Howard

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Howard

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

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