RtI/ExCel Update Cambrian School District January 12, 2012

Overview Response to Intervention (RtI) review ExCel Model ExCel in Cambrian Moving Forward

What is RtI? RtI is not about special ed, general ed, bilingual ed or alternative ed…it’s about every ed! -Judith Elliott 2006

RtI Response to Intervention Established in accordance with the reauthorization of the Special Education Act, 2006 Ensure students are provided with effective, research based instructional practice and curriculum prior to being assessed for Special Education

RtI Core Principles Data-based decision making Intervene early Effectively teach all students Research based instruction and interventions Assessment- instruction alignment Staff development through collaboration and training

ExCel Collaborative instructional delivery model Belief that all students can learn and it is our responsibility to ensure learning is achieved Flexible clustering of students by assessed instructional need Intense direct and differentiated instruction provided at each level to meet students needs during that time

ExCel Effective collaboration of teachers and support personnel to determine lesson plans, differentiation, and student placement Use of common assessments within each grade level Process, NOT a program

ExCel in Cambrian Established and sustainable Collaboration deepening with increased data analysis Slight variations between the schools New this year SuccessMaker in all Intensive groups Full time RSP teachers DRA2 for 1 st grade in Winter/Spring

Bagby —Fifth full year Initial training and planning in spring Strong, organized, focused, part of the school culture Use of common movement assessments “Fly on the Wall,” focused on instruction

Farnham —Third full year Initial training and planning in spring Committed, organized, focused, the way they do business Review growth assessments, Observe and feedback

Fammatre —Fourth year Initial training and planning in spring Committed, strong, organized, focused collaboration Observe and feedback, “Fly on the Wall”

Sartorette Third year Initial training and planning in spring Committed, organized, established Movement assessments, “Fly on the Wall”

Moving Forward Support in spring from ExCel coach Ensure sustainability at all schools Continue support with stages of process in , varies per site Student achievement Teacher collaboration Quality of instruction, intervention, and assessment

Moving Forward Ensure SuccessMaker well established with increased use of reports Continue deepening of collaboration Use of DRA2 by all K-2 teachers Maintain high level of District support