1. RtI at Lynnville-Sully Elementary L-S RtI Vision: Meeting all kids’ needs in a timely, proactive manner.

2. RtI Team  Teri Bowlin, Principal  Lisa Foster, 5 th grade Teacher, RtI internal coach  Cindy Gibbs, 2 nd grade Teacher, RtI data coach  Carol Hite, Kindergarten Teacher  Sabrina Edsen, 3 rd grade Teacher  Mallory Maharry, Special Ed. Teacher  Colleen Taylor, 4 th -5 th Interventionist/K-5 TAG  Jill Philby, K-3 Title I Teacher  AEA support – Shannon Harken (external coach)

3. All About Us  Located in rural Iowa - 45 miles east of Des Moines  Students 199 students k-5 2 sections per grade level  Staff One full time TAG/4 th & 5 th gr. reading support teacher ½ time k-3 rd gr. reading support teacher One full time Title One teacher – serving gr. k-3 Two ½ time associates Two special education associates

4. Seeing a Need for Change  By identifying cut points for each screening tool, we determined that the core was not meeting 30% of our kids’ needs  Classroom teachers and support teachers did not have time to collaborate  Most interventions were not documented and lacked focus and connection to classroom  Many BAT referrals  Teachers were not happy with our standards & benchmarks for reading  ITBS scores weren’t where we wanted them

5. RtI Mission Statement Meeting all kids’ needs in a timely, proactive manner.

6. Steps to Change  Reading Inventory & Research Teachers completed an inventory of core and supplemental materials usedinventory RtI team analyzed results Staff began looking at reading research Began to “dig deeper” into our data  Revision of Reading Standards & Benchmarks and addition of IndicatorsReading Standards & Benchmarks 6 teachers worked for 3 days in summer of ’06 & ‘07 to complete this work Same team worked in summer of ’08 to determine essential learnings in reading/language arts and alignment to Iowa Core Curriculum

7. Steps to Change  Professional Development Focused & Timely Planned as a team Focuses: RtI, Guided Reading, best practices in reading instruction  Visited other schools  Book Studies – Literacy Work Stations and Practice with Purpose by Debbie Diller  Differentiated – got teachers what they needed

8. Steps to Change  Shift in Core Instruction Read Well – kindergarten Guided Reading – 1 st -5 th VoWac – 1 st -3 rd REWARDS – 4 th & 5 th PALS – 2 nd, 4 th, & 5 th  Core can change every year based on data

9. Instructional Scheduling  Common planning time for grade level teachers Common planning time  Uninterrupted blocks of time

10. Reading Instruction  Approx. 30-45 min. of whole class instruction per day  Approx. 60 min. per day of guided reading/work stations Reading support teachers instruct intervention groups in the classroom during this time block  Intensive students also receive “double dipping” instruction from special ed. teacher, Title One teacher, associate, or high school helper

11. Instructional Scheduling  Daily intervention times: 8:30-9:00 1 st grade 9:00-9:30 kndg. 9:30-10:00 2 nd grade 10:00-10:30 3 rd grade 8:30-10:30 4 th & 5 th grade  Who provides intervention instruction? Kndg.-3 rd gr. - Sp. Ed. teacher, Title One teacher, Reading support teacher, associates, general education teachers 4 th -5 th gr.– Sp. Ed. teacher, Reading support teacher, associates, general education teachers I

12. Supplemental Interventions  Materials Read Naturally, Great Leaps, Quick Reads, Reading Mastery, Phonics for Reading, FCRR.org activities, Read Well, etc. Standard Treatment Options  Training  Collaboration  High School/Middle School Volunteers

13. Intensive Interventions  Materials Reading Mastery, Corrective Reading, Phonics for Reading, FCRR.org activities, etc.  Training  Supported through special ed. Teacher, reading intervention teachers and associates

