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Edina High School Intervention Structure The RTI Framework

The Starting Point We did not start with RTI". We started here. . Intervention Committee (Will evolve into the Problem Solving Team)First meeting - January 2008The First Question: Are we serving all students? Follow-up Questions: If not, who exactly are we not serving? (Data)What are th

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Edina High School Intervention Structure The RTI Framework

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    1. Edina High School Intervention Structure & The RTI Framework

    2. The Starting Point We did not start with “RTI”. We started here. Intervention Committee (Will evolve into the Problem Solving Team) First meeting - January 2008 The First Question: Are we serving all students? Follow-up Questions: If not, who exactly are we not serving? (Data) What are their needs? (Research) What does that mean for us? (Soul Search) Where does the responsibility for their success lie? (Building culture) How far are we willing to go to meet their needs? Are we committed? (Commitment/Purpose/Coalition Building) Appropriate Interventions Foundational skill development Holistic/individualized approach to interventions Embed standards in a more hands on curriculum for some learners Understanding where a student is academically in reading, writing and math

    4. Building capacity for RTI Our Journey – Personal Learning

    5. TIER 1 Intervention occurs within the classroom setting Literacy strategies – NUA Embedded math concepts across curriculum Role of staff development: Teachers teaching teachers Special Education Restructure After school study support Targeting skill areas from test strands Use of MCA-II test scores with strand percentages School Improvement Plan Data coach

    6. Special Education Restructure Breaking down silos Embedded teacher into math and language arts departments Language Arts Remediation Co-teach Language Arts Course 18 out of 27 special education students Pull out essential core content and open time for intervention 2 periods a day dedicated student remediation Direct 1:1 intervention tied to core curriculum Indirect – provide lessons to case manager or as home assignment. Assessed with feedback and reinforcement Develop individual plan for each student Focus on common vocabulary and strategies (NUA) across environments Lab courses - progress monitoring: read 180 / PLATO Math Remediation Co-teach Courses E-math

    7. TIER 2

    8. E-Math Intervention Levels Level 1 Intervention: (Zero-hour interventions as needed to build skills but remain in current math course) Students who: Have acquired their algebra credit and possibly their geometry credit Have demonstrated some minor skill deficiencies on the PLATO assessment. Are on track to acquire the necessary skills to pass the MCA-II Math Assessment with some extra support Level 2 Intervention: (1 year E-Math) Students who: Have demonstrated substantial skill deficiencies on their MCA testing in middle school Student who have demonstrated substantial skill deficiencies in their math coursework and have not passed either algebra or geometry Who can demonstrate the necessary skills to earn those credits as well as pass the MCA-II Math Assessment with one year of e-math. Level 3 Intervention: (2 years E-Math) Students who: Have demonstrated substantial skill deficiencies on their MCA testing in middle school Student who have demonstrated substantial skill deficiencies in their math coursework and have not passed either algebra or geometry Who are not on track to develop the necessary skills to pass the MCA-II Math Assessment without more intensive math instructional support Level 4 Intervention: (3 years of e-math) Students who: Have demonstrated substantial skill deficiencies on their MCA testing in middle school Student who have demonstrated substantial skill deficiencies in their math coursework and have not passed either algebra or geometry Who are not on track to develop the necessary skills to pass the MCA-II Math Assessment without more intensive math instructional support Students who do not pass the MCA-II Math Assessment in their junior year and require further instructional support

    9. E-Math Intervention Levels

    10. High School 101: Skill Development/Remediation Course components Math Direct Instruction Plato Numeracy Coach Reading Direct Instruction Literacy Coach Read 180 when appropriate Plato Course Development Skill Development Goal Setting/Individualized Learning Plan Remediation Business Leaders/Mentors Parent Involvement Communication Meetings/Open House Edline

    11. TIER 3 Students at Higher Risk High School 102 ALC/287 Special Education Services

    12. High School 102: Credit Recovery Course Components Individualized credit recovery plan Independent Work Interview process increases student commitment Objective is to keep students at EHS! Curricular Resource Plato online learning courses Math Reading Social Studies Science

    13. High School 102 Enrollment Protocol

    14. Additional Supports After School Study Support

    15. Additional Supports (continued) Morning Math Help Study Hall for Spanish speaking students After School/Summer School ALC

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