1. Fremont Middle School Roseburg School District Response To Intervention (RTI)  Keith Kronser

2. Fremont Stats 700 Students-Grades 6,7 and 8 2 Administrators 1 Counselors 37 Certified staff 45 Classified staff 55-60% Free/Reduced 15.5% SpEd

3. August 2006 Where We Were Year2003-042004-052005-06 All Students Reading 36.31%37.39%35.92% All Students Math23.29%49.54%49.8 SpEdReading4.76%1.56%18.07% SpEdMath4.62%33.33%5.71%

4. What We Knew….  Current Assessment Results Were Not Acceptable  Uncertainty as to What to do About Them  In a Week School Will Start

5. Literacy Team  Attended the Superintendents Institute – summer of ’06 –Do we Have a School Culture That Celebrates Success and Growth?? –Some Students May Take Pride in Doing Poorly on Assessments –Staff, Parents and Students May Not Understand the Importance of Solid Academic Skills and/or State Assessments

6. Core Beliefs  All Students Can Learn  All Staff Are Responsible For All Students –“Those Kids” do Not Exist at Fremont  Collective we Can Neutralize the Challenges That Many of Our Students Face  It is Very Easy to Find Excuses For a Students Lack of Success  The Reality is That There Are no Excuses.  Success in Life is Dependent Upon a Students Academic Skills in Core Areas

7. First things First!  At Fremont There Are no “Those Kids”  All Staff are Accountable For All Students  We Will Not Divide Ourselves  Together We Are Successful or Together We Fail  No Finger Pointing!! Middle finger or Otherwise….

8. Phase One - Culture Building 2006-07 School Year  Homeroom Time –Time That is Consistent Across the School. First 15 Minutes of The Day –Used to Build a Positive School Culture –Expected Behavior Lessons –Assessment Lessons –Coupons For Meeting/Exceeding or Making Progress Towards Individual Goal - Generally an +6-8 Points) –PSA- Parent to Parent Newsletter – Congratulations letter –Formal Response To Intervention (RTI) Developed

9. June xx, 2013 Dear CONGRATULATIONS! You have met or exceeded the standard for the Reading Section of the 2013 Oregon Assessment of Knowledge Skills (OAKS). The OAKS is an important test. Your great job on it tells your family and teachers that you are working very hard in school and learning important skills that will help you continue to be successful. It is our hope that you continue to enjoy success at school. A quality education is very valuable asset. Rest assured that the staff of Fremont Middle School is always available to assist you. Keep up the great work! Sincerely, Keith KronserDr. Larry Parsons PrincipalSuperintendent Fremont Middle School

10. Phase Two- 2007-08 Literacy Time - RTI Beginnings  Expand Homeroom to 30 Minutes –Each Class Period Shortened –Agreements About Class Interruptions  Move to After 2 nd Period*  Everyone Will Have a Group – Includes Admin.*  *Literacy team requests - not negotiable  *Classroom Interruptions (all calls/PA, call slips)will be limited

11. Three Levels of Interventions An Intervention for all  Intensive: Students Who are Performing Significantly Below Grade Level  Strategic: Students Who Are Performing Below Grade Level  Benchmark: Students Are Performing at Grade Level

12. Literacy: A Five Tiered Approach Every Student Gets 30 Minutes a Day of Reading Literacy  Tier One –Above Benchmark (2-3 Years Above Grade Level)  20-30 Students  Tier Two –At Benchmark  18-25 Students  Tier Three –Nearly Meeting (One Year Below) –12-18 Students

13. Literacy: A five tiered approach Continued  Tier Four –Below Benchmark (1 to 2 Years Below Grade Level) –8-15 Students  Tier Five –Significantly Below Benchmark (2 Years or More Below Grade Level) –5 to 10 Students  * Students Are Placed in Tiers According to MAP,MAZE, ARI/ORF, OAKS

14. Curriculum  Six Minute Solution  ACCESS* Toolkit Strategies *Academic*Content*Competence*Every*Student*Succeeding Progress Monitoring – *ARI – Analytical Reading Inventory *ARI has been replaced with DIBELS, CARI, DAZE

