Embed Size (px)
Citation preview
About the PresenterDrew Wellman, Director of Learning and Student
Services for the Lake Mills Area School DistrictLake Mills Area School District—1,400 student K-12
RtI BackgroundContributing “architect” to two different systemsThesisExtensive PDAdmitted RtI super geek
Grew out of experiences as school psychGifted and Talented Background
Limited experience in GT Prior to D.L.S.S.Steep learning curve!
Advance OrganizerWhy the Lake Mills Story?Highlights of the Lake Mills Talent
Development ProgramLMASD RtI Efforts and the Connection to
Talent DevelopmentLMASD TD ProgramPLEASE—Ask Questions as we Go!
Why the LM Story?History—3 Years Ago
No “program”Random assortment of good interventionsInequitable service delivery Many “false starts”No decision making frameworkNo qualifying criteriaStand alone programOne staff member in chargeLimited budget
Why the LM Story?Progress—Previous 1 ½ Years
Comprehensive Resource Guide Begged, borrowed, and stole from many places
Tightly connected to RtI efforts System imbedded
Distributed leadership modelDaily supports for studentsEquitable identification processesTalent Development philosophical orientationStill have a long way to go!Still a limited budget ($1,000)!
Why the LM Story?From Disjointed to Connected
Particularly as it applies to RtIFrom Random Acts of Good Intervention to Daily
SupportsFrom No Decision Making Framework to a
Comprehensive Decision Making FrameworkFrom No Philosophical Orientation to a Talent
Development Philosophical OrientationThe LMASD chooses to adopt the language of TD
instead of the more prevalent language of GT. In doing so, we hope to advance a support system that is more inclusive and flexible than traditional gifted education approaches, while at the same time maintaining a commitment to promoting individualized learning experiences for our most talented students.
Why the LM Story?About 1 ½ Years and Almost $0 DollarsNo Special Expertise If You’re Where We Were—Our Story May
HelpIf You’re Looking to Partner with RtI Efforts
—Our Story May Help
Talent Development ProgramHighlights
Talent Development Identification 3 Tiers—Tier 1 has no floor…everyone qualifies Tri-annual data meetings
Promote fluid identification of students Natural opportunities to discuss student strengths
Talent Development Service Delivery Most services provided at Tier 1…all have access Specific and individualized supports at Tier 2 and Tier 3
Differentiated Education Plan (DEP) 30 minutes a day with a TD teacher K-8
Teachers make the difference!Distributed Leadership Approach
LMASD RtI—The Foundation of TDInterest Convergence!
We set out to establish a great RtI framework to support struggling learners…along the way realized this fits perfect for TD
The same principles/actions/structures that apply to struggling learners apply to TD MTSS, balanced assessment system, data-based decision
making, problem solving process Intentionally layered TD supports into everything RtI—it
became a “rule” that when discussing RtI we must include TD
Interest convergence—Provides wonderful opportunity to grow and strengthen TD efforts for all districts
LMASD RtI—The Foundation of TDEvidence BasedImproved Student
OutcomesEducation for All
Students
LMASD RtI—Elementary MTSSS/E/B Reading Math Writing
Universal 2nd Step Guided ReadingReaders Workshop
Everyday Math Step UpWriters WorkshopSitton
PM-Data Behavior Plan RecordingOffice Referrals
MAPRunning Rec.AIMSwebGL Assessment
MAPAIMSwebEveryday Math-IPP’s
Writing BenchmarkSitton Assessment
Selected+30 MinutesPM Monthly
Behavior PlanCheck-in Check-out
Comprehension ToolkitDecoding GroupsSRA-Reading MasteryA-Z ReadingLLISuccessMakerOdyssey (I&E)Reaching all Readers
TD Groups
Number WorldsFundamentalsThink Tanks (E)DreamBox (I&E)Odyssey (I&E)
TD Groups
Classroom Intervention
TD Groups
PM-Data Behavior Plan RecordingOffice ReferralsFBA
MAPRunning RecordsAIMSwebGL Assessment
MAPAIMSwebEveryday Math-IPP’s
Writing Benchmark Sitton Assessment
Targeted+30 MinutesPM Weekly
Behavior PlanCheck-in Check-out
ERESRA-Reading MasteryLLISuccessMaker
Number WorldsConnected MathOdyssey
Classroom Intervention
LMASD RtI-Middle School MTSSS/E/B Reading Math Writing
