1 Closing the Achievement Gap with Center Based Response to Intervention (RTI) Presented by Brad McDuffee, Principal Highland Pacific Elementary School Vicky Rogers, Intervention Specialist/RSP Highland Pacific Elementary School Ruth Curry, Principal Fairfax Elementary June 24, 2009

2 Key Elements Set the Tone Assess student performance trends Assess current attitudes and results Establish Academic Support Structures Screen all students to determine necessary support Support is provided during the instructional day Students do not miss Core programs Training Monitor Effectiveness Progress monitoring schedules Grade level and instructional level growth Training

3 School Measurables 04/05 Prior to RTI implementation AYP - % ProficientELAMathAPIAPI Target24.4%26.5%Base Growth School wide African American Hispanic White SES English Learners point gap African American / White 52 point gap Hispanic / White 57 point gap SES / White 87 point gap EL / White

4 School Measurables 05/06 AYP - % ProficientELAMathAPITarget 24.4%26.5%Base Growth Schoolwide African American Hispanic White SES English Learners Met all targets 9 point gap Hispanic / White 25 point gap SES / White 39 point gap EL / White

5 School Measurables 06/07 AYP - % ProficientELAMathAPI API Target24.4%26.5%Base Growth Schoolwide African American Hispanic White SES English Learners Missed EL Subgroup AYP in ELA 5 point gap White/ Hispanic 25 point gap SES / Hispanic 15 point gap EL / Hispanic

6 School Measurables 07/08 AYP - % ProficientELAMath API API 3 year Target35.2%37.0% Base GrowthGrowth Schoolwide African American Hispanic White SES English Learners Met all Targets 6 point gap White/Hispanic 7 point gap SES/Hispanic 1 point gap SES / Hispanic 10 point gap SES/EL

7 Four Year Results

8 4 Year API Results

4 Year AYP Math 9

4 Year AYP RLA 10

11 Setting the Tone Identify staff attitude toward student learning Do you believe all students can learn to high levels? If so what conditions are required to accomplish this vs. what would be nice? Which students present the greatest challenge to this goal?

12 What are the barriers to student achievement? Do we have enough control or influence over these to overcome them? Are you willing to commit to the changes or at least not sabotage the efforts? Setting the Tone

13 Training Professional Learning Communities Structures and Processes Tiered Levels of Support Equity Training Early Literacy Writing Strategies Gifted and Talented EL strategies Differentiation Understanding AYP and API

14 Establish Academic Support Structures Establish Support Centers Using universal screening results No teacher referrals Establish intervention time block No Core pullouts Alternatives to Core programs were eliminated Support provided during instructional day Interventions are in addition to regular instruction not in lieu of it.

15 Master Schedule Establish classroom and grade level Reading/Language Arts schedules. Establish Intervention/Universal Access time. Bell schedule is adjusted to minimize classroom disruption.

16 Intervention Blocks 9:05 -9:55 Grade 2 and 3 10:00-10:55 Grade 1 10:00-10:30 Kindergarten 11:15-12:15 Grade 4 1:15-2:30 Grade 5 and 6 2:35-3:05 Kindergarten

17 Center groups The At Risk Center serves 25 students each session. These students work in groups of 5 per tutor. English Learners are grouped by grade, instructional level, and need in a regular classroom center with a CLAD certificated staff member. Challenge students and on level students are grouped with the other classroom teachers. General classroom centers have reduced class size during intervention time.

18 Everybody Needs Something Identify the instructional focus of the intervention for each group At Risk Below grade level Benchmark Accelerated Learners English Learners Others as determined by site need

19 At Risk Support Center Certificated RSP RSP provides oversight of the instruction. RSP Aide (1) Instructional Aide (2) Language Tutor (2)

Fairfax At-Risk Support Center Retired Vice Principal Oversight Direct Service Language Tutor (2) RSP Tutor Substitute Teacher 20

21 Establishing an At Risk Support Center The Intervention Team Utilized categorically funded instructional classified personnel currently on site. Special education personnel No new resources were used

22 At Risk Support Center The At Risk Center intervention team screens all students, K-6, for reading fluency and comprehension using AIMSWEB. Students are identified as Low Risk, Some Risk or At Risk for reading difficulties. At Risk students are further assessed to determine the specific areas of need. Special Education services are provided through the At Risk Center.

