Ensuring success for every reader
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Ensuring Success for Every Reader. Hutchinson School District Park Elementary (grades 2 – 5) West Elementary (grades K-1) RtI Implementation Progress Summary Sept. 2008. Response to Intervention.

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Ensuring Success for Every Reader

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Ensuring Success for Every Reader

Hutchinson School District

Park Elementary (grades 2 – 5)

West Elementary (grades K-1)

RtI Implementation Progress Summary

Sept. 2008

Response to Intervention

  • RtI is the practice of providing high-quality core instruction and when needed, interventions matched to student needs. Learning rate and level of performance are examined over time to make important instructional decisions.

The Three Essential Questions

  • What do we want each student to learn?

  • How are we going to know when each student has learned it?

  • How will we respond when a student experiences difficulty in learning?

Response to Intervention

  • Quality core curriculum (Tier 1 –80%)

  • Small group interventions (Tier 2—15%)

  • Individual interventions (Tier 3—5%)

  • *These instructional services are paired with formative assessment to inform instructional decisions.

Fall 2006

  • Too many students were more than 1 grade level behind their peers in reading achievement

  • Park Title 1 staff supported identified Title 1 students in classrooms during guided reading and math work time

  • Classroom teachers in 2nd year of implementing a team effort to differentiate instruction called Team Time

  • Park teachers referred student having difficulty to Student Intervention Team (SIT) for suggestions and interventions; after 2 six-week interventions, could refer to Child Study Team for SPED assessment if no progress

Fall 2006: Frustrations Leading to Change

  • The extra support students received depended on experience of their teacher—not consistent from classroom to classroom

  • SIT process was back-logged and time was lost in trying to help students

  • Some students needing extra help did not qualify for SPED because there was not a big enough gap between their ability and their achievement level

  • Uncertainty of how to best assist struggling readers

Winter 2007

  • Park piloted a pull-out program for select struggling readers, most of whom had not qualified for SPED

    • Taught by Title 1 staff using resources from SPED (Horizons)

    • In addition to Title 1 support in the classroom

Spring/Summer 2007

  • **Park students receiving additional pull-out reading support had exciting gains on their NWEA reading scores

  • Park applied for AmeriCorps grant to obtain a literacy coordinator

  • Park received grant and hired literacy coordinator

  • Park Assistant Principal and Title 1 Coordinator attended AmeriCorps training

  • In addition to the new AmeriCorps program, Park planned to implement AmeriCorps suggested Oral Reading Fluency benchmarking for all students and recommended reading interventions for lowest Title 1 students in the fall

Fall 2007

  • Fall Oral Reading Fluency assessment

    • Was administered to all Park students by Title 1 staff during the first week of school

    • Scores were entered into an Excel spreadsheet along with NWEA and other achievement data

    • Students were identified for extra support outside of core curriculum for both the AmeriCorps and Title 1 programs

    • Intervention times were scheduled during Team Time and/or science-social time

Fall 2007

  • Trained Title 1 staff on Benchmark assessment and Interventions through AmeriCorps Master Coach and Literacy Coordinator

  • Began to train teachers on various interventions and how to interpret progress charts (Aimsweb) at late starts and staff development days

  • **We did not wait until we had everything figured out—we jumped in and learned by doing

Fall 2007

  • Began monthly grade level data meetings

    • Examined Excel spreadsheets to identify students

    • Discussed how students were responding to interventions based on weekly progress monitoring and Aimsweb chart

    • Determined who would continue with intervention support, who could exit, and who could take their place

Winter 2008

  • Park applied for MN RTI Center coaching grant and was among those schools selected for program

  • Park created an RtI Team

  • Park Assistant Principal began weekly teleconference meetings with RtI cohort to learn implementation strategies and create an intervention inventory for Park

  • Winter ORF Benchmarks occurred in Jan. and new data was added to the Excel spreadsheets

  • Began to analyze components of Park’s core curriculum

Spring 2008

  • Park applied for and received grant to continue with AmeriCorps Literacy Coordinator—2 members

  • West Elementary (K – 1) applied for and received grant to have Literacy Coordinator—2 members

  • Conducted Spring ORF Benchmark Assessment at Park

  • Park achievement data (NWEA, ORF, MCAII) showed exciting gains for many struggling students

  • **District budget allocated funds for Intervention Specialist K – 5 position (SPED funds)

Summer 2008

  • West and Park hired AmeriCorps Literacy Coordinators

  • 27 Park staff members attended a week-long book study of Vaughn’s Research-Based Practices for Effective Reading Instruction K – 3 to improve collective capacity of staff to teach core curriculum

