RtI/ExCel Update

Cambrian School District

January 12, 2012

Overview

Response to Intervention (RtI) review

ExCel Model

ExCel in Cambrian

Moving Forward

What is RtI?

RtI is not about specialed, general ed,

bilingualed or alternativeed…it’s about every

ed!

-Judith Elliott 2006

RtIResponse to Intervention

Established in accordance with thereauthorization of the Special

EducationAct, 2006

Ensure students are provided witheffective, research based instructionalpractice and curriculum prior to beingassessed for Special Education

RtI Core Principles

Data-based

decision making

Intervene early

Effectively teach all students

Research based instruction and interventions

Assessment-instruction alignment

Staff development

through collaboration and training

Academics

Intensive Instruction/Intervention Individual Students High Intensity Of longer duration Special Ed staff

Universal Instruction All students Preventive, proactive Differentiation, ExCel

PBIS All students

Preventive, proactive School Wide

System & Structure

RtI

Tier 1: 80 – 85%

Tier 3: 3 – 5%

Targeted Instruction/Intervention Some students High efficiency Rapid response Some ExCel, RSP, SuccessMaker

Behavior

PBIS Individual students

Functional Behavior Analysis Counselors, Psychologists, Behaviorist

PBIS Some students Behavior Support Plans

Counselors, Psychologists, Intervention Team

Check in Check out (CICO) Tier 2: 10 – 15%

ExCel

Collaborative instructional delivery model

Belief that all students can learn and it isour responsibility to ensure learning isachieved

Flexible clustering of students by assessedinstructional need

Intense direct and differentiated instructionprovided at each level to meet students

needsduring that time

ExCel

Effective collaboration of teachers andsupport personnel to determine lesson

plans,differentiation, and student placement

Use of common assessments within eachgrade level

Process, NOT a program

ExCel in CambrianEstablished and sustainable

Collaboration deepening with increased data

analysis

Slight variations between the schools

New this year• SuccessMaker in all Intensive groups• Full time RSP teachers• DRA2 for 1st grade in Winter/Spring

Bagby2011-12—Fifth full year

2007--Initial training and planning inspring

Strong, organized, focused, part of theschool culture

Use of common movement assessments

“Fly on the Wall,” focused on instruction

Farnham 2011-12—Third full year

2009--Initial training and planningin spring

Committed, organized, focused, the way

they do business

Review growth assessments, Observeand feedback

Fammatre2010-11—Fourth year

2008--Initial training and planning inspring

Committed, strong, organized,focused collaboration

Observe and feedback, “Fly on theWall”

Sartorette2011-12--Third year

2009--Initial training and planning in spring

Committed, organized, established

Movement assessments, “Fly onthe Wall”

Moving Forward

Support in spring from ExCel coach

Ensure sustainability at all schoolsContinue support with stages ofprocess in 2012-2013, varies per site

Student achievementTeacher collaborationQuality of instruction, intervention, and

assessment

Moving Forward

Ensure SuccessMaker well establishedwith increased use of reports

Continue deepening of collaboration

Use of DRA2 by all K-2 teachers

Maintain high level of District support