District Response to Instruction and Intervention Reflection and Planning.
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District Response to Instruction and Intervention Reflection and Planning
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Transcript of District Response to Instruction and Intervention Reflection and Planning.
District Response to Instruction and Intervention
Reflection and Planning
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Our goalBy 2017, the RTI2 Framework will reduce the number of students scoring below basic on the NAEP.
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Guiding Question One: How do you use data? What are your sources of data? What data do
you use when?
Guiding Question Two: How do you ensure that RTI2 is
running with fidelity?
Guiding Question Three: How are interventions
different than what happens during regular
instruction?
Guiding Question Four: How do I create a space for skills
instruction to occur regularly for all students at different
grade levels and with different needs?
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Material Walk Through
Next Steps Action Planning Toolkit
• Agenda (p. 3-4)
• Four Guided Question section tabs• Discussion protocol
• Notes page
• Discussion Tool, SWOT, Guided Question Planning
• Resources (p. 15)
• Next Steps Action Planning documents tab
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Our Guiding Principles
1. Leadership at the state, district, and building level is essential for ensuring the success of ALL students throughout the RTI2 Framework
2. A culture of collaboration that is focused on student achievement, for both struggling and advancing students, should include educators, families and communities
3. RTI2 is a process focused on prevention and early intervention that uses assessment data for instruction, intervention and transitions between tiers
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Objectives • Develop/revise an RTI2 action
plan with clear next steps that is tailored to district capacity and meets state requirements.
1. Respect for diverse needs of district teams in whole group discussions.
2. Engage fully and avoid personal technology use.
3. Use planned agenda items fully and respect the air time of whole group to ensure agenda timeline is followed.
3. Transparent collaboration during district work time and whole group discussions.
4. Utilize work time effectively to clarify district needs and plan steps to move forward.
5. Parking Lot for unanswered questions and return answers sent through CORE office in one week.
Norms
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The why of RTI2
Rucker-Stewart Middle School studentSumner County
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Mark Gullion, Cedar Grove Elementary School, Rutherford County
Guiding Question Two: How do you ensure that RTI2 is running with fidelity?
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Discussion Scenario Two
1. We need five volunteers. 2. Then, turn to the discussion scenario on page 28 of your Action
Planning Toolkit. 3. Role Play4. Discuss the questions provided. 5. Think about suggestions for this team on how to improve this
planning meeting.
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Data Team Levels
District level teams
Responsibilities:
• ensure the fidelity of the RTI2 framework
• work to organize professional development
• set and monitor timelines for implementation
• guide the implementation of RTI2
School based teams
Responsibilities:• make data-based decisions
• evaluate effectiveness of instruction and intervention based on school level data
• review and discuss all student data and student attendance in interventions
• align interventions to specific area(s) of deficit for each student
• ensure that interventions are implemented with integrity
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How do we determine fidelity?
Fidelity of Intervention DeliveryData collected: comparative groups of student progress monitoring data, walk through observation checks, intervention lesson plans, and overarching student transition data Note: walk through observation vs TEAM observation
Use: determine if the intervention is being delivered effectively.
Fidelity of Student PlacementData collected: individual student progress monitoring data, analysis of rate of improvement, attendance in intervention, student behavior, student social and emotional needs
Use: determine if student’s rate of improvement is showing adequate progress
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Why do we determine fidelity?
Tier I Instruction
TEAM Observations
Mastery Assessments
Ensuring Core Curriculum Effectiveness
Tier II/III Intervention
Walk Through Observation
Progress Monitoring
Ensuring Intervention Curriculum Effectiveness
Student Achievementof grade level curriculum
Student Growth
towards skill mastery
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What does fidelity look like for school data teams?
Tier II think “targeted” fidelity• Student data as targeted group • Student data as individual• Lesson Plans• Walk through observations
Tier III think “intensive” fidelity• Student data as small group• Student data as individual• Consistent walk through
observation data
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District Discussion Time
1. Discussion Protocol (p. 31)• analyze the existing data tools• what are you using the data results for • how the data drives decisions for different tiers of instruction
2. SWOT Protocol (p. 35)• what are the strengths of using data • where are your gaps• how can you use your strengths to overcome your gaps• what are threats to success
15 minutes
End
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SWOT Sharing
Strengths Weaknesses
Opportunities Threats
1. Count off at table and move to numbered group.
2. Share with mixed group.
3. Return to district group to share experiences from other districts.
4. Prepare post it for shared.
5. Move to the Post It note that matches your number and share with others.
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Action Planning (p. 36 and p. 144)
1. Resources Walk (p. 37)
2. Planning
3. A Focus on Key Messages and General Rules of Practice
20 minutes
End
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Contact Information
Suzanne Keefe,Director of Special Projects
Lisa Coons, Deputy Director of Instructional Leadership Support
