Woodside Middle School

Saydel Community School District

Response to Intervention

2012 – 2013

Handbook

RtI Vision Statement

All staff working together using continuous assessments will proactively provide data-driven instruction to meet the

changing needs of all learners.

2012-2013 RtI Team MembersMarilyn Jungman

5/6 Academic Interventionist - Data Coach/Content Coach

Cory Allison7/8 Academic Interventionist - Data Coach/Content Coach

____________5th Grade Reading/Language Arts - Data Coach/Content Coach

Jackie Brown6th Grade Reading/Language Arts - Data Coach/Content Coach

Hillary Parsons7th Grade Language Literacy - Data Coach/Content Coach

Bret Larsen8th Grade Language Literacy - Data Coach/Content Coach

Carolyn McCauleyELP Coordinator - Data Coach/Content Coach

Christopher FeldhansBuilding Principal - Internal Support

Shannon HarkenProfessional Learning and Leadership Consultant - External Support

Shannon HellerSchool Social Worker - External Data Coach

Alecia Rahn-BlakesleeProgram Assistant Innovation - External Data Support

Jennifer RiedemannAssessment Consultant - External Assessment Support

OVERVIEW

As Saydel Schools face the challenge of meeting the needs of each student, the resources of our entire educational community continue to work as an integrated system to support the common goal of increased student achievement and behavioral success. This has required educators to work differently in

response to the students’ curriculum and instructional needs (academic and behavioral) and to make quality decisions about the use of educational resources.

RtI is a proactive process that utilizes student data to guide curricular and instructional decisions. The purpose of this document is to provide the Woodside community with the common principles, concepts and essential elements of the RtI process.

GUIDING PRINCIPLES

The following principles are the foundations for RtI

1) ALL students are part of ONE proactive educational system• Belief that ALL students can learn• Use ALL available resources to teach ALL students

2) Use scientific, research-based instruction• Curriculum and instructional approaches must have a high probability of success for all

students• Use instructional time efficiently and effectively

3) Use instructionally relevant assessments• Reliable and valid• Multiple purposes:

- Screening - Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs met

- Diagnostic - Gathering information from multiple sources to determine why students are not benefiting from instruction

- Formative - Frequent, ongoing collection of information including both formal and informal data to guide instruction

4) Use a problem-solving method to make decisions based on a continuum of student needs• Provides strong Universal Core curriculum, instruction, and assessment (Universal Core

instruction)• Provides increasing levels of support based on increasing levels of student needs

(Targeted and Intensive instruction)5) Data is used to guide instructional decisions

• To align curriculum and instruction to assessment data• To allocate resources• To drive professional development decisions

6) Professional development and follow-up modeling and coaching to ensure effective instruction at all levels

• Provide ongoing training and support to assimilate new knowledge and skills• Anticipate and be willing to meet the newly emerging needs based on student

performance7) Leadership is vital

• Strong administrative support to ensure commitment and resources• Strong teacher support to share in the common goal of improving instruction• Leadership team to build internal capacity and sustainability over time

ESSENTIAL ELEMENTS:Universal, Targeted, and Intensive

UNIVERSAL (CORE)

The Universal Core is provided to all students within the general education classroom. Universal Core combines research-based instructional practices, a rigorous and relevant curriculum, a strong assessment plan, and a positive learning environment. Universal Core should be differentiated to meet the needs of all students.

1) Curriculum: A guaranteed and viable curriculum is implemented in the core with rigor and relevance (Iowa Core)

• Intended Curriculum – the content target for the enacted curriculum, identified in the Iowa content standards and benchmarks

• Enacted Curriculum – the content actually delivered during instruction in the classroom and other learning settings and how it is taught

• Assessed Curriculum – the content that is assessed to determine student achievement

2) Materials: 2012 - 2013• 5th grade Scott Foresman Reading Street• 6th grade Prentice Hall Literature: Common Core Edition• 7th grade Prentice Hall Literature: Common Core Edition• 8th grade Prentice Hall Literature: Common Core Edition

3) Instruction: Instruction is composed of research- based instructional practices and appropriate resources. To meet the needs of all students, instructional practices should include differentiation. Inherent in this process is the understanding that students respond differently to instruction, and data collected regarding student performance must guide instruction.

