what is rti? -...

What is RtI?

2012-2013 EdisonLearning

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Universal Screening

Universal Screener

Reading Writing Math

Behavior Universal Screener: A brief assessment, 5-20 minutes to administer Given 3-4 times per year Valid, reliable, and evidenced based ALL students are given this assessment Identifies students who are at-risk of academic failure

o Use a secondary screener to prevent false positives saves $ Purpose: Elementary: Identify students at risk for underachievement Secondary: Identify students at risk for not completing school in 4 years

Screening Example: Screening is done to identify individuals with small problems that will likely lead to larger problems without intervention. Medical: Automotive:

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Progress Monitoring

Repeated measurement of academic performance to inform instruction of individual students in general and special education classes.

Conducted at least monthly

Estimates rate of improvement

Identifies students who are not demonstrating adequate progress

Compares the efficacy of different forms of instruction to design more effective, individualized instruction

Medical Example: Screen Prescribe Monitor

Progress Chart Rate of Improvement Compare Efficacy Change Intervention

Universal Screener

Implement Intervention

Progress Monitoring

Analyze Data PLC Peer Collaboration

Implement new Intervention

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Frequently Asked Questions

Q: What is it? A: A brief assessment, 5-20 minutes to administer. Given 3-4 times per a year to all students. It is valid, reliable, and evidenced based, and identifies students who are at-risk for academic failure. Q: When do I use it? A: 3-4 times per year. Suggested at week one of each quarter to identify academic and behavioral at-risk students early. Q: Why do I need it? A: A universal screener is akin to a doctor checking your vitals at the yearly check-up. It is a way to predict and support academic failure before it happens and the achievement gap widens. Q: Where can I find information on academic Universal Screeners? A: http://www.rti4success.org/screeningTools “The National Center on Response to Intervention is housed at the American Institutes for Research and works in conjunction with researchers from Vanderbilt University and the University of Kansas. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP). The Center’s mission is to provide technical assistance to states and districts and build the capacity of states to assist districts in implementing proven models for RTI. ” Q: Can I use HSA or Benchmark information as a Universal Screener? A: Is it brief 5-20 minutes? Can it be given 3-4 times per year to screen for academic failure? Does every student take it? If all of the answers are yes, then you can definitely use HSA and Benchmark assessments as a Universal Screener. If you find that you cannot use HSA or benchmark as a universal screener, you might find that they are excellent secondary screeners. Secondary screeners are assessments tools that are used to validate the reliability of the first screener. For example: Johnny takes a universal screener but was up all night so he performs poorly. A secondary screener is administered and Johnny does well. The secondary screener let the school know that Johnny is not at risk for academic failure and there-fore saved costly resources (time and money) for students who are really at-risk for academic failure. Medical: Automotive:

Universal Screener

Universal Screening 4

Q:Do I need a Universal Screener? A: If you do not have one on your campus and you want to implement RTI, yes. Universal Screen-ers assist in eliminating last minute remediation, and provide support for students before they “fail”. Q: Where can I find a Universal Screener for behavior? A: Early Warning Trigger Systems collect data for key at-risk behaviors such as attendance, failures in core classes, referrals, pregnancy, disability, etc. A scale is then created, and those at the top of the scale are screened and given a behavioral intervention. These can be created with excel at the school level. Q: According to “The National Center on Response to Intervention” what Math Universal Screening Tools have the highest evidence base? A: Free:

• None meeting criteria Purchased:

• Star Math Renaissance Learning www.renlearn.com Computer-adaptive assessment . Gr. 1-12

Q: According to “The National Center on Response to Intervention” what Reading Universal Screening Tools have the highest evidence base? A: Free:

• None meeting criteria Purchased:

• Star Reading Renaissance Learning www.renlearn.com Computer-adaptive assessment . Gr. 1-12

• Predictive Assessment of Reading http://www.childsmindpublishing.org K-4

Universal Screening 5

Frequently Asked Questions

Q: What is it? A: Repeated measurement of academic performance to inform instruction of individual students in general and special education classes. Estimates the rate of improvement after the intervention is implemented. Identifies students who are not making adequate progress (responding to the inter-vention). Compares the efficacy of different forms of instruction to design more effective, individual-ized instruction. Q: When do I use it? A: After a Universal screener has been administered and the extended data team has determined which scientifically researched based/ evidenced based intervention will be used, then a progress monitor is chosen and implemented for at least 5-6 weeks. Q: Why do I need it? A: When you know a student is at-risk for academic failure, and an intervention is implemented, two things must be known about the intervention: 1. That it is implemented with fidelity 2. The student is responding to it. Progress monitoring is a tools to ensure that both are happening. Q: Where can I find information on Progress Monitoring Tools? A: http://www.rti4success.org/progressMonitoringTools “The National Center on Response to Intervention is housed at the American Institutes for Research and works in conjunction with researchers from Vanderbilt University and the University of Kansas. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP). The Center’s mission is to provide technical assistance to states and districts and build the capacity of states to assist districts in implementing proven models for RTI. ” Q: What does it look like in Tier 1 (General Education), Tier 2, and Tier 3? A: Tier 1 Progress monitoring is happening at least monthly. A: Tier 2 Progress Monitoring is happening every other week. A: Tier 3 Progress Monitoring is happening weekly.