  • West Principal and lead teacher attended AmeriCorps training

  • Park RtI Team members attended RtI Training

  • K-5 Intervention Specialist attended Problem-Solving Training

  • Trained West Title 1 staff on Letter Naming Fluency, Letter Sound Fluency, and Nonsense Word Fluency Benchmark Assessments

Fall 2008

  • Benchmarked all students K – 5

  • Continued to examine data to inform instructional placements (Tier 1, 2, & 3)

  • Trained teachers on research-based reading interventions and on which best suits each child’s needs

  • Created schedules so SPED LD students remained in the classroom during core instruction and were pulled for additional support at another time in the day

Fall 2008

  • Implemented Problem-Solving Model to meld the old and new intervention systems at Park

  • Began a District Literacy Leadership Team to guide K – 12 Literacy Curriculum, Instruction, & Assessment

What RtI Looks Like At Park

Classroom teachers examine student achievement data for their students at the beginning of the year—DRA, NWEA, Scholastic Reading Inventory Lexile, MCAII, etc.

  • Whole class is assessed for ORF by Title 1 staff in 15 minutes 3 times a year for benchmark scores

  • Classroom teachers take the time to complete a “chutes and ladders” chart to sort students according to ORF scores into 3 tiers after each benchmarking period

  • Teachers determine student needs in whole grade level and communicate with Title 1 Coordinator and Intervention Specialist about a time to intervene with Tier 2 & 3 students from their classroom
















Total ____


What RtI Looks Like at Park

  • Tier 2 & 3 students are pulled out for 1:1, 1:2 or small group intensive help with scripted interventions

  • Intervention Inventory: evidence-based!

  • Graph progress with Aimsweb program

This is a rather poor copy of an Aimsweb graph showing the student’s starting point, trend line, progress monitoring points, and intervention lines.

What RtI Looks Like at Park

  • Success stories:

    • student assessed for SPED end of 3rd grade, DNQ, did not meet standard on MCAII; in 4th grade was part of the pilot group for interventions but did not meet the standard on MCAII; in 5th grade received interventions again and met the standard—nearly exceeded the standard

What RtI Looks Like at Park

  • Some data from last year’s 2nd graders

    (ORF benchmark 43 / 90)

    • Fall ORF20WCMSpring ORF74

    • Fall NWEA33%Spring NWEA54%

    • Fall ORF14Spring ORF61

    • Fall NWEA3%Spring NWEA31%

What RtI Looks Like at Park

  • Some data from last year’s 3rd graders:

    (ORF benchmark 70 / 109)

    • Fall ORF31WCMSpring ORF109

    • Fall NWEA14%Spring NWEA19%

      • **passed the MCAII!

    • Fall ORF34Spring ORF80

    • Fall NWEA29%Spring NWEA40%

      • **passed the MCAII!

What RtI Looks Like at Park

  • Some data from last year’s 4th graders:

    (ORF benchmark 95 / 127)

    • Fall ORF48WCMSpring ORF88

    • Fall NWEA8%Spring NWEA34%

      • **passed the MCAII—exceeded the standard!

    • Fall ORF45Spring ORF84

    • Fall NWEA9%Spring NWEA25%

      • **did not pass MCAII (DNQ for SPED in 3rd grade)

What RtI Looks Like At Park

  • Teachers:

    • Recognize team effort in helping struggling readers—not me alone!

    • Communicate with Title 1 staff who are working with their students whenever possible

    • Attend monthly grade level data meetings to examine student progress

    • Communicate with parents to explain components of the RtI system and how they apply to their child(ren)

    • Aimsweb charts were very helpful to visualize the progress

    • Attend staff development opportunities to learn research-based interventions that apply to their students

What RtI Looks Like At West

  • Classroom teachers examine student achievement data at the beginning of the year—DRA, pre-school screening, etc.

  • New benchmark assessments for whole class completed15 minutes

  • Examine data and determine direction for improvement

  • Learn by doing! with help from the experiences of the Park staff

Future Goals

  • Keep working toward a comprehensive K – 5 RtI system to ensure that all students learn to read successfully (change the culture of our schools!)

  • Move RtI efforts into the upper grades (some staff attended training summer 2008)

  • Improve core reading curriculum resources K – 5

  • Continue to improve collective capacity of staff to effectively teach reading—the science of teaching!

  • Meld the new Problem-Solving model into existing system for SPED identification

  • Math???

  • Behavior???

Thank You!

  • If you have questions about anything in this powerpoint, please feel free to e-mail your questions/comments to

    • Lori VanderHeiden, Assistant Principal

    • Park Elementary, ISD#423

    • Hutchinson, MN

    • loriv@hutch.k12.mn.us

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