C&I 578 Assignment 11.1. Design Good


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

C&I 578 Assignment 11.1. Design Good

  1. 1. Assess…Address…Success! Response to Intervention (RtI) at GCMS Elementary
  2. 2. Venturing into new territory…
  3. 3. GCMS jumped on the RtI bandwagon. Why?
  4. 4. We needed to try something new! <ul><li>Our building reading scores were at 75% meets/exceeds. One student out of four was not meeting state standards. That was just not acceptable! </li></ul><ul><li>So… the initial impetus of RtI at GCMS was to give our students the tools to increase their reading successes. </li></ul>
  5. 5. RtI defined <ul><li>Assessment determines individual student needs and allows for data-driven decision making. </li></ul><ul><li>Instructional interventions target students’ specific weaknesses. </li></ul><ul><li>Research based interventions are available to all students. </li></ul><ul><li>Early intervention is key to student success. </li></ul><ul><li>The success of all learners is the focus. </li></ul>
  6. 6. Essential components of RtI Implementation <ul><li>Multi-tier model </li></ul><ul><li>Problem-solving method- Team work! </li></ul><ul><li>Integrated data collection/assessment system </li></ul><ul><li>Primary and upper elementary assessments </li></ul><ul><li>Focus on 5 elements of reading instruction </li></ul><ul><li>Scheduling/flexibility! </li></ul>
  7. 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. 8. Problem Solving Method Component 2
  9. 9. Team Teacher and Interventionist 2008-09
  10. 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. 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. 12. Individual Student Intervention Plan
  13. 13. <ul><li>DIBELS (Gr. K-1-2) Dynamic Indicators of Basic Literacy Skills </li></ul><ul><li>3 benchmarks- fall, winter and spring </li></ul><ul><li>All students assessed </li></ul><ul><li>Used as probes for tier movement </li></ul><ul><li>Subtests for 5 reading components </li></ul><ul><li>MAP (Gr. 3-4-5) Measures of Academic Progress </li></ul><ul><li>Computerized- immediate results </li></ul><ul><li>Adaptive tests measure growth fall, winter and spring </li></ul><ul><li>All students assessed (adaptive!) </li></ul>Component 4
  14. 14. <ul><li>Focus of daily reading instruction: </li></ul><ul><li>Phonics </li></ul><ul><li>Phonemic Awareness </li></ul><ul><li>Vocabulary </li></ul><ul><li>Fluency </li></ul><ul><li>Comprehension </li></ul>Component 5
  15. 15. Scheduling & flexibility! Component 6
  16. 16. Our source of pride for our efforts in 2007-08. ISAT- Reading
  17. 17. We are not satisfied! There is still much more to do! More kids to reach! We have formulated a plan to improve!
  18. 18. What we want to do: <ul><li>Increase parent involvement </li></ul><ul><li>Increase para-professional involvement </li></ul><ul><li>Increase Tier I Block time to 90 minutes for Grades 4 & 5 </li></ul><ul><li>Refine our documentation and intervention process </li></ul><ul><li>Continue to ambitiously seek out new research based interventions. </li></ul>
  19. 19. Our intentions are to continue to assess our students to best address their needs and continue to celebrate our students’ reading success !