Progress Monitoring

Progress Monitoring 6

Q: What is a cut score? A: The cut score is the line that is drawn which determines when a student is suspected to be at-risk. For example most state exams have a cut score of 70%. Anything below 70% is failing. What are probes? A: Short timed assessments, quick to administer and easy to score, taken from local curriculum. Q: According to “The National Center on Response to Intervention” what Math Progress Monitoring Tools have the highest evidence base? A: Free:

• MCBM Monitoring Basic Skills Progress. [email protected] Includes math computation probes, 30 alternate forms at gr. 1-6, math concepts/applications probes and 30 alternate forms for gr. 2-6, manual included.

Purchased: • AIMSweb (reading and Math CBM). http://www.aimsweb.com • mClass: Math by Wireless Generation Gr. K-3 www.wirelessgeneration.com • Star Math Renaissance Learning www.renlearn.com Computer-adaptive assessment

which measures Numbers and Operations, Algebra, Geometry and Measurement, Data Analysis, Statistics, and Probability. Gr. K-12

• Yearly ProgressPro McGraw-Hill www.ctb.com/ypp Gr. 1-8 • MBSP Monitoring Basic Skills Progress http://www.proedinc.com Measures Computation,

concepts, and applications g. 1-6. Q: According to “The National Center on Response to Intervention” what Reading Progress Monitoring Tools have the highest evidence base? A: Free:

• Curriculum-Based Measurement in Reading. Must pay for copying costs, postage, and handling. Flora Murray, Vanderbilt University [email protected]. Includes CBM measures, scoring sheets, administration instructions, and instructions.

• Dibels. Measures early literacy development. http://dibels.uoregon.edu/ The DIBELS measures assess the 5 Big Ideas in early literacy identified by the National Reading Panel: Phonemic Awareness, Alphabetic Principle, Accuracy and fluency, Vocabulary, and Comprehension. Gr. 1-6 (must pay for computer reporting system)

Purchased:

• AIMSweb (reading and Math CBM). http://www.aimsweb.com • Scholastic Reading Inventory www.scholastic.com/SRI Computer-adaptive reading as-

sessment program for students in Grades K–12 that measures reading comprehension on the Lexile Framework® for Reading.

• Star Reading Renaissance Learning www.renlearn.com Computer-adaptive assessment which measures reading comprehension, overall reading, early literacy skill, and math.

• STEEP Oral Reading Fluency Grades 1-5, oral reading fluency • Yearly ProgressPro McGraw-Hill www.ctb.com/ypp Gr. 1-8

Progress Monitoring 7

Q: What is baseline data? A: Data prior to intervention

Q: What is intervention data? A: Progress monitoring data

Q: What is the goal line? A: Line between the median baseline data point and the goal

Q: What is the trend line? A: Trend of the progress monitoring data points Q: Are there any free graphing resources to use with the free progress monitoring resources? A: RtI graphs: http://www.rtigraphs.com/home Chart Dog: http://www.interventionalcentral.org/tools/chart_dog_graph_maker School Toolz: http://www.schooltoolz.us

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Academic Review Team

Peer Review Team

Data Teams

Analyze data

Formative, diagnostic, and progress monitoring data weekly

Meets at least monthly for individual student problem solving for students in need of intensive interventions

Come together 3-4 x per year to analyze Universal Screening data

Support the data teams which have identified core needs and communicate with the leadership team to allocate resources for interventions.

Grade level teachers, coaches

Members from parts of the leadership team and data team

Classroom Teacher, School Psychologist Administrator SPED DH, Counselor, CC, SSC

Data Teams Word: What: Who:

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Peer Review Team

Instructional Leadership Team

Data Teams

PM data determines Tier movementTeacher/Parent/Student Collaboration

CSSS

CSSSCSSS

CSSS

Monthly

© 2012 EdisonLearning, Inc. All rights reserved

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Level 1 Level 2 Level 3 Level 4 Level 5■ Advisor-Advisee■ Career Pathways■ Classroom - Regular with modification

■ After School Walk-inSupplementaryprogram■ Behavior Support Plan

■ Advanced Placement■ After School Program for Targeted Students■ Community sponsored on-campus program

■ CSAP: Alternative Learning Center (ALC)■ Early Admit to College / University■ Employment Training Center

■ School-basedintensive Program■ Community-basedintensive Program

State of Hawaii CSSS Array of Services and RtI

modification■ Differentiation- Acceleration and content enhancement■ Differentiation- Compacting■ Differentiation- Contracting■ Differentiation- Flexible grouping■ Differentiation- Problem based

■ Behavior Support Plan■ Classroom Tutoring■ Consultation■ Counseling■ Health Aide Services■ Peer Mediation■ Service for Homeless

■ Community sponsored on-campus program■ Counseling: Group■ Counseling: Individual■ CSAP: Special Motivation Program■ English as a Second Language Learner (ESLL)■ Gifted and Talented

