The Road to AYP: Response to Intervention Santa Rosa District Schools Data Team Training September, 2009 September, 2009.

The Road to AYP:The Road to AYP:

Response to InterventionResponse to Intervention

Santa Rosa District SchoolsSanta Rosa District SchoolsData Team TrainingData Team Training September, 2009September, 2009

NCLBNCLB

On January 8, 2002, NCLB was On January 8, 2002, NCLB was signed into law. Americans signed into law. Americans united behind a revolutionary united behind a revolutionary idea: every child can learn. idea: every child can learn. The law confirms that as a The law confirms that as a nation, nation, we will not accept a we will not accept a public school system that public school system that educates only a portion of its educates only a portion of its children. children.

Adequate Yearly Adequate Yearly ProgressProgress

AYP in FloridaAYP in Florida

► 76% of schools in Florida did not make AYP76% of schools in Florida did not make AYP► 70% of schools in Santa Rosa County did not make 70% of schools in Santa Rosa County did not make

AYPAYP► 59% (10/17) of Elementary Schools did not make 59% (10/17) of Elementary Schools did not make

AYPAYP► 71% (5/7) of Middle Schools did not make AYP71% (5/7) of Middle Schools did not make AYP► 100% (4/4) of High Schools did not make AYP100% (4/4) of High Schools did not make AYP► 100% (2/2) of Combination Schools did not make 100% (2/2) of Combination Schools did not make

AYPAYP► 47% (14/30) of schools are in corrective action.47% (14/30) of schools are in corrective action.

Santa Rosa CountySafe Harbor Plan

2009-2010Increase Reading Proficiency:

Below

Prof.

10%(rd up)

65%2009

72%2010

Total 25% - + 75% - 75%White 24% - + 76% - 76%Black 43% 5 + 57% to 62%Hispanic 32% 4 + 68% to 72%Asian 21% - + 79% - 79%American Indian

28% - + 72% - 72%

Econ. Dis. 34% 4 + 66% to 70%ELL 60% 6 + 40% to 46%SWD 50% 5 + 50% to 55%

Santa Rosa CountySafe Harbor Plan

2009-2010Increase Math Proficiency:

Below

Prof.

10%(rd up)

65%2009

74%2010

Total 22% - + 78% - 78%White 20% - + 80% - 80%Black 42% 5 + 58% to 63%Hispanic 27% (3) 1 + 73% to 74%Asian 18% - + 82% - 82%American Indian

22% - + 78% - 78%

Econ. Dis. 32% 4 + 68% to 72%ELL 50% 5 + 50% to 55%SWD 50% 5 + 51% to 56%

IMPROVEMENT!

If we are number 1 in improvement, eventually, we will be number 1!

Jim Hunt, Former North Carolina Governor

Response to Response to InterventionIntervention

The overarching purpose of RtI The overarching purpose of RtI implementation is to improve implementation is to improve educational outcomes educational outcomes for allfor all..

RtI Defined

Response to Intervention is anapproach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social-emotional, and behavioral needs.

A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI.

Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.

Academic Systems Behavioral Systems

1-5%

Comprehensive and Intensive InterventionsIndividual Students or Small Group (2-3)Reading: Harcourt Intervention kits, Edmark, Reading Milestones, My Reading Coach, SRA Reading MasteryMath: Touch Math, Touch MoneyWriting:

1-5%

Intensive InterventionsIndividual CounselingFBA/BIPTeach, Reinforce, and Prevent (TRP)Assessment-basedIntense, durable procedures

5-10%Strategic InterventionsSmall Group (3-5)

Reading: Harcourt Strategic Intervention, Read 180, My Reading Coach, SRA, RFB &D, VoyagerMath: Writing: Read, Write, Gold!

