Implementing

Response to

InstructionJan Brown, Special Ed. Teacher

Amy Heath, Reading Specialist

Katie Preston, Counselor

Yorktown Middle School

Response to Instruction

YMS started implementing RtI in the 2009-

2010 school year.

Began with Reading

Team consists of General Education

Teacher, Special Education Teacher,

Reading Specialist, Principal, and

Counselor.

Assessing Reading

Comprehension at Yorktown

Middle School

Three minute Maze (Cloze Procedure) for all two to three weeks into school year, in January and two weeks prior to close of school.

Given during Intervention/Extension period. Teachers score. Data team enters scores and sends results to teachers to share with students.

Data team provides all materials needed.

Identifying Reading

Comprehension Needs Students are placed according to prior year results.

(example) Students scoring below 25th %ile are placed in Interventions

if not already placed. Students scoring above the 25%ile are placed in Extensions.

(example) Students already placed in Extensions and who score

below the 25%ile are strategically progress monitored. (SPM)

New students who score below the 25%ile are (SPM) SPM occurs bi-weekly. Progress Monitoring (PM) of Interventions is also bi-weekly. SPM and PM are both Maze assessments.

SCHEDULING—The CHALLENGE!

Where in the day can we meet the

“double dip”-- Tier 2 or Tier 3 services?

The first year, we cut all study halls and

ISTEP+ remediation classes (8th period)

and placed EVERY student in either an

Intervention class or an Extension class 8th

period.

Wright 7-1 223 CT Alg. 7 Prep M7 Pre-Alg 7 M7 LU M7 Pre-Alg 7 Interven.

Carney 7-1 221 CT Read 7 Prep Read 7 Read 7 Read 7 LU A. Read. 7 Read. 7 Floater

Moore 7-1 128 CT SS 7 SS7 SS 7 SS 7 SS 7 LU Prep SS 7 Interven.

Smith, D. 7-1 23 CT Sci 7 Sci 7 Prep Sci 7 Sci 7 LU Sci 7 A.Sci 7 A. Sci-Lab

Jenkins 7-1 CT L/A 7 A. LA 7 L/A 7 Prep LA 7 LU LA 7 LA 7 Interven.

Fox 7-2/8-2 CT LA 8 L/A 8 LA 7 LA 7 Prep LU L/A 7 L/A 7 Interven.

Watkins, L. 7-2/8-2 127 CT M 7 M 7 Prep Alg. 8 LU Pre-Alg 8 Alg. 8 M 7 Interven.

Shaw 7-2/8-2 126 CT SS 8 Prep SS 7 SS 7 LU SS 8 SS 7 SS 8 Interven.

Smith, L. 7-2/8-2 24 CT Sci 7 Sci 7 Sci 8 Prep Sci 7 LU Sci 8 Sci 7 Interven.

Carnes 7-2/8-2 225 CT Read 7 Read 7 Read. 7 Read. 7 LU Read. 8 Prep Read 8 PUB

Turner 8-1 125 CT Pre-Alg 8 Pre-Alg 8 Pre-Alg 8 Prep LU Geo. 8 Pre-Alg 8 Pre-Alg 8 Interven.

Murray 8-1 123 CT A. LA 8 LA 8 Prep LA 8 LU LA 8 LA 8 LA 8 Interven.

Losco 8-1 124 CT SS 8 SS 8 SS 8 SS 8 LU SS 8 Prep SS 8 Interven.

Dickey 8-1 18 CT Sci 8 Sci 8 Sci 8 Prep LU Sci 8 Sci 8 BIO BIO Lab

Snyder 8-1 21 CT Read 8 Read 8 A. Read. 8 Read. 8 LU Prep Read. 8 Read. 8 Interven.

