Response to Instruction Problem Solving Teams Process Denise Stamps-Johnson Kristie Botta Julie Carpenter Durgin

How does Response to Instruction relate to Plan 2020? Plan 2020 focuses on the following data elements: Achievement Gap Graduation Rate Attendance

Achievement Achievement is based upon the percentage of proficient students meeting the Annual Measureable Objective (AMO) in the areas of reading/language and mathematics. The AMO’s will be identified by the school.

Gaps The Gaps will be identified using non proficiencies in reading, language arts, math and the graduation rate. The Gap group will consist of students identified in the following subgroups: Black Hispanic English Learners Poverty (free and reduced lunch) Special Education The percentage of proficient students from these subgroups will be combined to determine the gap.

Graduation Rate The graduation rates will be calculated using both four-year and five-year cohort rates.

Annual Measureable Objectives AMO’s will be set in equal increments with the goal of reducing half of the percentage of students in the “all student” group and each subgroup who are not proficient within six years. PST and RtI are related to these annual measureable goals by assisting schools in reducing the percentage of non- proficient students in each subgroup.

Attendance The goal for the attendance rate is 95% or higher.

How will team members know RtI is being implemented in the schools? Academic Look Fors Universal screening data STAR Reading Global Scholar DIBELS Progress Monitoring AR Data Progress monitoring tools (Tiers 2 and 3) End of Course Assessment Current level of performance Extended Day data Local school data Gizmo Reports Behavior Look Fors School wide discipline plan Review 360 Behavior Plan Suspension Data Retract/Detention/ Saturday School

How will the team know that the RtI process is being implemented? PST Meetings Schedules of how often meetings are taking place (Every 3-6 weeks) Sign in sheets of who attends the meetings. Principals and or assistant principals, general education teachers, counselors and other specialists as needed. (Coaches, Speech Pathologists, EL Teachers, Intervention Teachers) Use of PST Student Intervention form ( PST Manual, p. 31-32) How is the school using this data that has been collected?

What should team members see while observing? Use of flexible grouping of students Evidence of varied levels of support Implementation of researched based intervention strategies Provision of additional support and resources (peer tutors, one on one instruction, second delivery) How the school is using the data gathered from the different data sources is what we are looking for. Those are the types of questions we need to ask.

What kinds of questions should team members ask? When and where will additional support be provided? Who will provide support to struggling students? Does the schedule allow time to implement the intervention plan consistently? What types of data did you use to identify students? How often are students being monitored for progress and what are you using? How will the school know when the student is ready to exit PST?

How will team members know if interventions are working? Reduced course failures Academic Improvement/Progress Monitoring using grades and programs Improvement of skill deficit areas through progress monitoring Behavior improvement Reduction in suspensions Reduced numbers in Retract/Detention/Saturday School/Extended Day