23 Strategies and Methods Extra Support Early Literacy Skills Phonics/SIPPS Oral Reading Fluency Vocabulary Comprehension Multi-syllabic Words Writing Increase Time and Duration Decrease Student/Tutor Ratio

24 Classroom Centers Every classroom becomes a “Center” for a designated intervention time for Language Arts at each grade level. General classroom teachers provide direct explicit instruction to language arts support groups, as required by the adoption: English Learners, Challenge, Benchmark

25 Classroom Center Staffing Identify certificated staff member(s) to provide support in each center. Training and track record Certificates Authorizations Prior results Assign students to the appropriate support group.

26 Strategies and Methods English Language Learners ELD program Literature circles Challenge Materials SDAIE SIOP

27 Strategies and Methods Accelerated Learners Extension of grade level standards Challenge materials Increase depth and complexity Deep Reading In depth Social Studies and Science extensions for upper grades

28 Strategies and Methods Benchmark Vocabulary Extension of grade level standards Comprehension strategies Reading with pen in hand

29 90 minutes more instruction Language Arts (165 Total Minutes) PriorCurrent UA Time 45 min. EL Benchmark 45 min. Challenge Challenge 45 Extra Support Extra Support 135 min total 45 min total Concurrently By Grade Level

30 Progress Monitoring Entire school is screened using AIMSWEB, a norm referenced instrument, to determine current level of performance toward end of grade level targets and students in need of reading support. K-2 Early Literacy Measures 2-6 Reading CBM and MAZE

31 Goal Setting Every student is expected to achieve at least the 50 th percentile for grade level fluency and comprehension. To close the achievement gap for students below the 50 th percentile, an ambitious growth target is established.

32 Growth Rate for Reading Fluency GradeRealistic Growth Rate Words per Week Ambitious Growth Rate Words per Week Taken from Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & German, G (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22,

33 Progress Monitoring Schedule At Grade Level Three times a year all students: Beginning, Middle, and End of Year Monthly Extra Support Strategic Other groups as determined by site need Weekly at instructional level Extra Support Intervention Team administers for reliability

34 Reviewing the Data Data review sessions include the intervention team, administrator and ancillary personnel as appropriate: Track growth Look for patterns Identify concerns (attendance, vision, hearing..) Develop intervention plans to support the concerns

35 Progress Monitoring Data Review Data is reviewed weekly for the At Risk student to determine the effectiveness of the intervention at instructional level. Appropriate growth - Maintain progress Accelerated growth - Increase the level of difficulty Not enough growth - Adjust intervention to build success

36 Data Review Strategic Monitoring Monthly data meetings focus on grade level growth: Student maintains appropriate growth- keep it up. Student does not meet goal- assess area of need and adjust the intervention. Change the group. Student exceeds the growth - Increase the complexity. Change the groupings.

37 Whole School Screening Benchmark Beginning of year to establish groups. Middle of year to ensure adequate growth: Identify students for intervention. Adjust instruction. End of year to monitor effectiveness of instruction: Adjust focus for subsequent year. Identify staff development needs.

38 Subgroup Data Collection Benchmark and Strategic Screening data is collected and disaggregated by Ethnicity English Language Learner Gender To ensure all students are achieving to high academic levels, the percentage of students in each group who are achieving at or above the 50 th percentile is charted to determine additional support for subgroup participants.

39 Center Based RTI Set the Tone. All students will achieve. No excuses. Staff collaboration is essential to achieve this goal. Establish school wide structures. Focus resources on student needs. Schedule Intervention time block. Progress monitor all students. Establish targets for all students. Review data frequently to determine students performance and necessary adjustments.

40 Resources Progress Monitoring AIMSeb Progress Monitoring: ies What Works Clearinghouse National Center on Student Progress Monitoring:

41 Interventions / Strategies Resources The Six-Minute Solution- a Reading Fluency Program Rewards- Multisyllabic Word Reading Strategies Rewards Plus- Reading Strategies Applied to Social Studies/Science Ladders to Literacy- A Kindergarten Activity Book CORE Teaching Reading Sourcebook Arena Press Novato CA EdEquity, Inc – Equity Walk Protocol