Sharon Elementary: A Professional Learning Design Team Approach to R.T.I. & the Pyramid of Interventions - Starting from Scratch  Distribute Handout Packet: Sharon Elementary- Response to Intervention

Key Element #1 Team Development and Planning RTI Team attended Jim Wright’s RTI Workshop (July 2007) Professional Learning Design Team developed (Including members from our RTI team) AIMSweb screening discussed and planned AIMSweb screening for all SST & struggling learners (Aug. 20-24). Amy

Key Element #2 The Foundation During the 1st Faculty Meeting, the foundation for RTI was established Defined RTI Identified “Tiers” Solicited questions about RTI (color-coded cards) Open dialogue about student learning Homework: Prepare a list of students currently involved in SST and additional struggling students for the AIMSweb screening (Aug 20-24). Amy

Key Element #3 Tier Placement First Early Release Day (8/29) RTI Team Reviewed questions (color-coded cards) Discussed Instructional Support Team process Each Grade Level Identified IST facilitators and recorders. Discussed the progress of each student (data driven) Held IST meetings to determine tier levels Active SST students Newly identified struggling students See Handout: Key Element #3A Sherrie (See Handout: Key Element #3A) Tier Activity Directions

Key Element #3 Tier Placement Initial IST meeting All students identified as tier 1, 2, 3, or 4. Tier 2 & 3 students: Added to IST log for initial tier placement List submitted to administration Teacher recommendations to EIP Tier 2, 3, and 4 students: Names added to the RTI Pyramid Grade level list submitted to administration See Handouts: Key Element #3B, Key Element #3C, and Key Element #3D Sherrie (See Handouts: Key Element #3B- IST Log and Key Element #3C- Pyramid)

Key Element #3 Tier Placement If students were moved from last year’s placement in SST (Tier 3) to IST (Tier 2), a letter was sent home indicating the change In this letter we invited parents to attend a parent forum to learn more about RTI (more information to come during “Parent Communication” section) See Handout: Key Element #3E Amy (See Handout: Key Element #6A) Parent Letter- Moving from Tier 3 to Tier 2

RTI Pyramid See Handout: Key Element #3C Jackie (See Handout: Key Element #3C) See Handout: Key Element #3C

Key Element #3 EIP Student Review Jackie (See Handout: Key Element #3D) EIP Recommendations See Handout: Key Element #3D

Key Element #4 Research Based Interventions Professional Learning Design Team Meeting (9/18) PLD Team discussed the IST process and ideas about how to proceed with IST Though tier placement was established; additional information regarding interventions and strategies was needed Susan

Key Element #4 Research Based Interventions Early Release Day (9/26) RTI Resource Training: Administration/ ITS/ Teacher Collaboration Research Based Interventions and Strategies Active Participation for Staff Small Groups Lead to Big Ideas Susan

Key Element #4 Research Based Interventions Resources initially explored and compiled by ITS and Administration Teachers conducted further review to delete or add additional resources Collaborative effort = “Living” Document See Handout: Key Element #4 Sherrie- Teacher Impact

Resources Compiled by Sharon Elementary Educators RTI (Response to Intervention) Classroom Support Strategies & Activities Reading Activities:   (Below is a collection of structured activities that lend itself for use with small groups, support personnel & mentors) Basic info is at the top of the page, scroll down to click on the actual activities  Includes Teacher’s Guide- Great reference! (In list compiler’s opinion) Includes Phonological Awareness , Phonics, Fluency, Vocabulary and Comprehension activities   Grades K-1 Activities Grades 2-3 Activities Grades 4-5 Activities   Resources Compiled by Sharon Elementary Educators Susan

RTI (Response to Intervention) Classroom Support Strategies & Activities    ACADEMIC STRATEGIES (Reading)     Reading Rockets : Everything you wanted to know about effective reading strategies Target the Problem in Reading : If you read nothing else on this page, check this one out! Phenomenal! Paragraph at a Time : Reading and checking comprehension Mnemonics : (Example: 9 Planets = My Very Educated Mother Just Served Us Nine Pizzas) Pre-reading, Reading, Decoding/ Vocabulary Activities Assisted Reading : Pair child up with an adult or peer to help with unknown words The Why Files Nonfiction Reading : Great upper level non-fiction comprehension information SQ4R- Reading Comprehension Strategy : Survey/Question/ Read/ Record/ Recite/ Reflect Compilation of Reading Strategies Resources Compiled by Sharon Elementary Educators Susan (Refer to RTI Classroom Support Strategies & Activities Webpage)

