Virginia Association and Supervision and Curriculum Devlopment

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IntroductionDr. Mathews
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The RtI WJCC Implementation Model

• Dr. Regina Yitbarek

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Guiding Questions for Each Tier

• What do we want students to learn?
• How do we authentically engage students in the
  learning?
• How do we know if students learn what we intend?
• What do we do with students who have learned the
  curriculum and those who have not?

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Fidelity of Implementation

• RtI process will occur in three phases over
  five years
• Exploration
• Implementation
• Sustainability and Evaluation

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I. Exploration Phase

• Will last 1-2 years and consist of
• Understanding RtI and reviewing best practices
• Identifying materials
• Analyzing and administering universal screening
  assessment tools
• Providing professional development on RtI ,
  progress monitoring, and curriculum based
  measurement (CBMs)
• Creating and devising monitoring forms
• Determining professionals to serve on the RtI
  school team

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2. Implementation Phase

• Will last 1-2 years and consist of
• Administering the identified universal screening
  assessments in reading and mathematics
• Ensuring that instruction is intentional and
  evidence based
• Using data to determine instructional
  interventions
• Monitoring progress regularly

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3. Sustainability and Evaluation Phase

• Will be ongoing and consist of
• Ensuring that instruction is intentional and
  evidenced based
• Evaluating faculty performance to include use of
  research-based instructional strategies
• Supporting data driven assessment systems
• Providing ongoing professional development
• Monitoring ongoing student performance by both
  school and central office

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Elementary School Plan
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Response to Intervention Three Tiers of
Instruction Elementary School Plan

• Tier I gtWhole School Faculty uses research-based
  instructional strategies and provides re-teaching
  as needed with different methods.
• Tier IIgtSmall Group Specialists provide
  additional supplemental services.
• Tier IIIgtIndividual Student Specialists provide
  intensive daily interventions that include
  curriculum based measurements and progress
  monitoring.

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Year One

• Identify school intervention team
• Administer universal screening instruments such
  as
• PALS (Grades K-3)
• Stanford Diagnostic Reading Test (Grades 1-5)
• Use research-based instructional strategies for
  all students

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Year One

• Re-teach as needed using different approaches
• Implement flexible groupings
• Use common assessments to monitor progress
• Analyze benchmark assessments
• Meet in Professional Learning Communities to
  discuss students progress

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Sample Benchmark Test Results

• First Quarter Benchmarks
• Grade 5 GT students on Grade 6
• Mathematics Curriculum

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Year One

• School intervention team to meet on a regular
  basis to
• determine interventions for Tier II and Tier III
  students
• coordinate the ordering of materials to use with
  Tier II and Tier III students
• devise forms for monitoring progress
• Meet frequently to analyze CBMs and progress
  monitoring

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Middle School Plan

• Dr. Dianna M. Lindsay

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The Charge

• To review
• The current use of time at the middle school
  level
• Best Practices at the middle school
• Ideals for the middle school concept
• WJCC current practices and the impact on learners

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Impetus for the Study

• The following concerns have been expressed by
  faculty, administrators, parents,and board
  members

• 1. The complexity of the wheel
• 2. The inconsistency of content rigor
• 3. Remediation, enrichment, and planning
  activities within the current school day

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The Process

• Conversations at the middle school level with
  school leaders and the principal
• Conversations with the principals at Berkeley
  Middle School, James Blair Middle School, Toano
  Middle School, Executive Directors, and
  consultant and author Dr. Steven Kussin

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A priori Assumptions about a Master Schedule at
the Middle School Level

• Provide teaming in all core subjects
• Optimize learning time for all students
• Minimize disruptions

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A priori Assumptions about a Master Schedule at
the Middle School Level

• Use schedule to enhance an integrated curriculum
  with a flexible use of core time by the faculty
  as well as added interdisciplinary opportunities
• Address remediation systemically for students
  needing such services

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A priori Assumptions about a Master Schedule at
the Middle School Level

• Expand World Language to meet high school
  expectations in this academic content area
• Provide alternatives for gifted and talented
  learners
• Offer a developmentally enhanced plan for
  students as they move from grades five to six,
  six to seven, seven to eight, and eight to nine

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A priori Assumptions about a Master Schedule at
the Middle School Level

• Provide more opportunities for faculty-student
  interaction
• Minimize the changes and resulting confusion in
  the daily schedule

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A priori Assumptions about a Master Schedule at
the Middle School Level

• Increase opportunities for student wellness in
  grade six
• Sound educational rationale for change in an age
  of accountability

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Our Recommendations

• Grade Six

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Grade Six

• AVID and technology instruction for all faculty
  members to ensure best practices at all levels of
  instruction
• Common planning period for each team to ensure
  professional learning communities with common
  assessment and data analysis

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Grade Six
Time within the sixth grade team reflects the
elementary school day to facilitate a smooth
transition from elementary school to middle
school.
Time provided for effective home and school
communications.
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Grade Six

• CORE SUBJECTS English, Mathematics, Science,
  Social Studies each meets for 72 minutes
• Lunch for 30 minutes
• Enrichment A/B schedule for 90 minutes

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Grade Six
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Grade Six

• The A and B Day concept is a transitional idea
  allowing for consistency within the four core
  subjects-- while also introducing the younger
  learner to the academic choices embedded within a
  rigorous core plan.

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Grade Six Summary

• Four 72 periods for core subjects
• One 30 lunch period
• A days Wellness options
• B days one 90 elective or combination of two
  45 electives

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Our Recommendations

• Grade Seven

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Grade Seven

• English, Math, Social Studies, Science and new
  enrichment period are 66
• Core classes increase from four to five
• A and B days remain for encore subjects
• AVID and technology instruction for all faculty
  members

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Grade Seven
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Grade Seven

• Students may begin
• High school World Language sequence
• High school Math sequence

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Grade Seven Summary

• English, Math, Social Studies, and Science
  classes are now all 66
• World Language or RtI or Family Consumer
  Science becomes a fifth core subject and is also
  taken for 66
• Lunch remains at 30
• The additional 60 per day alternates between
  Wellness a choice of Visual and Performing Arts
  electives

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Our Recommendations

• Grade Eight

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Grade Eight

• Five core subjects continue
• Wellness continues
• Arts electives continue
• AVID and technology instructional strategies for
  all faculty members

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Grade Eight
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Grade Eight Summary

• The seventh and eighth grade programs are
  identical
• Technology Education replaces Family and Consumer
  Sciences as one of the elective options

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Time for

• Questions