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School Coaching Team District-Wide Initiative for Implementing RtI. October 2009. What is the School Coaching Team?. Team members: classroom teacher(s) literacy coach math coach psychologist student services coordinator school principal

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school coaching team district wide initiative for implementing rti

School Coaching TeamDistrict-Wide Initiative for Implementing RtI

October 2009

Pamela Kaufman, Deerfield, Il DPS 109

what is the school coaching team
What is the School Coaching Team?
  • Team members:
    • classroom teacher(s)
    • literacy coach
    • math coach
    • psychologist
    • student services coordinator
    • school principal
    • NOT ALL TEAM MEETINGS WILL INCLUDE ALL TEAM MEMBERS

Pamela Kaufman, Deerfield, Il DPS 109

student services i e special ed
Student Services i.e. Special Ed.

Student Services Coordinator will be called in as student approaches Tier 4 intervention AND whenever a parent requests a case study.

Pamela Kaufman, Deerfield, Il DPS 109

the cim model
The CIM Model
  • Comprehensive Intervention Model (2009) University of Arkansas, College of Education
  • Well-coordinated, seamless design for providing intervention services to all struggling students
  • Research-based model for meeting the intent of Response to Intervention (RtI)

Pamela Kaufman, Deerfield, Il DPS 109

rti it s the law
RtI: IT’S THE LAW

RtI should include a 3 year plan for at risk learners

Pamela Kaufman, Deerfield, Il DPS 109

critical components
Critical Components
  • Universal screening of students
  • Defining in measurable terms the students’ problem areas while also recognizing the strengths
  • Collecting baseline data prior to interventions
  • Preparing a written plan of intervention including predictions of progress for rate of learning (progress monitoring)

Pamela Kaufman, Deerfield, Il DPS 109

effective rti
Effective RtI
  • well designed intervention with clear procedural steps
  • focus on problem-solving strategies (vs. task completion)
  • implementation with fidelity
  • research based literacy components
  • frequent data collection & progress monitoring
  • decision making based on student performance
  • Intervention/Coaching Teams

Pamela Kaufman, Deerfield, Il DPS 109

a comparison
A Comparison

Pamela Kaufman, Deerfield, Il DPS 109

cim model
CIM MODEL
  • 4 Tiered Interventions – Layered and with progressive intensity.
  • See “Tornado Graphic”

Pamela Kaufman, Deerfield, Il DPS 109

tier 1 differentiated classroom program
Tier 1: Differentiated Classroom Program

Pamela Kaufman, Deerfield, Il DPS 109

tiers 2 and 3 layering interventions
Tiers 2 and 3:Layering Interventions

Core

Curriculum

Pamela Kaufman, Deerfield, Il DPS 109

tier 4 special education iep
Tier 4 – Special Education [IEP]

Small Group and 1:1 Interventions

Read 180

OR

Guided Reading Plus

Comprehension Focus Groups

Assisted Writing

Language Group

Writing Process Group

Pamela Kaufman, Deerfield, Il DPS 109

self regulation and transfer
Self-Regulation and Transfer
  • Self- Regulation: ability to guide, monitor, and correct learning actions for different purposes and across changing contexts.
  • FLEXIBILITY AND INDEPENDENCE
    • Scaffolding …
      • Modeling
      • Guided Practice
      • Independent Practice

Pamela Kaufman, Deerfield, Il DPS 109

step by step intervention process
Step By Step Intervention Process
  • Classroom teacher identifies a struggling student and begins to collect information.
  • Teacher initiates a meeting with the Literacy Coach ( or Math Coach, or Psychologist, as appropriate)

Pamela Kaufman, Deerfield, Il DPS 109

slide15
Next…
  • Needed for the meeting:
    • Report Cards and any student summary forms.
    • Appropriate Work Samples (compare with an average peer)
    • Anecdotal Records
    • Assessment Data (Reading Assessments, Spelling Assessments, additional data)
    • Specials Teachers Input Form [Art, Music, LMC and PE]
    • School Nurse Consultation [Are there any medical concerns? 504?]
    • Parent Input Form [Plus any parent notes/emails.]

Pamela Kaufman, Deerfield, Il DPS 109

baseline data collection and analysis
Baseline Data Collection and Analysis

The results of this data will inform instruction and determine classroom interventions.

Pamela Kaufman, Deerfield, Il DPS 109

baseline data collection and analysis1
Baseline Data Collection and Analysis

The results of this data will inform instruction and determine classroom interventions.

Pamela Kaufman, Deerfield, Il DPS 109

during the coaching team meeting
During the Coaching Team Meeting
  • Teacher and Coach work collaboratively to create a strategic, systematic plan for the struggling student and complete the Intervention Plan Form
  • Set goals and course of action
  • Schedule follow-up meeting dates

Pamela Kaufman, Deerfield, Il DPS 109

after the coaching team meeting
After the Coaching Team Meeting

Classroom teacher will …

  • Implement the Action Plan
  • Collect data and progress monitoring information
  • Schedule a follow-up meeting

Based on data, the team will determine the next course of action …

  • If interventions are discontinued because goals have been met, the student will continue to be progress monitored for two additional years

Pamela Kaufman, Deerfield, Il DPS 109

what kind of data should teachers collect
What Kind of Data Should Teachers Collect?
  • Kindergarten, 1st and 2nd Grades:
    • Running records/IRIs
    • Writing samples
  • 3rd, 4th and 5th Grades:
    • Running records/IRIs
    • Writing samples
    • Response journals
    • Teacher/Student Conferences:

anecdotal notes re: reading strategies, comprehension (retelling with/without prompts)

Pamela Kaufman, Deerfield, Il DPS 109

slide21

Presentation by Pam Kaufman

Literacy Coach

Deerfield District 109

With Acknowledgement and Appreciation to

Linda Dorn

Shari Frost

Mary Ann Poparad

Pamela Kaufman, Deerfield, Il DPS 109