Fluency Instructional Routine Focus• Implement fluency skill-building in the first five minutes at the beginning of

core classes’ daily routines• The strategies that may be used are the following:

- Echo Reading - the teacher reads a sentence of the passage and the students repeat the sentence

- Choral Reading - students read aloud with the teacher, keeping the pace

- Partner Reading - either students alternate reading paragraphs aloud with a partner or they repeat each other’s paragraphs

- My Word/Your Word - teacher starts out reading the first word then it alternates to the students who read the second word then it goes back to the teacher who reads the third word this process continues on for the whole passage

- Close Reading - teacher starts reading sentence when teacher stops, the class chorally interjects the next word

- Stop/Go - teacher starts reading sentence when teacher stops, the class chorally interjects the remainder of the sentence

• Chose strategy must pertain to the content of the lesson.

4) Assessment: District assessment data may indicate that the Universal Core is more than meeting the needs of Woodside Middle School students or that the core is not sufficiently

meeting the needs of Woodside Middle School students. In either case, improvement efforts must focus on studying and refining the core, while still examining individual student performance. Data collection and analysis provides information regarding students’ responsiveness to the Universal Core. This information identifies student needs and appropriate Targeted and/or Intensive intervention.

• For students who are less than proficient, Targeted or Intensive instruction may occur in addition to the grade level Universal Core.

• For students who are highly proficient, Targeted or Intensive instruction may occur in place of the grade level Universal Core.

• The continual analysis of available data determines the need to continue, discontinue, or change the curriculum and/or instruction.

Screening assessments help teachers collect data to determine how each student is performing in a given area. Screening reveals the low and high performing students. Screening is an initial step in instructional decision-making and is necessary to identify needs early.

Diagnostic assessments involve gathering information from multiple sources. Diagnostic assessments provide data to help determine why and what changes need to take place to meet learning expectations.

Formative assessments ensure the regular and systematic collection of data relevant to the specific goal(s) and identifies if instruction needs to be adjusted. Teachers will consistently use formative assessment information to guide teaching and learning. All teachers understand the relationship between assessment and student motivation and use assessment to build student confidence.

Classroom teachers will ask the following questions to ensure data driven instructional practices are in place:

1. What do we want students to learn?2. How will we know if students have learned it?3. What will we do if students already know it?4. What will we do if they have not learned it?

TARGETED

Targeted instruction provides supports that go beyond the instructional and differentiation practices that occur in the general education setting of the Universal Core. Targeted instruction utilizes a combination

of research-based instructional practices; a guaranteed, viable, rigorous and relevant curriculum; a positive learning environment; and frequent assessment.

1) Curriculum:• For students who are less than proficient, access to the general education curriculum is

crucial. Curriculum for these students is based upon the same standards and benchmarks that are included in the Universal Core instruction.

• For students who are proficient or highly proficient, curriculum means standards and benchmarks that match the learning needs and providing opportunities to extend academic potential.

2) Materials: Reading Math

• 6 Minute Solution • Cognitive Tutor• _______________________ • _______________________• _______________________ • _______________________

3) Instruction: Instruction is based on individual student data and matches identified student needs. Students with similar needs for instruction will be grouped together. The analysis of data determines the need to continue or change the instructional focus. Targeted instruction occurs in addition to the Universal Core. It extends the Universal Core and provides more intensity, immediacy of feedback and consistency of support. It does not replace the curriculum and instruction found within the Universal Core.

4) Assessment:Diagnostic assessments provide sufficient information to determine the students’ instructional needs.

Formative assessments ensure the regular and systematic collection of data relevant to the specific goal(s) and identifies if instruction needs to be adjusted. ie. Progress monitoring

Classroom teachers will ask the following questions when reviewing the data for students identified as needing targeted interventions:

1. What do we want students to learn?2. How will we know if students have learned it?3. What will we do if students already know it?4. What will we do if they have not learned it?

