slide1
Download
Skip this Video
Download Presentation
Chestatee Elementary

Loading in 2 Seconds...

play fullscreen
1 / 45

Chestatee Elementary - PowerPoint PPT Presentation


  • 111 Views
  • Uploaded on

Chestatee Elementary. Forsyth County, Georgia. Real Time Information for RTI & POI. Chestatee Elementary Obstacles and Solutions for 2006-2007. Does Not Meet AYP 2 new AP’s No accommodations for SWD

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Chestatee Elementary' - nova


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Chestatee Elementary

Forsyth County, Georgia

Real Time Information

for RTI & POI

chestatee elementary obstacles and solutions for 2006 2007
Chestatee Elementary Obstacles and Solutions for 2006-2007
  • Does Not Meet AYP
  • 2 new AP’s
  • No accommodations for SWD
  • Rethinking the SST Process ( Mandatory meeting on each child a minimum of 3 times per year.)195 in grades K-2, 275 in grades 3-5 SST
  • Data Driven Decisions using Buckledown other assessments
  • 88 in grades K-2 , 136 in grades 3-5 SST referrals for 2006-2007
ideia 2004 05 regulations dec 3 2004
IDEIA 2004-05 RegulationsDec. 3, 2004

§ 300.307 Specific learning disabilities.

  • General. A State must adopt criteria for determining whether a child has a specific learning disability….the criteria adopted by the State-

(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8: (‘Discrepancy’ Model)

(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…(‘RTI’ Model).

Note: (bracketed comments added)

  • The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring in general education and Student Support Team intervention plans….

Georgia Regulations

(2) The child with a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring in general education and Student Support Team intervention plans….

rti training
RTI Training
  • Summer Team Training
  • Reflection on Chestatee Process
  • Leadership Retreat

Set Goals

How to present RTI to the Faculty

Changes to the SST Process – Volume

  • Presentation to the Faculty
thinking ahead
Thinking Ahead…

Discussion Points

  • Who will be our Leadership Team Representative for next year?
  • How did our curriculum maps, map out? Revise? What type of support do we need related to our maps?
  • What were our biggest academic challenges this year?
  • What specific topic(s) would we like to explore during 07-08 staff development?
  • What worked well for us this year?
slide9

Pyramid of Intervention

Chestatee Elementary

2007-2008

sst teams
SST Teams

3-5 K-2

April McNaughton Jennifer Vanderbunt

Shelly Otis Sonia Stewart

Melton/Reynolds Melton/ Reynolds

Lori Holbrooks Veronica Learned

Classroom Teacher Classroom Teacher

Case Manager Case Manager

slide11

Pyramid of Interventions

5%

Tier IV

5%

(22% - 224 students)

Tier III

Response to Intervention

10%

Tier II

100 %

1025 enrolled

Tier I

slide13

High leverage strategies

Standards-based instruction

Differentiated Instruction

Universal Screening and/or Benchmark Assessment

Small group

instruction for

all students

Tier I – For ALL students

slide18
Think

Pair

Share

6 critical components john mccook
6 Critical Components -John McCook
  • Universal screening administered to ALL students 3 times per year
  • Identify the problem areas in measurable terms
  • Establish baseline data
6 critical components john mccook1
6 Critical Components -John McCook
  • Develop an accountability plan
    • Description of specific intervention
    • The duration
    • Schedule and setting of implementation
    • Person responsible
    • Measurable outcomes
    • Progress Monitoring
  • Schedule progress monitoring
  • Evaluate the plan

(Conducted in IST meetings and SST meetings)

focus tier ii
Focus – Tier II
  • Students with marked difficulties
  • May include:
    • At or below 10th percentile on universal screening
    • Level 1 on CRCT in Reading and/or Math
    • DNM on Georgia Writing Assessment
    • Retention
    • Excessive discipline referrals
focus tier iii
Focus – Tier III
  • Students that have not responded to Tier II efforts, i.e.
    • 3 or more data points show no improvement or less than expected growth
    • Level 1 on CRCT
slide26

Grade Level ______________

Date _____________

IST Plan ___________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

IST Log is ___ attached ____under construction

Children that our team needs assistance with what tier to place them.

_________________________ ________________________

_________________________ ________________________

_________________________ ________________________

_________________________ ________________________

Checklist of things to accomplish today:

____ Determine plan for IST meeting

____ Discuss what you want your IST log to look like

____ Look at data and complete Tier activity

For existing SST folders:

___ Place dark orange sticker in the upper right hand corner of an SST folder; IF the child is staying in tier 3 (SST).

____ Place a yellow sticker in the upper right hand corner of an SST folder; IF the student is a tier 2 (IST)

____ Place a green sticker in the upper right hand corner of an SST folder; IF the student is a tier 1. (This will mean that the folder will be closed )

slide27
How to

make the

tough decisions

programs must be conducted with fidelity
TIER II

Research based programs and/or interventions

Examples

SRA

Harcourt Trophies

Saxon Phonics & Spelling

HM Expressions

TIER III

Research based programs and/or interventions

Examples

Orton-Gillingham

SRA

Trans Math

Language!