■ Employment Training Center■ Special Education■ Special Education - Hearing Services■ Special Education - Speech Services■ Special Education - Vision Services■ Counseling■ Occupational Therapy

intensive Program■ ResidentialTreatment Program■ Substance AbuseTreatment Program

learning■ Differentiation-Tiering■ Family Support■ Mentoring Program■ Parent/Teacher Conference■ School program #1

S h l #2

Students■ Study Hall

■ Home-Hosp. Instruction■ Honors■ Pregnant/Parenting Teens■ Early Interventions -Occupational Therapy■ Early Interventions - Physical Therapy■ Early Interventions -S h/L P th l i t

p py■ Orientation and Mobility■ Physical Therapy■ Recreational Therapy■ Skilled Nursing■ Social Work■ Speech/Language Therapy

T t ti■ School program #2■ Title I

Speech/Language Pathologist■ Early Interventions - Traumatic Brain Injury■ School Attendance Program■ School Enrichment Program■ Specific School Sponsored Program #1■ Specific School Sponsored Program #2

■ Transportation■ Other■ Supplemental Aids & Services

Tier I Tier 2 Tier 3 Tier 1 2 3Tier I Tier 2 Tier 3 Tier 1,2,3 • Universal Screening• Gen Ed Group Intervention• Progress Monitoring

• Universal Screening• Group Intervention• Progress Monitoring

* continuation of Intervention (s)• CORE INSTRUCTION 80%• UNIVERSAL SCREENING: Academic and Behavioralo Brief, 3 times a yearo Easy to administer and scoreo Identify those at risk who areo Identify those at risk who are falling behind their peers• Gen Ed GROUP INTERVENTIONo Within the school day, in the general education setting• PROGRESS MONITORINGo Curriculum Based Measurement

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RTI Implementation

Ti 1Tier 1“What”

Qtr 1: 9 weeks

August

September

Qtr 2: 9 weeks

October

November

December

Qtr 3: 9 weeks

January

February

Qt 4: 9 weeks

March

April

MayDecember May

Universal Screener 1: Universal Screener 2: Universal Screener 3: Universal Screener 4:

Brief 10-20 min

Academic/behavioral

Identify at-risk failing behind peers

Brief 10-20 min (Academic/behavioral


•Brief 10-20 min

•Academic/behavioral

•Identify at-risk failing behind peers

Brief 10-20 min

Academic/behavioral


Progress Monitoring 6-8 wks

•Weekly formative assessment

•Data analysis

•Identify weak skill/plan



•Data analysis




•Data analysis



Data analysis



•Actively monitor plan


•Actively monitor plan•Identify weak skill/plan

•Actively monitor plan

Identify weak skill/plan

Actively monitor plan

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What: RtI Process Qtr 1Q


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RTI ImplementationImplementation

Teams “Who”

Qtr 1: 9 weeks

August

September

Qtr 2: 9 weeks

October

November

Qtr 3: 9 weeks

January

February

Qt 4: 9 weeks

March

Aprilp

December May

US 1: US 2: US 3: US 4:

Extended Data Team: Admin, Coaches, CC’s, DH’s, Resource Teachers




Progress Monitor 6 8wks Progress Monitor 6 8wks Progress Monitor 6 8wksProgress Monitor 6-8wks

Weekly formative assessment

Data Teams

Elementary: Grade level

Secondary: dept. mtg tchrs

Progress Monitor 6-8wks


Data Teams




Data Teams





Data Teams



EdisonL


y p gSecondary: dept. mtg tchrs

y p g y p g

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Who: RtI process Qtr 1p Q

EdisonL


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Qtr 1- Tier 1Implementation

August SeptemberAugust- September9 weeks

Universal Screener week 1Screening is done to identify or predict which students may be at risk for poor learning outcomes. All Students in a grade level are screened and followed by short-term progress monitoring to confirm a students at-risk status (ensure they didn’t quit the screener)

ART Data Team week 2Meets 3-4 times per year to analyze screener data ex: Fall, Winter, SpringDetermine effectiveness of core instruction (80%)Design interventions; and assign interventions Teachers, Counselor, Student Services C, Administrator, Curriculum C, Data managerFocus is to support the data teams which have identified core needs and communicate with the leadership team to allocate resources for interventions

Intervention/Progress monitoring week 3-9Purpose: Monitor student’s response to primary, secondary, or tertiary instruction in order to calculate approximate rates of improvement

Data Team week 3-9Grade-level/department data teams meet to discuss progress monitoring data (CBM), Benchmark data, Common Assessments, and identify core instruction needs to meet the educational needs of atcalculate approximate rates of improvement

Identify students who are not demonstrating adequate progress, and compare the effectiveness of different forms of instructionStudents are assessed at regular intervals: weekly/biweekly (ex: Classroom Based Measurement CBM)

data, Common Assessments, and identify core instruction needs to meet the educational needs of at least 80% of students at least weekly Design mini lessons, bell work, intervention tools (graphic organizers, acronyms) etc to embed re-teaching of weak skill areasComprised of Grade level/department teachers, Coaches, Curriculum Coordinators

Items to ConsiderWho will review the embedding plan to support accurate re-teaching?Is a school-wide calendar in place to allocate time for weekly data teams meeting with roles and expected outcomes?Establish routines and procedures for making decisionsExplicit decision rules for assessing student progress (e.g., state and district benchmarks, level and/or rate

Items to ConsiderDoes every teacher know how to implement the intervention agreed upon?What tools are needed to monitor/assess rate of student improvement with fidelity?Who will compare the effectiveness of different forms of instruction?What training is needed for teachers to use assessment tools such as Classroom Based Measurement?Are Coaches/CC’s, Professional Development’s or resource libraries in place for teachers to go to for


and/or rateadditional support/ideas on research based instructional practices?

