GRO Presentation Response to Intervention and Special Education Pre-Intervention Model August 11th, 2008.
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GRO Presentation
Response to Intervention and Special Education Pre-Intervention Model
August 11th, 2008
Continuous Improvement ModelStage 1Take StockPLAN
Stage 2Focus on the Right SolutionDO
Stage 3Take Collective ActionDO
Stage 4Monitor and AdjustSTUDY
Stage 5Maintain MomentumACT Core Components of School
Excellence:Rigorous and Relevant Courses
Personalized Learning Environment
Multiple Pathways to Post-Secondary
Student Assessment and Program Evaluation Data
Continuous Improvement Plan
Vision Skills Incentives Resources ActionPlan
Change
XXXXXX Skills Incentives Resources ActionPlan
Confusion
Vision XXXXX Incentives Resources ActionPlan
Anxiety
Vision Skills XXXXXX Resources ActionPlan
Gradual Change
Vision Skills Incentives XXXXXX ActionPlan
Frustration
Vision Skills Incentives Resources XXXXX False Starts
Restructure Model
• A School of Excellence!
• A School for Everyone!
• A Place Where We Prepare All Students for Their Next Level!
Edina High School
Questions to Ponder
• What resources (time, space, people, funding) are available to be used to support this project?
• Are there existing resources that could be utilized to support this project?
• Who are the students to participate in these programs?
• Are student needs consistent with program goals?
Questions Continued….
• Will our program need to diagnose individual needs and prescribe interventions?
• What methods will be used to engage, interest, and motivate our students?
• What would we like to see our students learn as a result of their participation?
• In what ways will involvement in our programs enhance the participants in-school experience?
Instruction
Prob
lem
Solv
ing/
Org
aniz
atio
nAssessm
ent
RTI
Building capacity for RTIOur Journey – Personal Learning
RTI Model
Special Services Dept. At-a-glance
• 13 Teachers
• 17 Paraprofessionals
• Specialists
• 165 Students in Special Education Grades 10, 11 & 12
Special Services Dept. At-a-glance
• 3 site based programs– Network– ASD– DCD
• Resource Rooms – Grade level– 3 sections at grades
10 & 11– 4 sections at grade 12– Total of 24 teacher
hours a day
Special Services Dept. At-a-glance
Lab Classes• Math Lab (3 sections)• Reading Lab (2)• English 10 Lab• English 11 Lab• US History Lab• Work Experience Lab
Alternative Classes
• Math• Reading• History
Special Education
• Restructured Service Delivery Model– Meet the needs of students more efficiently– Utilizes our special education staff optimally– Paper maze may become more manageable– Just makes sense!
Decentralizing
• Break down silos– “Your Students” to “Our Students”– Move away from Lab classes as a
replacement to core curriculum– Place expertise of staff into classroom
• Collaboration• Differentiation• Intervention• Progress Monitoring• High expectations
Decentralizing
• Move away from tutoring model in resource rooms
Goals:– Reduce homework support– Reduce dependence on paraprofessionals for
curriculum knowledge– Reduce number of students requiring resource
support by meeting needs within the classroom
Emergent Need Arises
• Math Department identifies a need for collaborative action – Test security and modifications– Student placement in classes– Number of students in lab classes– High stakes testing and accountability
A Meeting was held…
Pilot Model
• Embed teacher into Math and Language Arts departments
• Semester 2
• Funding – Director of Special Ed.
• Staff Development to define roles and responsibilities
• Understand strengths and weakness of model
Collaborative Model
Math Language Arts
Special Education Department Member/ 1 per department
Consultations with department members on IEP’s / ModificationsTeaming with teachers on classes or special lessonsMainstream students with supportCreation of collaborative assessmentsWorth of Department Members… did I enter teaching to push papers or work with students?MORE!!!!
Special Education Department Member/ 1 per department
Consultations with department members on IEP’s / ModificationsTeaming with teachers on classes or special lessonsMainstream students with supportCreation of collaborative assessmentsWorth of Department Members… did I enter teaching to push papers or work with students?MORE!!!!
Special Education Teacher
Assessment
•Define Learning Gaps•Individualized Learning Format
•Plato•Algebra Class•Instruction Based Upon Need•Progress Monitoring
•Instructional Model•Mainstream•Small Group Sped/Non-sped•Computer Based Instruction
•Remedial •Content Driven
Instructional Model
Classroom
•Mainstream•Co-planning•Member of the department•Small Group (All Students)•Modifications
Pilot Service Delivery Model
• Team Teaching
• Small Group Interventions– Special Education– Non-special Education
• Plato Learning Lab– Math Example in Algebra 1
Building capacity for RTIHow this fits
Instruction
Prob
lem
Solv
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Org
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nAssessm
entRTI
TIER 1
• Tier 1 Standards Aligned Instruction for All Students
• High Performance Instruction for all students– AP Courses– Specialized Courses
TIER 2
• Tier 2 Instruction– Assessments
• Plato Math Assessment• MCA Data• Math Score Data 6-9• Student Performance in
Class
• Supplemental Interventions for students at-risk– Literacy Coach– Numeracy Coach– Plato Math Support– After School Help– Plato Instruction– 101– Special Education
Restructure Model
TIER 3
• Tier 3 Supplemental Interventions High Risk– Assessments
• Plato Math Assessment
• MCA Data
• Math Score Data 6-9
• Student Performance in Class
• High Risk– 102– Special Education
Services– 287
Pilot Outcomes
• Math Department pilot continues– Team teaching– Flexible group intervention– Testing within department– Collaborates on curriculum development– Supports PLATO– Liaison between case managers and Dept.– Includes non-special ed. Students in
interventions
Pilot Outcomes
• Language Arts pilot adjusted– Reduction to half time role– Cont. Collaborative teaching role– Challenges faced:
• Differences in perceived need within department• No shared vision resulted in confusion• Slow change process and continue development
Special Education
• Restructured Service Delivery Model next steps:
– Develop action plan to embed teacher into Science department and teacher into History department
– Reduce number of resource sections by combining 11th and 12th grade students. (reduction of 24 to 18 teacher hours a day)
– Align special ed teachers by departments– Reduce math labs from 3 sections to 2 per day– Add a site based program for students with mild to moderate
DCD– Open teacher time for intervention and progress monitoring– Reduce time spent on paperwork
Building capacity for RTI
Instruction
Prob
lem
Solv
ing/
Org
aniz
atio
nAssessm
entRTI
Steps of Problem-Solving1. Problem
IdentificationWhat is the discrepancy between
what is expected and what is occurring?
2. Problem Analysis
Why is the problem occurring?
3. Plan Development
What is the goal?What is the intervention plan to address this goal?
How will progress be monitored?
4. PlanImplementation
How will implementation integrity be ensured?
5. Plan Evaluation
Is the intervention plan effective?
• A journey to excellence begins with people who care…. Care about our school, our students, and each other.
• Rigor
• Relevance
• Relationships
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