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Implementing RtI The Chief Joseph Story

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Implementing RtI The Chief Joseph Story Do s and Don ts: Using Assessment to Map a Plan for Success with RtI Jon Lobdell John Mancinelli – PowerPoint PPT presentation

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Title: Implementing RtI The Chief Joseph Story


1
Implementing RtIThe Chief Joseph Story
  • Dos and Donts  Using Assessment to Map a Plan
    for Success with RtI
  • Jon Lobdell
  • John Mancinelli

2
Purpose
  • The purpose of this presentation is to clarify
    your own vision through our story.

3
Agenda
  • A Brief History
  • Where we started
  • Where we are now
  • Applying the Data
  • Dos and Donts
  • Structures
  • Processes
  • People

4
The Felt Need
  • Year FRLunch Sp Ed ELL
    Students
  • 2004-2005 27.3 13.9 0.0 773
  • 2005-2006 31.3 16.4 0.0 653
  • 2006-2007 37.0 15.1 0.0 602
  • 2007-2008 40.7 12.7 4.0 678
  • 2008-2009 43.7 10.5 2.6 701

5
Equity in District Programs
6
A Different Look
7
Closing the Differentiation Gap
Tiered Classroom
  • Typical Classroom

HiCap
100
Top 5
Tier I gt 40
Tier II gt 20
20
Tier III lt 20
Special Ed/Resource Room
8
Original Concept Sketch
9
Take inventory of your current system
The easy transition in definition of Tier 1, 2 or
3 students was Orange Tier 1 Hicap Blue
Green Tier 1 Benchmark Yellow Tier 2
Strategic Red Tier 3 Intensive In addition,
we brought the color scheme with the terminology
as well.
10
Take inventory of your current system
Richland has been using NWEA Measurement of
Academic Progress for a number of years. Staff
were already well versed and understood the
relationship between RIT score and student
learning (Descarte).
11
Putting the Pieces Together
  • Customer Service Comment Card
  • Grouping of students
  • Identifying the needs
  • Building the schedule
  • What have we gotten ourselves into?
  • Now how do we do this?
  • Wow, that was cool.
  • Now how do we make it better?

12
Doctrinal RtI Model
13
CJMS RtI Model
14
The Economics of it all
Traditional Method283/25 11.32 Sections
How do you maintain a program?
Level Qty Students Class Size Raw Sections Needed
HC 15 30 .5
Tier 1 113 30 3.76
Tier 2 32 22 1.45
Tier 3 123 15 8.2
13.91 per core
15
Initial Master Schedule
Many Singletons causing bottlenecks
6th Grade Team - Model A 6th Grade Team - Model A
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A LA SS E/PE RP LA SS
Teacher B LA SS E/PE RP LA SS
Teacher C MA MA MP E/PE MA MA
Teacher D SC SC E/PE E/PE SC SC
Teacher E LA SS E/PE E/PE LA SS
Teacher F LA SS E/PE E/PE LA SS
Teacher G MA MA E/PE MP MA MA
Teacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MA
T3 Reading Specialist LA SS
One team gets hit with many IEP, MDT, Parent
meetings and the other team doesnt.
Low Flexibility for student movement
16
Current Master Schedule
6th Grade Team - Model C 6th Grade Team - Model C
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A LA SS E/PE RP LA SS
Teacher B LA SS E/PE RP LA SS
Teacher C MA MA MP E/PE MA MA
Teacher D SC SC E/PE E/PE SC SC
Teacher E LA SS E/PE E/PE LA SS
Teacher F LA SS E/PE E/PE LA SS
Teacher G MA MA E/PE MP MA MA
Teacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MA
T3 Reading Specialist LA SS
17
Taking Inventory
  • The marriage of curriculum, logistics and
  • assessments
  • Data based decisions become very intensive so
  • plan on
  • Single point of reference for data
  • A way to manage your data so that multiple
  • people can have access
  • Train staff to access and use the data for
  • decision making

18
Curriculum
  • Reading and Math Core
  • Tier II intervention
  • Tier III intervention
  • The time - frequency and duration

19
Assessment
  • Questions
  • When do you retest a student?
  • How do we identify students that need
  • intervention?
  • The 4 types of learners
  • Its all about the trend
  • How do we know whos ready to be promoted?
  • What do we do with the bubble students?
  • How much growth is enough?

