1. Successfully Implementing RtI from Scratch Veronika Lopez-Mendez, Principal vlopez-mendez@sandi.net

2. Name Who’s in the room? What are your major questions regarding RtI?

3. About Our School School Wide Immersion Magnet Opened in 1995 Pre-K thru 8 th grade Language Continuation Program at High School Two Programs within one school French One-Way Immersion Spanish Dual Language Immersion

4. Our Students K-8 th grade enrollment 905  K-5 th -686  6 th -8 th -219 Pre-K enrollment 26 API Data  2010- 835  2009- 813  2008- 800  2007- 768

5. Student Population 56% Free or reduced lunch- Title 1 school 223 English Language Learners Students bussed from throughout SD county Ethically Diverse Student Population  48% Hispanic  25.4% White  20.6% African American  1.5% Asian  1.6% Filipino  1.1% Pacific Islander  1.8% Other

6. French Immersion Program Must be fluent English speakers to qualify %French Subjects%English Subjects K100%  All subject areas 0% 1100%  All subject areas 0% 2100%  All subject areas 0% 370%  French Literacy  Science/Health/Social Studies  Math  VAPA 30%  Literacy  P.E. 4545 50%  French Literacy  Math  Science/health  VAPA 50%  Social Studies  English Literacy  P.E. 678678 30%  Social Studies  French Literacy 70%  Math  Science/Health  English Literacy  P.E.

7. Spanish Immersion Program 50% fluent Spanish speakers 50% fluent English speakers Gr.%Spanish Subjects%English Subjects K90%  Literacy  Social Studies  Science/Health  Math  VAPA  P.E. 10%  35 Min Oral Language Development  ELD 180%  Spanish Literacy  Social Studies  Math  Science/Health  VAPA 20%  Oral Language Development  P.E.  ELD 270%  Spanish Literacy  Social Studies  Math  Science/Health 30%  Oral Language Development  ELD  P.E.  VAPA 3-550%  Spanish Literacy  Science/Health  Math 50%  Social Studies  English Literacy  P.E.  VAPA 6-830%  Social Studies  Spanish Literacy 70%  English Literacy  Science/Health  Math  P.E.

8. Facing the reality…. 2007 Using our fresh eyes to peel back the layers Establish new priorities and vision Clear expectations of adults that worked at the school Begin the work of interventions for at-risk kids How we got started

9. What is RtI? Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools use data to: Identify students at risk for poor learning outcomes Monitor student progress Provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness - National Center for Response to Intervention

10. A Tiered Approach

11. What RtI IS?What RtI is NOT? A way to provide strong instruction for ALL students A structured way to provide intervention within the classroom A process for monitoring student progress A team effort A way to ensure that all kids get the interventions they need to be successful. A way to get kids in Special Education The responsibility on 1 teacher A replacement for good core instruction

12. Year 1- Strengthening Tier 1 Laying the foundation for all students Common Curriculum Benchmark assessments in Math, Science and English Language Arts- coming soon target language assessments Lesson Studies Grade level commitments---the work continues Who is responsible for Tier 1?

13. How we started? Year 1 Data Analysis  CST scores  CELDT data  Benchmarks Focus on 1 st and 4 th grade Analyzed cohort data and growth of individual kids

14. Tier 2- Targeting the need Tier 2 includes interventions provided by the classroom teacher and support staff for students that are struggling Short term and targeted Well planned and monitored Driven by assessments

15. Tier 2- Identifying students When to Intervene? How are kids identified? Assessments include:  Developmental reading Assessments (Developmental Reading Assessment / Writing Reading Assessment Profile )  Benchmark data- English and Target language  Long term data (CST & CELDT)

16. Cycles of Interventions Always data driven Cycle 1-September- December  1 st graders new to the program  2 nd graders- support in Spanish  5 th graders- ELL’s Cycle 2- January- Testing  3 rd graders- Spanish and then transition to test prep  4 th graders- Spanish and then transition to test prep Cycle 3- last 6 weeks of school  Kinder  One-on one students

17. Power Hour is born- One structure for powerful interventions Tier 2 Support 2 or 3 teachers work concurrently Struggling students get ‘double dosed’

18. What did the data show? Results from Pilot Power Hour and Overall CST results:  English Learners reached their targets!  School wide, students in all other grades improved between 5% to 12% on the CST  But our 4 th grade Power Hour English Language Learners averaged a tremendous improvement of 21.7%! Reclassification data:  ’07 10 RFEP students  ‘o8 15 RFEP students  ’09- 21 RFEP students  ‘10- 37 RFEP students That’s an improvement of 145% over 2 years!

19. Who Works with Kids? English learner support teacher Spanish/English resource teachers (1.5) French/English resource teachers Resource Specialist Assistant (1) Retired teachers hired hourly SLP and Counselor

20. Should interventions be provided in students’ first language, second language or both? Tara Fortune and Mandy Menke: Struggling Learners & Language Immersion Education Provides an overview of the research and suggests that:  Consider the needs of each learner  More English doesn’t equal better results BUT less Spanish will affect the development of strong Spanish skills  Spanish speakers initially will benefit from Spanish interventions- monitor and add English interventions

21. Tier 2- Monitoring students What methods and programs to use How do we monitor student progress  One on one teacher monitoring meetings  Teachers select and plan for target students  Monitoring sheets are submitted 4 times a year  Benchmarks assessments 3 times a year  English learner progress monitoring  Parent contact

23. Monitoring System- The Binder  Binder kept in the Principal’s office  Each class has a tab with all relevant data  Students to be monitored are determined by long term CST’s and CELDT data

24. This year’s visual reminder…

25. More on how student progress is monitored Instructional Team Meetings Special Ed. team meeting Goals of these teams:  To identify kids that are not making appropriate progress  To identify kids that no longer need tier 2 support  Team member serve as case managers/advocates for students

26. 12-weeks of systematic support Discontinue support if significant progress is made Reconvene the team, bring parents in and plan next step- continue interventions or move student to Tier 3 Monitor the student throughout the year Moving through RtI

27. Tier 3- What we’ve tried… Interventions are delivered with increased intensity and duration We have 16-18 students that have required tier 3 interventions Students were identified as tier 3 students via the Special Ed. Team meeting 1%-5% of students equals 8-43 students for our school Setting a new path for these students

28. Tier 3 Options Option 1 Continue to provide another cycle of intervention- small group Option 2 Provide one- on-one support for 4- 6 weeks- monitor progress Option 3 Decide with the team to do full Psychologica l Testing to measure for learning disabilities

29. Aligning staffing and resources to implement RtI Every penny goes towards interventions! All certificated staff work with kids 90% of the day Refocus the work of your support staff Provide your intervention staff with quality intervention materials and training

30. Language Academy Budget ResourceTitleAmount 00000Unrestricted/Supervision & supplies100,516 30100Tile 1151,424 30103Title 1- Parent involvement3,413 03250School Improvement Grant38,777 70900State Compensatory education- Disadvantaged Youth and ELL’s 77,215 70910Economic Impact Aid- LEP58,212 Title 325,000 Total- 429,557

31. What experience has taught us? Parent communication is KEY Work as a partner WITH the teacher Identify students in the lowest cohorts and start there! Document interventions! Push-in model is the best for supporting kids

32. Celebrating Accomplishments Reclassification workshops and celebrations  Student and parent education  English Learner Support Teachers role I was PROFICIENT on CST!!  Goal setting

33. Next steps? Computer based interventions Deepen understanding of classroom teachers approach to tier 2 supports MATH! Structures intervention time in Middle School Training in co-teaching and differentiation

34. Questions?