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The Road to AYP:

The Road to AYP:. Response to Intervention Santa Rosa District Schools Data Team Training September, 2009. NCLB.

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The Road to AYP:

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  1. The Road to AYP: Response to Intervention Santa Rosa District Schools Data Team Training September, 2009

  2. NCLB On January 8, 2002, NCLB was signed into law. Americans united behind a revolutionary idea: every child can learn. The law confirms that as a nation, we will not accept a public school system that educates only a portion of its children.

  3. Adequate Yearly Progress

  4. AYP in Florida • 76% of schools in Florida did not make AYP • 70% of schools in Santa Rosa County did not make AYP • 59% (10/17) of Elementary Schools did not make AYP • 71% (5/7) of Middle Schools did not make AYP • 100% (4/4) of High Schools did not make AYP • 100% (2/2) of Combination Schools did not make AYP • 47% (14/30) of schools are in corrective action.

  5. Santa Rosa CountySafe Harbor Plan2009-2010 Increase Reading Proficiency:

  6. Santa Rosa CountySafe Harbor Plan2009-2010 Increase Math Proficiency:

  7. IMPROVEMENT! If we are number 1 in improvement, eventually, we will be number 1! Jim Hunt, Former North Carolina Governor

  8. Response to InterventionThe overarching purpose of RtI implementation is to improve educational outcomes for all.

  9. RtI Defined Response to Intervention is an approach that promotes a well- integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social- emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.

  10. ULTIMATE PURPOSE of RTI Remember the ultimate purpose of Response to Intervention is to : enhance the success of students with a variety of academic and behavioral needs.

  11. Core Principles • All children can learn and achieve high standards as a result of effective teaching. • All students must have access to rigorous, standards-based curriculum and research-based instruction. • Intervening at the earliest indication of need is necessary for student success (PreK-12). • A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

  12. Core Principles • Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. • Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. • Ongoing and meaningful involvement of families increases student success. • All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. • Effective leadership at all levels is crucial for the implementation of RtI.

  13. Santa Rosa County District Schools2009-2010 • All schools select RtITeams to include: • *School Principal and Asst. Principal for Curriculum and Instruction • *School Psychologist • *Guidance Counselor • General Ed. Teachers • Reading and Math coaches • ESE Teachers • Schools data team member(s) • Other educators as they relate to specific student needs *Mandatory membership

  14. Qualities of EffectiveRtI Team Members • Collaborative • Creative • Expertise related to teaching strategies • Expertise related to interpretation of data • Expertise related to problem solving • Expertise in Core benchmarks • Patient • Willingness to listen • Knowledge of student strengths and needs • Energetic • Optimistic • Passionate about serving kids!

  15. Santa Rosa District Schools2009-2010Action Plan September Schools: • School-Based RtI Team Members Identified • Complete RtI Belief, Skill, Practice Surveys (Survey Monkey) • Inventory current Tier 1, 2, and 3 progress monitoring tools and intervention program practices • Consider each student’s response to intervention when evaluating student progress and determining eligibility for ESE services District: • School Psychologist and Guidance Counselors receive roles and responsibilities • Analyze School Survey Data • District RtITeam to visit “best practice” districts

  16. Santa Rosa District Schools2009-2010Action Plan October Schools: • Develop Professional Development Plans- (Oct. 23rd) 1. Set goals related to subgroups below proficiency requirements (72% in reading, 74% in math) 2. Incorporate professional development related to RtI, progress monitoring and intervention. 3. Incorporate instructional strategies including progress monitoring and intervention for subgroups below proficiency in reading and math. • Analyze data to determine if core instruction is effective (80% on grade level) • Develop Progress Monitoring Plans for students below proficiency • Consider each student’s response to intervention when evaluating student progress and determining eligibility for ESE services District: • Analyze RtI School Survey • Conduct RtI School Based Leadership Team (SBLT) Training • Establish a base line per school regarding number of students at each Tier

  17. Santa Rosa District Schools2009-2010Action Plan November-June Schools: • Progress Monitor all students in subgroups • School Based RtI team will participate in initial training. • Analyze data to determine if core instruction is effective (80% on grade level) • Participate in Professional Learning Communities focused on effective core instruction • Participate in Professional Learning Communities focused on intervention strategies • Provide intervention to students below proficiency • Conduct RtI School Based Leadership Team Meetings to identify students performing below proficiency and provide intervention • Consider each student’s response to intervention when evaluating student progress and determining eligibility for ESE services District: • Provide professional development related to effective core instruction • Provide professional development related to progress monitoring and intervention strategies • Support RtI School Based Leadership Teams Attend SBLT Meetings • Indentify effective progress monitoring tools, intervention strategies and intervention programs • Support each school’s effort to meet needs of all students

  18. Response to Intervention But for a few tiny adjustments, if we knew how to make them, we could release the genius in every child. Einstein

  19. Response to Intervention TEAMWORK! • Transportation • Food Service • Facilities • Data Processing • Support Services • Teachers • School Related Employees • Administration

  20. For More Information • Florida Center for Reading Research: reading research based information www.fcrr.org • Pikes Peak Literacy Strategies Project: Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, comprehension and vocabulary) www.pplsp.org • National Progress Monitoring Organization: progress monitoring tools www.studentprogress.org

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