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RtI and Project MORE Granby Elementary “Where ALL Students Come To Grow”

RtI and Project MORE Granby Elementary “Where ALL Students Come To Grow”

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RtI and Project MORE Granby Elementary “Where ALL Students Come To Grow”. District Goals. By 2013, WCS will reduce the number of students achieving below proficient in reading by 10% annually in LEP and SWD subgroups. How did we get these results?. The Leadership and Learning Matrix. - PowerPoint PPT Presentation

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Page 1: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

RtI and Project MOREGranby Elementary

“Where ALL Students Come To Grow”

Page 2: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

ALL White ED LEP SWD

93.5 95.584 78.4

58

6.5 4.516 21.6

42

AYP Reading Proficiency 2010 Proficient Nonproficient

Page 3: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

District Goals

By 2013, WCS will reduce the number of students achieving below proficient in reading by 10% annually in LEP and SWD subgroups.

2010 Non Proficient

2011 Target

2011 Non Proficient

LEP 21.6% 19.44% 18.43%SWD 34.8% 31.3% 24.36%

Page 4: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Org

aniz

atio

nal R

esul

ts

LuckyGood results, with no understanding of the reasons; replication of success not probable

LeadingGood results, with clear understanding of the reasons; replication quite probable

LosingPoor results, with no understanding of the reasons

LearningPoor results, with clear understanding of the reasons; replication of mistakes not probable

The vertical axis represents the results the organization wants to achieve.The horizontal axis represents the degree to which the leader understands the causes of the results.

Antecedents of Excellence

The Leadership and Learning Matrix

Reeves, D. (2002) The Leaders Guide to Standards. San Francisco: Jossey-Bass.

How did we get these results?

Page 5: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”
Page 6: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Change our Focus to Growth

WHY?• Looking at proficiency, it was hard to see a problem

• Focusing on growth will produce proficiency but focusing on proficiency will not necessarily produce growth

• We don’t want to reach for a specific bar, but rather have ALL KIDS continue to show growth regardless of where they started

Page 7: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Instructional Leadership

Our Core Business = Instruction

Our Product = Student Learning

1st Im

prove Here

To Improve Here

Page 8: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Assessing

Page 9: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Teachers & Students

Like a picture “snapshot,” a data “snapshot” is a

conversation starter.

Page 10: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Students With Disabilities

3rd 4th 5th 6th0

102030405060708090

100Reading Growth

Page 11: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Student Growth By Teacher

Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 120

10

20

30

40

50

60

70

80

90

100

MAP Student Growth Data2011-2012

Reading

Page 12: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”
Page 13: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

A Year’s Growth For ALL and Accelerated Growth for Behind

Proficiency + Growth = Success FOR All

The Journey with NWEA MAP in Worthington Schools

Jas, Elementary Principal

Page 14: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Identifying

Page 15: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”
Page 16: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

THIRD GRADE SCREENING ANALYSIS READING ____FALL ____WINTER ____SPRING SCHOOL YEAR ________

TEACHER NAME:

ENTER STUDENT NAMES BY RESULT:

3 MAP READING RIT 195 AND HIGHER RIT 185—194

TIER 1

RIT 165—184 TIER 2

RIT 164 AND LOWER TIER 3

21 5

Page 17: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

IdentifyClass Scatterplot

Lucky Leading

Losing Ground Learning

Page 18: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

IdentifyClass Bubble Chart

Students of concern

The larger the bubble, the larger the growth. Blue is positive growth, and grayish white is negative growth.

Page 19: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

AYP SUBGROUPS MAP Fall MAP Fall MAP Winter

MAP Winter

MAP Spring

MAP Spring

Math Reading Math Reading Math Reading

TOTAL

WHITE

BLACK

HISPANIC

ASIAN

MULTI

ENGLISH LANGUAGE LEARNERS

STUDENTS W/ DISABILITIES

SOCIOECONOMIC STATUS

My Classroom AYP: Proficiency by Subgroup

Page 20: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Level of Intervention

Page 21: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Intervene

Tier 1 flexible grouping

Page 22: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Tiers @ Granby• Tier 1 Instruction – Provide researched based best

practices to ensure 80%+ growth for class

• Tier 2 Intervention Examples: – Project MORE (60 students)– LLI (Leveled Literacy Intervention)– Reading Recovery

• Tier 3 – Increase Frequency (how often) and/or Intensity (time) or Wilson Reading

Page 23: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Tier 1 – Benchmark• Student is progressing at grade level.• All instruction delivered within the reading block in

the regular class setting using the core curriculum.• Student is progress monitored through the standard

district-wide assessments three times per year. (Measures of Academic Progress; MAP)

• Student consistently scores at or above grade level on testing.

• 80+% of students fall in this category.

Page 24: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Tier II – 30-Minute Intervention• Student requires extra support to progress at grade level.• Student receives a moderate or high risk score on MAP, DIBELS, STAR,

and/or district grade level benchmarks.• Student receives 30 minutes of specific skill instruction. This is in

addition to the regular classroom instruction provided for all students. This service is in a small intervention group setting and/or one on one Project MORE instruction. This results in a total of 90-120 minutes additional reading instruction weekly.

