Grade Level and Building Level Team Meetings

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Grade Level and Building Level Team Meetings

• Comparison of RtI Implementation in an
• Elementary and Middle School

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Presented by

• Michele Condon
• Principal at Bernard Middle in Mehlville
• 6th,7th, and 8th grades
• 750 students
• 2 teams of teachers at each grade
• 5 core teachers on each team Math, CA, Sc. SS.
• 12 encore teachers PE, FACS, Ind. Tech. Art,
  etc.

• Leslie Johnson
• Counselor at Tillman Elementary in Kirkwood
• Kindergarten5th grade
• 530 students
• 3-5 teachers per grade level team plus MAPEL,
  assistants, specialists, interventionists

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The Problem Sustaining Model
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How is the RtI process different?

• Shifting to the Language of Problem-Solving

• To
• We should be able to
• The data that I have indicates

• From
• He or she never.
• I think the problem is

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How is the RtI process different?

• Changing the structure of grade level team
  meetings...
• We identify the problem based on data.
• We provide Tier 2 (yellow) interventions.
• We examine data and form targeted groups with
  specific intervention or instruction.
• We monitor students progress.

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How is the RtI process different?

• Changing the structure of grade level team
  meetings...
• We examine grade level interventions and progress
  monitoring data.
• We adjust or add interventions using the
  expertise of people outside the grade level team.
• We formalize a Tier 3 (red) intervention plan
  specific to the students needs.

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Grade level Team MeetingsHow often and when do
we meet?

• Elementary
• Meet 45 minutes during common plan time (built
  into the schedule)
• Formalize tier 2 (yellow) interventions once each
  month

• Middle School
• Meet 45 minutes during daily teaming time (built
  into the schedule)
• Formalize tier 2 (yellow) interventions as needed

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Grade level Team MeetingsWho participates?

• Elementary
• Each teacher on that grade level team
• Interventionists
• Counselor
• Principal
• School psychologist

• Middle
• Each teacher on that grade level team
• Counselor
• Principal
• School psychologist
• Sometimes, parent

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Grade level team meetingsWhat is the format of
the meeting?

• Elementary
• Teachers e-mail names of students theyd like to
  discuss and complete a meeting planning sheet.
• Highlight successes
• Discuss student-specific issues and brainstorm
  interventions.
• Look at grade-level data on student progress and
  form targeted group interventions.
• Discuss other grade-level practices that may have
  an impact on the overall student population.
• Educator-to-educator training sharing ideas.

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Grade level team meetingsWhat is the format of
the meeting?

• Middle

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Building level team meetingsHow often do we meet?

• Elementary
• Initially, if tier 2 (yellow) interventions are
  not enough
• Follow up meetings set based on childs
  needs/timeline to examine data and adjust/add
  interventions

• Middle
• Initially, if tier 2 (yellow) interventions are
  not enough
• Six week check of data
• Follow up meeting scheduled as needed to examine
  data and adjust interventions

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Building level team meetingsWho participates?

• Middle
• Teachers across teams and content
• Counselor
• School psychologist
• Principal
• Parent
• Other specialists as appropriate (nurse, social
  worker, ELL teacher, gifted teacher)

• Elementary
• Teachers across grade levels and content
• Counselor
• School psychologist
• Principal
• Parent
• Other specialists as appropriate (nurse, special
  ed, literacy, social worker, ESC, ELL teacher,
  gifted teacher)

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Building level team meetingsWhat roles are
assigned?

• Elementary
• Meeting facilitator
• Case facilitator
• Secretary
• Timekeeper
• Principal
• Teacher requesting assistance
• Parent
• Other team members

• Middle
• Case manager
• Facilitator
• Note-taker
• Timekeeper
• Principal
• Teacher(s) requesting assistance
• Parent
• Other team members

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Building level team meetingsWhat process is
followed?

• Brainstorming through the Mapping Process
• First, data and problem statement are reviewed.
• Measurable goal statement is written.
• Team members record intervention ideas specific
  to goal on a visual map.
• Team members choose interventions, decide who is
  responsible for implementation, and determine the
  best way to measure the plans effectiveness.

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Brainstorming/Visual Map
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One more picture of mapping
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Just some dataTillman
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Getting Started Fire, Ready, Aim!

• Build on what is already in place.
• Explicitly connect to current school improvement
  efforts related to achievement.
• Include all stakeholdersprincipals, teachers,
  curriculum and instruction specialists, parents,
  etc.
• Build
• Consensus among stakeholders
• Infrastructure within school and district
• Implementation plan over 3-6 years
• Ongoing review and adjustment of plan