• District Overview – a description of what is being done at the district level to lay a systematic foundation for RtI• Share district PLC plan – The four DeFour Questions
• What do we want students to know and be able to do? Identify Learning Targets ( I Can statements)-Universal or Tier 1• How will we know when they have learned it? (Assessments, Data)-Universal or Tier 1• How will we respond when they don’t learn? Problem solving Approach, Systems, and Teams. Selected or Targeted – Tier 2 or 3• How will we respond when they already know it?
At t end anc eBehavioralAcademic n t ed Tale e d&Gift School District of Beloit RTI 2009-2010
District RTI Team Student InterventionStudent Intervention Building RtI Team Monitoring Team (SIT) System (SEMS)
District Level RtI team• One member from each Building Level RTI team• Executive Director of Educational Programs• Executive Director of Pupil Services• Curriculum Supervisors• Provides direction for the RtI process in the district• Training of Trainers• Sharing of information across district• Problem solves building and district issues related to RtI
Building Level RtI team• One member must sit on Site Level Team (SLT)• Provides building leadership for RtI in alignment with the district vision and direction• Monitors research-based interventions• Problem solves building issues related to RtI
• RtI is defined as:• “…the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.” (Batsche et al., 2005)
Building Capacity• Use of REACh funds to buy time for staff-buy in and understanding of RtI. We conducted 2 in- building half day sessions on the RtI framework for upper and lower elementary.• Staff developed collaboration times for grade level groups which was also an extension of the district-wide professional learning community (PLC) model.
• The building RtI Team, in conjunction with REACh team, using all the assessment data we have (MAPs 3 times a year, WKCE, and Benchmark assessments) identified students that needed to be in a Tier 2 or Tier 3 intervention.
• Explanation of how SIT team works and the use of the SIMS program• Highlight the district common assessment tools
• SIT meetings are held weekly• Core Team includes student services staff, reading specialist, principal• Additional members may include: Special Education teachers, ELL teacher, H/S Coordinator, Special Education Manager• Staff signs up for SIT meeting through the SIMS (Student Intervention Management System)• Team identifies interventions (academic, behavioral, attendance) to address concerns• All interventions must are researched based
• Common Assessment Tools-• Assessment tools have been developed in grade level PLC during monthly staff development mtgs.• Assessments are in the core areas of the curriculum (Literacy, Math, SS, Science)• This process will allow for consistent assessment throughout the district
• Building the capacity of staff to work effectively as team• Providing training for staff to work effectively to adopt the process and collaboration time for staff to define learning targets, I Can statements, understanding of data analysis, and on-going progress monitoring• Sustaining the collaboration process through grade level and vertical team meetings
• Showcase a 3rd grade PLC time• PLC data sheet• PLC binders
Ensuring sustainability• Collaboration around data and use of data, problem solving teams, progress monitoring, and decision making to benefit the education of all students• Use of Multi-Tier Model of service delivery and research based interventions-for reading: SOAR to Success and LLI (Leveled Literacy Intervention)
• Additional components of implementing RtI:• RtI Coordinator and Reading Specialist• School wide behavior plan - Above the Line (ATL) – Corwin Kroneberg
Successes and Challenges• Success- Increased reading and math achievement and WKCE scores• Challenges- – Time and Union contracts – Resources (teachers and research based materials) – Number of students in Tier 2 and Tier 3 interventions at some buildings is still high