RtI: Changing the Way We Think About Kids. Presenter Information. Cindy Arkebauer 3-6 Teacher Facilitator / Trainer [email protected] 309-787-2298. Our School’s Background. 250 students No Title I Funding Middle Class Neighborhood Working Families
RtI: Changing the Way We Think About Kids
Facilitator / Trainer
Reestablishment of IDEA - Individuals with Disabilities Education Improvement Act
NCLB being reevaluated:
Need documentation to show what support and interventions are given before referring someone for special education services.
You must have a plan filed with the State of Illinois
Problem Identification -
What needs to be fixed?
What is the current level of achievement?
What are the benchmarks?
How are peers performing?
Are their gaps with race or ses?
Problem Analysis -
Brainstorm solutions after looking at data
Look at or use indicators
Develop appropriate assessments
Using data, develop an intervention to
meet the needs of students weaknesses
Support is available
Response to Intervention
Frequently collect data
What is the response?
Good, not so good, ugly
80% / 95%
RtI is a Regular Ed Initiative !!
data, data, data
“In God we trust, all others bring data!”
What does the student NEED?
Who or Where will it be provided?
Only work if:
ignore: labels, locations and staff needs
90% of our students
will meet or exceed
on the ISAT
beliefs, policies, procedures
problem solving process, data,
decision rules, interventions that are tried and true, support
2nd year of Implementation
All personnel must have an understanding of:
MUST be effective
The number of minutes a student is actively engaged with quality curriculum DIRECTLY correlates to their achievement.
High risk - reevaluate every 1 to 2 weeks
Start with Kindergarten
TIME, TIME, TIME
Data Teams and Progress Monitoring
(strengths and weaknesses of students)
How to Help Students Find Success through Continuous Improvement
Developing Mission Statements, Goals, Student Data Folders and Student – Led Conferences
Try establishing ground rules before:
working in cooperative groups
walking in the halls
eating in the lunch room
attending an assembly
What do students expect of:
of the teacher?
It is important for students to know what to expect so they know what they should / could be improving on.
(Focus: A class that would help students learn and improve.)
(Ideally, this should be done during the first quarter.)
Teachers and students will decide how the
data will be collected.
(tally, bar graph, run chart)
The student, instead of the teacher, conducts the conference with their parents sharing their mission statements, goals and students data folders.
Center Based SLC
Students take parents around to centers demonstrating what they have been learning in different curricular areas.
Teacher roams around the room to monitor students and parent interaction.
Usually used with primary grades.
Portfolio Based SLC
Students show their parents what they have been accomplishing throughout the grading period using their portfolios.
Teacher monitors discussions while circulating throughout the room.
Usually used with intermediate grades
Fast Feedback Tools
Using Real Time Data to Drive Purposeful Instruction
Math during the 3rd quarter…
4 - a lot
3 - it’s o.k.
2 - not a lot
1 - I hate it
How much I have learned?
How well have I liked learning it?