1. The True RtI: Teacher-Led Learning Groups Presented by: Kirk Elementary B uilding L eadership T eam Millington, MI Andrea Lahnanen, KDGMelissa Trato, 1 st Grade Jill Wygonik, 1 st GradeSamantha Aguirre: 2 nd Grade Christina Terry: 4 th GradeSheri Wisenbach, SSW Mickie Kujat, Principal

2. Objective  Today you will learn how you can implement Learning Groups in your school that includes both teacher-led interventions, as well as enrichment.  You will also learn the system that Kirk staff uses to guide their decision making to increase student achievement.

3. In the Beginning…  Power Hour Every grade level had a designated intervention time Paraprofessionals led all interventions No enrichment offered

4. Concerns with Power Hour  Not true RtI – which instructs ALL students to receive what they need Fielding, L., Kerr. N., Roiser, P. (2007). Annual growth for all students, catch-up growth for those who are behind. The New Foundation Press, Inc. Kennewick, WA.  Paraprofessionals did not feel they were adequately equipped to work with the neediest students  Behavior issues were interfering with effectiveness of interventions

5. Concerns with Power Hour  Lack of fidelity  Ability to expand scripted lessons  No carry over into the classroom  Teachers lacked extensive knowledge and experience with interventions which hindered ability to place students in appropriate interventions at times

6. Challenges to Learning Groups  Designate a sacred time set aside for interventions and get EVERYONE involved: students and staff  Scheduling adjustments  Letting go of homeroom students to another teacher  Paraprofessional support limited

7. Challenges to Learning Groups  Teacher planning time Daily lessons Collaboration Knowledge of interventions Enrichments  Space for groups

8. Learning Groups Today…  Teachers lead 1 st – 4 th grade intervention groups Road to the Code / Road to Reading Sidewalks SIPPS (Systematic Instruction in Phonemic Awareness, Phonics and Sight Words) Compass Learning Read Naturally REWARDS Ladders for Success / Focus on MEAP

9. Learning Groups Today  Paraprofessionals lead enrichment / extensions of curriculum Wee Deliver (school-wide mail system) Reader’s Theater / Plays Word Families Art Projects Literature Book Studies Writing Activities Math Websites / Line Graphs

10. Master Schedule Kirk Master Schedule

11. Tier 1  Book Study: Anita Archer  Step Up to Writing  Active Participation Strategies (i.e. choral reading, pair / share)  Researched Core Curriculum  Curriculum Mapping  90 Minute Reading Block

12. Tier 1  Focus on Direct Instruction (eyeball to eyeball)  Bully Prevention Program

13. Tier 2  Differentiated Instruction  PALS  Paraprofessional support during reading instruction  2 nd Step

14. Learning Groups: LIVE!  Mrs. Trato: 1st Grade Sidewalks Mrs. Trato: 1st Grade Sidewalks  Mrs. Aguirre: 2nd Grade SIPPS Mrs. Aguirre: 2nd Grade SIPPS  Mrs. Burns: 4th Grade Math PALS Mrs. Burns: 4th Grade Math PALS

15. Our Learning Group System  When a student is placed into an intervention, parents are informed through a letter. Intervention Parent Letter Dismissal Intervention Letter

16. Data, data, data  Universal screening completed in September, January and May NWEA DIBELS easyCBM RPM Writing Probes (formerly Aimsweb)  SWAT team approach: fidelity & validity

17. The “Data Sheet”  Data sheets are completed by classroom teachers and given to the principal to be used as a point of discussion at GLMs Data Sheet

18. Progress Monitoring  Progress monitoring occurs every other week by paraprofessionals  Data is shared with students – important piece of the puzzle Mrs. Diener, 3rd Grade Student

19. Adjustments to Learning Groups  Every 6 weeks teachers analyze progress monitoring data to make decisions on appropriate interventions Progress Monitoring Graph

20. Tracking Log  Teachers complete a tracking form to keep a running record of attendance as well as interventions the student has participated  Tracking forms become a part of the student’s assessment folder that follows the student each year Tracking Form

21. In the End…  Need to set priorities Perfecting interventions currently in place (constantly evaluating) Implementing interventions in math and writing Cross grade interventions Catch up time District collaboration