Promoting Student Acheivement

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Promoting Student Acheivement Through
RtI Building a Collaborative Framework
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RTI is the ultimate school improvement journey
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Assessment NWEA, AIMSweb, PALS
Instruction
RTI
Problem-Solving Organization Interventions,
Progress Monitoring (AIMSweb), TIENet
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GOALS 2009-2010

• Continuous measurement NWEA, AIMSweb, NECAP
• Data-driven teams
• Grade Level (Tier 1 and 2)
• RTI Building Team (Tier 2 and 3)
• Clearly defined RTI Process
• Communication System - TIENet
• Supporting faculty including professional
  development.

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Steps of Problem-Solving
2. Analyze Problem Why is the problem occurring?
1. Define Problem What is the discrepancy between
what is expected and what is occurring?
3. Plan Intervention What is the goal? What is
the intervention plan to address this goal? How
will progress be monitored?
5. Evaluate Student Progress Is the intervention
plan effective?
4. Implement Intervention How will implementation
integrity be ensured?
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Problem Solving for Student Success

• What do we want?
• Do we have it?
• If not, how are we going to get it?
• Did we get it?

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Continuous Measurement

• A commitment is made to assess basic
• academic skills of students grades K 10 three
  times per year to ensure adequate progress.
• Students who are not making adequate
• progress will be monitored more
• frequently to inform instruction and evaluate
  intervention effectiveness.

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Newports Measurement System for Screening all
students

• Benchmark all Students K-1 three times each year
  with PALS (Phonological Awareness Literacy
  Screening) for early literacy and AIMSweb for
  early numeracy, DRA in January May.
• Benchmark all students 2-10 three times each year
  (September, January, and May) with NWEA
  (Northwest Educational Association).

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Identifying Student Needs

• Use Assessment data from NWEA, PALS, and AIMSweb
  to determine who is on grade level and who is
  not.
• TIENet will be our curriculum and assessment
  system. Assessment data for each student will be
  available in TIENet.

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Assessment Data
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School Wide Organization to Facilitate RtI

• The school as the host environment must be
  organized to help teams look at, understand and
  use the data to help students move forward.
• Each school will have a RtI team composed of
  teachers, specialists and principal. These
  groups are flexible depending on student need.

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RtI Teams

• Teams guided by a problem solving model.
• Assessments/progress monitoring is linked to
  instruction and intervention.
• Teams are well-balanced and not perceived as
  special education teams.

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RtI Process

• Prioritize and define problems using data.
• Identify causes over which they have control..
• Set specific student goals.
• Intervene, not just accommodate.
• Monitor progress.
• Interventions are delivered as planned.
• Define success using data.

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Problem Solving Groups
RTI Team
School Improvement Team
Reading Teachers
Math Interventionist
Grade Level/ Department Teams
Sp.Ed. Teams
IIT Teams
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RTI Team
Grade Level/Department Teams
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Newports Benchmark Criteria for Increasing Level
of Instruction

• Core (Tier I Instruction)-
• Students scored at or above 50th percentile
  continue
• Continue core instruction.
• Any interventions at this level are the result of
  a gap in the curriculum and are delivered to the
  entire class (ex. Rocket Math).

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Newports Benchmark Criteria for Increasing Level
of Instruction

• Targeted (Tier II Instruction)-
• Students scored between the 49th and 11th
  percentile.
• Progress monitored every three weeks by the
  classroom teacher.
• Interventions generally take place in the
  classroom and are implemented by the classroom
  teacher.
• Intensive (Tier III Instruction)-
• Students scored at or below the 10th percentile.
• Students are progress monitored weekly by a
  specialist and/or the classroom teacher.
• Interventions at this level are more intensive
  and are provided by a specialist and/or the
  classroom teacher.
•  

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Sample Fall Agenda

• Review Fall NWEA benchmark data.
• Identify the students who are at grade level
  based on the assessment data.
• Identify the students who are below grade level
  based on the assessment data.
• Identify the students who are well below grade
  level based on the assessment data.
• Begin to use AIMSweb to progress monitor students
  well below grade level.
• If the percentage of students at grade level is
  below 80, discuss grade level wide opportunities
  for making the core program more robust for this
  cohort.
• Discuss what you are doing to challenge your
  highest skilled students
• Which teams at your school can use data in this
  way?

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Data-Driven Team Tier 2/3 Mission
Collaborate to provide interventions in support
of students within general education population.
2. Problem Analysis What specific supplemental
and intensive instruction is needed?
1. Problem Identification For which students is
the core program not sufficient and why?
3. Plan Development How will supplemental and
intensive instruction be delivered?
5. Plan Evaluation Which students need to move to
a different level of instruction?
4. Plan Implementation How will effectiveness of
supplemental and intensive instruction be
monitored?
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Tier II Targeted

• The characteristics of Tier II interventions are
  core instruction with differentiated instruction
  plus
• Small group instruction with scientifically based
  practices that target most common needs and are
  aligned with the core curriculum.
• Frequent progress monitoring (every three weeks).
• Intervention by classroom teacher.
• Students receive this strategic instruction when
  they fall below the 50th percentile and above the
  10th percentile on benchmark testing.

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Tier III Intensive

• The characteristics of Tier III interventions
  are
• Increased intensity, duration and frequency of
  interventions.
• Intensive individualized instruction or small
  group instruction with no more than 3- 5 students
  in a group.
• More frequent progress monitoring (weekly).
• Intervention by specialist working in
  collaboration with classroom teacher.
• Interventions are individualized and tailored to
  the unique needs of struggling learners.
• Students receive this intensity when they score
  below the 10th percentile on benchmark testing.

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Clearly Defined RTI Process

• Research shows that schools that have a clearly
  define RTI process that is documented and easily
  understood by school community are more
  successful with implementation.
• Lets take a look at some of Newports RTI
  documents

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Clearly Defined RTI ProcessTaken from Newport
RTI at a Glance

• Teachers begin to progress monitor students.
  Interventions are implemented and progress is
  monitored for a period of time in an effort to
  determine the effectiveness of the intervention.
  Students need to have four data points before a
  determination is made concerning the value of an
  intervention. Teachers may enlist the support of
  specialists at any time during the process for
  support in terms of ideas further information,
  and feedback.
• Teachers bring data with them to monthly common
  planning meetings to discuss and make changes to
  interventions if necessary. Providing
  interventions are working, teachers continue
  along same path. If student (after being
  monitored for 4 data points) is not making
  adequate progress teacher modifies intervention.

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Clearly Defined RTI Process

• Teacher considers bringing student to RTI Team
  when it is clear that shows inadequate progress
  (after 8 data points) is being made by student.
• RTI Team Composition Roles and Responsibilities
  document

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RTI at a Glance

• Classroom teacher completes referral form for RTI
  team
• RTI Student Data Referral Form

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RTI at a Glance

• Parent is invited to RTI team meeting
• RTI Letter-Parent Notification

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Luckily.Not all problems need to go through a
RTI team!
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• Assessment practices may not permit students to
  give up on learning, rather they must encourage
  hope and sustain effort.
• (Stiggins, 2006)

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Promoting Student Acheivement Through RtI

• RtI provides a process for problem-solving
• NWEA, AIMSweb, TIENet provide the tools..
• Together we can make informed decisions based on
  real time data to intervene and improve student
  learning.