Building an RtI Infrastructure

1. Building an RtI Infrastructure Bamber Valley Elementary School Becky Gerdes, Lori Eckert, Leah Cox, Kerry Bollman Response to Intervention A district RtI committee has worked to develop a RtI plan for RPS for the past couple of years. Last year a large group of regular ed and special ed staff attended RtI workshops. A smaller committee of district staff worked to develop first steps and added these steps to the 5 Year plan. The plan begins with implementation in Elementary Tier I schools. We will take a look at the plan for this year and for next year at the end of this presentation. Some schools have begun the process on their own.Response to Intervention A district RtI committee has worked to develop a RtI plan for RPS for the past couple of years. Last year a large group of regular ed and special ed staff attended RtI workshops. A smaller committee of district staff worked to develop first steps and added these steps to the 5 Year plan. The plan begins with implementation in Elementary Tier I schools. We will take a look at the plan for this year and for next year at the end of this presentation. Some schools have begun the process on their own.

3. Evidenced based practices [EPB] Is the same idea as Scientifically based Reading Research [SBRR] - just a broader term that encompasses academics and social behavior. Universal screening means all students are screened with the measurement system at least 3 times a year. Schools conduct screening assessments in a variety of ways (that can be determined based on your building. Problem Solving is learning a common language and process for focusing resources on student based needs. Evidenced based practices [EPB] Is the same idea as Scientifically based Reading Research [SBRR] - just a broader term that encompasses academics and social behavior. Universal screening means all students are screened with the measurement system at least 3 times a year. Schools conduct screening assessments in a variety of ways (that can be determined based on your building. Problem Solving is learning a common language and process for focusing resources on student based needs.

4. A Three-Tier Model at Bamber Valley The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services. The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services.

7. Screening & Essential Outcomes Within Program Assessments Curriculum Tests General Outcome Measures DIBELS Early Literacy Measures (grades K-1) Oral Reading Fluency (grades 2-3) Tests of Early Numeracy (grade 1) Math Computation Fluency (grades 2-5) Common Assessments for Essential Outcomes Within program � makes sure students are making adequate progress in curriculum GOMs � makes sure students are generalizing skills from curriculum to a broader skill set Essential Outcomes � makes sure that curriculum and instruction are resulting in student mastery of specific skills related to the state standards Talk about the process at Bamber for building these systems � how much time, who has done the work etcWithin program � makes sure students are making adequate progress in curriculum GOMs � makes sure students are generalizing skills from curriculum to a broader skill set Essential Outcomes � makes sure that curriculum and instruction are resulting in student mastery of specific skills related to the state standards Talk about the process at Bamber for building these systems � how much time, who has done the work etc

8. Data Collaboration Meetings Purpose: Support Tier 1 Instruction Regular Review of Data Core Instruction Flexible Grouping Logistics: One meeting a month during early release and late starts Facilitated by Grade Level Data Coach Membership: All Classroom Teachers, Reading Specialists, Special Education Teachers, ESL Teachers, Gifted & Talented Teacher, Deaf and Hard of Hearing Staff Philosophy: Students belong to the whole team; If large group of students need assistance, address at the core instruction level; Make core instruction strong so that most students won�t need anything else to succeed

9. Data Collaboration Meeting Schedule

10. Data Collaboration Meeting Agendas October: Determined focus area, SMART goal and data collection plan November: Reflected on the baseline data that was collected, began to share instructional ideas for supporting growth, worked out details related to the development of common assessments December: Had two data sets to review so we began to look at growth over time January: Reviewed additional data on progress of students in core instruction in order to continue to refine programs

11. Bamber Valley Data Collaboration Team Action Planning Sheet

12. A Three-Tier Model at Bamber Valley The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services. The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services.

