Enhancing RtI Implementation Through Collaboration & Data

Objectives of Sessions: • Collect Creative & Practical Ideas for RtI Implementation • Understand One Buildings Successes Through the Use of Collaboration • Realize that Data can be Good • Walk Away with Forms that can be Used this School Year! 

So what does RtI mean to you? Turn and talk to your neighbor….. Be ready to share 1 thought.

So many ideas, are any of them really incorrect?Probably not!

Here is one school’s journey through the development of our RtI vision…..

Any change, even a change for the better, is always accompanied by drawbacks and discomforts. - Arnold Bennett

Like an onion, the layers of our building had to be peeled back….. • Building Leadership (Principal) • Intervention Team • School Improvement Team • Grade Level Teams • School Families

A Common Vision of RtI was developed throughout all these subgroups of our building….Student Success was Critical!

Our Building Environment • Collaborative nature! • Trust! • Student success is core! • Willingness to take risks!

So change started to happen… • Master Schedule = Common Intervention Time Every day, each grade level had a ‘common’ intervention time built into the master schedule.

What Does this Time Look Like? • Kindergarten = 20 minutes each day • Grades 1 – 5 = 30 minutes each day

Did we jump into all core content areas? NO! We started with Reading first!

But, slowly we have added…. • Math • Writing Use of time is determined by needs, through collaborative conversations with grade level liaisons.

What are Grade Level Liaisons? • Resource Room Teacher, Learning Consultant, Social Worker, or Speech/Language specialist • Collaborative member of grade level team • Connection for each grade level to the building intervention team • Assist with securing staff to provide intervention/enrichment opportunities

What are the Expectations of Intervention Time (I Time)? • No new subject matter is taught during this time • Support staff is assigned to provide intervention based on ‘Greatest Areas of Needs’ (GANs) • Best Practice Interventions/Enrichments are provided

To determine GANs, as an intervention group/grade level group, we looked at- NWEA/MAP results- MLPP Assessments- Classroom assessments- DRA reading assessment- Common Assessments- MEAP – item analysis

Benchmark Criteria was determined by each grade level – What is expected of our students at each card marking? Who then would concern us, and what would they need? Tier 1, 2, or 3?

This is how we organized our data:

So as a staff what have we done… • Increase small group instruction • Increase consistent daily practice • Increase manipulative/hands on activities • Challenge students who require it • Structure Tier 2 & 3 support

Through Collaboration….. • Data is at the core of what we do. • Low classroom proficiency scores = need for change of instructional practices • Individual student data drives planning for instruction and intervention. • Intervention should occur in consistent intervals to the greatest extent possible.

Including RtI into our Building School Improvement Plan has been vital – failure is not an option at Ridge Wood Elementary!

Yes, we have our challenges - • Progress monitoring • Timing of flexible intervention groups – when to move or not to move a student? How much time is enough to show adequate growth? • We need more time & staff for all content areas! 

Next Steps… • Continue discussions on data analysis and interpretation • Continue to develop intentional intervention & enrichment opportunities • Provide professional development on: • Use of Math Workshop • Flexible grouping • Research-Based Intervention Programs

What Questions do you have? My Contact Information: Heather Bauer bauerhe@northville.k12.mi.us or Heather Bauer123@gmail.com

Enhancing RtI Implementation Through Collaboration & Data