WARM UP… • The focus of this session is data! • Locate the “Show Me Your Data” handout. • Gather the data from your sheet. • Hold on to your data! • We are going to do some comparisons.
Entering Checklist • Please be sure you signed in the session. • Turn your cell phones to vibrate. • Get all of the handouts and organize your area for active learning.
Let’s check our data! Did we see/count the same things? Is our data objective or subjective? What is the difference?
Remember RTI is… Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. http://www.rtinetwork.org/
1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Programming 80-90% School-Wide Programming Systems Model for Academics and Behavior Academic Systems Behavioral Systems Decisions about tiers of support are data-based
Why do we need to implement RTI in JCPS? Are you happy with your data? Let your data do the talking….
There will be no prizes for predicting rain…..Prizes will be given only for building arks.
We look at RTI data in several ways… • District Level • School Level • Grade Level • Student Level
Where do we get data? We get data from the Universal Screening process.
UNIVERSAL SCREENING • OBJECTIVE DATA FROM EVERYONE • CASTS A NET OVER ALL CHILDREN • HELPS US “SCREEN” TO DETERMINE WHO IS AND WHO IS NOT MEETING STANDARDS • “RED” FLAGS STUDENTS WHO ARE NOT ON GRADE LEVEL FOR A DEEPER REVIEW OF THEIR DATA • USE MULTIPLE PIECES OF DATA • KEY PIECE OF DATA IS KPREP SCORE
What’s the Difference? • Academics • Somewhat Behind • 1-2 Grade Levels Below • Apprentice Range • Potential to “Catch Up” within 1 School-Year • Behavior • Mild to Moderate Behaviors • Lower Intensity & Frequency • Academics • Significantly Behind • 2+ Grade Levels Below • Novice Range • May Need More Than 1 Year to “Catch Up” • Behavior • Moderate to Severe Behaviors • Higher Intensity & Frequency STUDENTS WHO NEED TIER 2 STUDENTS WHO NEED TIER 3
Form an RTI Team Review the data to Tier the students in the building. Draw a pyramid for the school.
GUIDING QUESTIONS FOR SCHOOL LEVEL DATA: • WHAT DOES THE DATA SAY? • TIER1? • TIER 2? • TIER 3? • WHERE SHOULD EFFORTS BE PUT FOR THE SCHOOL?
TIME FOR A BREAK! SEE YOU IN 10 MINUTES!
NOW YOUR RTI TEAM LOOKS AT THE GRADE LEVEL… Review the data for the grade level.
Guiding questions for grade level data… • How many students need interventions? • Tier 2/Tier 3? • Which teacher needs the most support because of the needs of the students?
NOW YOUR RTI TEAM LOOKS AT THE CLASSROOM LEVEL DATA… REVIEW THE DATA FOR TEACHER A, B, C OR D.
GUIDING QUESTIONS… • HOW MANY TIER 1? • HOW MANY TIER 2? • HOW MANY TIER 3? • WHAT WOULD YOU SUGGEST AS SUPPORT FOR THE TEACHER? • WHAT KINDS OF GROUPING STRATEGIES WOULD YOU SUGGEST?
NOW YOUR RTI TEAM LOOKS AT STUDENT LEVEL DATA WHAT KIND OF DATA SHOULD WE LOOK AT? WHAT SHOULD THE FOCUS OF THE INTERVENTION BE FOR THE STUDENT? WHAT WOULD BE THE PRIORITY STANDARDS?
OTHER THOUGHTS… • DO WE HAVE ENOUGH DATA? • WHAT ELSE IS AVAILABLE? • WHAT IF THE CHILD IS ESL? • WHAT IF THE CHILD IS ECE? • HOW COULD THIS DATA HELP DESIGN AN INTERVENTION PLAN OR AN IEP? • WHAT DATA/NUMBER WOULD WE PROGRESS MONITOR AND GRAPH?
What are the interventions going to be used? What data will set goals on and track?
Implement the Plan We count lessons/sessions! We do what we said we were going to do! 90% or Better Implementation Rate
Read 180 • Tier 1, 2 & 3 for Grades 6 & 7 • Whole Group • Small Group • Software • Independent Work • 90 Minutes Daily • Average gain of 64 Lexile Points for ¼ of time in program. • Full implementation would have meant 256 Lexile Point gain for the average middle school student or moving from 569 to 825…GRADE LEVEL!!!!!
Study Island • Tier 2 • Apprentice • 3-5 Times Per Week • 20 Minutes • Reading, Math, Science & Social Studies • In and Out of School
SuccessMaker • Tier 3, Novice • 5 Times Per Week, 20 Minute Sessions • In and Out of School • Based on current data full implementation would have meant the average student would have made 2.0 years gain this school year in Reading or an increase in average course level from 5.25 to 7.25…GRADE LEVEL. • Based current data full implementation in Math for March, April & May would equal .93 course level gain in Math for 2.5 months or 2.79 years gain in a school year of potential growth!!!!
LET’S EVALUATE THE IMPLEMENTATION RATE… • LOOK OVER THE SUCCESSMAKER MATH DATA PROVIDED FROM THE GROUP OF 3RD GRADERS WE LOOKED AT EARLIER. • THE MINIMUM SESSIONS WHEN THIS DATA WAS PULLED SHOULD HAVE BEEN 100. • WHAT IS THE IMPLEMENTATION RATE FOR THE BUILDING? • HOW MANY STUDENTS MADE ENOUGH GAIN TO MOVE OUT OF INTERVENTIONS?
School Wide Data • Number of Suspensions • Example: • Bus Referrals • Example Which bus needs help?
School Wide Data • Number of Discipline Referrals by Location • Example: • 1:1 Support/Visits • Example Which AREA needs help? Which 1:1 Support Type is accessed most?
Questions the RTI Team Should Ask… • How did RTI work for our school? • What features went well? • What features do we need to change? • Did we monitor our data efficiently and effectively? • Did our Tier 2/Tier 3 students RESPOND to our interventions? • How will we get better next year? • Others…
IN SUMMARY… • RTI TEAMS CAN/SHOULD USE DATA TO: • DETERMINE THE SCHOOL FOCUS—MAKE A PYRAMID • DETERMINE THE GRADE LEVEL NEEDS—WHICH CLASSROOMS NEED THE MOST SUPPORT? • DETERMINE THE CLASSROOM NEEDS—GROUPING OF STUDENTS? • DETERMINE THE INDIVIDUAL STUDENT NEEDS—AREAS OF STRENGTHS? WEAKNESS? STANDARDS TO INTERVENE? AREAS OF FOCUS? PROGRESS MONITORING? • DETERMINE THE EFFECTIVENESS OF THE RTI SYSTEM—ARE STUDENTS REPSONDING TO INTERVENTIONS? WHY? WHY NOT? WHAT DO WE DO NEXT?
QUESTIONS & ANSWERS Jefferson County Public Schools