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Welcome Back Miracle Worker

Welcome Back Miracle Worker. Welcome New Staff. Response to Intervention. The Mauston High School Way. Discussion: Read the quote below:. “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005).

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Welcome Back Miracle Worker

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  1. Welcome BackMiracle Worker Welcome New Staff

  2. Responseto Intervention The Mauston High School Way

  3. Discussion: Read the quote below: “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005) Do you agree or disagree with this statement? Why?

  4. So…what do I need to know? • Overview of RtI • Define RtI • Where did it come from and why we need it • Core principles • Critical components of RtI • Where are we at in this process • Future • Websites

  5. Definition • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. • The Wisconsin RtI Guiding Document outlines the state vision for RtI for all students. This document can be found on the DPI website. • The SLD rule (passed December 1, 2010) outlines special considerations of using a RtI system for the identification of specific learning disabilities. • Special considerations include the specificity of interventions and progress monitoring processes, the roles of team members, timelines, and other IDEA processes and procedures. • Wisconsin schools have until December 1st 2013 to move to a process of response to intervention for SLD identification.

  6. RtI ModelsCreate Common Understanding • Administrative and staff support of a common vision • A commitment to professional development as it is a shift in thinking about identification of students • Continuous development of a consistent language • Must focus on curriculum REVIEW not rewrite • This is really a school improvement process • Curriculum alignment leads to helping each other in best practice instructional techniques and creating common assessment which assess what students learn

  7. White Elephant in room • Where is the time and support going to come from?

  8. RtI Core Principles • Believe that we can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method • Use research-based, scientifically validated interventions/instruction • Monitor student progress to inform instruction • Use data to make decisions • Use assessments for three different purposes • Address the needs of struggling and advanced learners

  9. Wisconsin’s Vision for RtI

  10. RTI Models Where Did They Come From? • Bergan Consultation Model • Deno’s Problem Solving Model • Vaughn’s Three Tier Model

  11. How can a school restructure to support RTI? The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level. Universal intervention: Available to all students Example: Sustained Silent Reading – Least restrictive Tier I Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Math and English Support classes, Guided Study Instruction ( Science Department ) Tier II Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education Tier III

  12. Common Elements • Systemic process and framework • Implementation of scientifically based interventions • Frequent data collection • Instructional decision making based on student performance

  13. Tiers • Tier One General classroom Differentiation Common assessments Universal screeners • Tier Two • Focused Guided Study • Team Teaching • Math/English Additional Courses

  14. Tier Three • Intervention Conference • This is after initial plan by Building Consultation Team • 15 – 20 minutes in length – share strengths and weaknesses • Placement in support classes in Math and English MALA Night School Summer School Wisconsin Challenge Academy • Intervention Central • www.interventioncentral.org

  15. Please work at your table 5 minutes and 13 seconds to do this What do you think we already do? How do we know it goes on in every classroom? How do we know it works?

  16. Essential Components of RtI Implementation • Multi-tier model • Problem solving method • An integrated data collection/assessment system • Scientific methods used by collaborative teams • A uniform policy from the top to the bottom in a school district • A commitment to time by a school district

  17. THIS IS NOT A COPY/PASTE IDEA.

  18. One Example • Tigard High School Loads of possibilites

  19. Fundamentally • Doing this will take patience • Doing this will take perseverance • In doing this, we’ll make mistakes. And fix them. • Doing this will take courage. • Doing this will take trust. • Most importantly, doing this will require leadership

  20. Where we have been………Administrative team investigated Each building is going to create a process A team will meet to being it togetherTeams selected and modifiedMHS – I met with Lori Mueller – Nov 2o10 – MSD- One of the best.

  21. Where have we been…. • Team selected and then modified • Sent team of teachers to Marshall for follow up • Met as RTI leadership group in February • Mark Mueller – Marshall consultant met with team of teachers

  22. Where have we been Luke Heath, Jim Dillin, Ron Rasmussen, Joe Gast, Karen Hable, and Pam Bennett met July 11th for 7 hours to establish our working model for this year. In my research this past school year, Mauston is in the top 1/3 for implementation– maybe higher.

  23. Generic Steps for RTI case • Under RTI, if a student is found to be performing well below peers, the school will : • Estimate the academic skill gap • Determine the likely reason for low achievement • Use scientifically based methods to improve likelihood of success in the classroom • Monitor academic achievement • If the student fails to respond to help, consider a referal to special education.

  24. Mauston’s Plan • MHS will have two Building Consultation Teams One team – Grades 9 and 11 • One team – Grades 10 and 12 Teams are made up of Principal, Counselor, School Psychologist, English, Math, Special Education, Free Agents 9/ 11 Grades – Refer names to Karen H.( Fall ) Jim (Spring) 10/12 Grades –Jack ( Fall) and Joe (Spring)

  25. So talking head guy…… • What kind of kid are we talking about refering? • Despite effort on the part of the student , continued low scores on common assessments Not attendance or behavior issues

  26. OK --- Mr. Answer Pants, then what?1)First fill out referral form that suggests to the Building Consultation Team your concerns 2)Once the team gets back to you, record interventions3) Continue feedback and differentiated instruction teaching youhave always done

  27. Data Checks • Map for Grade 8 ( Incoming 9th grade ) • BCT Input – this is flexible – it has to be. • Staff Observations from summative assessments • Explore and Plan • WKCE

  28. Sample Meeting • Assess Teacher Concerns • Inventory Student Strengths and Talents • Review background/ Baseline data • Select Target Concern • Set Academic Goal • Design Plan • Select Method of Progress Monitoring • How to create partnership with parents • Review progress

  29. Role Play Meeting • Leader will have an agenda for use of time • Teams wills meet every other week beginning in three weeks so we have some initial observations • 5 minutes will be given towards identification of intervention a student may need that is “easily identifiable. “ • More than five minutes based on complex issues

  30. The Future • Address needs for social and behavioral issues • Continue to train staff -- this is the priority • Continue to look at schedule to assure Tier Two can be utilized. • The RTI team will meet once a month to determine how this year is going and get as much input as staff is willing to suggest

  31. Resources • Big Ideas in Beginning Reading • www.reading.uroregon.edu • What Works Clearinghouse • www.w-w-c.org • Intervention Central • www.interventioncentral.org

  32. Resources • Wisconsin RTI Center • www.wisconsinrticenter.org • Wisconsin RTI Summit 2009 • www.dpi.wi.gov/rti/summit09.html

  33. Make it a priority • Make it a priority this year to find time to recognize the HUNDREDS of good things that go on in this building. • I think this clip says it best…………. • What does a teacher make? • Questions? 

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