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Transformational RTI

Transformational RTI. Common Intervention at the Core of Instruction Billy Snow Principal Mansfield ISD 2008 Excellence in Education Awards Texas Elementary Principal of the Year

hayley-mercado
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Transformational RTI

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  1. Transformational RTI Common Intervention at the Core of Instruction Billy Snow Principal Mansfield ISD 2008 Excellence in Education Awards Texas Elementary Principal of the Year 2011 National Distinguished Principal Finalist

  2. Tell us how you really feel? • It’s time to text in your thoughts….

  3. First Things First • High Expectations • Leadership where the Principal is in the trenches with the teachers • Team Atmosphere • Developing an understanding of what RTI looks like • Powerful Core Curriculum • Flexibility……(more on this later)

  4. What next? • Build your entire schedule around a successful plan of intervention for your whole campus.

  5. Common Intervention • Each grade level has a Common Intervention time of 60 minutes in grades k-4 (30 minutes for reading intervention and 30 minutes for math); 5th grade is on a block schedule and has a 30 minute intervention period.

  6. What does intervention time look like? • Classroom teacher delivers no new instruction • Groups are formed based on data and change throughout the year. • Teacher serves lowest performing group of students. This is usually 5-6 students • Someone arrives to help! This could be interventionists, paraprofessionals, etc. • No pull out programs during core • Every student gets what they need!

  7. What does intervention look like?

  8. Everybody Gets What They Need! • Core curriculum becomes uninterrupted because students are pulled for Dyslexia, Speech, Resource, or even GT services during the Common Intervention Period, not during the core! • This allows for inclusion through co-teaching and allows teachers much needed time to work with their children.

  9. Let’s look at a sample schedule • 3rd grade: • 7:50- Instruction • 8:30-9:30 Intervention • 9:30-11:00 Math- Calendar Math, UPSL, Fluency, 3-d to 2-d • 11:00-12:30- Rdg. /Language Arts. • 12:30- 1:00 Lunch • 1:20-2:15 (PE, Fine Arts, Computer) • 2:15- 3:10 Science/Social Studies

  10. Sample 5th Grade Schedule • 7:50-8:50 Block 1 • 8:55-9:55 Block 2 • 10:00-10:30 Intervention time • 10:30-11:oo Lunch • 11:10-12:00 (PE, Fine Arts, Computer) • 12:00-1:00 Block 3 • 1:05-2:05 Block 4 • 2:10-3:00 Block 5 • 3:00- Recess

  11. Group Intervention Log Information Instructional Focus of Group: __________ Week of ____________________ Names of Students in Group – Time – Intervention Provided Monday Tuesday Wednesday Thursday Time Met: Total Minutes/Days: Curriculum/Materials: Notes:

  12. Attendance and Observation Records:

  13. Building Fluency 2. On the first day, time each student individually while the student reads to see how far they can get in one minute and mark/graphs their results. 1. Select a passage at a student’s grade level. (Can be adapted to students instructional reading level.) 3. Optional step – have students practice reading a list of as many as 30 selected words from the passage. These words should be high frequency or non-phonetic words.

  14. On days two, three, and four, student rereads the same passage. Record number of words read in a minute each day. • On the fifth day, student reads the passage again. Record the time and chart the student’s progress across the five days. Select a different passage for the next five days. • INCENTIVES RULE OUT MOTIVATION AS A FACTOR!!!!! • Rdg. Fluency can also be a home task.

  15. Develop Vocabulary *Develop a student friendly definition for each word. • *Design an activity for each day for each word. • *Introduce the word before, during or after reading it in a story. Say the word and ask students to repeat it. • *Provide a student friendly definition. • *Retell how the word was used in the story. • *Discuss how the word can be used in another context. • *Ask children to provide their own examples of how the word could be used. • *Ask students to say the word again to reinforce its phonological representation. *Select ten words for vocabulary instruction per week from read-aloud or student text.

  16. Develop Comprehension • Have students write predictions – word/picture splash. 1. KWL Chart 3. Story Web - Students learn to think about the aspects of the story as they are reading.

