1. Perry Elementary School Perry, IA Kelly Schloss, Principal Jenny Adair, 1 st Grade Amy McCord, 2 nd Grade Janna Bjork, 3 rd Grade Shannon Cline, 5 th Grade Sarah Ade, Title Reading !

2.  We will discuss how we started reframing the concept of RtI.  Shedding a little light…

3.  25 miles NW of Des Moines  7,700 residents  Industry changes

4.  Pk-5 elementary  808 PK-5 students  68 teachers and about 100 total staff members

5.  72% Free/Reduced  51% Hispanic, 44% White  277 ELLs (35%)

6.  “Seven Ways to Kill RtI” by Brandi Noll. ◦ 1. Mandating a core reading [and math] program. ◦ 2. Ignoring the quality Tier I instruction. ◦ 3. Ineffective or lacking professional development. ◦ 4. Quick fixes.

7.  “Seven Ways to Kill RtI” by Brandi Noll. ◦ 5. Commercial intervention programs vs. knowledgeable educators. ◦ 6. Lack of using assessments that measure impact of instruction and intervention. ◦ 7. Failing to provide teachers with the support they need to analyze data.

8. Preparation for collaborative conversations about School Improvement.  6 Professional Development Groups  SINA Process, Back to the Beginning  Shared data  Listen, and Ask a lot of Questions

9. What we “unearthed:”  Mandated curriculum (1)  Focus on intervention vs. core (2)  Needed targeted professional development (3)

10. What we “unearthed:”  Lots of “things” (4)  Assessment alignment issues. (6)  Data secrets. (7)

11.  If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof – without a proper foundation, no structure can stand.

12.  A collection of facts is no more mathematics than a heap of stones is a house. – Polya

13.  The Core Instruction is the soil. If the soil is lacking nutrients, it has to be fertilized.

14.  What do we want for our children?  What do our children need?  What do we want students to learn?  How will we know when they have learned it?  How will we respond when they don’t?  How are we going to respond to the students who have already learned it?

15.  Focus on learning (instead of on teaching)  We expect high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

16.  “Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.” - Fullan

17.  “We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that information to promote continuous improvement.” -DuFour, DuFour, & Eaker

18.  To guide our intervention program, common assessment information must tell us… 1. Which students did or did not master specific essential standards. 2. Which instructional practices worked or did not work.

19.  To guide your site interventions, you need timely and frequent information ◦ On your students’ achievement  In meeting agreed-on standards  On a valid assessment  In comparison to others -DuFour

20.  Formative Assessment: ◦ Write Around:

21.  Formative Assessment: ◦ Write Around:

22.  Formative Assessment: ◦ Write Around:

23.  Formative Assessment: ◦ Write Around:

24.  Formative Assessment: ◦ Write Around:

25.  Formative Assessment: ◦ Write Around:

26.  Formative Assessment: ◦ Write Around:

27.  Formative Assessment: ◦ Write Around:

28.  Formative Assessment: ◦ Write Around:

29. Note Taking Tool

33. Tier III Tier II Tier 1

34. Tier III Tier II Tier 1

35. Tier III Tier II Tier 1

36. Tier III Tier II Tier 1

37. Action # 1: Math Core and Standards of Practice Action # 2: Reading Core and College and Career Readiness (CCR) Anchor Standards. Action # 3: Develop a multi-year assessment plan. Action # 4: Develop a robust professional development plan.

38. Action # 1: Math Core and Standards of Practice Tier III Tier II Tier 1

39. Action # 2: Reading Core and College and Career Readiness (CCR) Anchor Standards. Tier III Tier II Tier 1

40. Action # 3: Develop a multi-year assessment plan. Tier III Tier II Tier 1

41. Action # 4: Develop a robust professional development plan. Tier III Tier II Tier 1

42.  RTI is a framework, not a specific process.  Our PD Committees, RTI, and SINA Actions are all interrelated.  There are 3 components to a strong system: ◦ Focus on learning. ◦ Collaboration. ◦ Focus on results.

43.  Don’t waste time watering the rocks.  Find new light.  A little weather strengthens the plant.