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Monona Grove High School Response to Intervention Strengthening Tier 1

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    1. Monona Grove High School Response to Intervention Strengthening Tier 1 Dr. Paul Brost Nichole North Hester Diane Jensen Secondary Level Applications of RTI 11.11

    2. Monona Grove School District Location: South-central Wisconsin adjacent to Madison Comprised of two communities: Monona and Cottage Grove Enrollment: 2919 students (935 in high school) Minority enrollment: 14.9% Free and Reduced: 19.1% Special Education: 8.6% 4K program, 4 buildings comprise K-5, 1 Middle School and 1 High School with 2 alternative settings

    3. Brief Summary of Our Journey

    4. Prior to 2006-07 Infrastructure Culture of data (grade data, test scores, lexile scores) Common Assessments Common Planning Interventions: Tier 1: Additional time and re-explanations provided in Academic Resource Centers & Academic Study Halls Tier 2 & 3: Academic Interventions: Reading Screening / Progress Monitoring Data: WKCE, MAP, Grades Measured overall student growth using these assessment tools Established building goals based on performance and growth data Re-worked student referral process More inclusive of general education teachers

    5. Data Analysis Prior to 06-07 2002 Data Summative Assessments of Learning 40% of students were earning grades of D or F Final Exams Over 60% of students earned at least one D or F on semester final exam Building Goals Established At least 80% of students will earn grades of C- and above

    6. 2006-07 Grade data showed little/no change since 2002 Growth data showed some/minimal growth Began Response to Intervention training, discussion, needs assessment Established a building RTI team that included representation of all stakeholders Recognized the need for developing basic skills of students in the bottom 10% Added Writing as Tier 2 intervention

    7. 2006-07: Two Key Decisions Could not/should not develop interventions for 40% of our student body Focus improvement efforts on strengthening Tier 1 academics

    8. The success of Tiers 2 & 3 are determined by the effectiveness of Tier 1 Elliott & Batsche Summit V 9.11

    9. Student outcomes are not random. Outcomes will not change until the system changes. Elliott and Batsche Summit V 9.11

    10. 2007-09 RTI Principles were shared with all staff RTI Team identified critical research-based components in developing/delivering curricular units Revised several curricular units Shared strategies and summative results Decision flowcharts developed for identifying students in bottom 10% and interventions Added Algebra Support as Tier 2 intervention Began training in College and Career Readiness Skills

    11. 2007-09: Additional Data Growth Data Began using EXPLORE/PLAN to measure student growth 07-08 Fall: tested all 9th, 10th, 11th EXPLORE/PLAN 07-08 Spring: administered ACT to all juniors Grade Data Formalized our Continuous Improvement Instructional Cycle

    12. 2009 - Present Continuous Improvement Instructional Cycle is an expectation Inclusion of differentiation and college and career readiness skills are expectations Formalized our problem solving and student concern referral procedures Instructional Facilitator role developed to provide support to staff Collaboration and sharing among staff is increasing

    13. 2009- Present: Data Focus is on: Student Growth Using EPAS scores as measure of skill growth Student Grade Data Emphasis on student learning results: summative assessments Student Behavior Data Using data to guide instructional needs related to behavior

    14. 2009-Present: Training Training and sharing among staff Formative assessments Best practice instructional strategies Differentiation College and Career Readiness Skills Positive Behavior Supports Training provided by: Experts in the field Teachers teaching teachers

    15. Strengthening Tier 1 Data-driven decisions Instructional Cycle College and Career Readiness Skills Differentiation

    16. Performance in Tier 1 best predicts how students will do in post-secondary settings. Elliott & Batsche Summit V 9.11

    17. Building a Culture of Data Use In the beginning.district staff provided building staff with summary of data, interpretation of data.. Shifted to.. staff reviewing data, drawing conclusions, and developing building goals Evaluated grade data WKCE student growth Lexile scores - reading levels

    18. Culture of Data This shift created awareness What does this mean for our building? What does this mean for my classroom? What can we do to improve? Created ownership of the data, building goals, and need for improvement

    19. Culture of Data Problems with Assessment Tools: WKCE did not provide timely nor meaningful data results Grades do not directly report skill growth Needed tools that would provide more meaningful data and measure student growth Solution: adjust/expand assessment tools

