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Implementing RtI The Chief Joseph Story. Do’s and Don’ts: Using Assessment to Map a Plan for Success with RtI Jon Lobdell John Mancinelli. Purpose. The purpose of this presentation is to clarify your own vision through our story. Agenda. A Brief History Where we started - PowerPoint PPT Presentation
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Implementing RtIThe Chief Joseph Story
Do’s and Don’ts: Using Assessment to Map a Plan
for Success with RtI
Jon LobdellJohn Mancinelli
Purpose The purpose of this presentation is to
clarify your own vision through our story.
Agenda A Brief History
– Where we started– Where we are now
Applying the Data Do’s and Don’ts
– Structures– Processes– People
The Felt Need
Year FRLunch Sp Ed ELL Students2004-2005 27.3% 13.9% 0.0% 7732005-2006 31.3% 16.4% 0.0% 6532006-2007 37.0% 15.1% 0.0% 6022007-2008 40.7% 12.7% 4.0% 678 2008-2009 43.7% 10.5% 2.6% 701
Equity in District Programs
MS 1 MS 2 CJMS0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1937
123
2623
32183167
113
6032
15
Proportion Comparision Between MS
HCTier 1Tier 2Tier 3
A Different Look
Closing the Differentiation GapTypical Classroom
100%
20%
Special Ed/Resource Room
Tiered ClassroomHiCapTop 5%
Tier I> 40%
Tier II> 20%
Tier III< 20%
Original Concept Sketch
Take inventory of your current system…
The easy transition in definition of Tier 1, 2 or 3 students was:
Orange = Tier 1 = HicapBlue & Green = Tier 1 = BenchmarkYellow = Tier 2 = StrategicRed = Tier 3 = Intensive
In addition, we brought the color scheme with the terminology as well.
Take inventory of your current system…
Richland has been using NWEA Measurement of Academic Progress for a number of years. Staff were already well versed and understood the relationship between RIT score and student learning (Descartes).
Putting the Pieces Together Customer Service Comment Card Grouping of students Identifying the needs Building the schedule What have we gotten ourselves into? Now how do we do this? Wow, that was cool. Now how do we make it better?
Doctrinal RtI Model
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
80%
15%
5%
Traditional RtI Pyramid - Percentage of Population
Tier 3
Tier 2
Tier 1
CJMS RtI Model
0%
20%
40%
60%
80%
100%
45%
11%
43%
Our RtI Pyramid - Standards Based
Tier 3Tier 2Tier 1
The Economics of it all…
LevelQty
StudentsClass Size
Raw Sections Needed
HC 15 30 .5Tier 1 113 30 3.76Tier 2 32 22 1.45Tier 3 123 15 8.2
How do you maintain a program?
13.91 per core
Traditional Method283/25 = 11.32 Sections
Initial Master Schedule6th Grade Team - Model ATeacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6Teacher A LA SS E/PE RP LA SSTeacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MATeacher D SC SC E/PE E/PE SC SCTeacher E LA SS E/PE E/PE LA SSTeacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC
T3 Math Specialist MA MAT3 Reading Specialist LA SS
Many Singletons
causing bottlenecks
Low Flexibility for student movement
One team gets hit with many IEP,
MDT, Parent meetings and the
other team doesn’t.
Current Master Schedule6th Grade Team - Model C
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6Teacher A LA SS E/PE RP LA SSTeacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MATeacher D SC SC E/PE E/PE SC SCTeacher E LA SS E/PE E/PE LA SSTeacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC
T3 Math Specialist MA MAT3 Reading Specialist LA SS
Taking Inventory• The marriage of curriculum, logistics and assessments• Data based decisions become very intensive so plan on
• Single point of reference for data• A way to manage your data so that multiple
people can have access• Train staff to access and use the data for
decision making
Curriculum• Reading and Math Core• Tier II intervention• Tier III intervention• The time - frequency and duration
Assessment• Questions
• When do you retest a student?• How do we identify students that need
intervention?• The 4 types of learners• It’s all about the trend
• How do we know who’s ready to be promoted?• What do we do with the ‘bubble’ students?• How much growth is enough?