Key Element #5 Progress Monitoring AIMSweb Progress Monitoring is Ongoing Tier 3 Students Progress Monitored: * By EIP teacher *Every 2 weeks (AIMSweb- Reading/Math) Tier 2 Students Progress Monitored: *By contract tester *Every 4 weeks (AIMSweb- Reading/Math) Jackie

Key Element #6 Parent Communication Parent Forum Held (Oct. 1) Discussed RTI and Impact on Student 15-20 parents attended Parent feedback suggested additional meetings would be helpful (to reach more families) Additional meetings were set Oct. 23 (evening) Oct. 29 (morning) See Handout: Key Element #6 Amy (See Handout: Key Element #6B) Informational Meeting Letter

Key Element #6 Parent Communication Parent Meetings (Tier 2 and Tier 3 Students) Parent Conferences Held during Early Release Conference Days in October Informational Packet Provided Follow-up Informational Meetings Held (Hosted by Administration) Informative Link on Website Provided Susan

Key Element #7 Instructional Extension Component Additional Support and Intervention Provided Tier 2 and Tier 3 students invited to Instructional Extension Program: Struggling in reading and/or math Teacher recommendation Based on testing and classroom data See Handout- Key Element #7 Susan (See Handout- Key Element #7A) Parent Letter to Attend Extended Day

Key Element #8 Professional Development: Carousels of Learning In an ongoing effort to support teachers, the Professional Learning Design Team felt it important to tap the wealth of information and experience from its own staff. This will provide a forum for teacher experts on staff to share ideas with others in-house. The PLDT called for presenters and an overwhelming number of staff members volunteered. The PLDT then organized all of the submissions and asked the staff to choose the topics that were of most interest for each individual. Susan (See Handout- Key Element #7A) Parent Letter to Attend Extended Day

Key Element #8 Professional Development: Carousels of Learning The PLDT then took the data collected and narrowed the presentations. Then notified those staff members who’s presentations were selected. 32 Teachers and 2 Paraprofessionals will present A brochure of all the presentations was created and distributed. Staff members then selected 3 presentations and were given a schedule to follow for the Carousels of Learning (Early Release Day). See Handout- Key Element #8 Susan (See Handout- Key Element #7A) Parent Letter to Attend Extended Day

Key Element #8 Professional Development: Carousels of Learning On the Early Release Day, each staff member participated in 3 presentations. We surveyed the staff after the Carousels of Learning for feedback. Staff members provided substantial feedback that was extremely positive and complimentary. Teachers have since implemented strategies and interventions shared during the Carousels of Learning. Susan (See Handout- Key Element #7A) Parent Letter to Attend Extended Day

Where are We Now? Tier 2: Continued collection of data and progress monitoring Continued monitoring and changes to strategies and interventions (by IST in monthly discussions or when needed) Decisions by IST to change tier placement if appropriate Jackie

Where are We Now? Tier 3: Continued collection of data and progress monitoring Continued monitoring and changes to strategies and interventions (by SST through scheduled meetings as needed) Decisions by SST to determine if changes in tier placement or consideration for further evaluation are necessary. Jackie

What’s Next? Continue to revisit RTI plan with PLDT Develop activities to enhance RTI model at Sharon Continue parent communication at additional parent forums Examine effectiveness of RTI model through student achievement data Amy (See Handout; Carousel of Learning Packet)

A Few Additional Key Ideas… Utilize multiple sources for data collection Work collaboratively as a school community RTI is student focused (not simply skill focused) Instructional expertise is often “on-site” Reflect upon current practices - Quarterly (as a staff) - Monthly (as a grade level team) - Weekly (as a curriculum planner) - Daily (as an educator) Amy