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First ART Meetingg

Identify Needs Provide SupportTi 1 Id tif d d/ P id bl l iTier 1 80%

Identify grades and/or classrooms in need of core interventions

Provide problem solving services for grades/classrooms in need gof core interventions

Tier 2 20%

Identify students in d f l t l

Provide problem-solving i f t d t i d20% need of supplemental

interventions services for students in need of supplemental interventions

Tier 3 3-5%

Identify students in need of intensive interventions

Provide problem-solving services for students in need of intensive interventionsinterventions of intensive interventions


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Academic Review Teams Using the ART meeting script, Print Environment, and participant packet, complete the graphic organizer in school teams where items are italicized. If your school has needs to accomplish italicized parts, identify them in the need column ex- PD for team on excel data charts, purchase/create universal screener, train team on evaluating universal screening data (cut scores/scale score, etc).

ART Process

What Who When Needs

Meeting Objectives

Universal Screening Data Formative Data Summative Data

Who will be on the team that has the background knowledge to support the meeting objectives?

3-4 x per year Date 1: ____________

Date 2: ____________

Date 3:____________

Before the Meeting

Assessment Reading Assessment _________________ Math Assessment _________________

Who will organize the data (remove student names, graph, make packets, schedule time, facilitate)?

3-4 x per year Date 1: ____________

Date 2: ____________

Date 3:____________

During the Meeting

Meeting Roles

Facilitator: ___________________

Note Taker: __________________

Scribe: ______________________

Time Keeper: ________________

Process Observer: ____________

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Grade Level /

Department Teams

meet to

analyze and act on

grade level data.

Data Team Leads

share data and plans

with ART

ART

develops

plan to support Grade

Levels, Department,

school-wide

Interventions.

Data Team Process Five steps to identify and evaluate interventions:

1. Collect and Chart Data 2. Analyze Strengths and Obstacles 3. Establish Goals 4. Select Instructional Strategies 5. Determine Results Indicators

Collecting and Charting Data

• Identify what common assessments will be analyzed. • Generate guiding questions specific to the data. • Analyze and organize data prior to meeting. • Process for sharing and synthesizing data identified. • Set expectations for charting data. • Determine a place for charting the data.

Analyze Strengths and Concerns

• Each data team member shares a summary of their classes’ performance on assessment. – What was our class or grade level goal? – How close are we to our goal? – What percentage of students met the goal? – Does the intervention need to address the whole class? – If class goal met, who are the students who did not reach the goal? – What are the strengths and the obstacles for these students?

Establishing Goals

• Specific Skills Focused • Measureable • Achievable • Realistic • Timely

Root Cause

The “Five-Whys” is useful because it helps to identify the root cause of a problem; determines the relationship between different root causes of a problem and is easy to complete without statistical analysis.

The “Five-Whys” are particularly useful in situations that involve human factors or interactions. A team might need more or less than five whys to tunnel down to the root cause of a problem.

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Type of Meeting: Data Team Practice Location: ILC Date: 9/18/2012 Time: 30 Min Facilitator:____________________ Notes:_____________________ Process Observer:_____________________

Topic I/D/A Desired Outcome Person Time

TMT I State your name, job title, and school. Facilitator 2 min

Roles A Establish who will be Process Observer, Facilitator, Note Taker, Time Keeper TBD 2 min

Data Collection

A Review Data focus Facilitator 2 min

Analyze Strengths

and Obstacles

D

What is our goal? How close are we to our goal?

How can we move closer to attaining the goal - What is the Root Cause? What are the strengths and the obstacles?

Facilitator 5 min

Establish Goals

D/A

Specific: What are the steps towards larger goal? Measureable: How will we measure progress?

Achievable: Are the steps small enough to attain? Realistic: Can it be done?

Timely: Does timeframe support the ambition?

Facilitator 5 min

Select Instructional Strategies

D/A

What strategies will team implement to reach goal? Is it research-validated?

What training needs are there? How will this be implemented with fidelity & feedback – Who will follow through?

Facilitator 5 min

Determine Results Indicator

A

Determine incremental indicators from SMART goal. Collect data on the impact of the plan – Who will do this?

Identify frequency of collecting data. Generate guiding questions for the data – Who will do this?

Facilitator 5 min

Process Observer

D Process Observer shares observations made and shares score card.

