Woodside’s RtI Question… Richard W. Dedek II Principal

What to expect 1.An example interview question. 2.Woodside, an “average Maine school”, demographically. 3.Evidence - RtI is making a difference 4.Really closing the achievement gap, one compelling data example. 5.Woodside vs. State Average 6.What we’ve done, what we’re doing to improve RtI implementation.

A little about Rick Woodside One Wheelers Message for learning Message for living

Artifact from the field: Interview Question - Woodside School Nov. 10th-12th, #6. As well as performing Universal Screening three times per year in Reading, 1st grade teachers meet every week in progress monitoring sessions for students who are struggling to meet benchmark in reading. We also meet every six weeks to monitor behavior progress concerns with guidance and social work staff. How will you contribute as an efficient but collaborative RtI team member to our group processes?

Woodside Demographics One of six K-5 elementary Schools in MSAD #75 Enrollment: % White (State = 94.2%) 34% Free and Reduced (State = 35%) *15 % Special Ed Rate (State = 16%) *Also home to “district-wide” special programs for Therapeutic Behavior, Autism, and Profound Disabilities; brings total sped % rate up to 19%

Source info: Demographic data retrieved from: Federal Education Budget Project Page Academic Data retrieved from: strict_office/pages/NCLB10.htm

Woodside Adopts RtI In the Fall of 2007, Woodside began an effort to adopt RtI practices on a school wide basis. I am here to tell you that we would never go back, and here’s a few reasons why….

How things have changed NCLB Data School-wide with an IEP 22% Meets+Exceeds (MEA) Whole School 68% (Ec.Disadv.) 52% (w/IEP) 28% NCLB Data School-wide with an IEP 15% Meets+Exceeds (NECAP) Whole School 77% (Ec.Disadv.) 72% (w/IEP) 43%

One Piece of compelling data. You’ve heard the term “closing the gap”.

Raising the bar and closing the gap Woodside’s Economically Disadvantaged vs. Whole School 52% vs. 68% Achievement Gap = 16% Woodside’s Economically Disadvantaged vs. Whole School 72% vs. 77% Achievement Gap = 5%

Woodside vs. State Average Meets + Exceeds Reading Results Woodside’s Elementary Average All Students 77% Economically Disadvantaged 72% Special Ed. 43% Maine State Elementary Average All Students 69% Economically Disadvantaged 56% Special Ed. 28%

RtI Plan Development - Woodside Adopted part of a common core curriculum in Reading ( ) Progress monitoring 1x / 6 weeks ( ) Protocols for both U.S. and P.M. ( ) Universal Screening 3 x’s per year Increased Progress Monitoring to 1x / week ( ) Focus on Early intervention (more resources in K starting in ) First District-Wide (K-5) Universal Screening (Spring 2009) District Adopts RtI Plan ( ) Problem Solving Team Format ( ) USLB - Pilot (Spring 2010) RTI Learning Strategist Positions Created (2010) Revised Master Schedule / Core teaching expectations (Spring 2010) Development in Core Group Process Practices (Summer 2010) Developed Literacy Expectations and Look Fors (Fall 2010) Focus on Core Instruction (TCRW )

Handouts Woodside’s RtI Development Timeline Woodside Problem Solving Team Form Next slides relate to an example of some key competencies for teachers working in RtI - Group Process Skills.

Problem Solving, Communication, Decision Making, Focus, and Process Observation. We will be introducing these five concepts identified as crucial to assisting teams in their journey to become efficient in their time and thrifty in their resources as RTI progress monitoring teams.

EVERYTHING COUNTS EVERYBODY COUNTS Developed for Woodside Faculty Retreat McGlauflin and Dedek Aug 24/25, 2010

Good…...Problem Solving...Communication...Decision Making...Focus...Process Observation Helps to Create… …Clarity …Satisfaction …Respect for time and work …Positive outcomes for our students

Problem Solving Well defined roles for every meeting-everyone’s job Facilitator Time Keeper Note Taker Process Observer Norms Assume Professional Intent: respect for practice, service to students Agenda Group’s way of articulating problem or work to be done

Communication Active Listening Straight Talk: where, when, how Professional Discipline: be as objective as possible, “I” statements Respect for practice: our unique growing edges Take responsibility for your communication style

Decision Making Is a decision needed? Has a decision been made? Consensus Can Everyone in the group articulate the decision?

Focus Consciousness, the great wanderer Pay attention Strategic pause Everyone has the right and responsibility to call the team back to focus.

Process Observation Self awareness regarding problem solving, decision making, communication and focus The how not the what Everything, everybody counts

Group Process Experiential Learning Activity After I finished speaking, you will be asked to open your assigned envelopes. As soon as you open and read your assignment, the field experience begins. You will need the remainder of the afternoon to complete your work. You will need to self-organize and problem solve. Be mindful of the instruction you have just had, and follow your written directions exactly. Are you ready?