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Middle School Opening Celebration

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Title: Middle School Opening Celebration


1
  • Middle School Opening Celebration
  • August 25, 2008

2
WELCOME BACK MIDDLE SCHOOL TEACHERS!!
  • WJC IS FOCUSING ON THE MIDDLE SCHOOLS! We need
    to celebrate and recognize
  • Technology
  • Academic and SOL Achievement
  • Middle School Schedule
  • Response to Intervention

3
RESPONSE TO INTERVENTION
  • Defining our Vision for Raising the Achievement
    of Middle School Students

4
Response to Intervention (RtI)
  • RtI is
  • a general education instructional framework
  • a three-tiered instructional approach
  • a systematic evaluation of struggling students
  • RtI is NOT
  • a sentence for struggling students
  • another program for low academic students

5
Response to Intervention (RtI)
  • RtI is
  • a right to quality instruction for all learners
  • a shared responsibility
  • part of the strategic plan

6
RtI Matters
  • Addresses Overrepresentation of
  • students in special education
  • minorities in special education
  • males in special education

7
RtI Impacts
  • schools with high-needs population
  • schools that have 2 of their population referred
    for special education
  • schools that have over-representation of students
    from minority groups in special education
  • schools that have under-representation of
    minority students in gifted programs

8
RtI Impacts
  • schools that did not make Adequate Yearly
    Progress (AYP) or who made AYP and desire
    continuous improvement for all students in the
    learning community
  • schools that have disproportionate numbers of
    discipline referrals, suspensions, and/or
    expulsions

9
Fidelity of Implementation
10
Fidelity (n) strict adherence to implementation
of program components
11
Fidelity of Implementation
  • instruction is intentional and evidenced based
  • data is analyzed to determine instructional
    interventions
  • Progress is frequently monitored in a responsible
    and reliable manner

12
Ensuring Implementation Fidelity
  • Match Faculty Performance Objectives and
    Evaluation
  • Provide Data Driven Support Systems
  • Provide Professional Development
  • Provide Central Office Support

13
Implementation of RtI
  • Three phases over FIVE years
  • Exploration
  • Implementation
  • Sustainability and Evaluation

14
1. Exploration Phase (1 or 2 years)
  • Review best practices
  • Identify materials
  • Review universal screening assessment tools
  • Provide professional development on progress
    monitoring and curriculum based measurement tools
    (CBMs)
  • Create monitoring forms
  • Select professionals to serve on the RtI school
    team

15
2. Implementation Phase(1 or 2 years)
  • Administer identified universal screening
    assessments in reading and mathematics
  • Ensure that instruction is intentional and
    evidence based
  • Use data to determine instructional interventions
  • Monitor progress regularly in a responsible and
    reliable manner

16
3. Sustainability and Evaluation Phase (ongoing)
  • Ensure instruction is intentional and evidenced
    based
  • Evaluate faculty performance that include matched
    objectives
  • Support data driven assessment systems
  • Provide ongoing professional development
  • Monitor student performance

17
Guiding Questions for Each Tier
  • What do we want students to learn?
  • How do we authentically engage students in the
    learning?
  • How do we know if students learn what we intend?
  • What do we do with students who have learned the
    curriculum and those who have not?

18
The 3 Tiers of RtI
19
TIER I
  • Instruction and Intervention

20
Tier 1 Interventions
  • Instruction
  • Research Based Instructional Strategies (RBIS)
  • Direct Vocabulary Instruction
  • Socratic Seminars
  • AVID Strategies
  • Multicultural Education
  • Great Books Strategies
  • AP Strategies (Taft Institute)
  • Balanced Literacy and Reading Differentiation
  • Common Lesson and Assessment Planning
  • Flexible grouping in math and reading
  • Inquiry based instruction

21
Successful Tier 1 Instruction
  • 75-85 of students meet
  • instructional expectations!

22
TIER 2
  • INSTRUCTION AND INTERVENTION

23
Tier 2
24
Tier 2 Interventions
  • Instruction/Interventions can include
  • After-School Remediation
  • Inclusion Collaboration
  • Intervention (Grades 6-8) 45-90 minutes
  • Math Groups (Grades K-8) Math Specialist
  • Small group daily intervention
  • English Language Learning (ELL)