Student Learner TypesBelow Standard Meets Standard
Hi Skills •Can be successful•Inconsistent•Adapts•Not resilient•Frustration
•Successful in traditional classes.•Adapts•Resilient to challenges
Lo Skills •Not successful in traditional classes•Not resilient•High frustration
•Inconsistent success•Adapts•Resilient
When do you retest?Fa
ll 07
Win
ter 0
8
Sprin
g 08
Fall
08
Win
ter 0
9
Sprin
g 09
170
180
190
200
210
220
230
240
250
Single test outside standard deviation.
BenchmarkLinear (Benchmark)Student BLinear (Student B)
Don’t kid yourself, it’s not just the ‘low’ students…
Fall
07
Win
ter 0
8
Sprin
g 08
Fall
08
Win
ter 0
9
Sprin
g 09
170
180
190
200
210
220
230
240
250
Tier 1 Student - Negative Trend
BenchmarkLinear (Benchmark)Student ALinear (Student A)
What do we do with this?Fa
ll 07
Win
ter 0
8
Sprin
g 08
Fall
08
Win
ter 0
9
Sprin
g 09
170
180
190
200
210
220
230
240
250
Inconsistent Annie
BenchmarkLinear (Benchmark)Student CLinear (Student C)
What is Success?Fa
ll 07
Win
ter 0
8
Sprin
g 08
Fall
08
Win
ter 0
9
Sprin
g 09
170
180
190
200
210
220
230
240
250
Is growth good enough?
BenchmarkLinear (Benchmark)Student DLinear (Student D)
Year One: Structures
Do RtI – It is effective Talk about doctrine vs.
reality Blend SpEd and BEA
funds to support interventions in Tier III classes
Recognize that there is a cost increase in staffing
Don’t Implement
interventions in a tiered program until you have the curriculum to support it
Limit the flexibility that you have to move students between tiers
Year One: Processes
Do Develop your general
screeners Identify benchmark
and your cut scores on your assessments
Don’t Rely on non-normed
data Create a structure that
does not permit flexibility
Use “opinion” based placement
Year One: People
Do Keep parents informed
early and often Educate your staff
about RtI and your model
Know the difference between doctrine and reality
Use blended funding model
Don’t Wait – the bigger risk
is kids continuing to fall behind
Place your expectations on one or two people – share the wealth!
Year Two: Structures
Do Recognize the
difference in elementary and secondary assessment tools
Don’t Assume that you will
get it right the first time
Year Two: Processes
Do Use formative
classroom based assessments
Recognize the value of trend data and growth rate vs. single points of data
Be consistent in progress monitoring
Don’t Rely on a single point
of data to make a decision
Use comprehensive assessments as screeners (MSP/WASL/ITBS)
Year Two: People
Do Learn about the
components of literacy and numeracy
Don’t Think RtI will answer
all of your questions or solve all of your problems
Year Three: Structures
Do Develop Core (Tier I)
Curriculum and Power Standards
Develop Common Assessments
Don’t Rely on tiers without
maintaining differentiation at all levels
Let RtI tiers become a “place”
Year Three: Processes
Do Include behavioral
analysis and interventions as part of academic assessment
Don’t Use screeners to drive
instruction Don’t feel like you
need to buy commercial assessment tools
Year Three: People
Do Continue to conduct
staff development about RtI
Develop a PLC structure that is focused on student learning
Don’t Assume everybody
knows what the lessons that we have learned over time
Looking at the results
Grade 6 Grade 7 Grade 80%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12392
71
32
49
47
113117
135
15 23 30
2010 8th Grade Cohort Distribution
HCTier 1Tier 2Tier 3
References/Further Study OrRTI - Oregon Response to Intervention — Tigard-Tualatin
School Districtwww.ttsd.k12.or.us/district/student-services/orrti
OSPI RtI - www.k12.wa.us/RTI/ Foundational Book on All Things RtI:
– Pyramid Response to Intervention, by Buffum, Mattos, Weber
Nuts & Bolts of RtI Realities: – Whatever It Takes, by DuFour, DuFour, Eaker, Karhanek
Purposeful Goals & Objectives:– Designing & Teaching Learning Goals & Objectives by
Marzano
Contact Information
Jon [email protected](509) 967-6403
John [email protected](509) 967-6404
Chief Joseph Middle School504 Wilson StreetRichland, WA 99352