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Response to Intervention at Norman Brekke School

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Title: Response to Intervention at Norman Brekke School Author: kcastillo Created Date: 11/28/2007 11:51:27 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Title: Response to Intervention at Norman Brekke School


1
Response to Intervention at Norman Brekke School
  • Where Smart is Something EVERYONE Can Get

2
Who are we?
  • Mary Truax
  • School Psychologist
  • Kelly Castillo
  • Principal, Brekke School
  • Now you know who we are.

3
Who Are You?
4
So why are we here?
  • For many of us, the task of implementing RtI
    seems daunting and overwhelming. We come from a
    philosophy that doing something (ANYthing) is
    better than spending years in a get ready
    state, trying to create a perfect implementation.
  • Here are the steps to begin RtI implementation in
    ANY school, with ANY resources (or lack there
    of), and ANY level of support.

5
Stop trying to build a pyramid before you
  • Prep the ground
  • Design the blueprint
  • Make the bricks
  • Hire the construction workers
  • Supervise the process

6
What do I do at my school?
  • Prep the ground
  • Develop the culture
  • Design the blueprint
  • Create a plan
  • Make the bricks
  • Use data
  • Hire the construction workers
  • Implement the Interventions
  • Supervise the process
  • Monitor progress

7
Develop the CULTURE
  • Create a belief system where teachers, staff, and
    administration feel
  • Responsible for every childs learning.
  • Able to ensure all children learn.
  • Believe all children can learn.
  • Willing to recognize progress rather than expect
    perfection.

8
Develop the Culture The Brekke Experience
  • Model the belief and commitment
  • Professional development
  • Allow for open dialogue
  • Accept where people are and what they believe and
    work to move them forward
  • Celebrate successes and recognize the efforts of
    teachers, staff, and students

9
Create a Plan
  • Ask who, what, where, and when
  • Identify the levels of intervention available at
    the school (This is your pyramid)
  • CORE instructionThe foundation
  • Classroom Teachers
  • Additional personnel support
  • Specialized support

10
Create a plan The Brekke Experience
  • Constantly Changing and Improving
  • Everyone is part of the creation of the plan
  • You have to be willing to scrap the things that
    arent working
  • You have to TEACH the plan
  • This means more than one time!

11
Create a plan The Brekke Experience
  • Who
  • The teachers and administrators
  • Intervention Support Providers
  • Speech Teachers
  • RSP teacher
  • School Psychologist

12
Create a plan The Brekke Experience
  • What
  • Core instruction
  • Core program supplemental materials
  • Alternative curriculums (Language!)
  • Supplemental curriculums (Read Naturally,
    Accelerated Literacy, 6 minute solution, Touch
    Math, Measuring Up, Successmaker, Waterford,
    Literature Circles, etc.)

13
Create a plan The Brekke Experience
  • Where
  • EVERYWHEREclassrooms, prep rooms, back of the
    room, conference room, etc.
  • How
  • Teachers pulling small groups
  • Teaming
  • Push-in, Pull-out
  • no NEW teaching time (nNtt)

14
Use Data
  • Ensure there is a universal assessment program
  • Provide adequate training
  • Utilize academic diagnostic assessments to
    pinpoint learning needs
  • Analyze the data

15
Use Data The Brekke Experience
  • SCOEs and Math Benchmark Assessments
  • STAR assessment
  • Read Naturally Assessment tools
  • San Diego Quick
  • Nonsense words test
  • TOSWERF

16
Use Data The Brekke Experience
  • Analysis by
  • Individual Teachers
  • Grade level teams (1/2 day release or early
    release days)
  • School staff (SIP days)
  • Administrator
  • Consultation Team

17
Use Data The Brekke Experience
  • Analysis of
  • Student PROGRESS
  • Compared to themselves
  • Compared to others receiving the intervention
  • Compared to the class
  • Compared to the grade level
  • Compared to the benchmark

18
Implement the Interventions
  • Use ANYthing! (What are people already doing, or
    willing to try?)
  • Should be research based
  • Flexible
  • Short (4-12 weeks)
  • Should be above and beyond what the entire class
    is receiving.
  • Should not replace core instruction

19
Implement the Interventions The Brekke
Experience
  • It was different in every classroom and grade
    level.
  • But thats okay, something is better than
    nothing.
  • Meet people where they are.
  • I asked the question, What can you do?
  • And then, accepted their response and framed the
    plan around what people were willing to do.

20
Monitor Progress
  • Monitor progress against that childs baseline
    data.
  • This is the opportunity to look at what students
    CAN (and did) do rather than what they cant
  • It is also the opportunity to celebrate what
    teachers CAN (and did) do rather than what they
    cant
  • If there is growthcontinue
  • If there is not growthask why
  • Modify interventions as needed

21
Monitor Progress The Brekke Experience
  • Student Monitoring Conferences
  • At student monitoring conferences, each teacher
    meets one on one with me to discuss their
    students progress.
  • Teachers are released by a floating sub for 40
    minutes.
  • They come to the meeting with their current data
    and monitoring forms.

22
Monitor Progress The Brekke Experience
  • The Student Monitoring Conference Agenda
  • Whole Class
  • Classroom Goal Met? Why/Why not?
  • Set new goal
  • Individual Students
  • Student Goal Met? Why/Why not?
  • Set new goals
  • What interventions will you implement to meet
    these goals?

23
How has RtI impacted Norman Brekke School?
  • Our Findings

24
At first, we didnt have academic data, but we
had other things that told us it was working for
kids.
  1. Teacher Feedback
  2. Student Attitudes
  3. Parent Response
  4. Outsiders comments

25
Special Education Referrals
  • Only TWO parent referrals.
  • Why? Because parents feel their students are
    receiving what they need right away, rather than
    waiting for some label.
  • How? Teachers were able to clearly articulate
    where the child was performing academically and
    the specific, individualized plan they would be
    implementing to help the child reach that goal.

26
Special Education Qualification
  • In 05-06 our qualification rate for new
    evaluations was a mere 44!
  • In 06-07, the qualification rate was only 46!
  • In 07-08 (with True RTI Implementation), 83 of
    students assessed qualified for special education
    services!

27
What about the Academic Results
  • Was it REALLY working?

28
Brekke Students (Matched Cohort) Between 2007 CST
and 2008 CST
29
Brekke Students (Matched Cohort) 2007 Results vs.
2008 Results
30
Finally, Its your turn again
  • Questions
  • Comments
  • Ideas
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