C&I 578 Assignment 11.1. Design Good

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  • 1. Assess…Address…Success! Response to Intervention (RtI) at GCMS Elementary
  • 2. Venturing into new territory…
  • 3. GCMS jumped on the RtI bandwagon. Why?
  • 4. We needed to try something new!
    • Our building reading scores were at 75% meets/exceeds. One student out of four was not meeting state standards. That was just not acceptable!
    • So… the initial impetus of RtI at GCMS was to give our students the tools to increase their reading successes.
  • 5. RtI defined
    • Assessment determines individual student needs and allows for data-driven decision making.
    • Instructional interventions target students’ specific weaknesses.
    • Research based interventions are available to all students.
    • Early intervention is key to student success.
    • The success of all learners is the focus.
  • 6. Essential components of RtI Implementation
    • Multi-tier model
    • Problem-solving method- Team work!
    • Integrated data collection/assessment system
    • Primary and upper elementary assessments
    • Focus on 5 elements of reading instruction
    • Scheduling/flexibility!
  • 7. 5% of students High At-Risk Learner Research based interventions 1-3 pupils/group 45-60 minutes supplement Progress monitoring weekly on target skill(s) 15% of students At-Risk Learners Research based interventions 4-6 pupils/group 20-45 minutes supplement Progress monitoring every 2 weeks on target skill(s) 80% of students All Learners receive Core Reading program (McMillan-McGraw Hill) 90 minutes/day grades K-3 (primary focus) 60 minutes/day grades 4-5 Benchmark assessments at beginning, middle and end of year (Areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension) Multi-tier model Component 1
  • 8. Problem Solving Method Component 2
  • 9. Team Teacher and Interventionist 2008-09
  • 10. Integrated data collection/assessment system Component 3 We are working hard to develop a data collection system that uses the information found on our student intervention sheets, student data sheets and our formal and informal assessment probes.
  • 11. Draft red = at risk 30 = Very concerned yellow = some risk 20 = Somewhat concerned green = low risk 10 = Slightly concerned * 0 = Not concerned                 8                 7                 6                 5                 4                 3                 2                 1     (9 weeks) Pre-Test     Rating (0-3)*     Comments Star Test Reading Grade Reading SAT 10 ISAT Teacher DIBELS Student Student Data
  • 12. Individual Student Intervention Plan
  • 13.
    • DIBELS (Gr. K-1-2) Dynamic Indicators of Basic Literacy Skills
    • 3 benchmarks- fall, winter and spring
    • All students assessed
    • Used as probes for tier movement
    • Subtests for 5 reading components
    • MAP (Gr. 3-4-5) Measures of Academic Progress
    • Computerized- immediate results
    • Adaptive tests measure growth fall, winter and spring
    • All students assessed (adaptive!)
    Component 4
  • 14.
    • Focus of daily reading instruction:
    • Phonics
    • Phonemic Awareness
    • Vocabulary
    • Fluency
    • Comprehension
    Component 5
  • 15. Scheduling & flexibility! Component 6
  • 16. Our source of pride for our efforts in 2007-08. ISAT- Reading
  • 17. We are not satisfied! There is still much more to do! More kids to reach! We have formulated a plan to improve!
  • 18. What we want to do:
    • Increase parent involvement
    • Increase para-professional involvement
    • Increase Tier I Block time to 90 minutes for Grades 4 & 5
    • Refine our documentation and intervention process
    • Continue to ambitiously seek out new research based interventions.
  • 19. Our intentions are to continue to assess our students to best address their needs and continue to celebrate our students’ reading success !