J. Brown 212 CT Int. 7 Int. 7

Henderson 212 CT

Truex YES CT Sci Math Reading L/A Reading LU Prep SS

7:30-8:15 8:20-9:00 9:05-9:45 9:50-10:30 10:35-11:15 11:20-12:00 11:50-12:30 12:35-1:15 1:20-2:00

Lunch 11:15-11:45 12:00-12:30

Barrett 115 CT Prep MU 8 MU 8 MU 8 MU 7 LU MU 7 MU 6 MU 6

Braun 3 CT Prep GTT 7 GTT 7 GTT 7 GTT 7 LU GTT 7 GTT 6 GTT 6

Miller 219 CT Prep DCT 8 DCT 8 DCT 8 LU DCT 8 DCT 8 BIT 6 BIT 6

Higgins 114 CT Prep Band 8 Band 7 LU Band 5 MU 8 MU 8 Band 6 Band 6B

Hill 5 CT Prep HE 7 HE 7 HE 7 HE 7 LU HE 7 HE 6 HE 6

PE GYM CT Prep PE 8 (S1) PE 8 (S1) PE 8 (S1) LU PE 8 (S1) PE 8 (S1) PE 6 PE 6

Luzadder GYM CT Prep PE 7 (S1) PE 7 (S1) PE 7 (S1) LU PE 8 (S1) PE 7 (S1) PE 6 PE 6

Zick 101 CT Prep Art 8 (S1) Art 8 (S1) Art 8 (S1) LU Art 8 (S1) Art 8 (S1) Art 6 Art 6

Peters 14 CT FACS 8 FACS 6 FACS 6

W.L. YES-119 SPAN German (Q1) SPAN SPAN

8:20-9:45 9:50-11:15 11:20-12:45 12:45-1:15 1:20-2:00 2:05-2:45

K. Brown 215 CT Prep Pre-Alg Math Math LD LU Prep

J. Irwin 217 CT Prep Math Math Math LD LU Prep

Holtzclaw 216 CT Prep L/A L/A L/A LU Prep Interv.

Holcomb/Novak 213 CT Prep L/A L/A L/A LU Prep Interv.

Cartwright 218 CT Prep SS SS SS LU Prep RSH 28-Jul

Wallace 214 CT Prep Sci Sci Sci LU Prep Interv. Q1 and Q3

Changes-Year 3

Teachers felt having Int/Ext last period of

the day was difficult—student focusing

issues.

Additionally, teachers wanted to add

4min. to the class periods.

Result=Moving Int/Ext to the 1st period of

our day and cutting it down to 21min for

7/8 graders and 30min for 6th graders.

Teachers RM# Period 1 Period 2 Period 3 Period 4 Period 5/L Period 5/L Period 6 Period 7 Period 8