14. What data do we collect?  Screening Data Iowa Assessments(2 nd -5 th ) – 1/year DIBELS Next(k-5 th ) – 3x/year Measures of Academic Progress (2 nd -5 th ) – 2x/year REWARDS pre/post Test (4 th ) Quick Phonics Screener (1 st ) – 1/year  Diagnostic Data Quick Phonics Screener Phonics for Reading Placement Test Corrective Reading Placement Test REWARDS generalization Test Analytical Reading Inventory (ARI) Error analysis Others

15. What data do we collect?  Progress Monitoring Data DIBELS Next probes – weekly for intervention students; most teachers also probe the rest of their class monthly Comprehension groups are monitored weekly using DIBELS Next daze passages, retell and retell quality scores Classroom teachers, special ed. teacher, or reading support teachers administer the progress monitoring probes All graphs are stored in a “Student Data Notebook”, on the share drive, or in the DIBELS Next Data System

16. How do we use the data?  Data Days 3 times/year 2 subs are hired to release teachers for 1 hour 15 min. Principal, internal RtI coach, classroom teachers, special ed. teacher, reading intervention teachers, TAG teacher, guidance counselor and AEA staff attend Focus on analyzing DIBELS Next, MAP, and other diagnostic data Also look at gap analysis Teachers bring 4-box data Form intervention groups Plan instruction Complete group intervention formsgroup intervention forms Set goal lines on individual student graphs

17. How do we use the data?  Monthly Team Meetings Principal, classroom teachers, Sp. Ed. teacher, TAG teacher, and all reading support teachers attend Occurs within the school day – during common planning time Analyze progress of each child on an intervention  Interventions are changed or intensified for any student who has 4 data points below goal line  Students surpassing goal are exited from interventions, but continue to be monitored  Discuss any other students not currently in interventions but showing needs

18. DIBELS Next First Sound Fluency Kindergarten

19. DIBELS Next Nonsense Word Fluency 1 st Grade

20. DIBELS Next Oral Reading Fluency 1 st Grade

21. DIBELS Next Retell/DAZE Data 5 th grade Comprehension

22. Storing the data  Student Data Folders Student Data Folders Completed at the end of the year One for each student on an intervention plan Used to store everything from year to year At the beginning of each year, student data folders for students who are no longer in intervention are moved to their cumulative file  Cross-grade level collaboration times Each fall teachers are given time before school starts to review intervention plans & discuss students

23. Parent Involvement  Entrance letter  Exit letter  Phone calls  Emails  Updates at conferences  At home reading program

24. Keys to Success with RtI  Ideas come from the RtI team  Staff Input & Involvement  Collaboration Times  Data Days  Communication  Administrative Support  Attitude – We’ll do whatever it takes to reach every child!

25. Success Stories

26. Yippee!  LRE increased for special ed. students  Increased teacher collaboration  No child can slip through the cracks  Better use of data  Effective use of human resources  Additional resources/materials  Able at address comprehension needs in addition to fluency needs  Increased student achievement in reading

27. DIBELS ORF Data

28. 3-5 Compressed ITBS Reading Data

29. Individual Successes…  Three kindergarten students grew 45+ sounds on first sound fluency from Sept. to Jan.  50% of the second graders made 50+ words growth over the year with core instruction.  Three third grade boys in interventions made 40+ words growth and improved their accuracy to above 95% from Sept. to Jan.  A 5 th grade boy in intervention made 23 words growth and a 5 th grade girl in intervention made 30 words growth from Sept. to Jan.  From Sept. to Mar., two 5 th grade students improved their retell scores an average of 48 words and improved their retell quality scores from a 2 to consistent scores of 4.

30. Where do we go from here?  Upper end students – how do we meet the needs of the students who are in the advanced proficiency range?  Increase focus on comprehension as our fluency needs decrease  Continue to use technology to track intervention plans, progress monitoring graphs, etc.

31. Contacts  Teri Bowlin – bowlin@lynnville-sully.k12.ia.usbowlin@lynnville-sully.k12.ia.us  Lisa Foster – foster@lynnville-sully.k12.ia.usfoster@lynnville-sully.k12.ia.us