5-10%Targeted Group InterventionsSome students (at-risk)Small Group CounselingParent Training (Behavior & Academic)Bullying Prevention ProgramFBA/BIP Classroom Management Techniques, Professional DevelopmentSmall Group Parent Training ,Data

80-90%Core CurriculumAll studentsReading: Harcourt StorytownMath: Houghton-Mifflin/Saxon MathWriting: (Primary/Elem.)Six Traits of Writing, Writer’s Workshop, Learning Focus Strategies

80-90% Universal InterventionsAll settings, all studentsCommittee, Preventive, proactive strategiesSchool Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior)Classroom Management Techniques,Parent Training

Three Tiered Model of School Supports:Elementary-Santa Rosa County

Students

ULTIMATE PURPOSE of RTIULTIMATE PURPOSE of RTI

Remember the ultimate purpose of Remember the ultimate purpose of Response to Intervention is to : Response to Intervention is to : enhance the success of students enhance the success of students with a variety of academic and with a variety of academic and behavioral needs.behavioral needs.

Core PrinciplesCore Principles

► All children can learn and achieve high All children can learn and achieve high standards as a result of effective teaching.standards as a result of effective teaching.

► All students must have access to rigorous, All students must have access to rigorous, standards-based curriculum and research-standards-based curriculum and research-based instruction.based instruction.

► Intervening at the earliest indication of need Intervening at the earliest indication of need is necessary for student success (PreK-12).is necessary for student success (PreK-12).

► A comprehensive system of tiered A comprehensive system of tiered interventions is essential for addressing the interventions is essential for addressing the full range of student needs. full range of student needs.

Core PrinciplesCore Principles

• Student results are improved when ongoing academic and Student results are improved when ongoing academic and behavioral performance data are used to inform instructional behavioral performance data are used to inform instructional decisions.decisions.

• Collaboration among educators, families and community Collaboration among educators, families and community members is the foundation to effective problem-solving and members is the foundation to effective problem-solving and instructional decision-making. instructional decision-making.

• Ongoing and meaningful involvement of families increases Ongoing and meaningful involvement of families increases student success.student success.

• All members of the school community must continue to gain All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and knowledge and develop expertise in order to build capacity and sustainability.sustainability.

• Effective leadership at all levels is crucial for the implementation Effective leadership at all levels is crucial for the implementation of RtI.of RtI.

Santa Rosa County District Santa Rosa County District SchoolsSchools

2009-20102009-2010► All schools select RtI Teams to include:All schools select RtI Teams to include:► *School Principal *School Principal andand Asst. Principal for Curriculum Asst. Principal for Curriculum

and Instructionand Instruction► *School Psychologist*School Psychologist► *Guidance Counselor*Guidance Counselor► General Ed. TeachersGeneral Ed. Teachers► Reading and Math coachesReading and Math coaches► ESE TeachersESE Teachers► Schools data team member(s)Schools data team member(s)► Other educators as they relate to specific student Other educators as they relate to specific student

needsneeds

*Mandatory membership*Mandatory membership

Qualities of EffectiveQualities of Effective RtI Team Members RtI Team Members

► CollaborativeCollaborative► CreativeCreative► Expertise related to teaching strategiesExpertise related to teaching strategies► Expertise related to interpretation of dataExpertise related to interpretation of data► Expertise related to problem solvingExpertise related to problem solving► Expertise in Core benchmarks Expertise in Core benchmarks ► PatientPatient► Willingness to listenWillingness to listen► Knowledge of student strengths and needsKnowledge of student strengths and needs► EnergeticEnergetic► Optimistic Optimistic ► Passionate about serving kids! Passionate about serving kids!

Santa Rosa District SchoolsSanta Rosa District Schools2009-20102009-2010Action PlanAction Plan

SeptemberSeptember

Schools:Schools:► School-Based RtI Team Members IdentifiedSchool-Based RtI Team Members Identified► Complete RtI Belief, Skill, Practice Surveys (Survey Monkey)Complete RtI Belief, Skill, Practice Surveys (Survey Monkey)► Inventory current Tier 1, 2, and 3 progress monitoring tools and Inventory current Tier 1, 2, and 3 progress monitoring tools and

intervention program practicesintervention program practices► Consider each student’s response to intervention when evaluating Consider each student’s response to intervention when evaluating

student progress and determining eligibility for ESE services student progress and determining eligibility for ESE services

District:District:► School Psychologist and Guidance Counselors receive roles and School Psychologist and Guidance Counselors receive roles and

responsibilitiesresponsibilities► Analyze School Survey DataAnalyze School Survey Data► District RtI Team to visit “best practice” districtsDistrict RtI Team to visit “best practice” districts

