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Howard Howard Presentation Transcript

  • Enterprise Middle School Richland School District For WSU Regional Seminar, October 15, 2009
    • A cultural shift to ensure that all staff members demonstrate a collective responsibility to help students learn.
    • Systematic process of intervention that is implemented school-wide
    • Focuses both on academic (those who can’t learn) and behavioral (those who won’t learn) interventions
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202 View slide
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Universal Screening
    • What tool will be used?
    • Who Administers it?
    • When is it given?
    • How do you use the results?
    View slide
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Tier 1 Core Program
    • Research-Based Practices
    • Differentiation
    • Formative Common Asssessments
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Student Identification & Progress Monitoring
    • How to identify
    • What criteria will be used?
    • Who places students in interventions?
    • How often?
    • How to monitor? Who?
    • Opting Out
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Tier 2
    • What interventions?
    • When/How/Who?
    • Fluidity (Secondary Issues)
    • Research Base
    • Impact to Electives (Secondary)
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Progress Montoring & Decision Protocols
    • When is Tier 2 not enough?
  • From “Pyramid Response to Intervention” by Buffum, Mattos, Weber © 2009, p. 202
    • Tier 3
    • Specific Interventions to Need
    • Who teaches
    • When to offer
    • How to monitor
    • Research Based
    • District Considerations
    • READING
    • MATH
    • Dibels
    • Rewards
    • Read Naturally
    • LEARNING! (ELL)
    • READ 180
    • Math Whizz
    • Do the Math
    • FASST Math
    • Holt Core Curriculum Support
    There are other District-Level, Building-Level, and Building PLC-Level Common Formative Assessments that have been designed by staff to diagnostically measure student progress
    • A focus on a collaborative culture becomes a collective responsibility
    • A focus on results is how schools universally screen and progress monitor individual students
    • A focus on action experimentation drives building protocols
    • A focus on collective inquiry creates systemic, research-based core programs with interventions
    • A greater focus on data and results rather than emotion and past practice to individualize interventions specifically for students with identified need
    • Administrative Teams completed PRTI Book Study during 2008-2009 school year
    • PRTI book provided to REA in the Spring of 2009; the REA referenced this book in bargaining
    • Buildings working through Book Studies with district clock hour support this year
    • Collaboration Time in place weekly for K-5, in development 6-12 with a pilot currently @ RHS
    • Staffing (Tier 2 @ 20:1, Tier 3 @ 15:1)
      • Reduced Resources & Class Size considerations
      • What happens when staffing doesn’t match need?
    • Intervention Expenses
      • Site Licenses, Consumables, Manipulatives
      • Role of Curriculum Adoption
    • “ Loose-Tight” Management
      • Common District Frameworks vs. Building Individuality
    • Tony Howard
    • Principal, Enterprise Middle School
    • Richland School District
    • (509) 967-6203
    • [email_address]
    • Erich Bolz
    • Executive Director of Special Programs
    • Richland School District
    • (509) 967-6050
    • [email_address]