On the Right Path with Response to Intervention

1. On the Right Path with Response to Intervention Mona Sena June 2014

2. Overview of Project • Program Improvement Plan (PIP) Team • RtI using researched based curriculum. • Phonemic awareness, decoding and fluency taught with systematic, explicit instruction • Built confidence and motivation in our struggling students increased student achievement. • Offered coaching and modeling using the Phonics for Reading curriculum • Implemented progress monitoring using STAR Reading Enterprise and STAR Early Literacy

3. Rationale • Numbers of struggling readers has risen with ineffective interventions in place • Systematically plan and provide researched based interventions implemented with fidelity • Progress monitoring to identify those who are benefitting from the instructional program and those not making adequate progress. • Empower our struggling readers with the skills to access complex text • Push those at or above grade level to analyze and delve deeper into various genres of text.

4. Project Goals • To provide the highest quality researched based interventions that will match the needs of the individual student to ensure they have the basic foundation to reach their full potential. • To do this successfully we will utilize progress monitoring three times a year to assist in the decision making of proper program placement and help guide the effectiveness of the intervention programs. • Offer coaching and modeling for those using the Phonics for Reading program.

5. Teacher Leader Model Standards

6. Action Steps/Implementation • Program Improvement Plan (PIP Team) • Need for researched based interventions • Surveyed staff on various interventions previously used • Meet with both site and district level administration • Chose Phonics for Reading and REWARDS Reading • Information presented by principal to Site Council for funding allocation • Baseline testing for proper placement • Hired a long term substitute • Started first round of 8 week RtI groups middle of October • Provided coaching and modeling of curriculum • Progress monitoring in January and reworked groups • District agreed to pay for long term sub for the next 8 weeks • Progress monitoring after another 8 weeks and reworked groups

7. Timeline

8. Evidence of Success • The Phonics for Reading data shows that the project’s goals of increasing student confidence and achievement were met. As the year progressed more students were placed in Level 1and they continued to show significant subtest level growth through all three levels.

9. Evidence of Success Third Grade Scores Spring 31% at or above benchmark scaled score of 395 Winter 28% at or above benchmark scaled score of 357 Fall 17% at or above benchmark scaled score of 310 Fourth Grade Scores Spring 31% at or above benchmark scaled score of 471 Winter 27% at or above benchmark scaled score of 444 Fall 27% at or above benchmark scaled score of 402

10. Teacher Survey Results The data shows the teachers felt empowered in their skills to identify and implement appropriate research based interventions.

11. Next Steps to Continue the Momentum of RtI • Analyze data in PLCs • Use end of year data to create intervention groups for next year • Determine another research based phonics curriculum • Decide on research based comprehension strategies • Work on a implementation timeline for the 2014/2015 school year • As a staff discuss how we can do things better for next year • Continue professional development, coaching and modeling • Find a new RtI Coordinator as I will be at another school site next year

12. Leveraging the Five Practices of Exemplary Leadership Model the Way: • I have used several researched based intervention programs/strategies while an intervention teacher and in my own classroom.  I made myself available to discuss with teachers how they can teach the intervention curriculum with fidelity and to answer any questions or concerns.  This practice seems to be the easiest for me as I enjoy assisting others through discussions, coaching or modeling within the classroom. Inspire a Shared Vision: • With the newly adopted Common Core Standards our students need to be able to delve deeper in their understanding of complex texts.  To do this we worked together to accomplish the goal of basic phonemic instruction.  Through PLCs and informal conversations I was able to help paint the picture of how it  could be accomplished.  Shared with the staff past experience with RtI and what the future of our students could hold.  This is probably one of the most important practices right now as we work towards full implementation of the Common Core Standards. Challenge the Process: • I helped empower teachers with strategies, new curriculum and progress monitoring to help their struggling students.  When I consider this practice I see how it is wrapped up with Inspire a Shared Vision and Enable Others to Act when looking to make changes to processes.  It is difficult to have one without the other.   

13. Leveraging the Five Practices of Exemplary Leadership Enable Others to Act: • Organized an outside instructional coach who provided teachers with the modeling and feedback to the delivery of Direct Instruction for Phonics for Reading.  This reconfirmed to them that they were on the right track.  Empowered the teachers to try new programs to break out of the comfort zone with past curriculum. Encourage the Heart: • My colleagues were sent “Thank You” notes to show my appreciation for the work they completed.  Through informal conversations we discussed how their abilities led to the success of this program.  What we embarked upon was not an easy road, but through support from PLCs and administration (both site and district level) it was absolutely possible.  I feel that this practice is still my most difficult, yet it is the one where I had the most growth on my LPI report.  I will continue to work on encouraging others.

14. Learning/Growth • I discovered that I need to lead more gently. • Any new program needs to start with small steps. The small steps at a slow pace will lead to sustainable long term success. • I learned that it is incredibly rewarding to empower others to find their voice and to be a part of change. • Not to just talk the talk but being able to walk it as well….model, model, model and just when you think you are done….model again!!