25
TIER 3
  • INSTRUCTION AND INTERVENTION

26
Tier 3
27
Results of Tier 3
  • Identify which students have successful or
    unsuccessful response to instruction (RtI)
  • Sort students who need further help
  • Decide which students are helped in general
    education
  • Decide which students need evaluation for special
    education

28
Benefits of RtI
  • Earlier identification
  • Earlier correction of difficulties
  • Enhanced communication between home and school
  • Parents are informed more frequently of their
    childs progress
  • More frequent home-school collaboration allows
    parents to become meaningful participants

29
Benefits of RtI
  • Provides collaborative assistance to teachers
  • Identifies prevention efforts needed for children
    entering Kindergarten
  • Coordinates existing intervention efforts (i.e.
    Child Study, SOL remediation)
  • Communicates schools expectations for monitoring
    of student performance

30
Key ComponentsOf RtI
  • Universal screening
  • Progress monitoring
  • Curriculum based measurements

31
Universal Screening
  • Description
  • Involves assessments of all students performance
    usually 3x a year
  • W-JCC will begin with universal screening 2x a
    year (fall and spring) using PALS in grades K-2
    and the Stanford Diagnostic Test in reading and
    mathematics for students in grades 1-8
  • SOL and Quarterly assessments, and classroom data
    collected by teachers will also be used to
    provide a complete picture of the students
    progress

32
Progress Monitoring
  • Provides ongoing, systematic method of
    collecting data to determine the academic,
    social, or behavioral performance of a student
  • Is used throughout all tiers, but
  • particularly in Tiers 2 and 3

33
Progress Monitoring
  • Documents student learning over time to
    determine progress and intervention effectiveness
  • Involves a formative evaluation process
  • Analyzes repeated data collections of student
    performance (2-3x per wk)
  • Provides tiered interventions based on student
    need

34
What are Curriculum Based Measurements (CBMS)?
  • CBMs are a set of data collection tools derived
    directly from the curriculum that the student is
    expected to learn.

35
Benefits of Curriculum Based Measurements
  • Aligns instruction and assessment
  • Fosters data-driven instruction
  • Aids students motivation by students plotting
    their progress
  • CBM is directly tied to the curriculum

36
RtI - Three Tiers of Instruction Elementary
School Plan
  • Tier 1 gtWhole School -entire school understands
    and uses research-based instructional strategies.
  • Tier 2gtSmall Group -entire faculty understands
    and uses research-based instructional strategies
    and can deliver appropriate intervention
    strategies. In addition, specialists provides
    supplemental services.
  • Tier 3gtIndividual Student -student receives
    supplemental services based on the School RTI
    Teams individual learning plan that includes
    professionals responsible for the learners
    success.

37
RtI Three Tiers of Instruction Middle School
Plan
  • Tier 1 gtWhole School -entire school understands
    and uses research-based instructional strategies.
  • Tier 2 gtSmall Group -entire faculty understands
    and uses research-based instructional strategies
    and can deliver appropriate intervention
    strategies.
  • Tier 3 gtIndividual Student -student receives
    services based on the problem-solving model of
    the professionals responsible for the learners
    success.

38
Division Plan
  • Devise forms to evaluate materials
  • Utilize Academic Services to monitor data from
    the schools
  • Coordinate training on CBMs and Progress
    Monitoring
  • Assist in devising monitoring forms
  • Catalog purchase materials
  • Evaluate year 1 implementation

39
Year 1 Expectation at School
  • Identify current interventions
  • Training and Professional Development in RtI
    approaches and interventions
  • Training and Development with Renaissance
    Learning to support our teachers
  • Continued work with middle school program to
    monitor the progress of students and teachers
  • Focus Groups to offer feedback for improvement of
    RtI
  • Refinement of data collection and CBMs

40
Year 1 Central Office Support
  • Observe Tier 1, 2, and 3 instruction
  • Develop a structured classroom observation
    protocol
  • Create a form to evaluate RtI materials
  • Distribute articles and other information to
    schools
  • Assist in developing forms to monitor student
    progress
  • Support and Assist faculty and administration at
    all three middle schools in RtI approach through
    the new master schedule

41
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