Powering educational systems by translating and disseminating the best research, information and...

Powering educational systems by translating and disseminating the best research, information and knowledge

RTI Professional Learning Webinar Series:

Using Research to Select and Design

Effective Interventions

Session #9 12/9/09 3-4:30 pm

Promising Progress: Looking Forward


Counting ALL Participants After you join the webinar as usual:

1. Go to the Chat Window

2. Type your district name and school name or organization name or “parent”

3. Type the names of every person in attendance with you

4. Send it to “This Room”

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Who are we?• Teachers• Administrators• Counselors or Social Workers• County Office or DOE• Parents• PK-5, 6-8, 9-12, postsecondary• Statewide Organizations• Other?

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Welcome and Introductions

• John Wight, GaDOE

• Dr. Kimberly Anderson, REL-SE at SERVE Center at UNCG

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REGIONAL EDUCATION LABORATORY- SOUTHEAST (REL-SE)

Executive DirectorDr. Ludwig van Broekhuizen

800-755-3277 www.serve.org

Operated by the SERVE Center at UNCGServing Alabama, Florida, Georgia, Mississippi, North

Carolina, and South Carolina

http://www.serve.org/


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The Regional Educational Laboratory (REL) System


REL-SE MISSION

To serve the educational needs of the

Southeast using applied research,

development, dissemination, and training

and technical assistance, to bring the

latest and best research and proven

practices into school improvement efforts.

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REL-SE Services

1. Outreach and dissemination of research, evaluation, and policy information

2. Technical assistance to SEAs and LEAs

3. “Issues & Answers” publications

4. Randomized Controlled Trial experimental studies on interventions of relevance to our region

• AMSTI/Alabama and K-PAVE/Mississippi

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Series Framework: EBDM Cycle

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Today’s Focus

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WEBINAR SERIES OVERVIEW

SESSION 1 SESSION 2 SESSION 3 SESSION 4

WEBINAR SERIESOVERVIEW

SESSIONS 5 & 6 SESSION 7 SESSION8 SESSION 9

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TODAY’S OBJECTIVES

1. Learn from colleagues how to put the concepts and tools from this series into action

2. Reflect on what we have learned in this series

3. Discuss our own next steps and next steps for GA/statewide

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Objective #1

Learn from colleagues how to put the concepts and tools from this series into action

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Prep. For The Presentations

1. How have I/we already integrated some of the concepts and/or tools from this webinar series into my/our own RTI practice and decision-making processes?

2 min. ChatFacilitators lead their groupsIndividuals utilize chat box

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Presenter #1:

Leah Falls - GA Virtual Academy

Georgia Virtual Academy and the RTI Process

Together, We’re Better!


5-Year Vision and Teacher Professional Development

• In 2007, the Leadership Team developed a 5-year RTI implementation plan

• With 5,000 students we have organized into Academic Teams to make the RTI process more manageable

• We also organize a thorough, consistent Teacher Professional Development plan for each school year

• We have a virtual PD every other month; on the alternating months, we have a F2F PD. Topics so far this year: – Our annual RTI Overview (F2F)– Interventions and Progress Monitoring – processes (online)– Matching Interventions and PM Probes – GVA case studies

(F2F)– Math Interventions for Grades K-8 (online)– Using AIMSweb (piloting a new program – F2F)


Flow Charts for Teachers

• To help our teachers understand our virtual RTI process better, we developed a series of flow charts that list the steps for different processes involving things such as:– The RTI Tiers– Direct Parent Requests for evaluation– 504 Plan referrals– Related Services referrals– Students exiting from Special Education


Paperless RTI System of Information – Total Access

• Our Leadership Team feels it is very important for administrators and teachers to feel that our RTI process is available and transparent for all who need access

• We have developed a Windows-based SharePoint site, with password-protected access– All referral forms, documents, resources (including

intervention strategies), and weblinks are available to everyone in the school all the time

• Helps teachers and RTI coordinator update student records in real-time

• Helps the Leadership Team track RTI data efficiently


Presenter #1 Discussion

1. What “key points” do we take away from this presentation?

2. How might we use these “key points” to strengthen our own practice?

3. What questions do we have?



Presenter #2:

Shelly Bell - Floyd County


Insert presenter #2’s slides here


Presenter #3:

Rachel McCullough - Charlton County


RTI implementation at Saint George Elementary School


Background Our very small school is located in Saint George,

Georgia. We have 183 students grades Pre-K through Sixth. 98% of those students are white and 69% receive free or reduced lunch. Our school is located in an extremely rural area with the majority of families being very low-income. CRCT test data from the spring 2008 test showed that math scores at every grade level were in need of improvement. Our Better Seeking Team also did a Root Cause Analysis and found that we have too many gaps across grade levels in basic computation facts. This data led to researching a school-wide math intervention program.