Team discusses process and prepares to share their notes to the group. Process Observer

4 min

Team Norms: Play Be There Make Someone’s Day Choose Your Attitude Assume Good Intentions

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Example Middle School Gr. 6 Data Team Notes Meeting Date: 10.31.12

Roles

Scorekeeper / Process Observer: Mickey Facilitator: Minnie Note Taker: Donald Time Keeper: Daisy

Data Collection

September and October eValuate Data

Analyze Strengths

and Obstacles

What is our goal? 85% of students are meeting the targeted benchmarks How close are we to our goal? Overall we are within 5% of our goal How can we move closer to attaining the goal? Embed into future lessons, practice in upcoming bellowrk, utilize EdisonLearnings Focus Fives, and implement target skills within intervention block daily. What are the strengths and the obstacles? Strength: Teachers are all proficient in remediating the targeted skills and have adequate materials to supplement support during intervention blocks. Obstacles: We need to work on connecting the remediation during embedded and intervention times to the core instruction in order for students to generalize the skills learned in order to move from working memory to semantic memory. We will utilize our curriculum coordinator and Edison support personnel to provide feedback during walkthroughs and coaching on how we are connecting skills.

Establish SMART

Goal

○ Specific ○ Measurable ○ Achievable ○ Realistic ○ Timely

All teachers will revisit previously taught benchmarks (LCM, Common Factors, GCF, simplifying factors, ordering decimals, fractions/percents) weekly on “Focus Fridays” during the bell work phase of the lesson cycle.

All intervention teachers will utilize peer tutoring to differentiate targeted skills (LCM, Common Factors, GCF, simplifying factors, ordering decimals, fractions/percents) 4 days a week for 30 minutes a day. Peer tutors will collect progress monitoring data and analyze.

Select Instructional Strategies (Research

Based)

Embed within the core instruction during bellwork utilizing Focus Fives Implement ClassWide Peer Tutoring (EBP) during Intervention block Implement token economy system for on task behavior during intervention

block to increase student engagement as well as student led data collection.


Teachers will determine if “Focus Fridays” are working during the next eValuate Data Team PLC- 85% proficiency or more.

Teachers and students will analyze peer tutoring data weekly during intervention blocks to chart improvement and movement to next skills. Teachers will bring progress monitoring data to next eValuate Data Team PLC to compare results and collaborate on grade level teacher support.

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Data Team Notes Meeting Date:

Roles

Scorekeeper / Process Observer:_____________________ Facilitator:_____________________ Note Taker:____________________ Time Keeper:__________________

Data Collection

Analyze Strengths and

Obstacles

What is our goal? _____________________________________________________________________________________________________________________________________________________________________ How close are we to our goal? ______________________________________________________________________________________________________________________________________________________________________ How can we move closer to attaining the goal? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are the strengths and the obstacles? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Establish SMART Goal

○ Specific ○ Measurable ○ Achievable ○ Realistic ○ Timely ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Select Instructional Strategies (Research

Based)


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© 2012 EdisonLearning. All rights Reserved

Data Teams Using the Data Team meeting script, Data Team Notes, Print Environment, and participant packet, complete the graphic organizer in school teams where items are italicized. If your school has needs to accomplish italicized parts, identify them in the need column example- PD for facilitators, PD for teachers on analyzing eValuate data, walkthrough and coaching schedule to support teachers, PD on research based strategies, PD on lesson cycle and embedding, supplemental materials.

Data Team

What Who When Needs

Data What data will we use? Who will be on the team that has the background knowledge to support the meeting objectives?

When?

Data Analysis

Do we have an objective way to measure/analyze data?

Who will organize the data?

When?

SMART Goals

Do all teachers know what a SMART Goal is?

Who will support teachers with SMART goals?

When?

Instructional Strategies

Do all teachers know how to implement research based strategies? List a few.

Who will support teachers with implementing research based strategies?

When?

Results Indicator

Do teachers know how to collect classroom data? Do they need a form/example?

Who will support teachers with data collection?

When?

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Interventions at every level: Time and Intensityy yReading Writing Math Behavior•ClassWide Peer Tutoring

•ClassWide Peer Tutoring

•ClassWide Peer Tutoring

•Self MonitoringTutoring

•Collaborative Strategic Reading

P A i t d

Peer Tutoring

•Mnemonics

Tutoring

•Concrete Representational Abstract

Monitoring

•ClassWide Peer Tutoring•Peer Assisted

Learning

•Mnemonics

Abstract

•Mnemonics

Tutoring

Cycle of instruction

Pacing Guides

U i l D i f L iUniversal Design for Learning

Differentiation

Scaffolding/graphic organizers


g g p g

Collaborative/Small groups

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© 2012 EdisonLearning. All rights Reserved

Tiered Intervention Resource Analysis

Tier Assessment and Monitoring Schedule

Intervention Resources (Curricular and Instructional

Resources) (Timing/Intensity)

Data Review Process (Team

Meetings)

Team(s) and Personnel

Documentation

3

weekly, Fridays monthly, posting 6 weeks, review

ClassWide Peer Tutoring, Self Monitoring Collaborative Strategic Reading Explicit learning strategy instruction

o TIM- daily

Data Team Script

SpEd Teachers, monthly

SSC-6 weeks

Formative progress monitoring data folders





Meetings)


Documentation

2





Meetings)


Documentation

1

25

Self-Monitoring

“Am I paying attention?”

