Fremont middle school roseburg school district response to intervention rti
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Fremont Middle School Roseburg School District Response To Intervention (RTI). Keith Kronser. Fremont Stats. 700 Students-Grades 6,7 and 8 2 Administrators 1 Counselors 37 Certified staff 45 Classified staff 55-60% Free/Reduced 15.5% SpEd. August 2006 Where We Were. What We Knew….

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Fremont Middle School Roseburg School District Response To Intervention (RTI)

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Fremont middle school roseburg school district response to intervention rti

Fremont Middle SchoolRoseburg School DistrictResponse To Intervention(RTI)

  • Keith Kronser

Fremont stats

Fremont Stats

700 Students-Grades 6,7 and 8

2 Administrators

1 Counselors

37 Certified staff

45 Classified staff

55-60% Free/Reduced

15.5% SpEd

August 2006 where we were

August 2006Where We Were

What we knew

What We Knew….

  • Current Assessment Results Were Not Acceptable

  • Uncertainty as to What to do About Them

  • In a Week School Will Start

Literacy team

Literacy Team

  • Attended the Superintendents Institute –summer of ’06

    • Do we Have a School Culture That Celebrates Success and Growth??

    • Some Students May Take Pride in Doing Poorly on Assessments

    • Staff, Parents and Students May Not Understand the Importance of Solid Academic Skills and/or State Assessments

Core beliefs

Core Beliefs

  • All Students Can Learn

  • All Staff Are Responsible For All Students

    • “Those Kids” do Not Exist at Fremont

  • Collective we Can Neutralize the Challenges That Many of Our Students Face

  • It is Very Easy to Find Excuses For a Students Lack of Success

  • The Reality is That There Are no Excuses.

  • Success in Life is Dependent Upon a Students Academic Skills in Core Areas

First things first

First things First!

  • At Fremont There Are no “Those Kids”

  • All Staff are Accountable For All Students

  • We Will Not Divide Ourselves

  • Together We Are Successful or Together We Fail

  • No Finger Pointing!! Middle finger or Otherwise….

Phase one culture building 2006 07 school year

Phase One - Culture Building2006-07 School Year

  • Homeroom Time

    • Time That is Consistent Across the School. First 15 Minutes of The Day

    • Used to Build a Positive School Culture

    • Expected Behavior Lessons

    • Assessment Lessons

    • Coupons For Meeting/Exceeding or Making Progress Towards Individual Goal - Generally an +6-8 Points)

    • PSA- Parent to Parent Newsletter

    • Congratulations letter

    • Formal Response To Intervention (RTI) Developed

Fremont middle school roseburg school district response to intervention rti

June xx, 2013


CONGRATULATIONS! You have met or exceeded the standard for the Reading Section of the 2013 Oregon Assessment of Knowledge Skills (OAKS).

The OAKS is an important test. Your great job on it tells your family and teachers that you are working very hard in school and learning important skills that will help you continue to be successful.

It is our hope that you continue to enjoy success at school. A quality education is very valuable asset. Rest assured that the staff of Fremont Middle School is always available to assist you.

Keep up the great work!


Keith KronserDr. Larry Parsons


Fremont Middle School

Phase two 2007 08 literacy time rti beginnings

Phase Two- 2007-08Literacy Time - RTI Beginnings

  • Expand Homeroom to 30 Minutes

    • Each Class Period Shortened

    • Agreements About Class Interruptions

  • Move to After 2nd Period*

  • Everyone Will Have a Group – Includes Admin.*

  • *Literacy team requests - not negotiable

  • *Classroom Interruptions (all calls/PA, call slips)will be limited

Three levels of interventions an intervention for all

Three Levels of InterventionsAn Intervention for all

  • Intensive: Students Who are Performing Significantly Below Grade Level

  • Strategic: Students Who Are Performing Below Grade Level

  • Benchmark: Students Are Performing at Grade Level

Literacy a five tiered approach every student gets 30 minutes a day of reading literacy

Literacy: A Five Tiered ApproachEvery Student Gets 30 Minutes a Day of Reading Literacy

  • Tier One

    • Above Benchmark (2-3 Years Above Grade Level)

