Kudo’s

Kudo’s Know- What Response to Intervention is

within Milwaukee Public Schools and the strategies that the district has put in place to engage parents within the Response to Intervention framework.

Understand- The next phase of implementation of the Response to Intervention framework that the district is moving toward for the 2011-2012 school year.

2

Kudo’s Do- Participate in a group/table activity and

provide parental input for improvement of the district’s RtI processes by reflecting on:

► the information presented today on RtI, ► your experiences at other district

presentations or events related to RtI, ►and your experiences at your child’s school

during which you received information and/or resources related to RtI.

3

RtI Life Analogy: Health

4

1-5%

5-10%

80-90%

Pyramid of I ntervention Analogy: Health

What is Response to Intervention (RtI):

Tier I: Research Based Core Programs, Universal Screening

Tier 2: Effective, Strategic Interventions and Progress Monitoring

Tier 3:IndividualizedStrategies

80-90%

5-15%

1-5%

SwD

Using a tiered approach to meet the needs of all students 5


Providing high quality instruction to all students through the use of differentiated instruction.

• Universal Core Curriculums and Practices (Tier 1)Comprehensive Literacy Plan (CLP)Comprehensive Math & Science Plan (CMSP)

• Positive Behavior Intervention and Supports (PBIS)

6

How we are going in deeper: 1.) Comprehensive Literacy Plan (CLP): -Fidelity of Implementation Walks (FOI) - Tier 2 Reading Interventions 2.) Comprehensive Math & Science Plan

(CMSP)-District Professional Development - Fidelity of Implementation Walks (math) - -Tier 2 Math Interventions

3.) Positive Behavior Intervention and Supports (PBIS)

- Tier 2 Interventions 7


Applying assessment data to make educational decisions

Screeners and other classroom assessments in reading and math are used to inform teachers’ instructional decisions.Screeners are given 3 times per year to

measure growth as well as identify skill strengths and deficits for every student.

Classroom assessments can be given daily, weekly and/or at the end of a chapter or unit

8

Universal Screening & Assessments (Tier 1)Measures of Academic Progress (MAP)

given 3 times a year Grades K5-12

Indicadores Dinamicos del Exito en la Lectura (IDEL)

Grades K5-2 Bilingual LAU Level 1 & 2 Students

Student Academic Indicators for Learning (SAIL)

High School Academic Indicators (GPA, Attendance, Suspensions, Total Credits Earned)

9

How we are going in deeper:Universal screening data (MAP, IDEL, SAIL):

- District Professional Development around Data Analysis

- Data is being used to make decisions about Tier 2 intervention services

10





80-90%

5-15%

1-5%

SwD


How do students move to Tier 2?

12

How will parents be informed about Tier 2 services?Teachers will be expected to contact

parents by phone, letter, or through face-to-face contact to inform of Tier 2 intervention services. Sharing of progress monitoring data with parents can include, but is not limited to, sharing through notes and at parent-teacher conferences.

13

Parental Involvement at Tier 1 How to get involved?Frequently communicate with the teacherAttend school functions, such as back to school night and parent‐

teacher conferences.Ask your child about their school dayMonitor and assist with homework assignments Support and reinforce the classroom teacherMeet with the teacher if your child starts to experience difficultiesPraise your child for good work and discuss issues that are

problemsParticipate on school governance/action teams/committeesParticipate on district teams and district committeesParticipate in District trainings on curriculum and behavior

14

Parental Involvement at Tier 2 parent-teacher collaborate to set goals for

students receiving interventions participate in parent academic support

groups participate in district trainings that provide

information on interventionsSet up a schedule to discuss progress with

classroom teacher on the Tier 2 interventions

15





80-90%

5-15%

1-5%

SwD


Group/Table Activity: Do- choose a recorder for your group/table,

and someone who can report out for the group. Reflect on the following: ► the information presented today on RtI, ► your experiences at other district

presentations or events related to RtI, ►and your experiences at your child’s school

during which you received information and/or resources related to RtI.

Chart: What was effective, ineffective, areas for improvement? Contribute a response, contribute your name for the drawing!

17

Thank you!One Team,One Goal,One MPS!

19

Kudo’s

Documents

Transcript of Kudo’s