 percent...
  • Your name or presentation title here

    Your name or presentation title here

    One of the key questions we need to deal with early in the process is: "What do customers want?" Remember a customer is any direct beneficiary of our products or services. Here is the short list of what customers want,...
  • Civil Rights Document Analysis Document Analysis  INDEPENDENT: Complete

    Civil Rights Document Analysis Document Analysis INDEPENDENT: Complete

    Key Period 8 SAQ. Describe and explain the point of view of the author of Sample A. Describe and explain the point of view of the author of Sample B. Provide one specific piece of historical evidence from the period...
  • CISC versus RISC - Moodle USP: e-Disciplinas

    CISC versus RISC - Moodle USP: e-Disciplinas

    CISC - Complex Instruction Set Computer. A small number of general purpose registers. This is the direct result of having instructions which can operate directly on memory and the limited amount of chip space not dedicated to instruction decoding, execution,...
  • Module F - Columbus State University

    Module F - Columbus State University

    Kerberos Kerberos was a 3-headed dog in Greek mythology Guarded the gates of the dead Decided who might enter Talk about strong security! Kerberos Three Parties are Present Kerberos server Applicant host Verifier host Kerberos Kerberos Server shares a symmetric...