Shelly Bell

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Shelly Bell

• Graduation Coach
• Coosa Middle School
• Floyd County Schools
• Rome, Georgia
• sbell_at_floydboe.net

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Response To Intervention

• A Graduation Coachs Practical Approach

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Why Response to Intervention?

• A process that determines if the child responds
  to scientific, research-based interventions as a
  part of the evaluation procedures in determining
  whether a child has a specific Learning
  Disability
• Division for Learning Disabilities (2007)

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Two Approaches to RTI

• Problem Solving
• Standard Protocol Method

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The standard treatment protocol Heavily
dependent on curriculum-based measurement

• Dual Discrepancy a focus on performance level
  and growth
• (1) a comparison between the student and his or
  her peers and
• (2) the students growth from the beginning to
  the end of the strategy/intervention

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Getting Started

• Teams created list of research-based
  interventions
• List were sorted as Best Practices and
  Research-Based Strategies/Interventions
• And categorized into Tier I, Tier II and Tier III
  

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What am I currently using as a
progress-monitoring tool in my classroom to
follow students academic growth in my class?
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Tier I Spotlight Teacher Kim Duhamel

• Progress monitors to determine student mastery of
  math skills
• Utilizes an intervention, then reassess mastery
  of skill

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Mrs. Duhamels Curriculum-Based Monitoring
4Exceeds Standard 3 Meets Standard 2Below
Standard 1No Understanding
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Progress Monitoring Failure is Not an Option
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Tier II/III Teacher Spotlight Ronda Ware

• Utilizes reading interventions at tier II and III
  level to address individual student concerns
• Utilizes specific progress monitoring to identify
  and meet student needs
• Differentiation of instruction planned according

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Pre-Testing in Link Reading
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Literary Element Vocabulary Pre-test
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Progress Monitoring at Tier II and III

• Schmitt Metacognition Strategy Index
• Phonics Analysis Identifies spelling stages
• Literature Circles Discussion Think-Trix
• Literature Circle Peer/Group Evaluation
• Literature Circle Self-Reflection

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On-going Collecting Strategies/Interventions

• Collecting of intervention resources school-wide
• Categorized for various student difficulties
• Contains tips on progress monitoring

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The Graduation Coachs Role In RTI

• May vary from school to school
• Assisting teachers/teams by collecting
  research-based interventions
• Organizing the plan for RTI implementation
• (continued)

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The Graduation Coachs Role In RTI

• Providing a resource to teachers
• Analyzing student data and identifying student
  strengths and weaknesses
• Planning of appropriate interventions based on
  ongoing progress monitoring

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Strategies at Tier I Driven by Progress
Monitoring

• As a lack of student progress is noted
• Utilize a team approach to problem solving
• Pinpoint concern Math, Reading, or Behavior
• Narrow the Problem A Seven Areas Learning
  Survey or Seven Areas Checklist may be
  recommended

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Tier II and III Target student concerns and
match to interventions

• Reading fluency or Comprehension
• Readers Theater
• Literacy Circles
• Repeated Readings
• Success Maker
• Readers Workshop
• Reading Adventures
• Reading Investigations
• (continued)

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Tier II and III Target student concerns and
match to interventions

• Math Skills or Problem Solving
• Prentice Hall Intervention Skills Kit
• Math Mysteries
• Success Maker
• Math Skills II
• Math Investigations
• Math Processor
• Algebra Topics

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Tier II and III Interventions Structure

• Addressed during the Connections Block
• Math Link
• Reading Link
• Success Maker groups
• After School Tutoring Sessions
• 30 minutes during their 100 minute Math Block
• Intersessions (Fall, Winter, Spring)

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Behavioral Interventions

• EBIS- Effective Behavioral Instructional
  Support
• Swiss Data
• Love and Logic
• Project RIDE- Responding to Individual
  Differences in Education (1997)

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Resources for Building Strategy/Intervention
Notebooks

• Marzano, et al. (2001). Classroom Instruction
  that Works
• Dr. Max Thompson Dr. Julia Thomason Learning
  Focused Schools Learning Concepts Strategies
  That Work!
• Carol Ann Tomlinson (1999). The Differentiated
  Classroom Responding to the Needs of All
  Learners
• Carol Ann Tomlinson (2001). How to Differentiate
  Instruction in Mixed Ability Classrooms
• Gail E. Tompkins (1998). 50 Literacy Strategies
  Step By Step
• Lenski, et al. (1999). Reading Learning
  Strategies Middle High School Students
• www.interventioncentral.org

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Why is Response to Intervention Effective?

• Proactive in addressing concerns with students
  learning
• Doesnt require a student to be labeled
• More than just SST accommodations
• Progress monitoring drives continued instruction
  and planned interventions

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RTI Meets the Needs of our Students!