Promoting Equity: Response to Intervention at Tier II

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Promoting Equity Response to Intervention at
Tier II
Presented by Alli Rudich Principal Heidi
Pergande - Reading Specialist Donges Bay
School Mequon-Thiensville School District
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Please stand if you

• Brought a Starbucks beverage to the Summit this
  morning
• Are excited to learn something new today
• Recently created, collected, or submitted an
  artifact
• Planned any PD in the past week
• Participated in a professional twitter chat this
  year
• Had a conversation focused on literacy in the
  last 24 hours
• Havent stood up yet!

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DB Demographics

• 460 Students
• 8 African American
• 6.1 Asian
• 4.1 Hispanic
• 10 Special Education
• 7 Low SES
• Chapter 220 Program

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Donges Bay 2010

• Minimal PLCs still in the learning stages
• Mine vs. Ours culture/Lack of shared
  responsibility
• No common reading/writing curriculum/structure
• No decision making expectations for reading
  intervention
• Minimal implementation/understanding of RTI
• No school wide behavior expectations

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Donges Bay 2015

• Year 3 of PBIS has shown significant reduction in
  behavior referrals.
• Joint decision making process for interventions
  through a Student Review Process where we analyze
  student data.
• Year 3 of a structured daily intervention block.
• Classroom teachers take responsibility for
  progress monitoring of students
• Student Action Plans monitor students in the
  yellow/red.
• Established PLCs at each grade level with a
  Special Education Representative. PLCs are
  visited monthly by specialists/principal and
  focus on student data.
• Shared responsibility for students on caseload
  and classroom.
• 3rd year of Co-teaching classrooms
• Reduction of students on special education
  caseload.
• Mentoring for teachers with students on
  specialist caseloads.

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Looking forward and beyond

• Focus on Social Emotional Wellbeing
• Focus Group
• Staff analyzing and implementing aligned
  culturally responsive practices
• Developing a teacher coaching relationship with
  specialists

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Principles of Cultural Competence
Accountable Ambitious Collaborative Inclusive Resp
ectful Responsive Strength Based
Washington State Department of Education
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Using Data for Placement

• Screening all students
• Performing additional diagnostic testing for
  students falling below target
• Other Data
• Observations
• Student Work Samples
• Surveys
• Collaboratively analyzing data
• determining size of gap reason(s) for gap
• Developing goals and writing action steps

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Group Based Interventions

• Implementing research based interventions with
  qualified teachers
• Cultural responsiveness to race, cultures,
  ethnicities, abilities, and thinking styles
• Welcoming, accepting, and valuing differences
  among our families
• Adapting instruction and placement in groupings
  as needed
• Remember reading is a global process breaking
  skills into too many pieces can be
  counterproductive

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• What questions do you have?
• Take a minute to reflect on the instruction
  currently happening in your school
• Assess and Share
• Strengths
• Challenges
• Needs
• Next Steps

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Monitoring Effectiveness

• Frequent, ongoing, progress monitoring targeting
  all identified deficits
• Reflective
• What are we doing well?
• What can we do better?
• Commitment to ongoing professional development,
  training, coaching, and administrative support
• Continue to focus on whats effective
• Four years PBIS, RtI, Reading Writing Workshop

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