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RTI at Fort Logan Elementary By name. By need. Day 1

RTI at Fort Logan Elementary By name. By need. Day 1

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Page 1: RTI at Fort Logan Elementary By name. By need. Day 1

RTI at Fort Logan Elementary

By name. By need. Day 1

Page 2: RTI at Fort Logan Elementary By name. By need. Day 1

What is the purpose of RTI?

Response to Intervention is a framework for supporting students who are potentially at risk and assisting them before they fall behind.

RtI is grounded in high quality core classroom instruction for all students which is then supplemented as necessary by progressively more intensive interventions for students who may struggle with reading or mathematics.

Page 3: RTI at Fort Logan Elementary By name. By need. Day 1

Key Components Periodic universal screening to

determine which students may need additional instruction.

DIBELS & DAZE benchmarks, Ed Pro, CSAP, CBQMs, unit exams Ongoing progress monitoring to

determine the effectiveness of additional instruction.

DIBELS & DAZE progress monitoring, exit tickets, classroom performance

Page 4: RTI at Fort Logan Elementary By name. By need. Day 1
Page 5: RTI at Fort Logan Elementary By name. By need. Day 1

RTI at Fort LoganWhat does our data

say?

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Colorado Growth Model: CSAP Results

Page 7: RTI at Fort Logan Elementary By name. By need. Day 1

Colorado Growth Model: CSAP Growth

Colorado Growth Model

0

10

20

30

40

50

Reading Writing MathSubject

Year

2008200920102011

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Colorado Growth Model: Fort Logan Growth vs. AYP

School Scores vs. AYP

0

10

20

30

40

50

60

Reading Writing Math

2011 Scores2011 AYP

Page 9: RTI at Fort Logan Elementary By name. By need. Day 1

Data Discussion

Partner Talk– What accounts for the variations in results

over the past four years? – What role had / can RTI play in these

results? – What explains Fort Logan’s success in

math during the 2010 - 2011 school year?

Page 10: RTI at Fort Logan Elementary By name. By need. Day 1

Ed Performance Reading Growth

Reading Growth 2010 - 2011

0

500

1000

1500

2000

2500

3000

3rd 4th 5th

Beginning of theYearEnd of the Year

Page 11: RTI at Fort Logan Elementary By name. By need. Day 1

Ed Performance Incoming Reading Data

2010 vs. 2011 Incoming Student Scores in Reading

1800

1900

2000

2100

2200

2300

2400

2500

3rd 4th 5th

2010 Beginning ofthe Year2011 Beginning ofthe Year

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Data Discussion

1.) Look at your classroom reading data. Write down trends that you notice. (10 minutes)

2.) Share and discuss with your grade level teams. (15 minutes)

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Ed Performance Math Growth

Math Growth 2010 - 2011

0

500

1000

1500

2000

2500

3000

3rd 4th 5th

Beginning of theYearEnd of the Year

Page 14: RTI at Fort Logan Elementary By name. By need. Day 1

Ed PerformanceIncoming Math Data

2010 vs. 2011 Incoming Student Scores in Math

19001950200020502100215022002250230023502400

3rd 4th 5th

2010 Beginning ofthe Year2011 Beginning ofthe Year

Page 15: RTI at Fort Logan Elementary By name. By need. Day 1

Data Discussion

1.) Look at your classroom math data. Write down trends that you notice. (10 minutes)

2.) Share and discuss with your grade level teams. (15 minutes)

Page 16: RTI at Fort Logan Elementary By name. By need. Day 1

Wrap Up

Trends?

Observations?

Themes?

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RTI at Fort Logan Elementary

By name. By need. Day 2

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Enough already….What’s the plan?

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Page 19: RTI at Fort Logan Elementary By name. By need. Day 1

Step 1:

Define the problem.

Page 20: RTI at Fort Logan Elementary By name. By need. Day 1

A problem is the difference between what is observed/measured and an

expectation for a student.

Example: Randy is reading at 45 words per minute,while the grade level norm is 70 wpm.

Example: Samantha is able to successfully add and subtract one digit numbers only 50% of the time. Theclass expectation is that students will add and subtractone-digit numbers correctly 95% of the time with demonstrated automaticity.

Page 21: RTI at Fort Logan Elementary By name. By need. Day 1

Step 2

Collect Data

Page 22: RTI at Fort Logan Elementary By name. By need. Day 1

Body of Evidence

The classroom teacher then collects a body of evidence to illustrate the problem.

