successfully implementing rti from scratch veronika lopez-mendez, principal
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Successfully Implementing RtI from Scratch Veronika Lopez-Mendez, Principal [email protected]. Name Who’s in the room? What are your major questions regarding RtI?. About Our School. School Wide Immersion Magnet Opened in 1995 Pre-K thru 8 th grade - PowerPoint PPT PresentationTRANSCRIPT
Successfully Implementing RtI from ScratchVeronika Lopez-Mendez, Principal [email protected]
Name Who’s in the room? What are your major
questions regarding RtI?
About Our School
School Wide Immersion Magnet Opened in 1995 Pre-K thru 8th grade Language Continuation Program at High
School Two Programs within one school French One-Way Immersion Spanish Dual Language Immersion
Our Students K-8th grade enrollment 905
K-5th -686 6th -8th -219
Pre-K enrollment 26 API Data
2010- 835 2009- 813 2008- 800 2007- 768
Student Population
56% Free or reduced lunch- Title 1 school 223 English Language Learners Students bussed from throughout SD
county Ethically Diverse Student Population
48% Hispanic 25.4% White 20.6% African American 1.5% Asian 1.6% Filipino 1.1% Pacific Islander 1.8% Other
French Immersion ProgramMust be fluent English speakers to qualify
% French Subjects % English Subjects
K 100% All subject areas 0%
1 100% All subject areas 0%
2 100% All subject areas 0%
3 70% French Literacy Science/Health/Social Studies Math VAPA
30% Literacy P.E.
45
50% French Literacy Math Science/health VAPA
50% Social Studies English Literacy P.E.
678
30% Social Studies French Literacy
70% Math Science/Health English Literacy P.E.
Spanish Immersion Program50% fluent Spanish speakers 50% fluent English speakers
Gr. % Spanish Subjects % English Subjects
K 90% Literacy Social Studies Science/Health Math VAPA P.E.
10% 35 Min Oral Language Development ELD
1 80% Spanish Literacy Social Studies Math Science/Health VAPA
20% Oral Language Development P.E. ELD
2 70% Spanish Literacy Social Studies Math Science/Health
30% Oral Language Development ELD P.E. VAPA
3-5 50% Spanish Literacy Science/Health Math
50% Social Studies English Literacy P.E. VAPA
6-8 30% Social Studies Spanish Literacy
70% English Literacy Science/Health Math P.E.
Facing the reality…. 2007
Using our fresh eyes to peel back the layers
Establish new priorities and vision
Clear expectations of adults that worked at the school
Begin the work of interventions for at-risk kids
How we got started
What is RtI?
Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools use data to:
Identify students at risk for poor learning outcomes Monitor student progress Provide evidence-based interventions and adjust the
intensity and nature of those interventions depending on a student’s responsiveness
- National Center for Response to Intervention
A Tiered Approach
What RtI IS? What RtI is NOT?•A way to provide strong instruction for ALL students•A structured way to provide intervention within the classroom•A process for monitoring student progress•A team effort•A way to ensure that all kids get the interventions they need to be successful.
•A way to get kids in Special Education•The responsibility on 1 teacher• A replacement for good core instruction
Year 1- Strengthening Tier 1
Laying the foundation for all students Common Curriculum Benchmark assessments in Math,
Science and English Language Arts- coming soon target language assessments
Lesson Studies Grade level commitments---the work
continues Who is responsible for Tier 1?
How we started? Year 1
Data Analysis CST scores CELDT data Benchmarks
Focus on 1st and 4th grade
Analyzed cohort data and growth of individual kids
Tier 2- Targeting the need
Tier 2 includes interventions provided by the classroom teacher and support staff for students that are struggling
Short term and targeted Well planned and
monitored Driven by assessments
Tier 2- Identifying students
When to Intervene? How are kids identified? Assessments
include: Developmental reading Assessments
(Developmental Reading Assessment / Writing Reading Assessment Profile )
Benchmark data- English and Target language
Long term data (CST & CELDT)
Cycles of Interventions Always data driven Cycle 1-September- December
1st graders new to the program 2nd graders- support in Spanish 5th graders- ELL’s
Cycle 2- January- Testing 3rd graders- Spanish and then transition to test prep 4th graders- Spanish and then transition to test prep
Cycle 3- last 6 weeks of school Kinder One-on one students
Power Hour is born- One structure for powerful interventions Tier 2 Support 2 or 3 teachers
work concurrently
Struggling students get ‘double dosed’
What did the data show? Results from Pilot Power Hour and Overall
CST results: English Learners reached their targets! School wide, students in all other grades improved
between 5% to 12% on the CST But our 4th grade Power Hour English Language
Learners averaged a tremendous improvement of 21.7%!
Reclassification data: ’07 10 RFEP students ‘o8 15 RFEP students ’09- 21 RFEP students ‘10- 37 RFEP students
That’s an improvement of 145% over 2 years!
Who Works with Kids?
English learner support teacher Spanish/English resource
teachers (1.5) French/English resource teachers Resource Specialist Assistant (1) Retired teachers hired hourly SLP and Counselor
Should interventions be provided in students’ first language, second language or both? Tara Fortune and Mandy Menke: Struggling
Learners & Language Immersion Education Provides an overview of the research and
suggests that: Consider the needs of each learner More English doesn’t equal better results BUT
less Spanish will affect the development of strong Spanish skills
Spanish speakers initially will benefit from Spanish interventions- monitor and add English interventions
Tier 2- Monitoring students What methods and programs to use How do we monitor student progress
One on one teacher monitoring meetings Teachers select and plan for target students Monitoring sheets are submitted 4 times a
year Benchmarks assessments 3 times a year English learner progress monitoring Parent contact
Monitoring System- The Binder
Binder kept in the Principal’s officeEach class has a tab with all relevant dataStudents to be monitored are determined by long term CST’s and CELDT data
This year’s visual reminder…
More on how student progress is monitored Instructional Team Meetings Special Ed. team meetingGoals of these teams:
To identify kids that are not making appropriate progress
To identify kids that no longer need tier 2 support
Team member serve as case managers/advocates for students
Moving through RtI
Tier 3- What we’ve tried… Interventions are delivered with
increased intensity and duration We have 16-18 students that have
required tier 3 interventions Students were identified as tier 3
students via the Special Ed. Team meeting
1%-5% of students equals 8-43 students for our school
Setting a new path for these students
Tier 3 Options
Aligning staffing and resources to implement RtI
Every penny goes towards interventions!
All certificated staff work with kids 90% of the day
Refocus the work of your support staff Provide your intervention staff with
quality intervention materials and training
Language Academy BudgetResource Title Amount
00000 Unrestricted/Supervision & supplies 100,516
30100 Tile 1 151,424
30103 Title 1- Parent involvement 3,413
03250 School Improvement Grant 38,777
70900 State Compensatory education- Disadvantaged Youth and ELL’s
77,215
70910 Economic Impact Aid- LEP 58,212
Title 3 25,000
Total- 429,557
What experience has taught us? Parent communication is KEY Work as a partner WITH the teacher Identify students in the lowest cohorts
and start there! Document interventions! Push-in model is the best for supporting
kids
Celebrating Accomplishments
Reclassification workshops and celebrations Student and parent education English Learner Support Teachers role
I was PROFICIENT on CST!! Goal setting
Next steps? Computer based
interventions Deepen understanding of
classroom teachers approach to tier 2 supports
MATH! Structures intervention time
in Middle School Training in co-teaching and
differentiation
Questions?