Promoting Equity: Response to Intervention at Tier II Presented by Alli Rudich – Principal Heidi Pergande - Reading Specialist Donges Bay School Mequon-Thiensville School District

Please stand if you…  Brought a Starbucks beverage to the Summit this morning  Are excited to learn something new today  Recently created, collected, or submitted an “artifact”  Planned any PD in the past week  Participated in a professional twitter chat this year  Had a conversation focused on literacy in the last 24 hours  Haven’t stood up yet!

DB: Demographics ○ 460 Students ○ 8% African American ○ 6.1% Asian ○ 4.1% Hispanic ○ 10% Special Education ○ 7% Low SES ○ Chapter 220 Program

Donges Bay 2010 ○ Minimal PLCs ~ still in the learning stages ○ Mine vs. Ours culture/Lack of shared responsibility ○ No common reading/writing curriculum/structure ○ No decision making expectations for reading intervention ○ Minimal implementation/understanding of RTI ○ No school wide behavior expectations

Donges Bay 2015 ○ Year 3 of PBIS has shown significant reduction in behavior referrals. ○ Joint decision making process for interventions through a Student Review Process where we analyze student data. ○ Year 3 of a structured daily intervention block. ○ Classroom teachers take responsibility for progress monitoring of students ○ Student Action Plans monitor students in the yellow/red. ○ Established PLCs at each grade level with a Special Education Representative. PLCs are visited monthly by specialists/principal and focus on student data. ○ Shared responsibility for students on caseload and classroom. ○ 3 rd year of Co-teaching classrooms ○ Reduction of students on special education caseload. ○ Mentoring for teachers with students on specialist caseloads.

Looking forward and beyond ○ Focus on Social Emotional Wellbeing ○ Focus Group ○ Staff analyzing and implementing aligned culturally responsive practices ○ Developing a teacher coaching relationship with specialists

Accountable Ambitious Collaborative Inclusive Respectful Responsive Strength Based Principles of Cultural Competence Washington State Department of Education

Using Data for Placement  Screening all students  Performing additional diagnostic testing for students falling below target  Other Data  Observations  Student Work Samples  Surveys  Collaboratively analyzing data  determining size of gap & reason(s) for gap  Developing goals and writing action steps

Group Based Interventions  Implementing research based interventions with qualified teachers  Cultural responsiveness to race, cultures, ethnicities, abilities, and thinking styles  Welcoming, accepting, and valuing differences among our families  Adapting instruction and placement in groupings as needed  Remember reading is a global process – breaking skills into too many pieces can be counterproductive

What questions do you have? Take a minute to reflect on the instruction currently happening in your school… Assess and Share  Strengths  Challenges  Needs  Next Steps

Monitoring Effectiveness  Frequent, ongoing, progress monitoring targeting all identified deficits  Reflective  “What are we doing well?”  “What can we do better?”  Commitment to ongoing professional development, training, coaching, and administrative support  Continue to focus on what’s effective  Four years: PBIS, RtI, Reading & Writing Workshop