Universal 2nd StepGuidance LessonsHealth
Guided ReadingCore Reading
Everyday MathCore Math
Core WritingWriters Workshop
PM-Data Behavior Plan RecordingOffice Referrals
MAPRunning Rec.AIMSweb
MAPAIMSwebEveryday Math-IPP’s
Writing BenchmarkSitton Assessment
Selected+30 MinutesPM Monthly
Behavior PlanCheck-in Check-out
Comprehension ToolkitJamestown Reading Nav.Wilson ReadingA-Z ReadingReaching all Readers
TD Groups
ALEKSThink Tanks (E)PreTeach/ReTeach
TD Groups
Classroom Intervention
TD Groups
PM-Data Behavior Plan RecordingOffice ReferralsFBA
MAPRunning RecordsAIMSweb
MAPAIMSwebEveryday Math-IPP’s
Writing Benchmark Sitton Assessment
Targeted+30 MinutesPM Weekly
Behavior PlanCheck-in Check-out
Jamestown Reading Nav.Wilson ReadingA-Z Reading
ALEKSOdyssey
Classroom Intervention
LMASD RtI—MTSS ResourcesElementary School L-Cat Time
(Intervention)Roving Resources
Kindergarten 12:00-12:30 *Staff (Special Education, Para-Educators, Specialists) *Narrow responsibilities *1 teacher/grade assigned TD group *Computers*Curriculum
1st Grade 12:40-1:10
2nd Grade 1:20-1:50
3rd Grade 2:00-2:30
4th Grade 2:40-3:10
LMASD RtI—The Foundation of TDEvidence BasedImproved Student
OutcomesEducation for All
Students
LMASD RtI—Assessment Three Assessment Window’s Each Year
Fall, Winter, SpringThree Data Meetings Follow Testing
Grade level K-8Place students into intervention groupsReview student progressPromotes fluidity of placementEquity in identification
Balanced Assessment System
2012-2013 LMASD Assessment ProfileACT
PLAN
EXPLORE
WKCE WKCE
MAP: Reading, Math, Language
AIMSweb: Reading and Math
Writing Benchmark
Running Records
K 1 2 3 4 5 6 7 8 9 10 11 12
LMASD Assessment CalendarAssessment Grade
sFall Window
Winter Window
Spring Window
AIMSweb K-8 X X X
Running Records
K-5 X X X
Writing Benchmark
K-5 X
MAP 2-7 X X
WKCE 3-8, 10 X
EXPLORE 8 X
PLAN 9-10 X
ACT 11 X
LMASD RtI—Assessment and TD Assessment Windows and Data Meetings
Top students are discussed regularlyPlacement into the TD groups is fluid and
activity/assessment dependent I.E., Problem solving activities for a 1/3 of the year in 3rd
grade—students with strong creativity, curiosity, cognitive abilities selected for the TD group
I.E., Math activities for a 1/3 of the year—students with strong math skills selected
Still evolving these efforts Generally top 10%-15% of students may “fit”
Consistently high performance will prompt a TD referral for a DEP
LMASD RtI—The Foundation of TDEvidence BasedImproved Student
OutcomesEducation for All
Students
LMASD RtI—Problem Solving ProcessTri-Annual Data MeetingsIn-Depth Student Decisions for Tier 2 and Tier
3Struggling and talented students
Lake Mills Specific Processes Binder systemStudent Services monitors/tracks intervention
placementsStudent Services communicates student needs
grade-to-gradeTalent Development Advocates communicates TD
student needs grade-to-grade
LMASD RtI—Problem SolvingTri-annual Data Meetings Tool
See Excel Data Wall
LMASD—RTI and TDInterest Convergence
MTSS-Supports for struggling and advanced learners Daily contact for all students with a key teacher Fluid placement
Balanced Assessment Multiple opportunities for students to demonstrate
deficits and strengths Ability to monitor progress over time and compare
to benchmarks Information contributes to tri-annual data meetings
Problem Solving Process The system that “makes the wheels go ‘round”
RtI and Talent DevelopmentSystem for Struggling Learners Can Be the
Same/Similar for Advanced Learners Advocate for alignment rather than independence
Allowed us to implement services and processes quickly
Advocate for time in the day for intervention Opinion: The ONLY way to be true to the RtI
framework in a meaningful way Advocate for built in data meetings to review student
progress LM: Simple step of “calendarizing” assessment and
meeting windows institutionalized the process quickly
LMASD Talent Development ProgramShift to Program Specifics
LMASD TD Resource GuideIdentification processesServicesStaff roles/responsibilitiesAdditional TidbitsIssues
LMASD TD Program Resource GuideA “Frankensteined” Resource
Begged, borrowed, and stole from everywhereNo good idea left alone!