Goal: To improve math achievement at Saint George

Elementary School using a Tier 1 intervention across all grade levels

What we implemented: After researching different supplementary math fact

programs, we decided on a program from the Otter Creek Institute called “Mastering Math Facts” better known as “Rocket Math”. This program is done in addition to our current math curriculum. It takes about 10 minutes each day from start to finish. It works by increasing math fact mastery through structured, self-paced practice.


We took these actions: We found that “Rocket Math” would meet our

needs and was within our budget. Training took place during Pre-planning for

teachers to become familiar with the program and get ready to start implementing it.

All students were given the (fall) Universal Screening in Math Computation using Aimsweb benchmarks.

Teachers in all grade levels were to began using the program in addition to regular math curriculum.


After using the program daily for the first and second nine weeks of school, we gave the (winter) Universal Screening in Math Computation using Aimsweb benchmarks.

The Data collected from grade 2 was compared to the previous years Aimsweb data to determine if improvement occurred.


Presenter #4:

Mimi Gamel, Crabapple MS - Fulton County


Crabapple Middle School’s Supplemental Services

Academic and Character development

Mimi Gamel, Graduation Coach, SST/504 Chairperson


Crabapple Middle School’s School Facts

• Home of the Huskies• Built in 1983• Located in Roswell,

Georgia• 25 miles north of

Atlanta• Fulton County’s First

School of Excellence• Light house School to

Watch 2003, 2006, 2009


Collaboration with Colleagues is KEY: Monthly Meetings of the Minds

• Administrative Team, Graduation Coach & SST Chair– Provide data on student achievement

• Grades, Standardized and Criterion-referenced test scores, etc.

– Set up school-wide interventions• Learning Labs, Extended Day programs, mentoring

programs, etc.

• Counselors, Social Worker, & Media Specialist– Create programs for at-risk students– Social/Emotional issues– Attendance intervention– Attend and participate in SST and CBT meetings


Presenter #5:

Robin Clark - Forsyth County


Elements Impacting Success Robin Clark, School Psychologist

Forsyth County

Collaboration with other departments System framework, with flexibility Administrative support for the RTI process Universal screening and progress

monitoring tool


Elements of Success Dedicated RTI time Working closely with Teachers/Administrators

to help them understand and implement the process

Developing specific set of interventions or programs to use with specific groups of at-risk students

Seeing a positive and early impact Continuing to have ongoing discussions

within and between schools to share ideas and improve the support we offer


Elements of Success

Professional Learning SST Process Progress Monitoring Tools Best Practices at each Tier level Behavior – Tier 1- 4 Research Based Interventions for Core skills RTI Team Leader Camp Eligibility Resources


Presenter #6:

Donna Major- Walton County


Walton County Public Schools

Donna Major, PhD, District Coordinator

Youth Middle School POI Chairs-- Charlie Wilson, AP and Sharon Adams,

Team Members: Jana Adesegun, Julie Benefield, Mary Cooper and Denell Petty


How can I keep up

with all of this data ?


--- a great example of HOW from


STUDENT DATA NOTEBOOKS (developed by YMS POI Team)

Each principal, assistant principal, LEAD, and teacher maintains a Data Notebook

Contents of the notebook are consistent for each of the above four groups

Included in the notebook will be:– Grade distribution data, ITBS projections and

CRCT data– Results of three, seven, and nine week

assessments– Specific areas of weakness identified through

periodic course assessments– Reports from walk-through– Intervention action sheet– Teacher’s individual Blueprint for Excellence– LEADS and building Blueprint for Excellence


Intervention Action Sheets:This sheet will document adjustments that

will be made in instruction based on data analysis of identified weaknesses– Evidence of interventions will be:

• Teacher lesson plans that demonstrate adjustments in instructional practices

• Periodic review of teacher lesson plans by LEADS

• Evidence of modification in lessons as viewed during walk-through

• Teacher lesson objectives that address intervention strategies


Intervention Action Sheet Example:

Key Elements:• Identified weaknesses from periodic assessments• Specifically state intervention strategy• Identify how you will measure the effectiveness of the intervention strategy

– What data will be used?– Identify how the intervention strategy will be observable


INTERVENTION ACTION SHEET cont.

Assessment Period: from ____________ to _________________

Identified Weaknesses (Benchmarks not met)

Intervention Strategies

How will the intervention strategy be observable?