    20. Assessment Tools: Universal Screeners Common Summative Assessments EXPLORE/PLAN/ACT Assessment (EPAS) - 7th, 8th, 9th, 10th, and 11th grades Lexile Scores MAP as screeners for incoming students WKCE Oral Reading Fluency

    21. Data Culture: Current Practice Student Growth Data Using EPAS to measure growth of all groups of students: high, middle, and low as well as growth of subgroups of students Teachers using (and asking for) EPAS data to Anticipate instructional needs in lesson development and plan accordingly Develop differentiated activities Arrange flexible grouping and seat assignments Students and parents using EPAS scores and growth data to establish targets for learning

    22. Data Culture: Current Practice Grade Data Curricular teams collect/reflect on course data Teachers set classroom goals of at least 80% of the students earning grades of 70% or above on summative assessment results Use of formative assessments provide teachers and students feedback with learning; teachers adjust instruction and students engage in extra practice or extend learning Distinction between formative and summative assessments

    23. Formative vs. Summative Assessment Formative assessment Assessment for learning that checks for student understanding as lesson/unit progresses Informs teaching Provides frequent feedback to students Summative assessment Assessment of learning that measures mastery of the learning objectives All students can demonstrate mastery of learning objectives

    24. Types of Assessments

    25. Data: Tier 2 & 3 Data used to Identify students in the bottom 10% needing basic skill development Identify the appropriate intervention Decision rules created to formalize the identification and placement process

    26. Decision Rules: Tier 2 & 3 Reading Writing Algebra Support

    31. Strengthening Tier 1 Data-driven decisions Instructional Cycle College and Career Readiness Skills Differentiation

    32. Target/Goal Building Grade Goal: At least 80% of students will earn final semester grades of C- or above. Progress Monitored: Common Summative Assessments

    33. Tier 1 Instructional Cycle Key Components: Clear Learning Objectives Pre-Assessments Formative Assessments Common Summative Assessments Adjusting instruction based on assessment feedback

    34. Continuous Improvement Instructional Cycle

    35. Curriculum Review Checklist 80% is Achievable Identify the curricular standards/college readiness standards for each unit Use standards to write clearly stated learning objectives What will students know? What will students understand? What will students be able to do? How will we know when students have mastered the objectives? Develop/review summative assessments (match assessment to learning objectives) Develop frequent formative assessments Develop pre-assessment Plan and align learning activities that support the learning objectives Deliver instruction; adjust instruction as needed based on pre-assessment and formative assessments; use variety of instructional strategies (differentiated instruction, multiple intelligences, brain-based learning, etc.) Administer summative assessment Reflection: Did at least 80% of the students achieve a grade of C or better? Evaluate your data

    36. Classroom Application Began by piloting US History Unit Science Water Unit

    37. The RtI Core Applied to Science: The Water Unit Key Components - Planning Clear Learning Goals(Curriculum Mapping) Early Brainstorming/Student Buy In (Differentiation) Use of Color (Brain Based Research) Formative Assessment (Formative/Summative Assessments) Re-teaching (Formative/Summative Assessments) Being Flexible (Differentiation)

    38. The Water Unit: Process First year developed new unit and piloted within 2 IPS classes. Second Year All IPS teachers used general framework of piloted unit in instruction Third year All IPS teachers will more robustly use piloted unit in instruction

    39. The Water Unit: Results

    40. The Water Unit: Reflection Colleagues Concerns that unit takes longer Concerns about dumbing down curriculum Requires differentiation between classes and students Difficult to re-teach if the curriculum is not an area of strength Students Opportunity to feel genuine success Improved behavior during unit Increased student buy in Increased learning after this particular unit

    41. Monitoring Student Progress Math Department Use of CCRS benchmark assessments Common formative assessments Common summative assessments Department wide data collection of summative assessment scores Regular evaluation of assessment data at the course level

    42. Summative Data Collection Spreadsheet from Math

    43. Strengthening Tier 1 Data-driven decisions Instructional Cycle College and Career Readiness Skills Differentiation

    44. College and Career Readiness Skills Inclusion of CCRS skills in all core curricular units Building-wide inclusion of college readiness skills Reading Writing

    45. Differentiation Tier 1 Intervention Strategy Use guiding principles of ongoing assessment to determine students needs and adjust instruction Teachers/teams develop differentiated classroom examples and share with staff Mastery of learning objectives is achievable if students are provided with necessary supports

