Response to Intervention         (RtI)
• District Overview – a description of what is  being done at the district level to lay a  systematic foundation for RtI• ...
• What do we want students to know and be able  to do? Identify Learning Targets ( I Can  statements)-Universal or Tier 1•...
At t      end              anc                 eBehavioralAcademic                   n   t ed              Tale     e   d&...
District                          RTI Team                                           Student InterventionStudent Intervent...
District Level RtI team•   One member from each Building Level RTI team•   Executive Director of Educational Programs•   E...
Building Level RtI team•    One member must sit on Site Level Team    (SLT)•   Provides building leadership for RtI in    ...
• RtI is defined as:• “…the practice of providing high-quality  instruction and interventions matched to  student need, mo...
Building Capacity• Use of REACh funds to buy time for staff-buy in  and understanding of RtI. We conducted 2 in-  building...
• The building RtI Team, in conjunction with  REACh team, using all the assessment  data we have (MAPs 3 times a year,  WK...
Assessments         Benchmark      Formative        Screening                                Summative
• 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 memb...
• Common Assessment Tools-• Assessment tools have been developed in  grade level PLC during monthly staff  development mtg...
• Building the capacity of staff to work effectively  as team• Providing training for staff to work effectively to  adopt ...
• Showcase a 3rd grade PLC time• PLC data sheet• PLC binders
• Share intervention block schedules
Ensuring sustainability• Collaboration around data and use of  data, problem solving teams, progress  monitoring, and deci...
• Additional components of implementing  RtI:• RtI Coordinator and Reading Specialist• School wide behavior plan - Above t...
Successes and Challenges• Success- Increased reading and math  achievement and WKCE scores• Challenges-   – Time and Union...
Questions
Thank You!!!!•   Tracy Donich, Curriculum Supervisor,    tdonich@sdb.k12.wi.us•   Deb Prosser, Principal, Burdge ES    dpr...
Response to Intervention (RtI): School District of Beloit, Wis.
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Response to Intervention (RtI): School District of Beloit, Wis.

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Response to Intervention (RtI): School District of Beloit, Wis.

  1. 1. Response to Intervention (RtI)
  2. 2. • 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
  3. 3. • 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?
  4. 4. At t end anc eBehavioralAcademic n t ed Tale e d&Gift School District of Beloit RTI 2009-2010
  5. 5. District RTI Team Student InterventionStudent Intervention Building RtI Team Monitoring Team (SIT) System (SEMS)
  6. 6. 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
  7. 7. 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
  8. 8. • 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)
  9. 9. 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.
  10. 10. • 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.
  11. 11. Assessments Benchmark Formative Screening Summative
  12. 12. • Explanation of how SIT team works and the use of the SIMS program• Highlight the district common assessment tools
  13. 13. • 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
  14. 14. • 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
  15. 15. • 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
  16. 16. • Showcase a 3rd grade PLC time• PLC data sheet• PLC binders
  17. 17. • Share intervention block schedules
  18. 18. 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)
  19. 19. • Additional components of implementing RtI:• RtI Coordinator and Reading Specialist• School wide behavior plan - Above the Line (ATL) – Corwin Kroneberg
  20. 20. 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
  21. 21. Questions
  22. 22. Thank You!!!!• Tracy Donich, Curriculum Supervisor, tdonich@sdb.k12.wi.us• Deb Prosser, Principal, Burdge ES dprosser@sdb.k12.wi.us• Melody Wirgau, Principal, Gaston ES mwirgau@sdb.k12.wi.us• Grace Okoli, Ed.D, Principal, Royce ES gokoli@sdb.k12.wi.us• Belinda Noack, 3rd grade, Gaston ES noack@sdb.k12.wi.us

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