RtI and Project MORE Granby Elementary “Where ALL Students Come To Grow”
Feb 23, 2016
RtI and Project MOREGranby Elementary
“Where ALL Students Come To Grow”
ALL White ED LEP SWD
93.5 95.584 78.4
58
6.5 4.516 21.6
42
AYP Reading Proficiency 2010 Proficient Nonproficient
District Goals
By 2013, WCS will reduce the number of students achieving below proficient in reading by 10% annually in LEP and SWD subgroups.
2010 Non Proficient
2011 Target
2011 Non Proficient
LEP 21.6% 19.44% 18.43%SWD 34.8% 31.3% 24.36%
Org
aniz
atio
nal R
esul
ts
LuckyGood results, with no understanding of the reasons; replication of success not probable
LeadingGood results, with clear understanding of the reasons; replication quite probable
LosingPoor results, with no understanding of the reasons
LearningPoor results, with clear understanding of the reasons; replication of mistakes not probable
The vertical axis represents the results the organization wants to achieve.The horizontal axis represents the degree to which the leader understands the causes of the results.
Antecedents of Excellence
The Leadership and Learning Matrix
Reeves, D. (2002) The Leaders Guide to Standards. San Francisco: Jossey-Bass.
How did we get these results?
Change our Focus to Growth
WHY?• Looking at proficiency, it was hard to see a problem
• Focusing on growth will produce proficiency but focusing on proficiency will not necessarily produce growth
• We don’t want to reach for a specific bar, but rather have ALL KIDS continue to show growth regardless of where they started
Instructional Leadership
Our Core Business = Instruction
Our Product = Student Learning
1st Im
prove Here
To Improve Here
Assessing
Teachers & Students
Like a picture “snapshot,” a data “snapshot” is a
conversation starter.
Students With Disabilities
3rd 4th 5th 6th0
102030405060708090
100Reading Growth
Student Growth By Teacher
Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 120
10
20
30
40
50
60
70
80
90
100
MAP Student Growth Data2011-2012
Reading
A Year’s Growth For ALL and Accelerated Growth for Behind
Proficiency + Growth = Success FOR All
The Journey with NWEA MAP in Worthington Schools
Jas, Elementary Principal
Identifying
THIRD GRADE SCREENING ANALYSIS READING ____FALL ____WINTER ____SPRING SCHOOL YEAR ________
TEACHER NAME:
ENTER STUDENT NAMES BY RESULT:
3 MAP READING RIT 195 AND HIGHER RIT 185—194
TIER 1
RIT 165—184 TIER 2
RIT 164 AND LOWER TIER 3
21 5
IdentifyClass Scatterplot
Lucky Leading
Losing Ground Learning
IdentifyClass Bubble Chart
Students of concern
The larger the bubble, the larger the growth. Blue is positive growth, and grayish white is negative growth.
AYP SUBGROUPS MAP Fall MAP Fall MAP Winter
MAP Winter
MAP Spring
MAP Spring
Math Reading Math Reading Math Reading
TOTAL
WHITE
BLACK
HISPANIC
ASIAN
MULTI
ENGLISH LANGUAGE LEARNERS
STUDENTS W/ DISABILITIES
SOCIOECONOMIC STATUS
My Classroom AYP: Proficiency by Subgroup
Level of Intervention
Intervene
Tier 1 flexible grouping
Tiers @ Granby• Tier 1 Instruction – Provide researched based best
practices to ensure 80%+ growth for class
• Tier 2 Intervention Examples: – Project MORE (60 students)– LLI (Leveled Literacy Intervention)– Reading Recovery
• Tier 3 – Increase Frequency (how often) and/or Intensity (time) or Wilson Reading
Tier 1 – Benchmark• Student is progressing at grade level.• All instruction delivered within the reading block in
the regular class setting using the core curriculum.• Student is progress monitored through the standard
district-wide assessments three times per year. (Measures of Academic Progress; MAP)
• Student consistently scores at or above grade level on testing.
• 80+% of students fall in this category.
Tier II – 30-Minute Intervention• Student requires extra support to progress at grade level.• Student receives a moderate or high risk score on MAP, DIBELS, STAR,
and/or district grade level benchmarks.• Student receives 30 minutes of specific skill instruction. This is in
addition to the regular classroom instruction provided for all students. This service is in a small intervention group setting and/or one on one Project MORE instruction. This results in a total of 90-120 minutes additional reading instruction weekly.
• Student receives Ongoing Progress Monitoring.• Intervention group instruction occurs with a maximum of 6 weeks per
skill. • Classroom teacher, Reading Specialist, and Principal meet monthy to
review student data and make decisions about interventions provided for individual students.
