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Marshall Public Schools

Marshall Public Schools. Response to Intervention February 21, 2011 Holly Knudson & Kelly Konietzko. Essential Components. Universal Screening Multiple tiers of intervention Progress Monitoring Problem Solving team approach Integrated data collection/assessment system

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Marshall Public Schools

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  1. Marshall Public Schools Response to Intervention February 21, 2011 Holly Knudson & Kelly Konietzko

  2. Essential Components • Universal Screening • Multiple tiers of intervention • Progress Monitoring • Problem Solving team approach • Integrated data collection/assessment system • Scientific, research-based interventions • Fidelity • Professional Development

  3. Where Are We Now? Universal Screening • AIMSweb assessment given September, January, and May to all students. Multiple tiers of intervention • Tier 1: Classroom instruction for all students • Tier 2: Approximately 15% of students at each grade level K-8; interventions provided by Title1 teachers, ELL teachers, Fast Forwordparas, SpEdparas and Kindergarten paras. • Tier 3: Approximately 5% of students at each grade level K-8.

  4. Progress Monitoring • Completed by classroom teachers weekly or bi-weekly on students receiving interventions. Problem Solving team approach • Monthly grade level team meetings to study student data. • Monthly problem solving team meetings to review needs of students not yet successful. Integrated data collection/assessment system • AIMSweb data correlated with MCA and NWEA assessment data. • Working to develop a method to more easily compare classroom data with test data.

  5. Scientific, Research-based Interventions • Interventions specialists are researching and learning possible interventions. • Summer project will be to develop an intervention inventory. Fidelity • Implementing interventions the way they were designed to be used for the duration of time they were designed to be used. • Currently we have no method to monitor the fidelity of testing, core instruction or interventions.

  6. Professional Development • Two Prong Approach: • Staff development on RtI and test data • Conducted over 09-11 by SWWC RtI staff and K. Konietzko • Need to continue training staff on understanding RtI model and how to interpret student test data • Staff development on reading and reading strategies • We have begun to provide teachers with reading training, however, a strong need exists to continue training teachers on reading instruction and on reading interventions. • A need exists to revisit our core reading curriculum and to determine areas of strength and weakness and to stress the importance of the curriculum being taught with fidelity.

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