Post on 31-Dec-2015
description
Implementing RtIImplementing RtIThe Chief Joseph StoryThe Chief Joseph Story
Do’s and Don’ts: Using Do’s and Don’ts: Using Assessment to Map a Plan Assessment to Map a Plan
for Success with RtIfor Success with RtI
Jon LobdellJon Lobdell
John MancinelliJohn Mancinelli
PurposePurpose
The purpose of this presentation is to The purpose of this presentation is to clarify your own vision through our clarify your own vision through our story.story.
AgendaAgenda
A Brief HistoryA Brief History– Where we startedWhere we started– Where we are nowWhere we are now
Applying the DataApplying the Data Do’s and Don’tsDo’s and Don’ts
– StructuresStructures– ProcessesProcesses– PeoplePeople
The Felt NeedThe Felt Need
Year FRLunch Sp Ed ELL StudentsYear FRLunch Sp Ed ELL Students
2004-2005 27.3% 13.9% 0.0% 2004-2005 27.3% 13.9% 0.0% 773 773
2005-2006 31.3% 16.4% 0.0% 2005-2006 31.3% 16.4% 0.0% 653 653
2006-2007 37.0% 15.1% 0.0% 2006-2007 37.0% 15.1% 0.0% 602 602
2007-2008 40.7% 12.7% 4.0% 678 2007-2008 40.7% 12.7% 4.0% 678
2008-2009 43.7% 10.5% 2.6% 7012008-2009 43.7% 10.5% 2.6% 701
Closing the Differentiation GapClosing the Differentiation GapTypical ClassroomTypical Classroom
100%
20%
Special Ed/Resource Room
Tiered ClassroomHiCapTop 5%
Tier I> 40%
Tier II> 20%
Tier III< 20%
Take inventory of your current Take inventory of your current system…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 Take inventory of your current system…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 (Descarte).
Putting the Pieces TogetherPutting the Pieces Together
Customer Service Comment CardCustomer Service Comment Card Grouping of studentsGrouping of students Identifying the needsIdentifying the needs Building the scheduleBuilding the schedule What have we gotten ourselves into?What have we gotten ourselves into? Now how do we do this?Now how do we do this? Wow, that was cool.Wow, that was cool. Now how do we make it better?Now how do we make it better?
The Economics of it all…The Economics of it all…
LevelQty
StudentsClass Size
Raw Sections Needed
HC 15 30 .5
Tier 1 113 30 3.76
Tier 2 32 22 1.45
Tier 3 123 15 8.2
How do you maintain a program?
13.91 per core
Traditional Method283/25 = 11.32 Sections
Initial Master ScheduleInitial Master Schedule6th Grade Team - Model A
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A LA SS E/PE RP LA SS
Teacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MA
Teacher D SC SC E/PE E/PE SC SC
Teacher E LA SS E/PE E/PE LA SS
Teacher 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 ScheduleCurrent 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 InventoryTaking 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
CurriculumCurriculum
• Reading and Math Core• Tier II intervention• Tier III intervention• The time - frequency and duration
AssessmentAssessment
• 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 TypesStudent 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
Don’t kid yourself, it’s not just Don’t kid yourself, it’s not just the ‘low’ students…the ‘low’ students…
Year One: StructuresYear One: Structures
DoDo RtI – It is effectiveRtI – It is effective Talk about doctrine vs. Talk about doctrine vs.
realityreality Blend SpEd and BEA Blend SpEd and BEA
funds to support funds to support interventions in Tier III interventions in Tier III classesclasses
Recognize that there Recognize that there is a cost increase in is a cost increase in staffingstaffing
Don’tDon’t Implement Implement
interventions in a tiered interventions in a tiered program until you have program until you have the curriculum to the curriculum to support itsupport it
Limit the flexibility that Limit the flexibility that you have to move you have to move students between tiersstudents between tiers
Year One: ProcessesYear One: Processes
DoDo Develop your general Develop your general
screenersscreeners Identify benchmark Identify benchmark
and your cut scores on and your cut scores on your assessmentsyour assessments
Don’tDon’t Rely on non-normed Rely on non-normed
datadata Create a structure that Create a structure that
does not permit does not permit flexibilityflexibility
Use “opinion” based Use “opinion” based placementplacement
Year One: PeopleYear One: People
DoDo Keep parents informed Keep parents informed
early and oftenearly and often Educate your staff Educate your staff
about RtI and your about RtI and your modelmodel
Know the difference Know the difference between doctrine and between doctrine and realityreality
Use blended funding Use blended funding modelmodel
Don’tDon’t Wait – the bigger risk Wait – the bigger risk
is kids continuing to is kids continuing to fall behindfall behind
Place your Place your expectations on one or expectations on one or two people – share the two people – share the wealth!wealth!
