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Monona Grove School District. Location: South-central Wisconsin adjacent to MadisonComprised of two communities: Monona and Cottage GroveEnrollment: 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.
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1. Monona Grove High SchoolResponse to InterventionStrengthening 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