• You are here, so be here! – Close laptops, participate positively, participate in group activities – Please limit:

• Side bar conversations • Tangents • Personal experiences

# Yes No # Yes No 1 21 2 22 3 23 4 24 5 25 6 26 7 27 8 28 9 29 10 30 11 31 12 32 13 33 14 34 15 35 16 36 17 37 18 38 19 39 20 40

Total Yes: ________ % on Task _________

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27

tbarcarse

Text Box

Elementary Example Bell Schedule

A- Schedule RtI: 1,2,3 Adv Example Middle School Bell Schedule B Schedule= RtI 4,5,6,7

6th Grade 7th Grade 8th Grade

Monday-Tuesday-Thursday-Friday Opening Bell 7:45 Opening Bell 7:45 Opening Bell 7:45 Homeroom 7:50-8:00 Homeroom 7:50-8:00 Homeroom 7:50-8:00 RtI 8:05-8:40 35 RtI 8:05-8:40 35 RtI 8:05-8:40 35 B1/4 8:45-9:45 60 B1/4 8:45-9:45 60 B1/4 8:45-9:45 60 Recess 9:45-10:00 15 Recess 9:45-10:00 15 Recess 9:45-10:00 15 B2/5 10:05-11:05 60 B2/5 10:05-11:05 60 B2/5 10:05-11:10 65 Lunch 11:10-11:45 35 B3/6 11:10-11:45 35 B3/6 11:15-12:20 65 B3/6 11:50-1:00 60 Lunch 11:50-12:25 35 Lunch 12:25-1:00 35 Advisory/7 1:05-2:00 55 B3/6 12:30-1:00 30 Advisory/7 1:05-2:00 55 Advisory/7 1:05-2:00 55

A- Schedule A 1,2,3 Example Middle School Bell Schedule B Schedule= 4,5,6,7

6th Grade 7th Grade 8th Grade Wednesday Opening Bell 7:45 Opening Bell 7:45 Opening Bell 7:45 Homeroom 7:50-8:00 Homeroom 7:50-8:00 Homeroom 7:50-8:00 Block A/4 8:05-9:05 60 Block A/4 8:05-9:05 60 Block A/4 8:05-9:05 60 Block 1/5 9:10-10:10 60 Block 1/5 9:10-10:10 60 Block 1/5 9:10-10:10 60 Recess 10:10-10:25 15 Recess 10:10-10:25 15 Recess 10:10-10:25 15 Block 2/6 10:30-11:00 30 Block 2/6 10:30-11:35 65 Block 2/6 10:30-11:35 65 Lunch 11:05-11:35 30 Lunch 11:40-12:10 30 Block 3/7 11:40-12:10 30 Block 2/6 11:40-12:10 30 Block 3/7 12:15-1:15 60 Lunch 12:15-12:45 30 Advisory/7 12:15-1:15 60 Block 3/7 12:50-1:15 25

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Example Schedule Semester 1

29

tbarcarse

Text Box

Middle School Example

Example Schedule Semester 2

30

tbarcarse

Text Box

Middle School Example

Day of week Blockstart time

end time inst

othe

r: o

pen,

clo

se,

rece

ss, H

R/R

R, s

tudy

ha

ll, s

taff

mee

tings

,

prep (45

minutes daily)

lunch (30

minutes daily)

Day of week Block

start time

end time inst

othe

r: o

pen,

clo

se,

rece

ss, H

R/R

R, s

tudy

ha

ll, s

taff

mee

tings

, vo

lunt

ary

activ

ity

prep (45

minutes daily)

lunch (30

minutes daily)

M,T,Th,F START teacher 8:00 AM W START teacher 8:00 AM

M,T,Th,F open 8:00 AM 8:04 AM 0:04 W open 8:00 AM 8:04 AM 0:04

M,T,Th,F START student 8:04 AM W START student 8:04 AM

M,T,Th,F INSTR 1 8:04 AM 8:49 AM 0:45 W INSTR 1 8:04 AM 8:38 AM 0:34

M,T,Th,F passing 8:49 AM 8:54 AM 0:05 W passing 8:38 AM 8:43 AM 0:05




M,T,Th,F recess 10:29 AM 10:44 AM 0:15 W recess 9:56 AM 10:30 AM 0:34



M,T,Th,F INSTR 5 11:34 AM 12:19 PM 0:45 W INSTR 5 11:08 AM 11:42 AM 0:34

M,T,Th,F lunch 12:19 PM 12:49 PM 0:30 W lunch 11:42 AM 12:12 PM 0:30

M,T,Th,F INSTR 6 12:49 PM 1:34 PM 0:45 W passing 12:12 PM 12:17 PM 0:05

M,T,Th,F passing 1:34 PM 1:39 PM 0:05 W INSTR 6 12:17 PM 12:52 PM 0:35

M,T,Th,F Intervention 1:39 PM 2:15 PM 0:36 W END student 12:52 PM

M,T,Th,F END student 2:15 PM W prep 12:52 PM 1:37 PM 0:45

M,T,Th,F prep 2:15 PM 3:00 PM 0:45 W meeting 1:37 PM 3:00 PM 1:23

M,T,Th,F END teacher 3:00 PM W END teacher 3:00 PM

W

M,T,Th,F 4:30 1:15 0:45 0:30 W 3:25 2:20 0:45 0:30

M,T,Th,F 7:00 W 7:00

M,T,Th,F 18:00 5:00 3:00 2:00

Inst other prep lunch total

2012-13 1285 440 225 150 2100

TOTAL Hours M,T,Th,F

TOTAL Hours

TOTAL Hours DAILY

Secondary Other: Staff meetings, Passing, Open, Close, Recess, Homeroom/Recordroom, Scheduled activity periods on a voluntary basis, Study hall

