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Ingham ISD RtI

Ingham ISD RtI. District Leadership Team March 8, 2010. Participant Outcomes. Gain understanding of AIMSweb data and use at the district level Increase knowledge of analysis and planning for curricula in a multi-tier system

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Ingham ISD RtI

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  1. Ingham ISD RtI District Leadership Team March 8, 2010

  2. Participant Outcomes • Gain understanding of AIMSweb data and use at the district level • Increase knowledge of analysis and planning for curricula in a multi-tier system • Gain understanding of the components of a core reading program analysis

  3. District Leadership Team Progress on Assignments and Work • What successes and challenges are you experiencing with this work? • Forming team and defining role • Developing a communication plan • Braiding district initiatives • Completing self-assessment • Auditing CAI practices • Developing an assessment plan

  4. AIMSweb Measures Norms Used for Data Reports • R-MAZE (Comprehension) AIMSweb Multi-Year National Norms (Percentiles) • R-CBM (Oral Reading Fluency) 2006 Hasbrouck & Tindal (Percentiles) • Early Literacy Measures AIMSweb Multi-Year National Norms (Percentiles)

  5. Tier Transition Report Michville Public Schools: Middle School MAZE - Comprehension Grade 7: 2009-2010 School Year 0 percentile to the 25th percentile Tier 3 26th percentile to the 49th percentile Tier 2 50th percentile and above Tier 1

  6. “Rainbow” Report for the MAZE List of Students in Each Tier Tier 1 Tier 2 Tier 3

  7. Data Questions: Examples • How are students doing at a given grade level? • How many are “At-Risk”? • How wide is the spread of skills? • Which students have similar needs? • How intensive is the need?

  8. Upcoming Training and Support • More AIMSweb Support and Training for your district will be available. • Training on Progress Monitoring and Interventions

  9. Analysis and Planning for Curriculum

  10. Curriculum • Content and skills taught that are represented in the • MI Curriculum Framework (K-8 GLCE’s) • MI Merit Curriculum (9-12 HSCE’s)

  11. Focus for Curriculum • Determine degree to which content and sequence of skills is understood… • within and across grade levels • within each content area • Represented in the selection of curriculum materials

  12. District Curriculum Guidelines • Provide strong, research-based curricula that cover all content areas being taught • Aligned to state standards • Addresses data re: student needs in a multi-tier system

  13. Curricula in a Multi-Tier System (adapted from: Schoolwide Model, Univ. of Oregon)

  14. Planning for Curricula in a Multi-Tier System • Verify the research base including all essential components of the content area • Develop an order in which the content and skills will be explicitly and systematically taught, reviewed and paced • Develop a method to ensure fidelity of implementation • Provide professional development and ongoing support to all staff using the curricula

  15. Core Curriculum/Program • Represents essential learning for all students to meet standards at each grade level • Include skills and knowledge that provide a foundation for subsequent learning • Provide an effective, research-based program to support essential learning

  16. Core Program Analysis • Process to evaluate and select a core program to support curriculum implementation • Identifies the degree of program efficacy • Provides objective, in-depth analysis of critical elements through various sampling procedures

  17. Core Reading Program Analysis…An Example “A Consumer’s Guide to Analyzing a Core Reading Program Grades K-3: A Critical Elements Analysis”

  18. Other Core Program Resources www.centeroninstruction.org www.fcrr.org http://reading.uoregon.edu www.corelearn.com www2.ed.gov/about/bdscomm/list/mathpanel/index.html www.nctm.org

  19. Supplemental Programs • Designed to meet the needs of students by providing additional interventions that are aligned to the core • Used to support and extend the critical elements of the core program • Provide additional instruction/practices in one or two areas of need • Can be implemented to support a gap in the core program

  20. Intervention Programs • Provide more explicitly, systematic instruction to bring the learner to grade level performance • Can focus on more than one area or just one essential area in a comprehensive manner • Use for learners with strategic or intensive needs

  21. District Leadership Team Assignments • Review and discuss AIMSweb aggregate data and implications of the district level • Review and discuss AIMSweb data and implications at the building level with principals, RtI coach and building-based teams to identify common core, supplemental and intensive program and infrastructure needs • Complete the Literacy and Mathematics Curricula Matrices (MTSS Tool 13 and 14) to map core, supplemental and intensive programs available district-wide

  22. RtI Implementation Updates

  23. District Feedback/Sharing/Questions

  24. Meeting Evaluation

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