Wright 223 Alg 7 Alg. 7 P.A. 6 Prep M 7 LU P.A. 7 M 7 P.A. 7

Allen 127 Int/Ext M 7 Alg 8 Alg. 8 Prep LU M 7 Alg 8 M 7

Turner 125 GEO GEO P.A. 8 P.A. 8 LU P.A. 8 Prep P.A. 8 P.A. 8

Heath 7-1 221 RtI R 7 Prep R 7 R 7 LU R 7 R 7 R 7

Jenkins 7-1 222 Int/Ext L/A 7 Prep L/A 7 L/A 7 LU L/A 7 L/A 7 A L/A 7

Moore 7-1 128 Int/Ext SS 7 SS 7 SS 7 LD LU Prep SS 7 SS 7

D.Smith 7-1 23 Int/Ext Sci 7 Sci 7 Prep Sci 7 LU BIO BIO Sci 7

Carnes 7-2/8-2 225 Int/Ext A R 7 R 8 Prep YB LU A R 7 R 8 R 8

Fox 7-2/8-2 22 Int/Ext L/A 8 Prep L/A 7 LU L/A 8 L/A 8 A L/A 7 L/A 7

Shaw 7-2/8-2 126 Int/Ext SS 8 SS 7 SS 8 SS 7 LU SS 8 Prep SS 7

L.Smith 7-2/8-2 24 Int/Ext Sci 8 Sci 8 A Sci 7/8 A Sci 7/8 LU Prep Sci 7 Sci 8

Snyder 8-1 21 Int/Ext R 8 A R 8 R 8 LU LD Prep R 8 A R 8

Karas 8-1 123 Int/Ext A L/A 8 L/A 8 A L/A 8 LU LD Prep L/A 8 L/A 8

Losco 8-1 124 Int/Ext SS 8 SS 8 SS 8 LU Den Prep SS 8 SS 8

Dickey 8-1 18 Int/Ext Sci 8 Sci 8 Prep LD LU Sci 8 Sci 8 Sci 8

J.Brown

Henderson 212

8:18-8:39 8:43-9:27 9:31-10:15 10:19-11:03 11:07-11:51 11:37-12:21 12:25-1:09 1:13-1:57 2:01-2:45

LUNCH 11:03-11:33 11:51-12:21

Encores 8:18-8:53 8:57-9:27 9:31-10:15 10:19-11:03 11:03-11:33 11:37-12:21 12:25-1:09 1:13-1:57 2:10-2:45

Barrett 115 MU 6 INT/EXT 6 MU 8 MU 8 LU MU 8 MU 8 Prep MU 6

Vest 3 GTT 6 INT/EXT 6 GTT 7 GTT 7 GTT 7 LU GTT 7 Prep GTT 6

K. Miller 219 BIT 6 INT/EXT 6 DCT 8 DCT 8 LU DCT 8 DCT 8 Prep BIT 6

Higgins 114 Band 6 INT/EXT 6 Band 7 LU LD Band 8 Band 5 Prep Band 6

Hill 5 HE 6 INT/EXT 6 HE 7 HE 7 HE 7 LU HE 7 Prep HE 6

G. Miller GYM PE 6 INT/EXT 6 PE 7/8 PE 7/8 LU PE 8 (S1) PE 7/8 Prep PE 6

Zick 101 Art 6 INT/EXT 6 Art 8 Art 8 LU Art 8 Art 8 Prep Art 6

Winkle 13 SPAN 6 INT/EXT 6 SPAN 7 SPAN 7 SPAN 7 LU SPAN 7 Prep SPAN 6

6th grade Encore #1 INT/EXT 6 1 2 3 4 LUNCH 4 (cont'd) Encore #2

Lumpkin 215 INT/EXT 7/8 INT/EXT 6 P.A. 6 M 6 M 6 SS 6 LUNCH SS 6 Prep

J. Irwin 217 INT/EXT 7/8 INT/EXT 6 M 6 M 6 M 6 SS 6 LUNCH SS 6 Prep

Holtzclaw 216 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep

Novak 213 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep

Wallace 214 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep

Cartwright 218 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep

8:18-8:39 8:57-9:27 9:31-10:26 10:30-11:25 11:29-12:24 12:29-12:35 12:35-1:05 1:09-2:06 2:10-2:45

Reading at Yorktown Middle

School

All of our students receive reading

instruction at YMS based on their Maze

Test score.

How do students enter an

Extension’s Class?

If students meet or exceed the cut score

on the MAZE test, they enter an

Extension’s class.

What do students do in an

Extension’s Class?

Students read a book at their ZPD (Zone of

Proximal Development) or “just right”

level.

Students have a book conference with a

teacher.

Students complete EFS (Executive

Functioning Skill) Lessons.

Extension Class

Extension Class

How do students enter an

Intervention Class?

Students are targeted for an Intervention

Group based on their MAZE test score.

We sort individual students by their ZPD

levels to find the right Intervention class.

Intervention Class

Intervention Class

Intervention Class

What do students do in an

Intervention Class?

Students read leveled readers at their instructional level in a guided reading group.

Students read library books at their independent reading level.

Students practice word chunking activities by sorting words.

Students conference with teachers about books.

Students complete reading journals.

