1. Response to Instruction Problem Solving Teams Process
Denise Stamps-Johnson
Kristie Botta
Julie Carpenter Durgin

2. How does Response to Instruction relate to Plan 2020?
Plan 2020 focuses on the following data elements:
Achievement
Gap
Graduation Rate
Attendance

3. Achievement
Achievement is based upon the percentage of proficient students meeting the Annual Measureable Objective (AMO) in the areas of reading/language and mathematics.
The AMO’s will be identified by the school.

4. Gaps
The Gaps will be identified using non proficiencies in reading, language arts, math and the graduation rate.
The Gap group will consist of students identified in the following subgroups:
Black
Hispanic
English Learners
Poverty (free and reduced lunch)
Special Education
The percentage of proficient students from these subgroups will be combined to determine the gap.

5. Graduation Rate
The graduation rates will be calculated using both four-year and five-year cohort rates.

6. Annual Measureable Objectives
AMO’s will be set in equal increments with the goal of reducing half of the percentage of students in the “all student” group and each subgroup who are not proficient within six years.
PST and RtI are related to these annual measureable goals by assisting schools in reducing the percentage of non- proficient students in each subgroup.

7. Attendance
The goal for the attendance rate is 95% or higher.

8. How will team members know RtI is being implemented in the schools?
Academic Look Fors
Universal screening data
STAR Reading
Global Scholar
DIBELS
Progress Monitoring
AR Data
Progress monitoring tools (Tiers 2 and 3)
End of Course Assessment
Current level of performance
Extended Day data
Local school data
Gizmo Reports
Behavior Look Fors
School wide discipline plan
Review 360
Behavior Plan
Suspension Data
Retract/Detention/ Saturday School

9. How will the team know that the RtI process is being implemented?
PST Meetings
Schedules of how often meetings are taking place (Every 3-6 weeks)
Sign in sheets of who attends the meetings. Principals and or assistant principals, general education teachers, counselors and other specialists as needed. (Coaches, Speech Pathologists, EL Teachers, Intervention Teachers)
Use of PST Student Intervention form ( PST Manual, p )
How is the school using this data that has been collected?

10. What should team members see while observing?
Use of flexible grouping of students
Evidence of varied levels of support
Implementation of researched based intervention strategies
Provision of additional support and resources (peer tutors, one on one instruction, second delivery)
How the school is using the data gathered from the different data sources is what we are looking for. Those are the types of questions we need to ask.

11. What kinds of questions should team members ask?
When and where will additional support be provided?
Who will provide support to struggling students?
Does the schedule allow time to implement the intervention plan consistently?
What types of data did you use to identify students?
How often are students being monitored for progress and what are you using?
How will the school know when the student is ready to exit PST?

12. How will team members know if interventions are working?
Reduced course failures
Academic Improvement/Progress Monitoring using grades and programs
Improvement of skill deficit areas through progress monitoring
Behavior improvement
Reduction in suspensions
Reduced numbers in Retract/Detention/Saturday School/Extended Day