From RIT to RTI

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From RIT to RTI
Jonathan Strong, Reading Coach, Leslie Sanford, Math Coach, Confluence Academy, MO
Fusion 2012, the NWEA summer conference in Portland, Oregon

This presentation provides participants the opportunity to experience how an urban school has used the data from NWEA MAP to effectively develop and implement a Response to Intervention program. Featured are strategies to develop an RTI process from the initial screening to possible SPED diagnosis. Geared toward educators who want insight, suggestions, and ideas on how to use NWEA MAP to start or strength their RTI process.
Learning Outcome:
- Learn how to effectively track data
- Short and long term planning.
Audience:
- Experienced data user
- Curriculum and Instruction
Confluence Academy is urban charter school located in the city of St. Louis. We have been administering the NWEA MAP for 4 years, and have continued to show growth each year. Our team includes our Reading and Math Coaches from the Old North Campus.

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  • Introduction We have separated BPIS and RTI
  • As an urban school we have other issues to address before the students even get to school….low income/poor home structures/single family homes/lack of education/experiences/overall issues that come with urban children.
  • This is our goal within the next five years… 90% scoring proficient or advanced on the state test 5% scoring basic, but getting closer to proficient 5% that would require individualized intensive instruction
  • AND…..this is where we started About 50% of our students were in the red, 36% were yellow and only 14% were green – out of 900 students we had a long way to go.
  • We discovered we had a high number of students scoring on one more grade levels behind We had a lack of student growth We had NO strategic way to meet individual students needs
  • When you hear us say NWEA are referring to MAP. Our state assessment is called MAP that is why we use the term NWEA
  • Students should demonstrate 1.5 years growth based on starting NWEA RIT We needed a way to visually represent the data, not only for the teacher but also Administration, District level personnel, and most importantly STUDENTS! Big thanks go out to TFA for brining this tracker to our attention….
  • Remind everyone this is done for both reading and math-multiple data points MUST be used
  • Teacher buy-in and accountability Fosters great academic conversations about student’s growth
  • No matter who is responsible for leading the team, the following people should be part of the team. This would include all teachers that teach the child a core subject
  • Reading example of data used to set goals Reading minutes goals can be set for at-home practice as w
  • Don’t be afraid to test outside the NWEA testing window….especially in K-2
  • Paint an academic picture of where this child will be 3, 4, and 5 years from now….
  • This is our goal within the next five years… 90% scoring proficient or advanced on the state test 5% scoring basic, but getting closer to proficient 5% that would require individualized intensive instruction
  • From RIT to RTI

    1. 1. From RIT to RTIMr. Jonathan Strong ~ Reading CoachMs. Leslie Sanford ~ Math Coach
    2. 2. Confluence AcademyLocationDemographics/PopulationBPIS and RTIData history
    3. 3. A Typical 3-Tiered RTI Model 5% 5%90%
    4. 4. OUR 3 Tier RTI Model…. 50%(450 students) 36% (325 students) 14% (125 students)
    5. 5. “Without data, you are just another person with an opinion” ~Rebecca DuFour
    6. 6. Problem-Solving Method What is the problem? Why is itDid it happening?work? What should be done about it?
    7. 7. What does the RIT mean to us? It’s more than just a number….. Provides data to support individual student interventions Provides grade level equivalence Assists with proper placement on RTI tier Tier 1 (green): on or above grade level Tier 2 (yellow): one year below grade level Tier 3 (red): more than one year below grade level
    8. 8. NWEA TrackersExcel document that tracks individual growth ofstudents in order to meet their goalEnter RIT number and calculations are doneautomatically (color coded)After fall, tracker provides end-of-year goals for eachstudent based on their starting point
    9. 9. NWEA TrackersLet’s take a closer look…2011-2012 NWEA TrackersStout.xls2011-2012 NWEA TrackersFitzgerald - 6th.xls
    10. 10. Triangulation of dataUsing RIT as a guide, include other points of data toplace students in an appropriate tier Benchmarks SRI AIMSweb Classwork SRI NWEA State Assessments State Test (MAP)
    11. 11. Data BoardsAllows visual representation of an entire gradelevel in one placeAble to see movement of students throughout theyear the name/picture is place on the colored card the students enters that grade at (from previous grade) As the student moves from tier to tier, the color signifies where he/she began the year
    12. 12. Available ResourcesFundationsWilsonMath workshopsReading workshopsKHAN AcademyCollege/University studentsTitle 1 TeachersTitle 1 Tutors
    13. 13. RTI Reading Pyramid of Resources •Fundations •DIBELs •Wilson •AIMS Progress •Language! Monitoring Intensive •Systems 44 •Series Specific •Read 180 Assessments •Great Leaps •SRI/PRI •ALS •Triumphs •Treasure Chest •Progress •Language! Monitoring DIBELs •Fast Forward Plus (30min) •AIMS Progress •Great Leaps Monitoring •ALS •Series Specific •Leveled Homework AssessmentsTargeted •Flexible Grouping •Small-Groups •Big Five Resources •FASST/CSST •Treasures (90min K-5) •NWEA •Elements of Literature •DIBELs Next (60m 6-12) •Series Assessments •Elements of Language •Benchmarks (30-45m) •PSAT •Step Up to Writing •Fast Forward (K-3 30-50m) •ALS •Homework •Parent Involvement •Small-Group Core •Flexible Group •Workstations Slightly Adapted from RTI Action Network Symposium
    14. 14. Response to Intervention TEAMWho will be responsible for leading? Principal Curriculum Coaches Classroom Teachers Title 1 Teachers SPED
    15. 15. Response to InterventionRTI is not general education or special education – it is ALL education
    16. 16. Step #1 ~ Initial Screening ~Teacher academic concerns based on RIT and classroomwork/dataHearing and vision screening (see green sheet)
    17. 17. Step #2~ Parent/Teacher Collaboration ~ Review current data Set goals Fluency/Comprehension DesCartes Meet with teacher/parent OR send RTI letter
    18. 18. Step #3 ~ Team Meeting ~Tutoring daily 30 – 45 minute sessions daily in small group setting Instruction to address specific goalsProgress monitoring weekly (see Appendix pages 2 – 8)
    19. 19. Step #4 ~ Continue Tutoring & Progress Monitoring ~Continue to meet as a team Modify goals based on data Observation by SPED teacher if no progress is made
    20. 20. Step #5~ Continue Title 1 Intervention ~ Adjust and continue interventions based on data What are the long term goals for this student? Retention can be discussed SPED testing can be considered
    21. 21. Back to NWEA…After Spring testing, teachers enter RIT number intotrackerHas the student reached their 1.5 years growth? If yes, reflect on what interventions were used If no, reflect on why not
    22. 22. Moving forward…Create new data boards for the next school yearPass goal sheets to next year’s teacherLet’s take a look….
    23. 23. After 3 years…. 22% (200 students) 50% (450 students) 27%(250 students)
    24. 24. ? .! . Questions? !! ?
    25. 25. Contact InformationJonathan Strong strongjo@gmail.comLeslie Sanford leslie.sanford@confluence.edisonlearning.com lsanford128@gmail.com

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