TOTAL

2012-13 EDISON HIGH

contract minutes

6 periods daily

intervention period 4 times weekly

TOTAL DAILY

31

Week Student Teacher 2012-July S M T W T F SDays Days

1 2 3 4 5 6 7 July 4 - Independence Day8 9 10 11 12 13 14

15 16 17 18 19 20 21 1st SEMESTER - 88 Student Days1 0 2 22 23 24 25 26 27 28 July 24 - First day for teachers2 5 7 29 30 31 1 2 3 4 July 26/27 - Teacher DLWOP - no students3 10 12 5 6 7 8 9 10 11 July 30 - First day for students4 14 16 12 13 14 15 16 17 18 August 17 - Statehood Day5 19 21 19 20 21 22 23 24 25 6 24 26 26 27 28 29 30 31 17 28 30 2 3 4 5 6 7 8 September 3 - Labor Day8 33 35 9 10 11 12 13 14 159 38 40 16 17 18 19 20 21 2210 43 45 23 24 25 26 27 28 29 1st Qtr (43 days) Ends - Sept. 28 11 30 1 2 3 4 5 6 Oct. 1-5 - Fall Break *** 12 47 49 7 8 9 10 11 12 13 Oct. 8 - Teacher DLWOP - no students13 52 54 14 15 16 17 18 19 2014 57 59 21 22 23 24 25 26 2715 62 64 28 29 30 31 1 2 3 Nov. 6 - General Election Day 16 66 68 4 5 6 7 8 9 10 Nov. 12 - Veterans Day 17 70 72 11 12 13 14 15 16 17 November 22 - Thanksgiving Day18 73 75 18 19 20 21 22 23 24 November 23 - School Holiday19 78 80 25 26 27 28 29 30 1 2nd Quarter (45 days) and20 83 85 2 3 4 5 6 7 8 1st Semester Ends - Dec. 14 21 88 90 9 10 11 12 13 14 15 Dec. 17 - Teacher DLWOP - no students22 16 17 18 19 20 21 22 Dec. 18 - Jan 1 - Winter Break ***23 23 24 25 26 27 28 29 Dec. 25 - Christmas; Jan. 1 - New Year's24 90 92 30 31 1 2 3 4 5 Jan. 2 - Teacher DLWOP - no students25 95 97 6 7 8 9 10 11 12 2nd SEMESTER - 92 Student Days26 100 102 13 14 15 16 17 18 1927 104 106 20 21 22 23 24 25 26 Jan. 21 - Martin Luther King Day28 109 111 27 28 29 30 31 1 229 114 116 3 4 5 6 7 8 930 119 121 10 11 12 13 14 15 1631 123 125 17 18 19 20 21 22 23 Feb. 18 - Presidents' Day32 128 130 24 25 26 27 28 1 233 133 135 3 4 5 6 7 8 9 3rd Qtr (50 days) Ends - Mar.1534 138 140 10 11 12 13 14 15 1635 17 18 19 20 21 22 23 March 18-22 - Spring Break ***36 140 142 24 25 26 27 28 29 30 Mar. 25 - Teacher DLWOP - no students37 145 147 31 1 2 3 4 5 6 March 26 - Kuhio Day38 150 152 7 8 9 10 11 12 13 March 29 - Good Friday 39 155 157 14 15 16 17 18 19 2040 160 162 21 22 23 24 25 26 27 May 24 - Last day for students**41 165 167 28 29 30 1 2 3 4 May 28 - Last day for teachers42 170 172 5 6 7 8 9 10 11 4th Quarter (42 days) and43 175 177 12 13 14 15 16 17 18 2nd Semester Ends - May 2444 180 182 19 20 21 22 23 24 25 May 27 - Memorial Day45 180 182 26 27 28 29 30 31 1 May 28 - Teacher DLWOP - no students -0^ +.5^^ 2 3 4 5 6 7 8

180 182.5 9 10 11 12 13 14 15 June 11 - Kamehameha Day16 17 18 19 20 21 22 June 21 - 12 mo. Tchr (Half day) DLWOP

DLWOP - 12 month Teachers only 23 24 25 26 27 28 29 June 28 - 12 mo. Tchr (Full Day) DLWOPTeacher Work Day - no students

Approved 3/6/12 ^ 0 instructional day shall be Independence Day New Year's Day January 1, 2013converted to a non-student day Statehood Day Dr. Martin Luther King Jr. Day January 21, 2013for school planning and Labor Day Presidents' Day February 18, 2013collaboration. Election Day Prince Jonah Kuhio Kalanianaole Day March 26, 2013

