Woodside’s RtI Question…

Richard W. Dedek II

Principal

What to expect

1. An example interview question.2. Woodside, an “average Maine school”,

demographically.3. Evidence - RtI is making a difference4. Really closing the achievement gap, one

compelling data example. 5. Woodside vs. State Average6. What we’ve done, what we’re doing to improve

RtI implementation.

A little about Rick

• Woodside One Wheelers

• Message for learning

• Message for living

Artifact from the field:Interview Question - Woodside School

Nov. 10th-12th, 2010.

• #6. As well as performing Universal Screening three times per year in Reading, 1st grade teachers meet every week in progress monitoring sessions for students who are struggling to meet benchmark in reading. We also meet every six weeks to monitor behavior progress concerns with guidance and social work staff. How will you contribute as an efficient but collaborative RtI team member to our group processes?

Woodside Demographics

• One of six K-5 elementary Schools in MSAD #75• Enrollment: 360• 95% White (State = 94.2%)• 34% Free and Reduced (State = 35%)• *15 % Special Ed Rate (State = 16%)*Also home to “district-wide” special programs for Therapeutic Behavior,

Autism, and Profound Disabilities; brings total sped % rate up to 19%

Source info:

Demographic data retrieved from:• Federal Education Budget Project Page• http://febp.newamerica.net/k12/ME?print=1

Academic Data retrieved from:

http://www.link75.org/sad75new/pages/administration/district_office/pages/NCLB10.htm

Woodside Adopts RtI

• In the Fall of 2007, Woodside began an effort to adopt RtI practices on a school wide basis.

• I am here to tell you that we would never go back, and here’s a few reasons why….

How things have changed.

2006-07 NCLB Data• School-wide with an

IEP 22% Meets+Exceeds

(MEA) • Whole School 68%• (Ec.Disadv.) 52%• (w/IEP) 28%

2010-11 NCLB Data• School-wide with an

IEP 15%Meets+Exceeds

(NECAP)• Whole School 77%• (Ec.Disadv.) 72%• (w/IEP) 43%

One Piece of compelling data.

• You’ve heard the term “closing the gap”.

Raising the bar and closing the gap.

2006-2007

Woodside’s Economically Disadvantaged vs. Whole School

52% vs. 68%

Achievement Gap = 16%

2010-2011

Woodside’s Economically Disadvantaged vs. Whole School

72% vs. 77%

Achievement Gap = 5%

Woodside vs. State AverageMeets + Exceeds Reading Results

Woodside’s Elementary Average

• All Students 77%• Economically

Disadvantaged 72%• Special Ed. 43%

Maine State Elementary Average

• All Students 69%• Economically

Disadvantaged 56%• Special Ed. 28%

RtI Plan Development - Woodside

• Adopted part of a common core curriculum in Reading (2006-2007)• Progress monitoring 1x / 6 weeks (2007-2008)• Protocols for both U.S. and P.M. (2008-2009)• Universal Screening 3 x’s per year• Increased Progress Monitoring to 1x / week (2008-2009)• Focus on Early intervention (more resources in K starting in 2008-09) • First District-Wide (K-5) Universal Screening (Spring 2009)• District Adopts RtI Plan (2009-2010)• Problem Solving Team Format (2009-2010)• USLB - Pilot (Spring 2010)• RTI Learning Strategist Positions Created (2010)• Revised Master Schedule / Core teaching expectations (Spring 2010)• Development in Core Group Process Practices (Summer 2010)• Developed Literacy Expectations and Look Fors (Fall 2010)• Focus on Core Instruction (TCRW - 2010-2011)

Handouts

• Woodside’s RtI Development Timeline

• Woodside Problem Solving Team Form

• Next slides relate to an example of some key competencies for teachers working in RtI - Group Process Skills.

Problem Solving, Communication, Decision

Making, Focus, and Process Observation.

• We will be introducing these five concepts identified as crucial to assisting teams in their journey to become efficient in their time and thrifty in their resources as RTI progress monitoring teams.

EVERYTHING COUNTS

EVERYBODY COUNTS

Developed for Woodside Faculty RetreatMcGlauflin and Dedek

Aug 24/25, 2010  

Good…...Problem Solving...Communication...Decision Making

...Focus...Process Observation

Helps to Create……Clarity

…Satisfaction…Respect for time and work

…Positive outcomes for our students 

Problem Solving

Well defined roles for every meeting-everyone’s jobFacilitatorTime KeeperNote TakerProcess Observer

NormsAssume Professional Intent: respect for practice, service to students

AgendaGroup’s way of articulating problem or work to be done

Communication Active Listening

Straight Talk: where, when, how

Professional Discipline: be as objective as possible, “I” statements

Respect for practice: our unique growing edges

Take responsibility for your communication style

 

Decision Making

Is a decision needed?

Has a decision been made?  Consensus

Can Everyone in the group articulate the decision? 

  

Focus

Consciousness, the great wanderer

Pay attention

Strategic pause 

Everyone has the right and responsibility to call the team back to focus.

   

 

 Process Observation

Self awareness regarding problem solving, decision making, communication and focus

The how not the what

Everything, everybody counts 

 

Group Process Experiential Learning Activity

• After I finished speaking, you will be asked to open your assigned envelopes. As soon as you open and read your assignment, the field experience begins.

• You will need the remainder of the afternoon to complete your work.

• You will need to self-organize and problem solve. Be mindful of the instruction you have just had, and follow your written directions exactly.

• Are you ready?