TD Resource GuideProvides the framework for our workDeveloped throughout a one-year process
Included K-12 educators and parents
See LMASD Talent Development Resource Guide
Talent Development Identification Tier III
Top 1% Performance, assessment,
supporting dataTier II
Top 2% Performance, assessment,
supporting dataTier I
Top 97% No ID floor
Performance, assessment, supporting data
5 Qualifying Areas Tier II and III potentially
10% of student population
Talent Development ServicesTier III
Exceptional needs met through DEP process (i.e., grade acceleration)
Tier IIExceptional needs met
through DEP process (i.e., subject acceleration)
Tier IAccess to most
extension/enrichment opportunities
Needs met largely through RtI process
Talent Development ServicesTier 1
Needs met largely through classroom differentiation
Competitions, clubs, etc.RtI Intervention Time
Tier 2DEP—partnership with students and familiesPossible subject level accelerationEverything in Tier 1
Tier 3DEP—partnership with students and familiesPossible subject and/or grade level accelerationEverything in Tier 1 and Tier 2
Talent Development Services
Intellectual or Academically Able
Tier 1 Tier 2 Tier 3•Classroom Differentiation•Flex Grouping•Enrichment Programs•Tiered Lessons•Independent Classes•WCATY•Online Courses•Learning Contracts
•Forensics•Art Show•Musicals
•Student Council
•Independent Projects•Differentiation
•DEP•Cluster Groupings•Compacted Curriculum•Mentoring•Content Area Acceleration•Independent Classes
•DEP•Accelerated Content Area Cluster Grouping•Individualized Program•Formal Mentorship•Grade Acceleration•Content Area Acceleration•Independent Classes•College for Kids
Artistic •Art Show•Music Concert•Visual Arts Classic•Honors Classes
•Mentorship•Apprenticeship with an artist•JEDI Classes•Independent Art/Music•College for Kids
Leadership •Student Council•Targeted Leadership Training•Peer Mediation•Mentoring/Tutoring
•UW-Outreach Programs (i.e., Moving Minds, Youth and Parent Leadership Forum, Science on Wheels)
Creativity •Rube Goldburg Challenge•Creativity Groups•Creativity Units•Future Problem-Solving•Technology Integration
•College for Kids•Mentoring•UW-Outreach Programs
Talent Development ServicesDifferentiated Education Plans
Tier 2 and Tier 3Describes
PLOP Goals Services
Individualized classes, learning path, subject/grade acceleration, additional assessments, etc.
Meet at least annually Minimally—LEA, TDA, teacher at meeting
Talent Development Staff RolesAll Staff are Advocates for Talented StudentsDistributed Leadership Model
Decision making at building/class level TDA’s, intervention teachers
Empowering staff Examples
Timeliness of response to students and parentsStaff roles tied into “action teams” Increased capacity for awesomeness!
Talent Development Staff RolesDLSS
Oversee programPrincipal
Oversee building level programTalent Development Advocates
Most important!Consultation, DEP team participation, professional
development, identification and tracking responsibilities, organizational responsibilities, etc.
Student ServicesAssist in identification (specifically formal testing),
student supports, and RtI system components
Additional TidbitsProcess
Organization/Program Architecture for TD 9 months, K-12 committee, professional staff and
administration, 3 meetings Parent group provided input in 3 meetings June 2012 Board approval of Talent Development
Resource GuideOrganization/Program Architecture for RtI
Extensive and ongoing Different buildings at different places
Additional TidbitsRoll Out
Imbedded in RtI efforts 11-12 “Build the plane as it flies” Principals and TDA’s helped implement
Explicit 12-13 in RtI systemTD Resource Guide Available on Web
www.lakemills.k12.wi.us Student Services—Talent Development—Talent
Development Resource Guide
Building Level Presentations
Additional TidbitsAt-Risk/Special Education Influences
Unique learners need a personNon-categorical identification fits most studentsSpecial education process can be informative
Frequency of meetings, meeting participants, information for plans, etc.
Supports need to be imbedded into daily practice or they will not be implemented with fidelity Services, accommodations/modifications,
differentiation
IssuesMoved Very Quickly
Can the foundation support the program? Intervention teachers have steep learning curve TDA’s are learning to be consultants on the fly RtI system is still working out the “bugs”
Staff/parent communication and understanding
IssuesTier 1 Identification Criteria
Is the “everyone qualifies” approach good?Tier 2 and 3 Identification Criteria
Is 98th and above percentile too restrictive? Or, with 5 qualifying areas, is this too broad (theoretically, 10% of student population identified)
DEP’sCan we manage the administration of these
plans?What’s so different?
HopesEquitable Identification
All students get their individual needs metThe most talented students are identified and
supported in an individualized mannerSustainable
Not dependent on one personApproach becomes culturalEfforts ease for individual teachers as “system”
picks up Improved Outcomes
More engagement, higher scores, happier students, happier families
HopesIntervention Teachers and TDA’s
Become experts in TD“Own” their TD responsibilities—take
professional development into their own handsCreate a welcoming environment for studentsBecome an essential partner with students and
families
