tiers without tear … ---a collaborative response to intervention! presented by: heather bauer...
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So what does RtI mean to you? Turn and talk to your neighbor….. Be ready to share 1 thought.TRANSCRIPT
Tiers without Tear…
---A Collaborative Response to Intervention!
Presented by: Heather Bauer
Ridge Wood Elementary, Northville Public Schools
Objectives of Sessions: • Collect Creative & Practical Ideas for RtI Implementation• Understand One Buildings Successes Through the Use of Collaboration• Realize that Data can be Good • Walk Away with Forms that can be Used this School Year!
So what does RtI mean to you?
Turn and talk to your neighbor…..
Be ready to share 1 thought.
So many ideas, are any of them really
incorrect?
Probably not!
Here is one school’s journey through the development of our
RtI vision…..
Any change, even a change for the better,
is always accompanied by drawbacks
and discomforts.
- Arnold Bennett
Like an onion, the layers of our building had to be
peeled back…..• Building Leadership
(Principal)• Intervention Team
• School Improvement Team• Grade Level Teams
• School Families
A Common Vision of RtI was developed
throughout all these subgroups of our
building….Student Success was
Critical!
Our Building Environment
• Collaborative nature!• Trust!
• Student success is core!• Willingness to take risks!
So change started to happen…
• Master Schedule = Common Intervention Time
Every day, each grade level had a ‘common’
intervention time built into the master schedule.
What Does this Time Look Like?• Kindergarten = 20
minutes each day• Grades 1 – 5 = 30 minutes each day
Did we jump into all core content areas?
NO!
We started with Reading first!
But, slowly we have added….
• Math• Writing
Use of time is determined by needs, through collaborative conversations with grade level liaisons.
What are Grade Level Liaisons?
• Resource Room Teacher, Learning Consultant, Social Worker, or Speech/Language specialist
• Collaborative member of grade level team
• Connection for each grade level to the building intervention team
• Assist with securing staff to provide intervention/enrichment opportunities
What are the Expectations of
Intervention Time (I Time)?• No new subject matter is
taught during this time
• Support staff is assigned to provide intervention based on
‘Greatest Areas of Needs’ (GANs)
• Best Practice Interventions/Enrichments are
provided
To determine GANs, as an intervention group/grade level
group, we looked at
- NWEA/MAP results- MLPP Assessments
- Classroom assessments- DRA reading assessment
- Common Assessments- MEAP – item analysis
Benchmark Criteria was determined by each grade
level –
What is expected of our students at each card
marking? Who then would concern us, and what would they need? Tier 1, 2, or 3?
This is how we organized our data:
Last Name First Name M F BirthdateSp. Ed. ELL
FLEP
Student Start Date
Spring 11 Map Math
Percentile
Fall 11 MAP Math
Percentile
Winter 12 MAP
Math Percentil
e
Spring 12 MAP Math Percentile
EoY Math test %
Spring 11 MAP Reading Percentil
e
Fall 11 Sight
Words
Fall 11 MAP
Reading Percentil
e
Winter 11 MAP
Reading Percentil
e
Spring 12 MAP Reading Percentile
Spr. 11
DRA ↓
B/mark
Fall 2011 DRA
Fall 11 MAP Lang. Usage
Percentile
Winter 12 MAP Lang. Usage
Percentile
Spring 11 Writing Prompt
Fall 11
Writing
Prompt Teacher
Tyler x 81 40 28M 8 Grace x 504 19 19 L24 17 Spencer x 6 7 M28 6 Jadyn x x 17 14 28M 42
Tyler X 4/30/03 9/7/10 1 21 12 469 16 20 K 14 Zachary x 26 32 M28 2 Caden X 6/8/02 X 9/7/10 6 7 6 NA 8 Noah x 71 1 40 3 Joseph x 6 515 18 8 Jack X 4/22/03 6 15 317 2 18 J 4
Lily X 8/5/03 1 6 25 28 M 20
Andreas X 8/4/03 6 8 6 85/280 1 14 H 1 Kotona x x 15 - 1/0/00 Thomas x 40 8 L24 5 Dala x x 26 16 L24 22 Takuma x x x 59 6 M28 7 Gonzalo X 8/7/02 X X 1 1 2 20 K 1 Aniki x 11 58 N30 68 William x 50 18 L24 15 Emma x 15 40 M28 27 Angelina X 8/4/03 8 9 468 21 20 K 6 Jordyn x 8 32 M28 29 Max X 10/11/02 34 4 499 23 24 L 17 Stephan x 2 14 L24 2 Sierra X 11/8/03 9/7/10 3 9 3 501 1 24 L 14 Edward X 3/13/03 5 24 66/280 2 18J 1
So as a staff what have we done…
• Increase small group instruction• Increase consistent daily practice• Increase manipulative/hands on activities
• Challenge students who require it• Structure Tier 2 & 3 support
Through Collaboration…..
• Data is at the core of what we do.• Low classroom proficiency scores =
need for change of instructional practices
• Individual student data drives planning for instruction and intervention.
• Intervention should occur in consistent intervals to the greatest extent possible.
Including RtI into our Building School
Improvement Plan has been vital – failure is not an option at Ridge Wood
Elementary!
Yes, we have our challenges -
• Progress monitoring • Timing of flexible intervention groups – when to move or not to move a student? How much time is enough to show adequate growth?
• We need more time & staff for all content areas!
Next Steps…• Continue discussions on
data analysis and interpretation
• Continue to develop intentional intervention & enrichment opportunities
• Provide professional development on:– Use of Math Workshop – Flexible grouping– Research-Based Intervention
Programs
What Questions do you have?
My Contact Information:Heather Bauer
[email protected] or Heather [email protected]