INTENSIVE

Intensive instruction provides support that goes beyond the instructional and differentiated practices that occur in the Universal Core and Targeted instruction. Intensive instruction utilizes a combination of

research-based instructional practices; a guaranteed, viable, rigorous and relevant curriculum; a positive learning environment; and frequent assessment.

1) Curriculum:• For students who are less than proficient, access to the general education curriculum is

crucial. Curriculum for these students is based upon the same standards and benchmarks as for all students; however, prerequisite benchmarks may be addressed.

• For students who are proficient or highly proficient, curriculum means standards and benchmarks that match the learning needs and providing opportunities to extend academic potential.

2) Materials:

3) Instruction: Intensive instruction is designed to match identified student needs and is based on individual student data. When appropriate, students with similar needs are grouped for instruction. Intensive instruction extends the Universal Core and is systematic and explicit. Intensive instruction provides more time, intensity, practice, and immediacy of feedback than found within targeted instruction. The analysis of data determines the need to continue or change instruction.

• For students who are less than proficient, intensive instruction occurs in addition to the Universal Core and Targeted instruction. Typically, for students who require intensive instruction, the gap is greater between what the student knows and what the student needs to know compared to his/her grade level peers.

• For students who are proficient or highly proficient and may demonstrate mastery of the Universal Core, Intensive instruction requires advanced levels of curriculum; enrichment, acceleration options, and instruction that takes into account the student’ s unique skills and needs.

4) Assessment:Diagnostic assessments provide sufficient information to determine the students’ instructional needs.

Formative assessments ensure the regular and systematic collection of data is relevant to the specific goal(s) and identifies if instruction needs to be adjusted. (ie. progress monitoring)

• For students who are less than proficient, progress monitoring is administered more frequently in the intensive cycle.

• For students who are highly proficient, formative assessments will be administered as the teacher observes that the instructional program may not be sufficiently meeting the needs of the student.

Classroom teachers will ask the following questions when reviewing the data for each and every student identified as needing intensive instruction:

1. What do we want students to learn?2. How will we know if students have learned it?3. What will we do if students already know it?4. What will we do if they have not learned it?

ASSESSMENTSGrade Level Screening Diagnostic Formative

5th- Iowa Assessments- DIBBLES (Fall, Winter, Spring)- Retell- OLSAT (For identification of gifted)- Explore (For high achieving)

- Retell- 4 box kids- Iowa Writing Assessment

- Formative classroom assessments- Progress monitoring probes for oral reading fluency

6th- Iowa Assessments- DIBBLES (Fall, Winter, Spring)- Retell- OLSAT (For identification of gifted)- Explore (For high achieving)

- Retell- 4 box kids

- Formative classroom assessments- Progress monitoring probes for oral reading fluency

7th- Iowa Assessments- Fluency Probes (Fall, Winter, Spring)- Retell- OLSAT (For identification of gifted)- Written Retell

- Retell- 4 box kids- Iowa Writing Assessment

- Formative classroom assessments- Progress monitoring probes for oral reading fluency

8th- Iowa Assessments- Fluency Probes (Fall, Winter, Spring)- Retell- OLSAT (For identification of gifted)- Explore- ACT (For high achieving)

- Retell- 4 box kids

- Formative classroom assessments- Progress monitoring probes for oral reading fluency

LEVELS OF INSTRUCTIONAL SUPPORT

Grade Level Universal (Core) Targeted Intensive

5th- Reading (60 min)- Lang Arts (50 min)- Math (65 min)- Science (41 min)- Soc Studies (41 min) - Fluency Reading Routines

- Intervention Lab (Available to everyone. Non band or vocal are daily. Band only or vocal only are every other day. Both band and vocal are never.) 30 minutes (see schedule)

- - Special Education

(IEP driven)

6th- Reading (58 min)- Lang Arts (50 min)- Math (58 min)- Science (50 min)- Soc Studies (35 min) - Fluency Reading Routines