Year Two: StructuresYear Two: Structures
DoDo Recognize the Recognize the
difference in difference in elementary and elementary and secondary assessment secondary assessment toolstools
Don’tDon’t Assume that you will Assume that you will
get it right the first get it right the first timetime
Year Two: ProcessesYear Two: Processes
DoDo Use formative Use formative
classroom based classroom based assessmentsassessments
Recognize the value of Recognize the value of trend data and growth trend data and growth rate vs. single points rate vs. single points of dataof data
Be consistent in Be consistent in progress monitoringprogress monitoring
Don’tDon’t Rely on a single point Rely on a single point
of data to make a of data to make a decisiondecision
Use comprehensive Use comprehensive assessments as assessments as screeners screeners (MSP/WASL/ITBS)(MSP/WASL/ITBS)
Year Two: PeopleYear Two: People
DoDo Learn about the Learn about the
components of literacy components of literacy and numeracyand numeracy
Don’tDon’t Think RtI will answer Think RtI will answer
all of your questions or all of your questions or solve all of your solve all of your problemsproblems
Year Three: StructuresYear Three: Structures
DoDo Develop Core (Tier I) Develop Core (Tier I)
Curriculum and Power Curriculum and Power StandardsStandards
Develop Common Develop Common AssessmentsAssessments
Don’tDon’t Rely on tiers without Rely on tiers without
maintaining maintaining differentiation at all differentiation at all levelslevels
Let RtI tiers become a Let RtI tiers become a “place”“place”
Year Three: ProcessesYear Three: Processes
DoDo Include behavioral Include behavioral
analysis and analysis and interventions as part interventions as part of academic of academic assessmentassessment
Don’tDon’t Use screeners to drive Use screeners to drive
instructioninstruction Don’t feel like you Don’t feel like you
need to buy need to buy commercial commercial assessment toolsassessment tools
Year Three: PeopleYear Three: People
DoDo Continue to conduct Continue to conduct
staff development staff development about RtIabout RtI
Develop a PLC Develop a PLC structure that is structure that is focused on student focused on student learninglearning
Don’tDon’t Assume everybody Assume everybody
knows what the knows what the lessons that we have lessons that we have learned over timelearned over time
References/Further StudyReferences/Further Study OrRTI - OrRTI - Oregon Response to InterventionOregon Response to Intervention — — TigardTigard-Tualatin -Tualatin
School DistrictSchool Districtwww.ttsd.k12.or.us/district/student-services/orrti
OSPI RtI - OSPI RtI - www.k12.wa.us/RTI/ Foundational Book on All Things RtI: Foundational Book on All Things RtI:
– Pyramid Response to InterventionPyramid Response to Intervention, by Buffum, Mattos, , by Buffum, Mattos, WeberWeber
Nuts & Bolts of RtI Realities: Nuts & Bolts of RtI Realities: – Whatever It TakesWhatever It Takes, by DuFour, DuFour, Eaker, Karhanek, by DuFour, DuFour, Eaker, Karhanek
Purposeful Goals & Objectives:Purposeful Goals & Objectives:– Designing & Teaching Learning Goals & ObjectivesDesigning & Teaching Learning Goals & Objectives by by
MarzanoMarzano
Contact InformationContact Information
Jon LobdellJon Lobdell
Jon.Lobdell@rsd.edu
(509) 967-6403(509) 967-6403
John MancinelliJohn Mancinelli
John.Mancinelli@rsd.edu
(509) 967-6404(509) 967-6404
Chief Joseph Middle SchoolChief Joseph Middle School
504 Wilson Street504 Wilson Street
Richland, WA 99352Richland, WA 99352