20
Student Learner Types
Below Standard Meets Standard
Hi Skills Can be successful Inconsistent Adapts Not resilient Frustration Successful in traditional classes. Adapts Resilient to challenges
Lo Skills Not successful in traditional classes Not resilient High frustration Inconsistent success Adapts Resilient
21
When do you retest?
22
Dont kid yourself, its not just the low
students
23
What do we do with this?
24
What is Success?
25
Year One Structures
  • Do
  • Dont
  • RtI It is effective
  • Talk about doctrine vs. reality
  • Blend SpEd and BEA funds to support interventions
    in Tier III classes
  • Recognize that there is a cost increase in
    staffing
  • Implement interventions in a tiered program until
    you have the curriculum to support it
  • Limit the flexibility that you have to move
    students between tiers

26
Year One Processes
  • Do
  • Dont
  • Develop your general screeners
  • Identify benchmark and your cut scores on your
    assessments
  • Rely on non-normed data
  • Create a structure that does not permit
    flexibility
  • Use opinion based placement

27
Year One People
  • Do
  • Dont
  • Keep parents informed early and often
  • Educate your staff about RtI and your model
  • Know the difference between doctrine and reality
  • Use blended funding model
  • Wait the bigger risk is kids continuing to fall
    behind
  • Place your expectations on one or two people
    share the wealth!

28
Year Two Structures
  • Do
  • Dont
  • Recognize the difference in elementary and
    secondary assessment tools
  • Assume that you will get it right the first time

29
Year Two Processes
  • Do
  • Dont
  • Use formative classroom based assessments
  • Recognize the value of trend data and growth rate
    vs. single points of data
  • Be consistent in progress monitoring
  • Rely on a single point of data to make a decision
  • Use comprehensive assessments as screeners
    (MSP/WASL/ITBS)

30
Year Two People
  • Do
  • Dont
  • Learn about the components of literacy and
    numeracy
  • Think RtI will answer all of your questions or
    solve all of your problems

31
Year Three Structures
  • Do
  • Dont
  • Develop Core (Tier I) Curriculum and Power
    Standards
  • Develop Common Assessments
  • Rely on tiers without maintaining differentiation
    at all levels
  • Let RtI tiers become a place

32
Year Three Processes
  • Do
  • Dont
  • Include behavioral analysis and interventions as
    part of academic assessment
  • Use screeners to drive instruction
  • Dont feel like you need to buy commercial
    assessment tools

33
Year Three People
  • Do
  • Dont
  • Continue to conduct staff development about RtI
  • Develop a PLC structure that is focused on
    student learning
  • Assume everybody knows what the lessons that we
    have learned over time

34
Looking at the results
35
References/Further Study
  • OrRTI - Oregon Response to Intervention
    Tigard-Tualatin School Districtwww.ttsd.k12.or.us
    /district/student-services/orrti
  • OSPI RtI - www.k12.wa.us/RTI/
  • Foundational Book on All Things RtI
  • Pyramid Response to Intervention, by Buffum,
    Mattos, Weber
  • Nuts Bolts of RtI Realities
  • Whatever It Takes, by DuFour, DuFour, Eaker,
    Karhanek
  • Purposeful Goals Objectives
  • Designing Teaching Learning Goals Objectives
    by Marzano

36
Contact Information
  • Jon Lobdell
  • John Mancinelli
  • Jon.Lobdell_at_rsd.edu
  • (509) 967-6403
  • John.Mancinelli_at_rsd.edu
  • (509) 967-6404
  • Chief Joseph Middle School
  • 504 Wilson Street
  • Richland, WA 99352
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