Students are assessed on fluency and comprehension.

Data Decision Rules

For new year placement, all three Universal Screens are considered. Two out of three that are below average or well below average will determine Interventions. One of those three must be the Spring assessment.

For SPM and PM four data points (8 weeks) are obtained before making any movement decisions. (Exception at year start)

Data Decision Rules

Continued

Four data points are viewed by data team to look for patterns.

Points all above the aim line indicate response to intervention.

Points below aim line indicate poor or no response.

Points that are scattered indicate other factors. (Emotion, absences, motivation)

Decisions to move are based on strength of pattern as well as other data gathered. (Example)

Other Data Utilized

ISTEP

STAR progress

Curriculum based assessment

Special Education

Anecdotal reports from Reading teachers

and Intervention teachers

(Example of data sheet)

Initial Start Date____________ Move: yes no Date to move____Location_________

Record of Tier Movement for Reading Comprehension

Name __________________________Grade___ I/E Teacher_____________Rdg Teacher____________

Maze #of consecutive points above aimline______below aimline_______

Benchmarks for grade level/ Student’s benchmarks Fall___/___Winter___/___Spring___/___

STAR scaled score growth trend________________________in average range________________

ISTEP Language Arts +________ or --_________ mastery non-fiction text____literary text_____

Summary of Intervention Progress – (For Intervention teacher only)

1. Leveled reader number______ Lessons completed____________ 2. Notes from book

conferencing____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Multi-sensory or direct instruction progress________________________________________NA

Comments-(For all including general education reading teacher)

Final consensus decision rationale: (for data team)

Review participants:

(Name) (Name)

_______________________________Date__________ __________________________Date_______

_______________________________Date__________ __________________________ Date_______

Created by J. Brown

Skill Lessons

Mini-lessons in quarterly themes of

organization, study skills, careers and

character.

Divided up by grade level and topic.

Typically one to two days per week of 5 to

ten minutes.

Red flag exceptions.

Organization of time,

materials and self.

Study Skills Career/ Goals Character

1. a. Reinforcement,

interest and learning

surveys b. bonding

2. Agenda overview

3. Agenda use

4. Locker and materials

org.

5. Locker Schedule

6. Bullying

7. Agenda quiz

8. System Check

9. Catch-up or short film

1. Listening

2. Main Idea

3. Note-taking

4. Memory

5. Studying for Tests

6. During Tests

7. Direction Following

8. Movie

9. Movie

1. Goal Setting

teaching

2. Goal Setting

3. On track Mag

4. On track Mag

5. Success for Teens

book

6. College Go

7. SFT book

8. Review/revise goal

9. Career exploration

1. Respect

2. Who Am I?

3. Relationships

4. Peer Pressure

5. Bullying

6. Communication

7. Serving others

8. Movie

9. Movie

Level 6 7 8

1.

2.

3.

4.

5.

6.

7.

8.

9.

1.

2.

3.

4.

5.

6.

7.

8.

9.

1.

2.

3.

4.

5.

6.

7.

8.

9.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Critical Components Reading at ZPD level.

Intervention/Extension period additional to core reading class.

Reading Conferences.

Universal Screening three times yearly.

Progress monitoring bi-weekly or weekly depending on intensity of interventions.

Skill lessons in areas developmentally appropriate for age and school climate.

No grades, focus on skill acquisition.

For More Information

Visit www.firststepslibrary.com

Resources Guided Reading: Good First Teaching for All Children by Irene C.

Fountas and Gay Su Pinnell

Teacher’s Guide Leveled Readers for Intervention by McGraw Hill SRA

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (3rd Edition) [Paperback] by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston

Implementing RTI Successfully in your Middle School/High School by Amy Carney Heath, Heath Dudley, Katie Preston, and Jan Brown

SRA Corrective Reading Comprehension Concept Applications by McGraw Hill SRA

SRA Corrective Reading Decoding Strategies by McGraw Hill SRA