School Coaching Team District-Wide Initiative for Implementing RtI

1. School Coaching TeamDistrict-Wide Initiative for Implementing RtI October 2009 Pamela Kaufman, Deerfield, Il DPS 109

2. What is the School Coaching Team? • Team members: • classroom teacher(s) • literacy coach • math coach • psychologist • student services coordinator • school principal • NOT ALL TEAM MEETINGS WILL INCLUDE ALL TEAM MEMBERS Pamela Kaufman, Deerfield, Il DPS 109

3. Student Services i.e. Special Ed. Student Services Coordinator will be called in as student approaches Tier 4 intervention AND whenever a parent requests a case study. Pamela Kaufman, Deerfield, Il DPS 109

4. The CIM Model • Comprehensive Intervention Model (2009) University of Arkansas, College of Education • Well-coordinated, seamless design for providing intervention services to all struggling students • Research-based model for meeting the intent of Response to Intervention (RtI) Pamela Kaufman, Deerfield, Il DPS 109

5. RtI: IT’S THE LAW RtI should include a 3 year plan for at risk learners Pamela Kaufman, Deerfield, Il DPS 109

6. Critical Components • Universal screening of students • Defining in measurable terms the students’ problem areas while also recognizing the strengths • Collecting baseline data prior to interventions • Preparing a written plan of intervention including predictions of progress for rate of learning (progress monitoring) Pamela Kaufman, Deerfield, Il DPS 109

7. Effective RtI • well designed intervention with clear procedural steps • focus on problem-solving strategies (vs. task completion) • implementation with fidelity • research based literacy components • frequent data collection & progress monitoring • decision making based on student performance • Intervention/Coaching Teams Pamela Kaufman, Deerfield, Il DPS 109

8. A Comparison Pamela Kaufman, Deerfield, Il DPS 109

9. CIM MODEL • 4 Tiered Interventions – Layered and with progressive intensity. • See “Tornado Graphic” Pamela Kaufman, Deerfield, Il DPS 109

10. Tier 1: Differentiated Classroom Program Pamela Kaufman, Deerfield, Il DPS 109

11. Tiers 2 and 3:Layering Interventions Core Curriculum Pamela Kaufman, Deerfield, Il DPS 109

12. Tier 4 – Special Education [IEP] Small Group and 1:1 Interventions Read 180 OR Guided Reading Plus Comprehension Focus Groups Assisted Writing Language Group Writing Process Group Pamela Kaufman, Deerfield, Il DPS 109

13. Self-Regulation and Transfer • Self- Regulation: ability to guide, monitor, and correct learning actions for different purposes and across changing contexts. • FLEXIBILITY AND INDEPENDENCE • Scaffolding … • Modeling • Guided Practice • Independent Practice Pamela Kaufman, Deerfield, Il DPS 109

14. Step By Step Intervention Process • Classroom teacher identifies a struggling student and begins to collect information. • Teacher initiates a meeting with the Literacy Coach ( or Math Coach, or Psychologist, as appropriate) Pamela Kaufman, Deerfield, Il DPS 109

15. Next… • Needed for the meeting: • Report Cards and any student summary forms. • Appropriate Work Samples (compare with an average peer) • Anecdotal Records • Assessment Data (Reading Assessments, Spelling Assessments, additional data) • Specials Teachers Input Form [Art, Music, LMC and PE] • School Nurse Consultation [Are there any medical concerns? 504?] • Parent Input Form [Plus any parent notes/emails.] Pamela Kaufman, Deerfield, Il DPS 109

16. Baseline Data Collection and Analysis The results of this data will inform instruction and determine classroom interventions. Pamela Kaufman, Deerfield, Il DPS 109

17. Baseline Data Collection and Analysis The results of this data will inform instruction and determine classroom interventions. Pamela Kaufman, Deerfield, Il DPS 109

18. During the Coaching Team Meeting • Teacher and Coach work collaboratively to create a strategic, systematic plan for the struggling student and complete the Intervention Plan Form • Set goals and course of action • Schedule follow-up meeting dates Pamela Kaufman, Deerfield, Il DPS 109

19. After the Coaching Team Meeting Classroom teacher will … • Implement the Action Plan • Collect data and progress monitoring information • Schedule a follow-up meeting Based on data, the team will determine the next course of action … • If interventions are discontinued because goals have been met, the student will continue to be progress monitored for two additional years Pamela Kaufman, Deerfield, Il DPS 109

20. What Kind of Data Should Teachers Collect? • Kindergarten, 1st and 2nd Grades: • Running records/IRIs • Writing samples • 3rd, 4th and 5th Grades: • Running records/IRIs • Writing samples • Response journals • Teacher/Student Conferences: anecdotal notes re: reading strategies, comprehension (retelling with/without prompts) Pamela Kaufman, Deerfield, Il DPS 109

21. Presentation by Pam Kaufman Literacy Coach Deerfield District 109 With Acknowledgement and Appreciation to Linda Dorn Shari Frost Mary Ann Poparad Pamela Kaufman, Deerfield, Il DPS 109