Santa Rosa District SchoolsSanta Rosa District Schools2009-20102009-2010Action PlanAction Plan

OctoberOctoberSchools:Schools:► Develop Professional Development Plans- (Oct. 23Develop Professional Development Plans- (Oct. 23rdrd))

1. Set goals related to subgroups below proficiency requirements 1. Set goals related to subgroups below proficiency requirements (72% in (72% in reading, reading, 74% in math)74% in math)2. Incorporate professional development related to RtI, progress 2. Incorporate professional development related to RtI, progress monitoring and intervention.monitoring and intervention.3. Incorporate instructional strategies including progress monitoring 3. Incorporate instructional strategies including progress monitoring and intervention for subgroups below proficiency in reading and and intervention for subgroups below proficiency in reading and math.math.

Analyze data to determine if core instruction is effective (80% on grade Analyze data to determine if core instruction is effective (80% on grade levellevel))

► Develop Progress Monitoring Plans for students below proficiencyDevelop Progress Monitoring Plans for students below proficiency► Consider each student’s response to intervention when evaluating Consider each student’s response to intervention when evaluating

student progress and determining eligibility for ESE services student progress and determining eligibility for ESE services District:District:► Analyze RtI School SurveyAnalyze RtI School Survey► Conduct RtI School Based Leadership Team (SBLT) TrainingConduct RtI School Based Leadership Team (SBLT) Training► Establish a base line per school regarding number of students at each Establish a base line per school regarding number of students at each

TierTier

Santa Rosa District SchoolsSanta Rosa District Schools2009-20102009-2010Action PlanAction Plan

November-JuneNovember-JuneSchools:Schools:► Progress Monitor all students in subgroups Progress Monitor all students in subgroups ► School Based RtI team will participate in initial training. School Based RtI team will participate in initial training. ► Analyze data to determine if core instruction is effective (80% on grade level)Analyze data to determine if core instruction is effective (80% on grade level)► Participate in Professional Learning Communities focused on effective core instructionParticipate in Professional Learning Communities focused on effective core instruction► Participate in Professional Learning Communities focused on intervention strategiesParticipate in Professional Learning Communities focused on intervention strategies► Provide intervention to students below proficiencyProvide intervention to students below proficiency► Conduct RtI School Based Leadership Team Meetings to identify students performing Conduct RtI School Based Leadership Team Meetings to identify students performing

below proficiency and provide interventionbelow proficiency and provide intervention► Consider each student’s response to intervention when evaluating student progress Consider each student’s response to intervention when evaluating student progress

and determining eligibility for ESE services and determining eligibility for ESE services District:District: Provide professional development related to effective core instructionProvide professional development related to effective core instruction► Provide professional development related to progress monitoring and intervention Provide professional development related to progress monitoring and intervention

strategiesstrategies► Support RtI School Based Leadership TeamsSupport RtI School Based Leadership Teams

Attend SBLT MeetingsAttend SBLT Meetings Indentify effective progress monitoring tools, intervention strategies and intervention Indentify effective progress monitoring tools, intervention strategies and intervention

programs programs Support each school’s effort to meet needs of all studentsSupport each school’s effort to meet needs of all students

Response to InterventionResponse to Intervention

But for a few tiny adjustments, But for a few tiny adjustments, if we knew if we knew how how to make them, to make them, we could release the genius in we could release the genius in every child.every child.

EinsteinEinstein

Response to InterventionResponse to Intervention

TEAMWORK! Transportation Food Service Facilities Data Processing Support Services Teachers School Related Employees Administration

For More InformationFor More Information

• Florida Center for Reading Research: Florida Center for Reading Research: reading research based informationreading research based informationwww.fcrr.org

• Pikes Peak Literacy Strategies Project:Pikes Peak Literacy Strategies Project:Strategies for the 5 components of reading Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, (phonemic awareness, phonics, fluency, comprehension and vocabulary)comprehension and vocabulary)www.pplsp.org

• National Progress Monitoring Organization: National Progress Monitoring Organization: progress monitoring toolsprogress monitoring toolswww.studentprogress.org