15. Pre-Teach Protocol

16. 18 Minute Solution

17. AmeriCorps: Minnesota Reading Corps

18. Progress Monitoring Within Program Assessments Math Voyager, Mathletics General Outcome Measures New to Bamber Graphing on DIBELS and AIMSweb

19. Describe aimline: Black line that shows growth we want to see for students intervention lines: show where teams have made decisions to change instruction based on student progressDescribe aimline: Black line that shows growth we want to see for students intervention lines: show where teams have made decisions to change instruction based on student progress

20. Intervention Collaboration Meetings Purpose: Support Tier 2 Instruction Regular Review of Data Group Interventions focused on designing plans to help students who are not currently experiencing success under the core instruction experience success. Logistics: One meeting a month in place of second staff meeting Membership: Same as Data Collaboration teams Philosophy: Use the problem solving process: problem identification, problem analysis, plan development, plan implementation and plan evaluation. Work collaboratively to provide extra support to students who need it.

21. Intervention Collaborative Schedule

22. Intervention Collaboration Meetings Agenda October: Review Fall benchmark data and previous Spring MCA II data to identify the percentage of students who are falling in each tier; discuss the basis for selecting students for interventions and logistics of intervention delivery (time, space, people). November: Confirm that all students receiving supplemental instruction are being progressed monitored and review graphs for students in intervention programs to evaluate progress December: Review plan implementation and plan evaluation to determine: Are the students making the growth expected? If yes, do we fade the intervention or maintain the intervention? If no, how do we change the intervention to make it a better match for the students that are being served in that intervention? Are there other students who need to be added to the group or are there other students who need a different intervention? January: Review Winter benchmark data and identify the percentage of students who are falling in each tier; discuss the basis for selecting students for interventions and logistics of intervention delivery (time, space, people).

23. Targeted Student Discussions

24. A Three-Tier Model at Bamber Valley The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services. The whole building is represented by the triangle in this model. Most students participate in tier 1 which is the regular education program. We hope that about 80% of Bamber Valley students will meet grade level expectations with the regular program alone. Tier 2 (the yellow part) represents supplemental services within general education. We predict that 10-15% of students will need some extra help over and beyond the core curriculum time in order to meet grade level expectations. Sidewalks reading program is an example of a tier 2 intervention in our school. Tier 3 (the red part) represents intensive support that we predict about 5% of Bamber Valley students will need to make good progress. Tier 3 might include special education services.

27. Progress Monitoring Within Program Assessments Math Voyager, Mathletics General Outcome Measures New to Bamber Graphing on DIBELS and AIMSweb This is the same as in tier 2This is the same as in tier 2

28. RtI Team Meetings Purpose: Support Tier 3 Instruction Regular Review of Data Group and Individual Interventions focused on designing plans to help students who are not currently experiencing success under the core instruction experience success. Logistics:Two times per month on Thursdays opposite of Child Study - 8:00 to 8:50 A.M. Regular Membership: K-5 Representative Teachers, Adminstrator, Reading Specialist, Art Specialist, Social Worker, Psychologist, Special Education Representative, Office (Notetaker) As Needed: ESOL, GATE, Other talented Bamber Colleagues! Philosophy: Use the problem solving process: problem identification, problem analysis, plan development, plan implementation and plan evaluation. Work collaboratively to provide extra support to students who need it.

29. RtI Team Agenda: Problem Solving Process RtI Team follows the problem solving process above to work through cases to identify interventions that solve student problems.RtI Team follows the problem solving process above to work through cases to identify interventions that solve student problems.

30. Changes in Special Education Criteria through Response to Intervention (RTI) Currently Rochester is using the IQ Achievement discrepancy model for entitlement decisions for LD, but is building the RtI Framework as a school wide organizational structure to benefit all students.Currently Rochester is using the IQ Achievement discrepancy model for entitlement decisions for LD, but is building the RtI Framework as a school wide organizational structure to benefit all students.

31. Resources Bamber Valley Elementary School: http://www.rochester.k12.mn.us/se3bin/clientschool.cgi?schoolname=school88 -Under the academics tab is located a tab titled, �Response to Intervention� and a tab titled, �Positive Behavior Interventions and Supports� RtI Center: www.scred.k12.mn.us School Readiness Checklist Scientifically Research Based Interventions www.wwch.com (What Works Clearing House) www.fcrr.com (Florida Center) www.interventioncentral.com