Programs – MUST be conducted with FIDELITY
slide29
Tier II

Minimum of 30 minutes / day, 2 days per week; in addition to core instruction

Minimum of 6-12 weeks or based on the research based program

Tier III

Minimum of 30 minutes / day, increase in days per week; in addition to core instruction

Minimum of 12 weeks or based on the research based program

Time
assessment
K-2 Tier II Only

3-5 Tier II, Title, EIP

Progress monitoring every 4 weeks as a minimum

Tier III

Progress monitoring every 2 weeks

Assessment
team discussions
Team Discussions
  • IST/SST Meeting Concerns
  • Communication to stake holders
  • Documentation of IST meetings
ist process
IST Process
  • Meetings are conducted at Grade Level Meetings.
  • Students are updated on the IST Log located on our Share Drive.
  • AP will attend all IST Meetings.
sst process
SST Process
  • The majority of SST meetings will take place on Tuesday and Thursdays.
  • There will be 2 SST teams ( K-2) and (3-5)
  • Each team will meet bi-weekly to determine the SST Goals for all students. Follow-ups will occur every 4-7 weeks according to the student need.
  • Subs will be provided for classroom teacher and the case manager.
  • 10-12 Student Meetings per day
intervention examples
Intervention Examples

Read Naturally

SRA

2nd Dose of Small Group Intervention

Readers Theatre

Paired Reading

Peer Tutor Program – http://www.interventioncentral.org

Touch Math

Houghton Mifflin Expressions

Math Manipulative Groups

Use of Technology to review skills

Orton Gillingham

Language! 3rd Ed.

TransMath

Earobics

tier ii documentation sheet chestatee elementary 2007 2008
Tier II Documentation SheetChestatee Elementary 2007-2008

Student_______________________________________ Grade______________

Teacher_____________________________________________

Date__________________ Case Manager_____________________________

Standards Based Concerns: (Please be specific.)

1.______________________________________________________________________

______________________________________________________________________

2.______________________________________________________________________

______________________________________________________________________

What data supports the existence of the problem/concern? ________________________

_______________________________________________________________________

What is the goal to resolve this problem? ______________________________________

_______________________________________________________________________

Parent Contact: No_________ Yes________ If so, when:__________

------------------------------------------------------------------------------------------------------------

slide36

2nd Grade IST Student Information

Student: _____________________ Today’s date: ______________

Classroom teacher: ______________ Case Manager: __________________

IST start date: _________ Absences: ___ / ____

CRCT scores- Reading: ______ ELA: ______ Math: ______

STAR reading level: beginning: _____ current: _____

slide38

Chestatee Elementary

IST/SST Documentation

professional learning
Professional Learning
  • Aug. 29th – RTI Overview and Data Meeting
  • Sept. 26th - AIMS Web Report Training

EIP/Title Teachers P.M. Training

  • Oct. 9th – Speech/ESOL collaborates with RTI
  • Nov. 1st – Behavior Interventions for RTI
  • Nov. 14th – Refresher on SST Data Collection and Referral Process
  • January 7th – Data Analysis
  • Jan 30th – Math Toolbox
  • March 5th – Double Dose Strategies for Effective Intervention
  • April 30th - RTI Culmination- Planning Ahead for 2008-2009
january 7 2007 data analysis professional learning
January 7, 2007Data Analysis Professional Learning

Data Analysis + Intervention Inventory = RTI

Putting a face to the data

slide41

Green

> 65 % on BuckleDown

3 on Standards Based Report Card

Yellow

> 51-65% on BuckleDown

2 on Standards Based Report Card

~ 50 NPR on ITBS

Red

< 50 % on BuckleDown

1 on Standards Based Report Card

< 40 NPR on ITBS

Multiple

Measures

Reading

ELA

Math

slide42

Reading

ELA

Math

Current Interventions:

slide43

What else can I do?

Specialized Instructional Planning

january 7 2007 data analysis professional learning1
January 7, 2007Data Analysis Professional Learning

What resources have we not thought of?

Results of Professional Learning

  • All teachers concluded the PL with a road map to interventions for their class
  • 80+ students receiving additional services
  • 6+ teachers volunteering for additional morning or afternoon duties
  • 8 teachers taking on additional small group instruction
  • Principal tracking attendance and data of small groups to insure fidelity
  • AP’s conduction motivational groups weekly
ad