      • 20-30 Students

  • Tier Two

    • At Benchmark

      • 18-25 Students

  • Tier Three

    • Nearly Meeting (One Year Below)

    • 12-18 Students

Literacy a five tiered approach continued

Literacy: A five tiered approachContinued

  • Tier Four

    • Below Benchmark (1 to 2 Years Below Grade Level)

    • 8-15 Students

  • Tier Five

    • Significantly Below Benchmark (2 Years or More Below Grade Level)

    • 5 to 10 Students

  • * Students Are Placed in Tiers According to MAP,MAZE, ARI/ORF, OAKS



  • Six Minute Solution

  • ACCESS* Toolkit Strategies







    Progress Monitoring – *ARI – Analytical Reading Inventory

    *ARI has been replaced with DIBELS, CARI, DAZE

Curriculum continued

Curriculum Continued

  • Tier 1

    • Novel Units, Simulations, Research/Debates, Junior Great Books

  • Tier 2

    • Novel Units, Short Stories (Jamestown), Junior Great Books

  • Tier 3

    • Novel Units, Jamestown Materials

  • Tier 4

    • Jamestown Materials, Short Stories, Novels

      Tier 5

    • Rewards

Curriculum year one review

CurriculumYear One Review

  • Problems…….

    • Tier 5 kids HATED Rewards!!!

    • Non Language Arts Teachers Struggled

    • Developing Novel Units, Short Stories …

      Required Prep Time

    • No Consistency Among Tiers at Same Grade Level

    • High School Requested we Not Use Some Novels

    • ARI did not measure Reading Comprehension

Year 2

Year 2

  • Added LANGUAGE! To Tier Five

  • Provided Additional Professional Development For Staff

  • Tweaked With The Schedule

Sample schedule 7 th and 8 th grade

Sample Schedule7th and 8th grade

  • Period -1

  • Period -2


  • Period -3

  • Period -4

  • Period -5

  • Period -6

    *periods 52 minutes

Schedule continued

Schedule Continued

  • Block Literacy With Language Arts Either 2nd or 3rd Period = Targeted Classes

  • Provides 90 Minutes Class Period – Perfect For LANGUAGE!

  • Allows For Either Targeted Reading or Math

  • More Intensive Interventions!

Year 2 review

Year 2Review

  • LANAGUAGE! Groups

  • Targeting Kids According to Sub Test Skills

  • Fluid Literacy Groups

  • Math Literacy Emerges

  • Targeted Classes

  • Some Staff Still Struggling With “Creating” Literacy Lessons

Year 3 literacy plus

Year 3Literacy Plus

  • 30 Minutes of Literacy Daily For Every Student

  • Math Literacy for Those Who Need Additional Math Instruction (Semester Each)

  • Target Classes For Math And Reading

  • Math And Literacy Navigator Materials For Tiers 3, 4 at grades 6, 7, and 8

  • Corrective Reading, Rewards and LANGUAGE! For Tier Five

  • MAZE

Tier criteria

Tier Criteria

2010 11 results


2003 2013


Next steps

Next Steps

  • Reading Scores Lag Behind Math

  • Students Who Need Both Math and Reading

  • Consistent Implementation of Curriculum

  • Who Teaches What Tier

  • Progress Monitoring

  • 20% Team

  • Common Assessments

  • Student Work Sample Sharing

  • New Standards for Math, Reading and Science

Next steps cont

Next Steps Cont.

  • All students receive quality behavior and academic instruction and support

  • All Students are screened to determine additional instructional/behavioral needs

  • Small group interventions are chosen from standard protocols by MTI/Grip teams

  • Intensive interventions are needed

  • Decision rules are in place

    • Ex. Change or intensify intervention 3 data points

Next steps cont1

Next Steps Cont

  • Behavior RTI procedures and protocols implemented



Who did you sing with today?

Special thanks charter members of the fremont literacy team

Special ThanksCharter Members of The Fremont Literacy Team

  • Melissa Roberts

  • Ari Maloney

  • Carol Meyers

  • Rolf Bloomquist

  • Jan Fullerton

  • Steve Colkitt

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