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RtIRtI22/ExCEL /ExCEL UpdateUpdate
Cambrian School DistrictFebruary 9, 2010
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What is RtI?What is RtI?
RtI is not about special ed, general ed, bilingual ed or alternative ed…it’s about every ed!
-Judith Elliott 2006
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RtI—Response to RtI—Response to InterventionIntervention
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• What is it• A Federal response articulated in the
Individuals with Disabilities Improvement Act (IDEIA 2004) Ratified October 2006
• The Intent• To assure students are first provided
with effective, research based instructional practice and curriculum prior to being assessed for Special Education.
• If the student responds to this type of instruction, there isn’t a learning disability needing Special Education support.
RtIRtI22—Response to —Response to Instruction and Instruction and Intervention Intervention
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The practice of providing highquality instruction/interventionmatched to student needs and
usinglearning rate over time and the
level ofperformance to make important
educational decisions.
RtIRtI2 2 GoalGoal
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Eliminate achievement gaps through a school wide process that
provides assistance to every student, both high achieving and
struggling learners.
Effectively teach all childrenIntervene earlyUse research-based, scientifically
validated interventions/instructionMonitor student progress to
inform instructionUse data and assessments to
make decisionsDevelop staff through
collaboration and training in assessments, data analysis, and research based instructional practices and strategies.
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RtI Core PrinciplesRtI Core Principles
Pinpoints◦ High-quality instruction◦ Frequent progress monitoring◦ Increasingly intense levels of
intervention ◦ Data-based decision-making
Supports◦RtI2 mandates, Tier 1, part of Tier 2 ◦Targeted instruction and
interventions for all students
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ExCELExCEL
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Intensive Instruction Tertiary Intervention Individual, intensive instruction with Progress monitoring
Benchmark Classroom Instruction Primary Intervention Differentiation, ExCel
RtI2
Tier 1: 80-85% of Students In General Education Classrooms
Tier 3: 3 – 5%
Strategic Instruction Secondary Intervention Supplemental, small group Instruction with progress Monitoring, ExCel
Tier 2: 10 – 12%
Receive initial trainingSet up processes for
◦ Universal Screening ◦ Tiered instruction ◦ Student placement based on ongoing
assessments◦ Collaborative grade level planning and
teaming ◦ Strategic use of support staff
Begin implementationContinual review and improvement of
processesCoaching to deepen implementation
and hone quality instruction.Ensure sustainability
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ExCEL ProcessExCEL Process
Bagby◦ 2007-Initial training, planning, and implementation◦ 2009-2010--3rd year
Fammatre ◦ 2008-Initial training, planning, and implementation◦ 2009-2010—2nd year
Farnham and Sartorette◦ 2009—Initial training and planning in spring◦ 2009-2010—1st year
Planning and implementation for all grade levels between August and February
Note: 2009-2010--All schools receive coaching in grade level support and progress monitoring tailored to their current level of implementation.
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Cambrian TimelineCambrian Timeline
BagbyOverall API went from 875 to 906 in 2009, a growth of 31 points.
Since 2006 Hispanic students made a growth of 69 points in API and SED students made a growth of 78 points in the same time frame.
Number of students attaining advanced on the CST grew 5 percentage points since 2007 while the percentage of basic, below basic, and far below basic dropped 5 percentage points.
Proficiency in ELA increased 16 percent for Hispanic students and 10 percent for SED students.
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DataData
Fammatre Overall API went from 888 in 2007 to 913 in
2009, a growth of 31 points. Between 2008 and 2009, SED API rose from
807 to 810 with Hispanic API moving from 860 to 847 in same time period.
From 2008 to 2009, proficiency in ELA increased 3.4 percentage points for Hispanic students, 7.9 for SED students, and 31 for EL students.
In 2009, the percent of students reaching Prof or Adv in ELA has grown and is being monitored through longitudinal individual student studies. 13
DataData
Parents◦ “I like that my child has group based project
learning opportunities that focus on reading comprehension.”
◦ “My children love the challenge of it and I am amazed listening to them talking about their reading. They are so articulate.”
◦ “It is a great program because it branches out and offers children ready for challenge a lot more. It builds on itself.”
◦ “I like it because it does not place a ceiling on the children in the classroom. Their needs are all being met at different levels and they can all move at their own pace.”
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TestimonialsTestimonials
Students◦ “I like ExCEL because I like the stories we
read. I like the subjects of the stories.”◦ “ExCEL is interesting because I learn new
words that I have never heard before.”◦ “I like having a ‘menu’ of projects and
activities to choose from.”◦ “We get to learn about interesting things and
fun stuff like animals in the rain forest. I like the magazines we read.”
◦ “Can I go back now? It is Power Group time.”
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TestimonialsTestimonials
Teachers◦ “Struggling students are showing more confidence as
the content is at their level.”◦ “I think RtI is a great way to reach all children at an
attainable level. It is wonderful to see quiet, unsure kids blossom and become excited because they can finally access their learning.”
◦ “I have observed tremendous growth from students since we started. They are more engaged and involved.”
◦ “I could never go back to the way it was before.”
Reading Intervention Aide◦ “Working with the strategic students is amazing and
the growth they have made in just half a year is incredible. They are getting so confident about their reading. It is a great opportunity for them.”
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TestimonialsTestimonials
ExCel◦ Continue implementation and honest
evaluation of processes Student achievement and confidence Teacher collaboration Quality of instruction
◦ Build sustainable process for targeted instruction and intervention
RtI2
◦ Continue development of distinct interventions for Tier 2 and Tier 3
◦ Implement consistent student tracking and documentation process
◦ Consider behavior component17
Next StepsNext Steps
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