  17. Green/Yellow/Red Question Cards • Before Reading (green cards) • What does the title tell me about this story? • What do I already know about…? (the topic of the story) • During Reading (yellow cards) • Who? (tell who the story is about, or name the characters) • What? (state the problem) • When? (tell the time of the story takes place) • Where? (tell the place of the story) • Why? (explain why something happened) • How? (tell how the problem was solved) • What do I think will happen next? (Make prediction) • After Reading (red cards) • Who were the characters? • What was the setting? • What was the problem? • How was the problem solved? • Why did….? (elaborate on why something happened)

  18. Math Fluency • As a grade level, decide what the kids should already know and begin testing that immediately. • Every few weeks, update with skills that have been taught. (i.e. multiplication, div.) • Give one or two minutes to do the first column, then do the second, then the third. • Record results of third column on graph. • Offer incentive for improvement and achieving goal. • This can be done whole class, in partners, or small group.

  19. Inclusion Works! • Co-Teaching- Sped and Regular Ed staff are trained in Co-Teaching methods • Inclusion teachers and aides go into Inclusion cluster classrooms during core instructional blocks

  20. Intervention (cont.) • Read 180 • Behavior Contracts • Perfection Learning Materials for Reading, Math, and Science

  21. Types of Intervention Provided • Small Group Instruction • Marie Carbo Power Paks- stories on CD. Students track word in story as they listen (3X), then read back • PIC wizard • Start-In Acceleration Kits

  22. Creating an Intervention Log/Notebook • SIT meeting scheduled once a month • Teachers maintain Intervention Log records on their intervention group, typically the lowest performing 5-6 students • No referrals for 18 weeks, except in emergencies.

  23. What’s in an Intervention Log? • Student Data • Definitions of Each Tier • Flow Chart of Services • Rate of Progress • Fluency Records (k-5) • Records from Intervention Time • Benchmark and TAKS data • SIT decisions

  24. What Constitutes Powerful Tier I Core Instruction? • From 3-D to 2-D • Teachers must teach in a way the begins with hands-on instruction… then leads into pictorial or similar representations of the learning…finally ending with TAKS-formatted transfer.

  25. What does 3D to 2D look like?

  26. What does 3D to 2D look like? • In Science??? • Science Flash Cards • A Hands on Lesson or Experiment • Journaling or drawing pictures about their learning • Closure with a TAKS formatted question or two to transfer the learning from hands on to abstract.

  27. What does 3D to 2D look like? • In Math… • 15-20 minutes of Calendar Math • UPSL problem of the day • Objective lesson with hands-on/manipulatives • Application with journaling or pictorial models • Short TAKS formatted closure

  28. UPSL • Common problem solving plan implemented in grades 1-5 • The UPSL tool is simply a problem solving template. It is not the teaching of “key words” because they need to learn to “see” the situation in a math problem.

  29. UPSL Understand Plan Write what the problem is Pick out important info asking…in your own words and strategies to use Solve – Look Back Solve any way you want…a Check it another way picture, number sentence, graph, chart, etc.

  30. Three Cheers… • What components of this successful model of core instruction and RTI make the most sense to you?

  31. Three Cheers… -Reduction of sped rate from 13% to 2.5% plus speech only. -Reduction of AA id rates from 20% to 2.5%. -Scores skyrocket with less students in sped and increasingly diverse population. -Title I Exemplary School for the last three years.

  32. Three Cheers… Our last two years: 2010,2011 3rd Rdg.- 99%, 98% Math 97%, 98% 4th Rdg.- 94%,91% Math 96%, 97% Wri. 97%, 97% 5th Rdg.- 98%, 99% Math 98%, 100% Sci. 98%, 97% Commended rates above 50% in math and 70% in Science. Over 135 visitors from 27 campuses and the University of Texas in last two years. Named a UT-CSS Exemplar Campus.

  33. Three Cheers… “Mr. Snow, I want to first thank you for allowing our team to visit your amazing campus. Secondly, I want to report that our third grade team that visited, implemented your instructional model with fidelity after returning. This team experienced double digit growth in district assessments and performed at the 84th percentile in both reading and math on TAKS. We attribute that growth directly to the changes that we employed after visiting Bowie.” Archie L. Hatten III, principal J. H. Hines Elementary Waco, Texas

  34. Questions? • Conduct Site Visits • We visited Tice Elem in Galena Park, Burleson ISD and Ennis ISD. Steal Success!!! • My email bjldsnow@sbcglobal.net • billysnow@misdmail.org • My phone number 469-383-9273

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