    46. Tier 1 Interventions Does the student need. Extra Practice? How can teachers incorporate extra practice into classroom? Re-explanation? Assign student to Core Resource Center for extra help Additional time? Assign student to Overtime supervised study support after school Meet with student before or after school

    47. Progress Monitoring: Tier 1 Grades Formative Assessments Common Summative Assessments Final Exam Grades Final Semester Grades Explore, Plan, ACT Assessments MAP

    48. Results: Algebra 1 Prior to 08-09 Pre-Algebra class for identified students 08-09 Pre-Algebra no longer offered; students enrolled in Algebra Algebra support class (double block Algebra) 11-12 Summative assessment results show greater than 95% of students are earning grades of 70% or greater (as of 10/20/11)

    49. Results Summative assessment graph

    50. Results Final exam graph

    51. Results Final semester grades

    52. Results: Course Data Number of courses that reached benchmark of 80% of students reaching mark of 70% or above

    53. Results EPAS data

    54. Problem Solving Procedures Follow standard protocol process for identifying academic and behavior student concerns Use data to identify specific student needs and in progress monitoring student growth Include general education teachers in the development of Intervention Plans

    55. Student Concerns Standard Protocol Procedures followed for Academic Concerns Student grades drop below 70% Teacher implements classroom interventions, Overtime, resource center assignments Student concern referral made Behavior Concerns Clearly defined behavior expectations are taught and posted in each classroom Positive behavior supports are used Three incidents result in student referral

    56. Tier 2 Interventions Academic Resource Center (study hall assignment) Study Skills Interventions Note-taking Main Ideas/Details Organization Time Management Test Preparation Self-Advocacy Algebra Support (full year elective credit) Writing Basics (1 semester elective credit)

    57. Tier 3 Interventions Reading Interventions Direct Instruction: Decoding, Comprehension 6 Minute Fluency Writing Interventions Direct Instruction: Expressive Writing, Spelling Morphographs, REWARDS Math Interventions ALEKS computerized math program

    58. Progress Monitoring Tier 2 & 3 Progress monitoring students in Academic Resource Center with grade tracking, goal setting, and 3 week update meetings with counselors Reading interventions have built in progress monitoring checks Oral Reading Fluency Program checks Algebra Support and Writing students monitored in classroom and application of skills

    59. The achievements of an organization are the results of the combined effort of each individual. Vince Lombardi

    60. Building Capacity of Staff Flexible teams of teachers: Cross-section of teachers from several departments, across grade levels Teachers of same curricular areas; same course Participate in conferences, leadership opportunities as teams Process and share the information learned with all staff Collaborate and share planning, process, and results!

    61. Move teachers from passive to active participants in leadership

    62. Teacher Leadership Practices of Staff Sharing Monthly staff meeting Inservice teacher-led Teacher Leadership Opportunities Pathfinders Department Coordinators Committee Members

    63. Maintain a strong leadership focus during times of shifting sands. Elliott & Batsche Summit V 9.11

    64. Next Steps Continue to strengthen Tier 1 Core instruction School wide positive behavior supports Begin to develop additional Tier 2 interventions Some in place academic Behavior interventions Refine implementation of our problem solving/student referral structure

    65. Lessons Learned Demonstrate the value of data Use data in your own practice (individual student outcomes) Compile data in ways relevant Share with teachers Create dissonance Challenge assumptions Ask for the data or evidence Collect additional evidence Ask questions of the system Cultivate relationships with stakeholders; build consensus; build capacity

    66. More Lessons Learned Be patient, set realistic goals Build own expertise Study, study, study Team up with other districts/professionals that are getting it done Find and hang with other early adopters Have allies both in philosophy and moral support Take time to affirm and celebrate successes

    67. Websites for Assessment www.progressmonitoring.net www.edcheckup.com www.aimsweb.com www.studentprogress.org http://dibels.uoregon.edu

    68. Websites for Interventions http://kc.vanderbilt.edu/pals www.interventioncentral.com www.w-w-c.org www.fcrr.org

    69. Websites for PBIS www.pbis.org www.pbisillinois.org http://dpi.wi.gov/rti/pbis.html www.swis.org www.safeyouth.org http://flpbs.fmhi.usf.edu/index.asp

    70. Contact Information Dr. Paul Brost paul.brost@mgschools.net Nichole North Hester nichole.hester@mgschools.net Diane Jensen diane.jensen@mgschools.net