Examples: Unit tests, running records, DIBELS, DAZE, EdPro, classwork, anecdotal notes, behavior referrals, etc.

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Step 3

PLC/Data Team Meeting

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PLC Time Set aside time during one of your bi-weekly

PLC meetings to discuss the problem you have defined.

Bring your body of evidence. Set an ambitious yet feasible goal for the

student. Brainstorm and record possible Tier 1

interventions for the student. Implement these interventions with fidelity. Schedule a follow-up meeting in 2 weeks to

discuss student progress.

Page 26: RTI at Fort Logan Elementary By name. By need. Day 1

Sources for Information on Interventions

www.interventioncentral.org Great ideas for academic and

behavioral interventions http://intro2rti.wikispaces.com Lots of different RTI resources brought

together http://rtinetwork.org Differentiation ideas and RTI models

Page 27: RTI at Fort Logan Elementary By name. By need. Day 1
Page 28: RTI at Fort Logan Elementary By name. By need. Day 1

Step 4

Determine Progress

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Implement alternative Tier 1 intervention Bring student data to PST

Has not made adequate progress

Continue current intervention

Progress indicates growth

Student Goal

Page 30: RTI at Fort Logan Elementary By name. By need. Day 1

Step 5

Problem Solving Team

Page 31: RTI at Fort Logan Elementary By name. By need. Day 1

Problem Solving Team

Schedule a meeting with the PST. Bring body of evidence, including

documentation of all Tier 1 interventions. PST brainstorms possible new Tier 1 or Tier

2 interventions. PST sets goals for the student. Implement agreed upon interventions. Schedule a follow-up meeting in one month

to assess progress.

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Who should be there?-Classroom teacher-Interventionists-RTI coordinator-Building leadership-PST team members-Parents

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Step 6

Determine Progress

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Implement alternative Tier 2 intervention Implement Tier 3 intervention

Has not made adequate progress

Continue current intervention

Progress indicates growth

Student Goal

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RTI and Special Education

“RTI models are worth the effort

required for implementation, as they advance identification of and intervention for learning disabilities by linking these two domains”

(Fletcher, 2004)

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Pushing our High Students

How are we pushing our gifted and advanced students higher?

Page 39: RTI at Fort Logan Elementary By name. By need. Day 1

Sheridan School District Gifted and Talented Data

Gifted and Talented programming is the only area in which we are consistently exceeding AYP expectations.

Colorado Growth Model vs. AYP

0

10

20

30

40

50

60

70

Reading Writing Math

Gifted and TalentedCSAP GrowthScoresAYP

Page 40: RTI at Fort Logan Elementary By name. By need. Day 1

Data Discussion

What accounts for our success in advanced student programming?

How can we carry that success into other areas of instruction?

Page 41: RTI at Fort Logan Elementary By name. By need. Day 1

What has already been done?

COGAT screening for all current 3rd and 4th graders in 2010-2011 school year.

Results emailed to 3rd and 4th grade classroom teachers over the summer.

Analysis of CSAP, Ed Performance, and DORF and DAZE scores.

Page 42: RTI at Fort Logan Elementary By name. By need. Day 1

Future Identification Continue COGAT testing for incoming 3rd graders. Test 4th and 5th grade students on an as-needed

basis, resulting from teacher observation. Train staff in Gifted and Talented observation and

identification tracking. Continue to monitor students achievements as

measured by CSAP, Ed Performance, DORF, and DAZE.

Page 43: RTI at Fort Logan Elementary By name. By need. Day 1

Meeting the needs of GT and advanced students

at Fort Logan

Page 44: RTI at Fort Logan Elementary By name. By need. Day 1

Math– Hire teacher for advanced 5th grade math class.– Advanced 3rd and 4th graders attend next grade level

math class. – Use compilation of Ed Performance data, CSAP scores,

COGAT scores, end of the year summative assessment (3rd and 4th grade students only), and teacher observation to determine placement.

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Reading– Consider creating an advanced language arts

flex group at each grade level.– Consider creating independent studies within

core reading classes using web resources.

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Gifted and Talented Resources www.cec.sped.org

Offers a variety of documents and suggestions on gifted and talented programming.

http://www.nsgt.org/A nonprofit organization dedicated to the advancement of gifted and talented students. Great resources on classroom differentiation and more.

