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Shelly Bell

Shelly Bell. Middle School Graduation Coach Coosa Middle School Floyd County Schools Rome, Georgia sbell@floydboe.net. Response To Intervention. A Graduation Coach’s Practical Approach…. Why Response to Intervention?.

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Shelly Bell

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  1. Shelly Bell Middle School Graduation Coach Coosa Middle School Floyd County Schools Rome, Georgia sbell@floydboe.net

  2. Response To Intervention A Graduation Coach’s Practical Approach…

  3. Why Response to Intervention? • A process that determines if the child responds to scientific, research-based interventions as a part of the evaluation procedures in determining whether a child has a specific Learning Disability Division for Learning Disabilities (2007)

  4. Two Approaches to RTI • Problem Solving • Standard Protocol Method

  5. The standard treatment protocol: Heavily dependent on curriculum-based measurement • “Dual Discrepancy” a focus on performance level and growth (1) a comparison between the student and his or her peers and (2) the students’ growth from the beginning to the end of the strategy/intervention

  6. Getting Started… • Teams created list of research-based interventions • List were sorted as “Best Practices” and “Research-Based Strategies/Interventions” • And categorized into Tier I, Tier II and Tier III

  7. “What am I currently using as a progress-monitoring tool in my classroom to follow students’ academic growth in my class?”

  8. Tier I Spotlight: Teacher Kim Duhamel • Progress monitors to determine student mastery of math skills • Utilizes an intervention, then reassess mastery of skill

  9. Mrs. Duhamel’s Curriculum-Based Monitoring 4=Exceeds Standard; 3= Meets Standard; 2=Below Standard; 1=No Understanding

  10. Progress Monitoring: Failure is Not an Option

  11. Tier II/III Teacher Spotlight: Ronda Ware • Utilizes reading interventions at tier II and III level to address individual student concerns • Utilizes specific progress monitoring to identify and meet student needs • Differentiation of instruction planned according

  12. Pre-Testing in Link Reading

  13. Literary Element Vocabulary Pre-test

  14. Progress Monitoring at Tier II and III • Schmitt Metacognition Strategy Index • Phonics Analysis: Identifies spelling stages • Literature Circles Discussion Think-Trix • Literature Circle Peer/Group Evaluation • Literature Circle Self-Reflection

  15. On-going: Collecting Strategies/Interventions • Collecting of intervention resources school-wide • Categorized for various student difficulties • Contains tips on progress monitoring

  16. The Graduation Coach’s Role In RTI • May vary from school to school • Assisting teachers/teams by collecting research-based interventions • Organizing the plan for RTI implementation (continued)

  17. The Graduation Coach’s Role In RTI • Providing a resource to teachers • Analyzing student data and identifying student strengths and weaknesses • Planning of appropriate interventions based on ongoing progress monitoring

  18. Strategies at Tier I… Driven by Progress Monitoring As a lack of student progress is noted… • Utilize a team approach to problem solving • Pinpoint concern: Math, Reading, or Behavior • Narrow the Problem: A Seven Areas Learning Survey or Seven Areas Checklist may be recommended

  19. Tier II and III: Target student concerns and match to interventions Reading fluency or Comprehension: • Reader’s Theater • Literacy Circles • Repeated Readings • Success Maker • Readers Workshop • Reading Adventures • Reading Investigations (continued)

  20. Tier II and III: Target student concerns and match to interventions Math Skills or Problem Solving: • Prentice Hall Intervention Skills Kit • Math Mysteries • Success Maker • Math & Skills II • Math Investigations • Math Processor • Algebra Topics

  21. Tier II and III Interventions: Structure • Addressed during the Connections Block • Math Link • Reading Link • Success Maker groups • After School Tutoring Sessions • 30 minutes during their 100 minute Math Block • Intersessions (Fall, Winter, Spring)

  22. Behavioral Interventions • EBIS- Effective Behavioral & Instructional Support • Swiss Data • Love and Logic • Project RIDE- Responding to Individual Differences in Education (1997)

  23. Resources for Building Strategy/Intervention Notebooks • Marzano, et al. (2001). Classroom Instruction that Works • Dr. Max Thompson & Dr. Julia Thomason Learning Focused Schools: Learning Concepts Strategies That Work! • Carol Ann Tomlinson (1999). The Differentiated Classroom: Responding to the Needs of All Learners • Carol Ann Tomlinson (2001). How to Differentiate Instruction in Mixed Ability Classrooms • Gail E. Tompkins (1998). 50 Literacy Strategies Step By Step • Lenski, et al. (1999). Reading & Learning Strategies Middle & High School Students • www.interventioncentral.org

  24. Why is Response to Intervention Effective? • Proactive in addressing concerns with student’s learning • Doesn’t require a student to be labeled • More than just SST accommodations • Progress monitoring drives continued instruction and planned interventions

  25. RTI Meets the Needs of our Students!

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