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Successfully Implementing RtI from Scratch Veronika Lopez-Mendez, Principal

Successfully Implementing RtI from Scratch Veronika Lopez-Mendez, Principal vlopez-mendez@sandi.net. Name Who’s in the room? What are your major questions regarding RtI?. About Our School. School Wide Immersion Magnet Opened in 1995 Pre-K thru 8 th grade

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Successfully Implementing RtI from Scratch Veronika Lopez-Mendez, Principal

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  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 8th grade • Language Continuation Program at High School • Two Programs within one school • French One-Way Immersion • Spanish Dual Language Immersion

  4. Our Students • K-8th grade enrollment 905 • K-5th -686 • 6th -8th -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 ProgramMust be fluent English speakers to qualify

  7. Spanish Immersion Program50% fluent Spanish speakers 50% fluent English speakers

  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. 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?

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

  13. 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

  14. 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)

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

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

  17. 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 4th 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!

  18. 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

  19. 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

  20. 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

  21. 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

  22. This year’s visual reminder…

  23. 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

  24. Moving through RtI

  25. 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

  26. Tier 3 Options

  27. 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

  28. Language Academy Budget Total- 429,557

  29. 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

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

  31. 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

  32. Questions?

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