Tier II – Action Plan• If student shows minimal or no progress following 6 weeks
of daily intervention instruction. AND student is at moderate to high risk on MAP, DIBELS, STAR, and/or district grade level benchmarks.
• In most cases, classroom teacher initiates an IAT/parent conference. See Example Folder
• Guidance will notify teachers, parents, and administration if IAT conference is scheduled.
• Reading Specialist completes additional assessments such as DRA word analysis and LLI (leveled literacy intervention) applicable assessments to provide additional documentation for IAT meeting.
• IAT meeting scheduled by Guidance.
IAT ProcessIntervention Assistance Team
Inside Blue Folder
• IAT Scheduling Form• IAT Request Form
• IAT Plan Form• IAT Follow-up Form
Intervene
Identify relative strengths and areas for growth. Students self-assess “school behaviors.”
Progress Monitoring
RtI Checklist
READING SCHOOL YEAR_2011-2012____
__X__FALL __X__WINTER ____SPRING
BUILDING NAME: Granby (a.k.a. “The Swamp”) ENTER TOTAL NUMBER OF STUDENTS IN EACH TIER:
SUBMIT COMPLETED ANALYSIS TO:
DEPARTMENT OF ACADEMIC ACHIEVEMENT AND PROFESSIONAL DEVELOPMENT
TIER 1 TIER 2 TIER 3 K Fall 0-15 letters
Winter 24-26 letters Spring 26 U & 26 L letters
ALL U 65/L 41
Fall N/A Winter 16-23 letters Spring N/A U 1/L 3
Fall N/A Winter 0-15 letters Spring 0-25 letters U 2/L 3
1 Fall List 1 and higher Winter List 3 and higher Spring List 6 and higher
34 41
Fall List 1 20-24 words Winter List 2 20-24 words Spring List 5 20-24 words
5 5
Fall List 1 fewer than 20 Winter List 1 only Spring List 4 and lower
9 1
2 Fall 65-95 wpm/higher Winter 70-100 wpm/higher Spring 75-105 wpm/higher
32 44
Fall 25-64 wpm Winter 36-69 wpm Spring 40-74 wpm
20 8
Fall 24 wpm and lower Winter 35 wpm and lower Spring 39 wpm and lower
4 4
3 RIT 185 and higher 44 64
RIT 165-184 21 5
RIT 164 and lower 5 1
4 RIT 195 and higher 53 52
RIT 175-194 6 5
RIT 174 and lower 2 1
5 RIT 200 and higher 69 72
RIT 180-199 4 3
RIT 179 and lower 2 0
6 RIT 205 and higher
52 57
RIT 185-204
10 8
RIT 184 and lower
0 0
Interactive Data Wall
THIRD GRADE SCREENING ANALYSIS READING ____FALL __X__WINTER ____SPRING SCHOOL YEAR ________
TEACHER NAME: Third Grade
ENTER STUDENT NAMES BY RESULT:
3 MAP READING RIT 195 AND HIGHER RIT 185—194
TIER 1
RIT 165—184 TIER 2
RIT 164 AND LOWER TIER 3
166 Porter Carlson (BLC/PM) 169 Jon Locklear (ISG/PM) 171 Molly Morgan (ISG/PM) 179 Justin Huffman (BLC/PM) 179 Lynn Boyd (LLI,PM) 182 Marci Sutphina (ESL/PM)
149 Aaron Ritchey(BLC/PM)
All names are fictional . (The names have been changed to protect the innocent!)
6
1
Communication w/ Teaching Staff• Weekly Team Planning w/ Administration• Monthly Data Review with Building Data Team• Professional Development Around Improving
Instruction (tier 1)• Weekly Progress Monitoring (Common Formative
Assessments)• RtI/IAT review and development• Co-Teaching during Inclusion• Reading, Math, and Science Articulation • Scheduled Intervention Period
IMPROVEMENT
1 2 3 4 5 6 7 8 9 10 110
20
40
60
80
100
120
140
160
47
3843
47
69
50
60
25
41
48
34
140
75
120 119115
105
117
140
113118
103
Students
WPM
2nd Grade Fall to Spring
1 2 3 4 5 6 7 8 9 10 11 120
20
40
60
80
100
120
140
160
180
200
6370
100
39
76
48
6255
101
51
42
73
130133
174
115
128
89
112
131
163
110103
100
Students
WPM
3rd Grade Fall to Spring
1 2 3 4 5 6 7 80
20
40
60
80
100
120
140
160
55
85
70
62
101
61
91
59
106
138
101
92
132
109114
111
Students
WPM
4th Grade Fall to Spring
RtI and Project MOREGranby Elementary
“Where ALL Students Come To Grow”