Perry Elementary School Perry, IA Kelly Schloss, Principal Jenny Adair, 1 st Grade Amy McCord, 2 nd Grade Janna Bjork, 3 rd Grade Shannon Cline, 5 th Grade Sarah Ade, Title Reading !

 We will discuss how we started reframing the concept of RtI.  Shedding a little light…

 25 miles NW of Des Moines  7,700 residents  Industry changes

 Pk-5 elementary  808 PK-5 students  68 teachers and about 100 total staff members

 72% Free/Reduced  51% Hispanic, 44% White  277 ELLs (35%)

 “Seven Ways to Kill RtI” by Brandi Noll. ◦ 1. Mandating a core reading [and math] program. ◦ 2. Ignoring the quality Tier I instruction. ◦ 3. Ineffective or lacking professional development. ◦ 4. Quick fixes.

 “Seven Ways to Kill RtI” by Brandi Noll. ◦ 5. Commercial intervention programs vs. knowledgeable educators. ◦ 6. Lack of using assessments that measure impact of instruction and intervention. ◦ 7. Failing to provide teachers with the support they need to analyze data.

Preparation for collaborative conversations about School Improvement.  6 Professional Development Groups  SINA Process, Back to the Beginning  Shared data  Listen, and Ask a lot of Questions

What we “unearthed:”  Mandated curriculum (1)  Focus on intervention vs. core (2)  Needed targeted professional development (3)

What we “unearthed:”  Lots of “things” (4)  Assessment alignment issues. (6)  Data secrets. (7)

 If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof – without a proper foundation, no structure can stand.

 A collection of facts is no more mathematics than a heap of stones is a house. – Polya

 The Core Instruction is the soil. If the soil is lacking nutrients, it has to be fertilized.

 What do we want for our children?  What do our children need?  What do we want students to learn?  How will we know when they have learned it?  How will we respond when they don’t?  How are we going to respond to the students who have already learned it?

 Focus on learning (instead of on teaching)  We expect high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

 “Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.” - Fullan

 “We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that information to promote continuous improvement.” -DuFour, DuFour, & Eaker

 To guide our intervention program, common assessment information must tell us… 1. Which students did or did not master specific essential standards. 2. Which instructional practices worked or did not work.

 To guide your site interventions, you need timely and frequent information ◦ On your students’ achievement  In meeting agreed-on standards  On a valid assessment  In comparison to others -DuFour

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

 Formative Assessment: ◦ Write Around:

Note Taking Tool

Tier III Tier II Tier 1

Tier III Tier II Tier 1

Tier III Tier II Tier 1

Tier III Tier II Tier 1

Action # 1: Math Core and Standards of Practice Action # 2: Reading Core and College and Career Readiness (CCR) Anchor Standards. Action # 3: Develop a multi-year assessment plan. Action # 4: Develop a robust professional development plan.

Action # 1: Math Core and Standards of Practice Tier III Tier II Tier 1

Action # 2: Reading Core and College and Career Readiness (CCR) Anchor Standards. Tier III Tier II Tier 1

Action # 3: Develop a multi-year assessment plan. Tier III Tier II Tier 1

Action # 4: Develop a robust professional development plan. Tier III Tier II Tier 1

 RTI is a framework, not a specific process.  Our PD Committees, RTI, and SINA Actions are all interrelated.  There are 3 components to a strong system: ◦ Focus on learning. ◦ Collaboration. ◦ Focus on results.

 Don’t waste time watering the rocks.  Find new light.  A little weather strengthens the plant.