Page 47: RTI at Fort Logan Elementary By name. By need. Day 1

RTI at Fort Logan Elementary

By name. By need. Day 3

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What is your

role in RTI?

Page 49: RTI at Fort Logan Elementary By name. By need. Day 1

Building Leadership

Barb and Sheri• Attend problem-solving team meetings

at-least monthly• Create a schedule that allows staff

members to implement needed Tier 1, Tier 2, & Tier 3 interventions

• Monitor integrity of interventions• Monitor integrity of data

Page 50: RTI at Fort Logan Elementary By name. By need. Day 1

RTI Coordinators

Jason & Julie Support buildings in developing

problem-solving team Monitor and organize problem-solving

process, including scheduling meetings Attend district coordinator meetings Collect documentation forms Monitor interventions

Page 51: RTI at Fort Logan Elementary By name. By need. Day 1

RTI Team

Support the building in developing building-wide documentation and processes for RTI.

Compile lists of appropriate Tier 1, Tier 2, and Tier 3 interventions

Assist colleagues in carrying out the RTI process

Page 52: RTI at Fort Logan Elementary By name. By need. Day 1

Problem Solving Team Assign roles (Meeting Facilitator, recorder, time keeper)

Define problem Determine if further assessment is needed Analyze data and set student achievement

goals Suggest, agree upon, and document

interventions Develop a plan for implementing data

Page 53: RTI at Fort Logan Elementary By name. By need. Day 1

Interventionists

Provide interventions with fidelity Communicate with classroom teacher

and case manager on a frequent basis about intervention effectiveness

Support classroom teachers in developing interventions for at-risk students

Page 54: RTI at Fort Logan Elementary By name. By need. Day 1

Special Educators

Case managers for those students with IEPs

Provide interventions for IEP students with fidelity

Communicate with classroom teacher on a frequent basis about intervention effectiveness

Page 55: RTI at Fort Logan Elementary By name. By need. Day 1

Classroom Teachers Identify students not making sufficient progress

or not meeting their potential Communicate with parents regarding student

progress, identified concern and meeting date Complete documentation for problem-solving

team Collect and discuss data at Tier I with grade-

level or content-level teams Attend problem-solving team meeting Support and participate in the intervention plan

Page 56: RTI at Fort Logan Elementary By name. By need. Day 1

Families

Collaborate with teachers regarding identified need

Share information about child and family as appropriate

Support student learning at home Attend problem-solving team meeting

and partner in intervention planning and progress monitoring

Page 57: RTI at Fort Logan Elementary By name. By need. Day 1

Together we can do it!

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Sources Colorado Department of Education. (n.d.). Learn about rti. Retrieved from

http://www.cde.state.co.us/rti/LearnAboutRtI.htm

Colorado Department of Education. (Producer). (2008). Introducing colorado's growth model - tutorial #1: overview. [Web Video]. Retrieved from http://www.cde.state.co.us/media/cdeedserv/growthmodel/GrowthModelIntroPt01.html

Colorado Department of Education. (Producer). (n.d.). Response to intervention - meeting the needs of all students. [Video]. Retrieved from http://www.cde.state.co.us/media/rti/rtivideo/rti.htm

Colorado Department of Education. (2011). The colorado growth model. Retrieved from http://www.schoolview.org/ColoradoGrowthModel.asp

Colorado Department of Education, (2008). Response to intervention (rti). Denver, CO: Government printing office. Retrieved from http://www.cde.state.co.us/rti/LearnAboutRtI.htm

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Sources (cont.) Doing What Works. (Photographer). (n.d.). Visual diagram: using student

achievement data to support instructional decision making. [Print Graphic]. Retrieved from http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/topic/?T_ID=30

Fletcher, J. (2004). Identifying learning disabilities in the context of response to intervention: a hybrid model. Retrieved from http://www.rtinetwork.org/learn/ld/identifyingld

Mulrine, C. F. (2011, September 24). How to create online learning environments for gifted and talented learners. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CAT=none&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=10669

Talent act: to aid gifted and high-ability learners by empowering the nation's teachers act s.857 and h.r. 1674. (2001, May). Retrieved from http://www.cec.sped.org/ScriptContent/Custom/miniSearch/searchResults.cfm?q=TALENT+Act

Scantron performance series. (n.d.). Retrieved from http://www.edperformance.com/