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RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
RtI Models for At-Risk Students in an Urban Setting
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RtI Models for At-Risk Students in an Urban Setting

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This presentation was given by Chenai Okammor, Pearson Digital Learning's Vice President of National Accounts, at the Pacific District Executive Forum on March 11, 2009. The presentation focused on …

This presentation was given by Chenai Okammor, Pearson Digital Learning's Vice President of National Accounts, at the Pacific District Executive Forum on March 11, 2009. The presentation focused on Response to Intervention (RtI) models for at-risk students in urban environments.

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    • 1. RtI Models for At-Risk Students in an Urban Setting <ul><li>Chenai Okammor </li></ul><ul><li>VP – National Accounts </li></ul><ul><li>Pearson Curriculum, Digital </li></ul><ul><li>March 11, 2009 </li></ul><ul><li>Pacific Executive Forum </li></ul>
    • 2. Urban Districts???? <ul><li>Diversity </li></ul><ul><ul><li>Cultures </li></ul></ul><ul><ul><li>Languages </li></ul></ul><ul><ul><li>Stake Holders </li></ul></ul><ul><ul><li>Income levels </li></ul></ul><ul><li>Complex Levels of Decision Makers </li></ul>
    • 3. Ensuring Students Succeed: So many mandates…So little time!
    • 4. Current Accountabilities State Tests, CSTs, NAEP, AYP, Subgroups, Differentiated Accountability
    • 5. Guiding Policies (Punitive?) NCLB State Standards District Frameworks
    • 6. 21st Century Skills Framework The Dorrington Group
    • 7. Guiding Practices Evidence-Based Instructional Practices
    • 8. Assessing the Special Ed Referral System RtI is Born The History Within the 1 st 25-30 years of EHA – Special Education #s had ballooned Failure to achieve at grade level was too often understood only in the context of something being wrong with the student. Insufficient systemic attention was directed at general education programs for addressing poor academic performance.
    • 9. Why RtI?: Failure of Pre-Referral Interventions
    • 10. Why RtI?: Overrepresentation and Disproportionality
    • 11. Response to Intervention (RtI): Problem-Solving Approach <ul><li>Construction Team </li></ul><ul><li>General Ed teachers </li></ul><ul><li>Special Ed Teachers </li></ul><ul><li>Students </li></ul><ul><li>Parents </li></ul><ul><li>Literacy Coach </li></ul><ul><li>Site/District Administrators </li></ul><ul><li>Instructional Aides </li></ul><ul><li>School Psychologist </li></ul><ul><li>ELL/ESL/ELD Teacher </li></ul>
    • 12. The Blueprint: Creating an Effective RtI Model
    • 13. The Blueprint: RtI Features and Attributes <ul><li>High Quality Classroom Instruction </li></ul><ul><li>Early Identification &amp; Intervention </li></ul><ul><li>Multiple Tiers of Intervention </li></ul><ul><li>Differentiated, Individualized Intervention Curriculum </li></ul><ul><li>Ongoing Progress Monitoring </li></ul><ul><li>Problem-Solving Approach </li></ul><ul><li>Document Intervention Plan and Fidelity of its Implementation </li></ul>
    • 14. The Blueprint: Creating an Effective RtI Model Science Based CORE Valid and Reliable SCREENING High Quality &amp; Relevant PROFESSIONAL DEVELOPMENT District/School INTERVENTION
    • 15. The Foundation: High Quality Classroom Instruction THE CORE MATERIALS OR SOLUTIONS
    • 16. Response to Intervention (RtI): Content Standards &amp; Core Instruction
    • 17. The Frame: Universal Screening for Early Identification &amp; Intervention
    • 18. Response to Intervention (RtI): Universal Diagnostic Screening <ul><li>Measures of Academic Progress (MAP) </li></ul>
    • 19. Response to Intervention (RtI): Universal Diagnostic Screening
    • 20. Exterior Walls: Multi-Tiered Model of School Supports <ul><li>THE INTERVENTIONS </li></ul>
    • 21. Response to Intervention (RtI): Multiple Tiers of Intervention
    • 22. <ul><li>Reading Comprehension Problem Areas </li></ul><ul><li>Cause and Effect </li></ul><ul><li>Making Predictions </li></ul><ul><li>Drawing Inferences </li></ul>RtI – Every Tier Use Data to Design Custom Intervention Plans
    • 23. The Roof: <ul><li>THE PROFESSIONAL DEVELOPMENT </li></ul>
    • 24. Response to Intervention (RtI): Staff Development to Build Teacher Capacity 
    • 25. <ul><li>Reading Comprehension Problem Areas </li></ul><ul><li>Cause and Effect </li></ul><ul><li>Making Predictions </li></ul><ul><li>Drawing Inferences </li></ul>RtI – Every Tier Use Data to Design Professional Development
    • 26. Response to Intervention (RtI): Ongoing Progress Monitoring (PD)
    • 27. USE OF TECHNOLOGY TO MEET YOUR GOALS
    • 28. Using Technology to Enhance RtI : Model Technology Supports
    • 29. RtI Waterford and Successmaker
    • 30. Using Technology to Enhance RtI : Model Technology Supports
    • 31. Waterford Early Learning Program: Objective-Based Sequencer in Action 
    • 32. Waterford Early Reading Program: Class Summary Report
    • 33. Waterford Early Math &amp; Science: Individual Student Report
    • 34. RtI Waterford – At All Three Tiers
    • 35. <ul><li>Weisz Tuscon Clip </li></ul>Waterford Success
    • 36. Using Technology to Enhance RtI : Model Technology Supports
    • 37. RtI Successful Planning with SMe
    • 38. SuccessMaker Enterprise: Initial Placement Motion Courseware Level 7.0+ 6.5 6.0 5.5 5.0 4.5 4.0 0 50 100 150 175 200 225 275 300 4.50 6.15 6.82 Diagnostic Exercises
    • 39. SuccessMaker Enterprise: Cumulative Performance Report  Total Gain Total Time Exercises Correct Class Average
    • 40. SuccessMaker Enterprise: Grouping by Areas of Difficulty  Specific Skill Specific Students
    • 41. Plumbing, Lighting, &amp; Electrical: YOUR STAKEHOLDERS
    • 42. <ul><li>Technical Services </li></ul><ul><li>Implementation services </li></ul><ul><li>On-site support </li></ul><ul><li>Telephone support </li></ul><ul><li>Professional Services </li></ul><ul><li>Professional development </li></ul><ul><li>Consulting services </li></ul><ul><li>Training services (Online and On-Site) </li></ul>Pearson Curriculum, Digital: Service and Support
    • 43. SuccessMaker Enterprise: Forecasting High Stakes Test Results Analysis of over 10,000 students performance on state assessments (FL, MI, MO, NC, OH, and CA) showed a consistent, strong statistical correlation (.60 - .80 correlation coefficient) between SuccessMaker Foundations courseware levels and scale scores on criterion-referenced and norm-referenced assessments.
    • 44. Waterford Early Reading Program: Individual Student Report
    • 45. SMe Individual Course Report Reading Adventures Performance by Strand Overall Achievement Recent Score Cumulative Score
    • 46. RtI The Tucson Study (WF)
    • 47. Response to Intervention (RtI) THANK YOU

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