Veterans Day Good Friday March 29, 2013

^^ The employer may assign up Thanksgiving Day Memorial Day May 27, 2013to 2.5 additional hours in half-hour Christmas Day King Kamehameha I Day June 11, 2013

blocks (an "equivalent day")for training and meetings beyondthe teacher's regular work day. *** For 10 month teachers - Intersession: Oct. 1-5; Recesses: Dec. 18-Jan. 1 and Mar. 18-22

October

*Jan. 2 & May 28: Teacher DLWOP - no students ** Commencement Exercises: No sooner than May 17, 2013

June

September 3, 2012November 6, 2012

July 4, 2012

December 25, 2012

May

November 22, 2012

DLWOP - no students

August 17, 2012

April

November 12, 2012

State of Hawaii – Department of Education 2012-2013 OFFICIAL SCHOOL CALENDAR - DLWOP

Teachers’ Work Year - 1st Semester: July 24, 2012 to January 2*, 2013; 2nd Semester: January 3, 2013 to May 28*, 2013Students’ Work Year - 1st Semester: July 30, 2012 to December 14, 2012; 2nd Semester: January 3, 2013 to May 24, 2013

September

OFFICIAL STATE HOLIDAYS – 2012-2013 SCHOOL YEAR

March

February

August

2013-January

November

December

32

Years 2013 and 2014 www.hawaii.gov/hrd Holidays to be Observed by the Website where State Holiday Schedule posted

HAWAII STATE GOVERNMENT Compiled by the State Department of Human Resources Development, created 4/2012. Accurate as of date of compilation. For use by State government agencies. See footnotes for more information. Sources: Hawaii Revised Statutes as amended; State Constitution as amended; and the Reference Desk of the Hawaii State Library.

Year 2013 HAWAII STATE HOLIDAYS (Hawaii Rev. Statutes, Sec. 8-1) Day Observed in 2013 Official Date Designated in Statute/Constitution New Year’s Day…………….………………. Jan. 1 Tuesday…………….. The first day in January

Dr. Martin Luther King, Jr. Day……………. Jan. 21 Monday…………..... The third Monday in January

Presidents’ Day……………………………... Feb. 18 Monday……………. The third Monday in February

Prince Jonah Kuhio Kalanianaole Day…… Mar. 26 Tuesday…………... The twenty-sixth day in March

Good Friday…………………………………. Mar. 29 Friday……………… The Friday preceding Easter Sunday

Memorial Day……………………………….. May 27 Monday…………..... The last Monday in May

King Kamehameha I Day………………….. June 11 Tuesday…………... The eleventh day in June

Independence Day…………………………. July 4 Thursday……………. The fourth day in July

Statehood Day……………………………… Aug. 16 Friday……………… The third Friday in August

Labor Day……………………………………. Sept. 2 Monday…………….. The first Monday in September

Veterans’ Day……………………………….. Nov. 11 Monday…………… The eleventh day in November

Thanksgiving………………………………… Nov. 28 Thursday………….. The fourth Thursday in November

Christmas……………………………………. Dec. 25 Wednesday……….. The twenty-fifth day in December

Year 2014 HAWAII STATE HOLIDAYS (Hawaii Rev. Statutes, Sec. 8-1) Day Observed in 2014 Official Date Designated in Statute/Constitution New Year’s Day…………………………….. Jan. 1 Wednesday…………. The first day in January

Dr. Martin Luther King, Jr. Day……………. Jan. 20 Monday……………. The third Monday in January

Presidents’ Day……………………………... Feb. 17 Monday……………. The third Monday in February

Prince Jonah Kuhio Kalanianaole Day…… Mar. 26 Wednesday……….. The twenty-sixth day in March

Good Friday…………………………………. April 18 Friday……………… The Friday preceding Easter Sunday

Memorial Day……………………………….. May 26 Monday……………. The last Monday in May

King Kamehameha I Day………………….. June 11 Wednesday………. The eleventh day in June

Independence Day…………………………. July 4 Friday………………... The fourth day in July

Statehood Day…………………………….… Aug. 15 Friday……………… The third Friday in August

Labor Day……………………………………. Sept. 1 Monday…………….. The first Monday in September

General Election Day………………………. Nov. 4 Tuesday…………….. The first Tuesday in Nov. following the first Monday of even-numbered years. (Hawaii State Constitution, Article 2 – Section 8) Veterans’ Day……………………………….. Nov. 11 Tuesday…………… The eleventh day in November

Thanksgiving………………………………… Nov. 27 Thursday………….. The fourth Thursday in November

Christmas……………………………………. Dec. 25 Thursday………….. The twenty-fifth day in December

FOOTNOTES: Hawaii Revised Statutes (HRS) 8.2 requires holidays that fall on Saturdays to be observed on the preceding Friday and holidays that fall on Sundays to be observed on the following Monday. As of September 2001, these are the legal holidays defined in the HRS to be observed by the State, the State Judiciary, and county governments in Hawaii. Federal government and local banking holidays differ. Public school “breaks” are not included. For State agencies that operate on other than Monday-Friday 7:45 AM to 4:30 PM schedules, also refer to appropriate collective bargaining agreements. Election days are established by the State Constitution. Created 4/23/2012 subject to change.

33

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