How the intervention strategy will be measured?

Results/Outcomes (Measure at next assessment period)

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Youth Middle School Intervention program—Using their student data students are grouped according to reading and math deficits or strengths. Student’s are given interventions during Academic Support time outside of the content area schedule, through before and after school tutoring, during STAR time-an after school program, during lunch study times and Remedial Reading and Math Connection classes.

Student’s are given interventions in deficit areas by being placed in the Academy of Reading or Math programs, direct teacher instruction from a L.A. or Math during AS time, Read 180, Vocabulary building classes, A+, and other SRB individual instruction.

The following slide show the impact of their efforts---


Youth Middle School : Academy of Reading

Intervention ResultsYouth Middle School Tier 2 Program (Jan-Mar 2009)

Reading (AoR) Math (AoM)

Average Pre Test level 5.16 3.9

Average Post Test Level 5.68 4.57

Total Number of Students 57 80Students showing no measurable improvement 30 34

Students showing .5 grade level improvement 0 9

Students showing 1 grade level improvement 12 6

Students showing 1.5 grade level improvement 0 3



Greater than 2.5 grade level improvement 8 11

% of students showing greater than expected improvement 47% 58%


What we learned

A number of student’s needed direct contact with a teacher to make sure they were focused rather than leaving them alone on a program such as Academy of Reading and Math.Behavior, attendance and motivation often impact a student’s success and BIP’s are needed along with skill interventions.It takes time and patience and the support of the entire faculty and staff to develop a school wide program.


Quick Reminder

• Where can we find expert reviews of rigorous research to support our decision-making?


Great Resources

• Institute of Education Sciences – ies.ed.gov– Doing What Works

– What Works Clearinghouse (WWC)

– Regional Educational Laboratory Program (REL)

– Education Resources Information Center (ERIC)

• Best Evidence Encyclopedia (BEE) – www.bestevidence.org

• Alliance for Excellent Education – www.all4ed.org

• Center on Instruction – www.centeroninstruction.org/


Great Resources

• The National Center for Analysis of Longitudinal Data in Education Research (CALDER) -www.caldercenter.org

• The Center on Innovation and Improvement – www.centerii.org/

• Consortium for Policy Research in Education – www.cpre.org

• RAND – www.rand.org

• American Institutes of Research - www.air.org/

• National Governors Association – www.nga.org


Objective # 2

Reflect on what we have learned in this series


Quick PollThe MOST valuable piece of learning

throughout the whole series for me was:

A. Types of Research Methods (session #3)

B. Critical Reading Protocol for Studies about Interventions, and/or Intervention Review Protocol (# 4 and/or #7)

C. IES RTI math/reading Practice Guides (#5, #6)

D. Fidelity of Implementation (#8)

E. My colleagues’ presentations (#9)


Quick PollThe 2nd-MOST valuable piece of learning throughout the whole series for me was:

A. Types of Research Methods (session #3)

B. Critical Reading Protocol for Studies about Interventions, and/or Intervention Review Protocol (# 4 and/or #7)

C. IES RTI math/reading Practice Guides (#5, #6)

D. Fidelity of Implementation (#8)

E. My colleagues’ presentations (#9)


Objective #2 Reflection

1. How have my “most” and “2nd-most valuable” pieces of learning from this series impacted my thinking and practice?

2. Which 1 piece from my colleagues’ presentations today do I most want to try, and why?

3 min. ChatEVERYONE utilize chat box!


Objective #3

Discuss our own next steps and next steps for GA statewide


Share out1. Presenters: Please share 1 thing (1 type of

support) that you need to take your use of research in RTI decision-making to the next level

–-on the Mic or Chat Box

2. All Participants: Please share 1 thing that you need to take it to the next level AND 1 thing that will help GA take it to the next level statewide

—in the Chat Box

3. John and Kim: Reflections on GA’s next steps, and how SERVE/REL-SE can be of support


Series Evaluation

Your input is crucial as we figure out where to go next and how to get there.

Go to ____________ and complete the brief online evaluation survey. Thanks!

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Accessing All 9 Archived Webinars

1. Go To GaDOE RTI Guidance webpage to download materials for each session

http://www.gadoe.org/ci_services.aspx?PageReq=CIServRTI

2. Go to https://www.georgiastandards.org, the Elluminate Live! Trainings link to access the archived recorded webinars—find them by the date of each session.


Thank you for all your great work! John Wight, GaDOE

– [email protected]– 404-656-0478

Dr. Kim Anderson – [email protected] – 404-657-6174

The SERVE Center/REL-SE– 800-755-3277– www.serve.org

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