Successfully Implementing RtI from ScratchVeronika 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 8th grade Language Continuation Program at High

School Two Programs within one school French One-Way Immersion Spanish Dual Language Immersion

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

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

French Immersion ProgramMust be fluent English speakers to qualify

% French Subjects % English Subjects

K 100% All subject areas 0%

1 100% All subject areas 0%

2 100% All subject areas 0%

3 70% French Literacy Science/Health/Social Studies Math VAPA

30% Literacy P.E.

45

50% French Literacy Math Science/health VAPA

50% Social Studies English Literacy P.E.

678

30% Social Studies French Literacy

70% Math Science/Health English Literacy P.E.

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

Gr. % Spanish Subjects % English Subjects

K 90% Literacy Social Studies Science/Health Math VAPA P.E.

10% 35 Min Oral Language Development ELD

1 80% Spanish Literacy Social Studies Math Science/Health VAPA

20% Oral Language Development P.E. ELD

2 70% Spanish Literacy Social Studies Math Science/Health

30% Oral Language Development ELD P.E. VAPA

3-5 50% Spanish Literacy Science/Health Math

50% Social Studies English Literacy P.E. VAPA

6-8 30% Social Studies Spanish Literacy

70% English Literacy Science/Health Math P.E.

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

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

A Tiered Approach

What RtI IS? What RtI is NOT?•A way to provide strong instruction for ALL students•A structured way to provide intervention within the classroom•A process for monitoring student progress•A team effort•A way to ensure that all kids get the interventions they need to be successful.

•A way to get kids in Special Education•The responsibility on 1 teacher• A replacement for good core instruction

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?

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

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

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)

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

Power Hour is born- One structure for powerful interventions Tier 2 Support 2 or 3 teachers

work concurrently

Struggling students get ‘double dosed’

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!

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

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

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

Monitoring System- The Binder

Binder kept in the Principal’s officeEach class has a tab with all relevant dataStudents to be monitored are determined by long term CST’s and CELDT data

This year’s visual reminder…

More on how student progress is monitored Instructional Team Meetings Special Ed. team meetingGoals 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

Moving through RtI

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

Tier 3 Options

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

Language Academy BudgetResource Title Amount

00000 Unrestricted/Supervision & supplies 100,516

30100 Tile 1 151,424

30103 Title 1- Parent involvement 3,413

03250 School Improvement Grant 38,777

70900 State Compensatory education- Disadvantaged Youth and ELL’s

77,215

70910 Economic Impact Aid- LEP 58,212

Title 3 25,000

Total- 429,557

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

Celebrating Accomplishments

Reclassification workshops and celebrations Student and parent education English Learner Support Teachers role

I was PROFICIENT on CST!! Goal setting

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

Questions?