- Intervention Lab (Available to everyone. Non band or vocal are daily. Band only or vocal only are every other day. Both band and vocal are never.) 30 minutes (see schedule)

- - Special Education

(IEP driven)

7th- Lang Lit (57 min)- Math (57 min)- Science (57 min)- Soc Studies (57 min) - Fluency Reading Routines

- RTI Lab (Available to everyone. Non band or vocal are daily. Band only or vocal only are every other day. Both band and vocal are never.) 42 minutes (see schedule)

- - Special Education

(IEP driven)

8th- Lang Lit (57 min)- Math (57 min)- Science (57 min)- Soc Studies (57 min)- Fluency Reading Routines

- Intervention Lab (Available to everyone. Non band or vocal are daily. Band only or vocal only are every other day. Both band and vocal are never.) 42 minutes (see schedule)

- - Special Education

(IEP driven)

SCREENING ASSESSMENTSDETERMINING GUIDE POINTS

Assessment Grade level Guide Point-Highly Proficient

Guide Point- Proficient

Guide Point- Less than Proficient

Ia Assess - Rdg 5th > 242 194 - 242 135 – 193

Fall Testing 6th > 258 207 - 258 140 – 206

7th > 277 220 - 277 140 – 219

8th > 292 232 - 292 145 - 231

ICAMS 8th

OLSAT 6th - 8th <125 91-124 >90

EXPLORE 4th - 6th <75%Enrichment (50%-

74%)

SRA probes 7

Fluency 6-8 <141 140-100 >99

CLOZE 6-8 <41% 20%-40% >19%

Comp(Jamestown) 6-8 <80% 60-79% >59%

ACT 7 or 8 10 – (46-55)16 – (92-98)Check ACT recommendations

CogAT 6-8 (3rd) <130

Writing Retell 6-7 9 & 10 total score 8 total score <8 total score

Iowa Writing Assessment

2012 – 2013 PROFESSIONAL DEVELOPMENT CALENDAR

Data Reflection 2011-2012

Oral Reading Fluency: Benchmark 140WPM

Fluency Percent Proficient Fall

Percent Proficient Winter

Percent Proficient Spring

6th Grade 25% 43% 54%7th Grade 46% 60% 69%8th Grade 63% 72% 80%

Fluency Percent of students who were not proficient in the spring who meet the trajectory of growth during the year

6th Grade 67%7th Grade 62%8th Grade 67%

Reading Comprehension

Percent Proficient Fall

Percent Proficient Winter

Percent Proficient Spring

6th Grade 11% 23% 41%7th Grade 24% 42% 47%8th Grade 41% 55% 67%

Action Plan for 2012-2013- Have data collected for new summary spreadsheet for grade level

o The spreadsheet will include the following: Iowa Assessments reading score (over time multiple years will be added) Written Retell score including the following (Fall, Winter, Spring):

Title Main Idea Supporting Details Summary Total

Oral reading fluency and accuracy (spring before, fall, winter, spring) Iowa Writing Assessment

- Data entered into spreadsheet by RtI team with AEA support (Alecia Rahn-Blakeslee)- RtI team meeting monthly / Shannon will be attending when requested- Develop a new Assessment Plan for screening, diagnostic, and informative assessments

o What assessments will be used?o When will they be administered?o How will they be given?o Guide points for each assessmento What training is needed?

- Determine use of electronic progress monitoring and intervention plans (Problem solving documentation)

- Continue exploration of how the 1:1 laptop initiative can benefit our RtI process- Continue to track number of kids that are not receiving full RtI services but should be receiving

them and report out data- August 2012 (during staff development days before students start) 30 min. overview of RtI

handbook, including revisiting fluency routine and expectations with staff- Meeting with Jennifer Riedemann to share assessment plan- Fall 2012 check back with Alecia to see if four box sorting tool for fluency and accuracy is

available for use with PC’s- Invite Shannon Heller to attend RtI meetings (Approved by Steve Iverson)- Explore materials for targeted and intensive interventions and the role of the 5/6 & 7/8 Academic

Interventionists (Success days with Lora Rasey)