Whitehall-Coplay M.S.-Secondary RtII April 21, 2011

Beth Breiner and Sharon Kinney

Carbon Lehigh Intermediate Unit

Goals for Today

- Digital Repository for WCMS RtII- Core Team Goals & Expectations- Phases of Implementation Document- Review the Completed Self-Assessment Tool- Action Plan

Lunch – 11:00

http://whitehallcoplaymsrtii.wikispaces.com/

Why YOU were selected to be a member of the RtII Core Team

Commitment to helping students’ achieve success;

Intelligence;

Ability to communicate effectively;

Attitude to see “the glass half full”;

Respectfulness with colleagues, administration, and parents;

Enthusiasm to learn;

Readiness to be a “Team” player

Willingness to undertake a challenge;

Fearlessness to change that benefits student learning!

Role as a Core Team Member…

A. To be an individual that fellow educators can turn to with questions, concerns, problems;

B. To bring those questions, concerns, problems, etc. that are shared with you to the attention of the whole RtII Core Team;

C. To be a problem solver;

Expectations…

A. To be a part of the solution, not a part of the problem; B. To be an advocate in a cultural shift as outlined in the following chart.

Please take a minute to…..

There are 7 components of a Cultural Shift.Read each line and check the box that reflects where you are in your thinking.

Sharing your thinking…

1) Count off by 3’s.2) In a group of 3, please take the next two minutes to

have each person share what theychecked for each line in Component #1

3) NEXT: Would the person who is the one in the group, please stand up and move to the group to the RIGHT.

4) In the new group of 3, please take 2 minutes to share what each has checked for Component #2 & #3

Continuing to share…

1) NOW: Would the person who is the two in the group, please stand up and move to the group to the left.

2) Take the next two minutes to have each person share what they checked for each line in Component #4 & #5.

3) NEXT: Would the person who is the three in the group, please stand up and move to the group to the RIGHT.

4) In the new group of 3, take 2 minutes to share what each has checked for Component #6 & #7.

Post your thinking…

1) Each group will begin at a different chart.2) Place a star in a box, after each statement to

represent your thinking.3) Be patient – some charts (Components) have

have more lines than others.4) When given the signal, please move to the

right and REPEAT #2.

Phases of Implementation

Phase 1 - 2010 thru 2011 (1 year): A. Developing an understanding of the RtII Framework.B. Self-assess readiness for RtII.C. Develop an action plan for the implementation of RtIID. Develop an understanding and implementation of SWPB.E. Meet with a 5th grade RtII Transition Team to plan for the continuation of existing 5 th grade interventions. (Literacy Supervisor, Reading Specialists, Special Education Teacher)F. Compare 5th grade interventions to existing 6th grade interventions.G. Identify needed interventions for the 2011-2012 school year.H. Identify who will provide intervention instruction for the 2011-2012 school year.I. Establish a Core Data Team of Principal, Psychologist, Literacy Supervisor and Reading Specialist.J. Identify an individual to be responsible for the management, organization, and presentation of data.K. Develop a student schedule that will allow for intervention instruction and data team meetings on a weekly basis. If you are getting the data, you need to provide time to analyze and plan for response to the data.L. Use AIMSweb as the Universal Screening Tool and progress Monitoring Tool INSTEAD of DIBELS Next.

Phase 2 - 2011thru 2012 (1 year):

A. Implement Universal Screening to ALL STUDENTS (THE PRIMARY PURPOSE OF UNIVERSAL SCREENING IS TO DETERMINE WHICH STUDENTS NEED HELP and OCCURS 3 TO 4 TIMES A YEAR, i.e. fall, winter, spring.)

B. Analyze and understand the data that is reported from the tools. Assessment results are objective and specific rather than anecdotal or opinion-based.

1) for the principal – examine results to compare school’s grade by grade performance; examine school’s rate of growth as compared to the national norms; view how much each growth each teacher is making with the students; provide parents with objective data on individual and school performances.

2) for central office – examine results for patterns and trends, use results for decision making purposes

3) for the teacher – objectively view the progress of an entire class on specific standards; examine the progress of an individual child weekly; not waiting to the test to determine deficit areas for students

C. Implement interventions at Tiers I, II and III.

• D. Establish a schedule and design for teams to meet, analyze, and monitor student progress.

• E. Establish school-wide baseline line data.

• F. On-going, scaffolded and deep Professional Development on data analysis.

• G. Self-assess the middle school’s movement toward implementation of RtII.

• H. Establish action-planning in measurable terms.

Phase 3 – 2012 thru 2013 (1 year):

A. Continue to analyze and understand the data that is reported from the tools.

B. Continue to self-assess the middle school’s movement toward implementation of RtII.

C. Continue to revise and establish action-planning in measurable terms.

The Completed Self-Assessment Tool

Action Planning

Communicating RtII

• Who should receive communication regarding RtII?

• What needs to be communicated?• How should it be communicated?• By whom should it be communicated?

How will I advocate for this?

6th Grade Information Mtg.

What part can you play?