• Student receives Ongoing Progress Monitoring.• Intervention group instruction occurs with a maximum of 6 weeks per

skill. • Classroom teacher, Reading Specialist, and Principal meet monthy to

review student data and make decisions about interventions provided for individual students.

Page 25: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Tier II – Action Plan• If student shows minimal or no progress following 6 weeks

of daily intervention instruction. AND student is at moderate to high risk on MAP, DIBELS, STAR, and/or district grade level benchmarks.

• In most cases, classroom teacher initiates an IAT/parent conference. See Example Folder

• Guidance will notify teachers, parents, and administration if IAT conference is scheduled.

• Reading Specialist completes additional assessments such as DRA word analysis and LLI (leveled literacy intervention) applicable assessments to provide additional documentation for IAT meeting.

• IAT meeting scheduled by Guidance.

Page 26: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

IAT ProcessIntervention Assistance Team

Page 27: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Inside Blue Folder

• IAT Scheduling Form• IAT Request Form

• IAT Plan Form• IAT Follow-up Form

Page 28: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Intervene

Identify relative strengths and areas for growth. Students self-assess “school behaviors.”

Page 29: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Progress Monitoring

Page 30: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

RtI Checklist

READING SCHOOL YEAR_2011-2012____

__X__FALL __X__WINTER ____SPRING

BUILDING NAME: Granby (a.k.a. “The Swamp”) ENTER TOTAL NUMBER OF STUDENTS IN EACH TIER:

SUBMIT COMPLETED ANALYSIS TO:

DEPARTMENT OF ACADEMIC ACHIEVEMENT AND PROFESSIONAL DEVELOPMENT

TIER 1 TIER 2 TIER 3 K Fall 0-15 letters

Winter 24-26 letters Spring 26 U & 26 L letters

ALL U 65/L 41

Fall N/A Winter 16-23 letters Spring N/A U 1/L 3

Fall N/A Winter 0-15 letters Spring 0-25 letters U 2/L 3

1 Fall List 1 and higher Winter List 3 and higher Spring List 6 and higher

34 41

Fall List 1 20-24 words Winter List 2 20-24 words Spring List 5 20-24 words

5 5

Fall List 1 fewer than 20 Winter List 1 only Spring List 4 and lower

9 1

2 Fall 65-95 wpm/higher Winter 70-100 wpm/higher Spring 75-105 wpm/higher

32 44

Fall 25-64 wpm Winter 36-69 wpm Spring 40-74 wpm

20 8

Fall 24 wpm and lower Winter 35 wpm and lower Spring 39 wpm and lower

4 4

3 RIT 185 and higher 44 64

RIT 165-184 21 5

RIT 164 and lower 5 1

4 RIT 195 and higher 53 52

RIT 175-194 6 5

RIT 174 and lower 2 1

5 RIT 200 and higher 69 72

RIT 180-199 4 3

RIT 179 and lower 2 0

6 RIT 205 and higher

52 57

RIT 185-204

10 8

RIT 184 and lower

0 0

Page 31: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Interactive Data Wall

Page 32: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

THIRD GRADE SCREENING ANALYSIS READING ____FALL __X__WINTER ____SPRING SCHOOL YEAR ________

TEACHER NAME: Third Grade

ENTER STUDENT NAMES BY RESULT:

3 MAP READING RIT 195 AND HIGHER RIT 185—194

TIER 1

RIT 165—184 TIER 2

RIT 164 AND LOWER TIER 3

166 Porter Carlson (BLC/PM) 169 Jon Locklear (ISG/PM) 171 Molly Morgan (ISG/PM) 179 Justin Huffman (BLC/PM) 179 Lynn Boyd (LLI,PM) 182 Marci Sutphina (ESL/PM)

149 Aaron Ritchey(BLC/PM)

All names are fictional . (The names have been changed to protect the innocent!)

6

1

Page 33: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

Communication w/ Teaching Staff• Weekly Team Planning w/ Administration• Monthly Data Review with Building Data Team• Professional Development Around Improving

Instruction (tier 1)• Weekly Progress Monitoring (Common Formative

Assessments)• RtI/IAT review and development• Co-Teaching during Inclusion• Reading, Math, and Science Articulation • Scheduled Intervention Period

Page 34: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

IMPROVEMENT

Page 35: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

1 2 3 4 5 6 7 8 9 10 110

20

40

60

80

100

120

140

160

47

3843

47

69

50

60

25

41

48

34

140

75

120 119115

105

117

140

113118

103

Students

WPM

2nd Grade Fall to Spring

Page 36: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

1 2 3 4 5 6 7 8 9 10 11 120

20

40

60

80

100

120

140

160

180

200

6370

100

39

76

48

6255

101

51

42

73

130133

174

115

128

89

112

131

163

110103

100

Students

WPM

3rd Grade Fall to Spring

Page 37: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

1 2 3 4 5 6 7 80

20

40

60

80

100

120

140

160

55

85

70

62

101

61

91

59

106

138

101

92

132

109114

111

Students

WPM

4th Grade Fall to Spring

Page 38: RtI  and Project MORE Granby Elementary “Where  ALL  Students Come To Grow”

RtI and Project MOREGranby Elementary

“Where ALL Students Come To Grow”