Effective RTI- Creating a visual model of your RTI program

Transcription

1 Effective RTI- Creating a visual model of your RTI program Elsa Montes, Principal Wolffarth Elementary, Lubbock ISD Christy Gillespie, Assistant Principal Wolffarth Elementary, Lubbock ISD

2 Wolffarth Elementary Title I PK-5 campus 460 students 96% Economically Disadvantaged 1.3% ELL 87% Hispanic, 9% African American, 4% White 30.5% Mobility Rate

3 Improvements Made STAAR % 80% 70% 60% 50% 40% 30% 2013 STAAR 2015 STAAR 20% 10% 0% 3rd grade Math 3rd grade Reading 4th grade Math 4th grade Reading 5th grade Science

4 Improvements Made 1 st Semester Six Weeks Assessment Comparison 3 rd Grade Reading

5 Our Belief System Establish a campus wide mindset that intervention begins in the classroom and it can not be for only isolated groups of students. Intervention is proactive and not reactive. We have high expectations that all students can and will learn. No excuses! Wolffarth students are all our kids. We create a school culture in which students will achieve academic success. We must all understand through intense PD how the PLC framework and RTI work together with curriculum, instruction, and assessment.

6 Focus on PLC and RTI PLC and RTI are a complementary process, built on a proven research base of best practices and designed to produce the same outcome- High levels of student learning. To learn at higher levels, students must be taught at higher levels.

7 RTI and PBIS School environments that are positive, preventive, predictable, and effective are: -safer, healthier, and more caring. -have enhanced learning and teaching. -can provide a continuum of behavior support for all students. Allows for effective research based strategies to be delivered with a high degree of fidelity over time and across settings. Effective practices are only as good as the systems that support the teachers who use them. Data-based decisions lead to interventions that are more effective over a sustained period of time.

8 Supports for All Students PBIS guidelines/champs Goal Setting Online Grade Access Attendance incentives Universal access to core and interventions Gold Paws for Good Behavior Student Recognition Classroom incentives School Structure Weekly Collaboration time Universal access to gradelevel essentials Prowl Expectations Protected Instructional Time Identify essential standards for every grade.(lead4ward resources) Share and review I Can statements with students. Differentiated Instruction Identify students for Tier 2 by student, by the standard Identify students for enrichment by standard Writing rubric Student data bar graphs to track student growth Coaching/PD focused on differentiated approaches to mastering essential standards* Reading: MAP, 6 weeks assessments Writing: OER s, 6 weeks compositions Math: MAP, STAAR Results English Language: TELPAS Attendance: watch list, TEAMS report Behavior: PEIMS, Behavior Logs Behavior watch list and student follow up Attendance monitor list of excessive absences. Parent Contacts Mandatory Tutorials /Saturday School One on One Mentor Strategy recommendations for teachers Classroom Management PD Read Well, Parent contact 1x per 6 weeks, Small Group Tutoring Small Group Tutoring Daily 45 minute reading/math intervention (k-2) (3-5) Coaching/PD focused on differentiated approaches to mastering essential standards Ongoing Progress Monitoring Small group 4th grade writing conferences Student monitoring list and Monthly list Grade-Level teachers share students - CFA data guides decisions Parent Contacts twice a semester Teachers decide on a individual bases using MAP, Six Weeks assessments Fluency checks, literacy coach support. Tier 2 students served by interventionist and assessed weekly. Team meetings between teachers and interventionist. SST: Student Support Team Grade Level PLC Guidance by Literacy Coach and Math Instructional Coaches Screening Data: 6 weeks assessment, IStation Data Small Group intervention, parent contact 1x per 6 weeks Conference with administrator BIP

9 Definition of RTI RTI is the practice of providing high-quality instruction and intervention matched to student needs and using performance data to continually adjust and guide important instructional decisions.

10 Pyramid of Interventions Tier 1- Core Instruction All students have access to essential grade-level academic and behavioral standards. -Schoolwide Responsibilities -Teacher Team Responsibilities

11 Pyramid of Interventions Tier 2- Supplemental Interventions In addition to Tier I, targeted students receive additional support in mastering grade-level essential targets and immediate prerequisite skills. Will Interventions Skill Interventions

12 Pyramid of Interventions Tier 3: Intensive Interventions In addition to Tiers 1 and 2, targeted students receive intensive support to master foundational skills. (Reading, Writing, Math, Attendance, Behavior)

13 Movement between Tiers Universal Screeners Reading- MAP Math-MAP English Language- MAP Attendance- watch list, TEAMS report Behavior- PEIMS, Behavior logs Certain Access Tier 1 to Tier 2 Teachers decide on an individual basis using MAP, 6 week assessment data, Running records, and instructional coach support. Tier 2 students are served by interventionists and assessed weekly. Certain Access Tier 2 to Tier 3 SST: Student Support Team Grade Level Team Meetings Guidance by Literacy Coach and Math Instructional Coaches Screening Data: 6 weeks assessment

14 Assessing our Current Reality Identify some areas where you are at Best Practice or In Progress. Identify areas where you want to improve. Identify actions you will take. If you wait for everyone to get on board before starting, the train will never leave the station.

15 Let s Share What s Working Share with another campus or district- One practice that is working well. One practice that is In Progress. One area to improve. One action you are planning to take.

16 Our Standard Always With every decision we make and in everything we do- Would this be good enough for our own child?