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Data Isn’t a Dirty word: Utilizing RTI in the everyday k-3 classroom

Presented by: Amanda Ambrose, Samantha Smith, Katherine Scott, Amanda Stepp and Mackenzie Sanders. Data Isn’t a Dirty word: Utilizing RTI in the everyday k-3 classroom. What Is RTI?.

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Data Isn’t a Dirty word: Utilizing RTI in the everyday k-3 classroom

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  1. Presented by: Amanda Ambrose, Samantha Smith, Katherine Scott, Amanda Stepp and Mackenzie Sanders Data Isn’t a Dirty word: Utilizing RTI in the everyday k-3 classroom

  2. What Is RTI? Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. • Begins with high-quality whole group instruction and universal screening • Increasing levels of intensity • Services are provided by a variety of personnel

  3. A Multi-Tiered Approach • These three tiers consist of: -Tier 1: High-Quality Whole Group Classroom Instruction -Tier 2: Targeted Intervention -Tier 3: Intensive Intervention

  4. The Virginia Tiered System of Supports • The following initiatives fall under the VTSS umbrella: -RTI -Positive behavioral interventions and supports -Content literacy continuum

  5. How Do I Apply This in my Classroom? • Using the Fall PALS data provided on the blue paper, sort the students into 4-5 groups using the grouping handout. • You should have two to three Tier 1 groups (one can be enrichment), onw Tier 2 group and one Tier 3 group • READY… GO!

  6. Our Grouping (per Mrs. Ambrose) • Tier 1 (split into 4 groups) • Enrichment: Dennis, Adam H, Jacob, Tyler • Regular: Ashlyn, Avarie, Kendall, Jacoby, Jonathan, Aiden, Jacob, Katelynn, Jennifer, Caleb • I would still split this group into two groups for activities • Watching close: Damien, Carlton, Adam, Madalyn • Tier 2 • Makenzie, James (have marks on 1 or more areas) • Tier 3 • Camden • As you can see, there is only one student that can be targeted as Tier 3. That student could mix with Tier 2, with (hopefully) some 1-on-1 time with the classroom teacher. A Tier 1 student may move down at any time.

  7. Discussion Time! • How did you group your students and why? • Were there any you didn’t know where to place? • Were any harder to place than others? • How many students do you have in each group? • Additional notes for your Tier 3 • A Tier 3 student should meet with a reading specialist or special education teacher to receive intensive instruction. As we know in our school, that is not always the case.

  8. Let’s Try Sorting Again • Using the Fall PALS data provided on the green paper, sort the students into 4-5 groups using the grouping handout. • You should have two to three Tier 1 groups (one can be enrichment), one Tier 2 group and one Tier 3 group • You will notice this class has more students that are low and less students that are high. • READY… GO!

  9. Our Grouping (per Miss Smith) • Tier 1 (split into 3 groups- smaller class) • Enrichment: Ava, Benjamin • Regular: Savannah, Maggie, Levi, Landon, DonNasia • Watching close: Jaxon, Kerry, Michael, Jonathan, Noah • Tier 2 • Erica, Ethan • Tier 3 • Abigail, McKenzie, Meghan • As you can see, there is a larger amount in Tiers 2 and 3 in this class. Those students can become one group, but Tier 3 will need some type of 1-on-1 time with the classroom teacher or specialist.

  10. Discussion Time • How did you group your students and why? • Were there any you didn’t know where to place? • Were any harder to place than others? • How many students do you have in each group?

  11. We’ve Grouped Them, Now What? • The most important part- Your Daily Schedule • Make time everyday to meet with your Tier 2 and 3 students. Your other students should be working at stations, doing the daily 5, etc. • 15-20 minutes during reading instruction is enough time to meet with those students. We meet from 10:00-10:20 daily after our whole group instruction is complete. Target the skills MOST needed. • The other students are reading, doing a sort, practicing spelling/sight words, reading books, etc. • Have an area set aside for T2 & T3 students, the others should know where to go as well. If it happens everyday, there won’t be lost time in transition.

  12. Quick Checks • Quick checks should be done at least bi-weekly on Tiers 2 and 3 on areas of need • Can be PALS, Reading A-Z, Leveled Readers, etc. • Weekly tests, such as sight word, spelling, fluency can absolutely count as a quick check. That is also a good way to keep in close watch of your Tier 1 students to assure they are not slipping. • Always keep up with your data on your Tier 2 and 3 students. Keep a folder on the individual student to place in cumulative folder for their teacher next year! • Remember RTI is a constant revolving door. Your Tier 2 can move back to 1, and your Tier 1 may need to move into 2 for various reasons.

  13. Mid-Year Data.. SEE THE BACK OF YOUR BLUE FALL PALS DATA • This is your “check-up” on how you’ve been doing! • You may have already done some moving within tiers between September and January. You should be doing quick checks, classroom testing, etc to see if a child is developing or overcoming an issue. • Let’s compare our blue students first • Have they made progress? • Do they need to be regrouped? • Should some come out of Tier 2 and back to Tier 1.. Or vice versa? • Use your grouping sheet to update on the right side.

  14. Mid-Year Data.. SEE THE BACK OF YOUR GREEN FALL PALS DATA • Now, let’s compare our green students • Have they made progress? • Do they need to be regrouped? • Should some come out of Tier 2 and back to Tier 1.. Or vice versa? • Use your grouping sheet to update on the right side.

  15. From Mid-Year to Spring.. • Now that you’ve seen the growth in the first half of the year, can you or do you take a step back? No! • Keep doing a small group each day. Even if they made progress, figure out if it’s enough to go to T1. • If they were able to move back to Tier 1, keep a close eye so they don’t slip through the crack. • Keep doing quick checks as often as possible, even if it’s just for spelling or just for sight words. • Remember to have data to roll over with the student into the next year. It is ideal for the next teacher to be able to pick up where you leave off!

  16. Can I Do This With Math? • Reading is definitely the heart and soul of RTI, but math can be done the same way. • Complete a formal assessment in the fall, such as AIMS Web. Group your students into tiers (AIMS Web does this for you!). • Meet with your T2 and T3 during math time with a small group daily or a few times a week. • Track your data through the year, formal and informal quick checks, as well as keeping up with midyear and spring data.

  17. Questions?

  18. Work Cited • "Virginia Tiered System of Supports (VTSS)." VDOE ::. N.p., n.d. Web. 15 Mar. 2014. • "What Is RTI?" What Is Response to Intervention (RTI)? N.p., n.d. Web. 14 Mar. 2014.

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