15. Curriculum Continued  Tier 1 –Novel Units, Simulations, Research/Debates, Junior Great Books  Tier 2 –Novel Units, Short Stories (Jamestown), Junior Great Books  Tier 3 –Novel Units, Jamestown Materials  Tier 4 –Jamestown Materials, Short Stories, Novels Tier 5 –Rewards

16. Curriculum Year One Review  Problems……. –Tier 5 kids HATED Rewards!!! –Non Language Arts Teachers Struggled –Developing Novel Units, Short Stories … Required Prep Time -No Consistency Among Tiers at Same Grade Level -High School Requested we Not Use Some Novels -ARI did not measure Reading Comprehension

17. Year 2  Added LANGUAGE! To Tier Five  Provided Additional Professional Development For Staff  Tweaked With The Schedule

18. Sample Schedule 7 th and 8 th grade  Period -1  Period -2  LITERACY  Period -3  Period -4  Period -5  Period -6 *periods 52 minutes

19. Schedule Continued  Block Literacy With Language Arts Either 2 nd or 3 rd Period = Targeted Classes  Provides 90 Minutes Class Period – Perfect For LANGUAGE!  Allows For Either Targeted Reading or Math  More Intensive Interventions!

20. Year 2 Review  LANAGUAGE! Groups  Targeting Kids According to Sub Test Skills  Fluid Literacy Groups  Math Literacy Emerges  Targeted Classes  Some Staff Still Struggling With “Creating” Literacy Lessons

21. Year 3 Literacy Plus  30 Minutes of Literacy Daily For Every Student  Math Literacy for Those Who Need Additional Math Instruction (Semester Each)  Target Classes For Math And Reading  Math And Literacy Navigator Materials For Tiers 3, 4 at grades 6, 7, and 8  Corrective Reading, Rewards and LANGUAGE! For Tier Five  MAZE

22. Tier Criteria Tier 1 Tier 2 Tier 3 Tier 4 Tier 5 AboveBenchmark 20-30 Students At Benchmark1 8-25 Students One Year Below 12-18Students 1-2 years Below8-15Students 2+ years Below 5-10Students 6 th =221+ 220-216215-211210-207-207 7 th =227+ 222-226221-216215-210-209 8 th =229+ 220-228219-212211-207-206

23. 2010-11 Results OAKS Total meets/exceeds SpEd Meets/Exceeds 6 th reading 87%54% 6 th math 73%46% 7 th reading 82%41% 7 th math 66%41% 8 th reading 75%28% 8 th math 85%57%

24. 2003-2013 03- 04 04- 05 05- 06 06- 07 07- 08 08- 09 09- 10 10- 11 11- 12 12- 13 All Rdg 36.3 1% 37.3 9% 35.9 2% 68.2 % 68.8 6% 74.9 8% 77.5 % 81.7 % 72.9 % 67.9 % All Math 23.2 9% 49.5 4% 68.7 8% 71.0 2% 80.7 3% 83.7 6% 76.1 3% 69.8 1% 72.3 % SpEd Rdg 4.76 % 8.47 % 1.56 % 18.0 7% 16.4 6% 37.1 1% 38.3 2% 39.5 8% 29.2 7% 24.3 % SpEd Math 4.62 % 33.3 3% 5.71 % 19.5 2% 20.9 9% 38.1 4% 57.0 1% 46.8 8 42.8 6% 27%

25. Next Steps  Reading Scores Lag Behind Math  Students Who Need Both Math and Reading  Consistent Implementation of Curriculum  Who Teaches What Tier  Progress Monitoring  20% Team  Common Assessments  Student Work Sample Sharing  New Standards for Math, Reading and Science

26. Next Steps Cont.  All students receive quality behavior and academic instruction and support  All Students are screened to determine additional instructional/behavioral needs  Small group interventions are chosen from standard protocols by MTI/Grip teams  Intensive interventions are needed  Decision rules are in place –Ex. Change or intensify intervention 3 data points

27. Next Steps Cont  Behavior RTI procedures and protocols implemented

28. Finally….. Who did you sing with today?

29. Special Thanks Charter Members of The Fremont Literacy Team  Melissa Roberts  Ari Maloney  Carol Meyers  Rolf Bloomquist  Jan Fullerton  Steve Colkitt