Spotlight on Districts Spotlight on Districts and Campusesand Campuses

Bonham Independent School District

February 25, 2011

BackgroundBackground

Too many students being pulled out of classroom for reading intervention

A need to bridge the gap between campuses

Number of Students Pulled for Number of Students Pulled for Reading InterventionReading Intervention

Grade Level

2007-2008

2008-2009

2009-2010

2010-2011

Kinder 150 Total

76 31 16 13

1st 140 Total

76 33 21 14

2nd 160 Total

9257 RI

35 LS

6737 RI

30 LS

35 RI

No LS

16

3rd

160 Total

7042 RI

28 LS

54 27 RI

27 LS

44 30 RI

14 LS

2515 RI

10 LS

Paradigm ShiftParadigm Shift

Saxon Phonics (whole group)

Guided Reading (small group, differentiated instruction)

DIBELS (progress monitoring, data-driven instruction)

A Need For RTIA Need For RTI

Use data to determine student needsEmpower teachers to make instructional

decisions using dataProvide additional support to teachers if

classroom instruction is not workingMonitor students who were not being pulled

for interventionAccountability

The Solution: An Enhanced The Solution: An Enhanced RTI ProcessRTI Process

Assistant Principal/ RTI Coordinator: Created forms to document interventions/

instruction Scheduled meetings with teachers to discuss

instructional strategies and set goals Set follow up meetings to discuss student

progress and next steps

The Solution: An Enhanced The Solution: An Enhanced RTI ProcessRTI Process

Classroom Teachers: Implemented research based interventions Monitored student progress Adjusted instruction according to student’s

response to intervention

The Solution: An Enhanced The Solution: An Enhanced RTI ProcessRTI Process

Reading Intervention Team: Used DIBELS data to determine what

students would receive pull-out intervention Provided specific, targeted interventions

based on student data Progress monitored students weekly

Kindergarten DataKindergarten Data

Kindergarten DataKindergarten Data

11stst Grade Data Grade Data

What We LearnedWhat We LearnedRTI: Is about instruction;Supports general education school

improvement goals;Focuses primarily on effective instruction to

enhance student growth;Provides intervention immediately upon

student need

What We LearnedWhat We Learned

At the heart of the RTI process in an effective instructional leader who ensures that all students receive high-quality, differentiated instruction that gives all students the opportunity to succeed.

What We LearnedWhat We Learned

RTI is about problem-solving.Problem-solving means going beyond

fulfilling procedural requirements and checklists to doing what it takes to resolve students’ learning problems.

What We LearnedWhat We Learned

Guiding Principles of RTI1. Scientific, research-based instruction and

interventions

2. Assessment of the effects of instruction

3. Responsive teaching and differentiation

4. Regular monitoring of instruction and intervention delivery

Using What We Learned by Using What We Learned by Following the Guiding Principles Following the Guiding Principles

of RTIof RTI

1. Implement scientific, research-based instruction and interventions

Florida Center for Reading Research; Reading Mastery; Voyager; Waterford; Success Maker

Using What We Learned by Using What We Learned by Following the Guiding Principles Following the Guiding Principles

of RTIof RTI

2. Assess the effects of instruction (i.e., child response data based on frequent progress monitoring)

DIBELS progress monitoring probes; DRA

Using What We Learned by Using What We Learned by Following the Guiding Principles Following the Guiding Principles

of RTIof RTI

3.Responsive teaching and differentiation/ Data-based decision making (i.e., using the child response data as the basis for decision making and instructional planning)

RTI meetings; RTI notebooks

Using What We Learned by Using What We Learned by Following the Guiding Principles Following the Guiding Principles

of RTIof RTI

4. Regular monitoring of instruction and intervention delivery

Observations and feedback by administrators

Guiding Principles of RTIGuiding Principles of RTI

Each principle is part of an interrelated process which should be applied to every student.

Instructional practices are evaluated and adjusted based on results of reliable, valid, and sensitive indicators of important student outcomes.

If any piece is missing, the process breaks down.

How To Ensure That The How To Ensure That The Process Is WorkingProcess Is Working

Regular monitoring and accountability through observations and checklists by an independent observer who is well-versed in best teaching practices and the 5 components of reading (i.e., administrators)

ChallengesChallenges

Time/Scheduling Core Instruction (Tier I) Paradigm Shifts Changing Roles Funding Raising Expectations Building Capacity Teacher Training Professional Development Research-based intervention resources

Next StepsNext Steps

1. Improve Tier I (core instruction) Professional Development Increase observations and feedback2. More fluidity within Tiers3. Enhance RTI process for Math

Questions???Questions???

Contact InformationContact Information

Kelly Trompler – Curriculum Directorkelly.trompler@bonhamisd.org 903-583-5526 Mary Lou Fox – Principalmary.fox@bonhamisd.org 903-640-4090Julie Burnett – Instructional Specialistjulie.burnett@bonhamisd.org 903-640-4090Karli Fowler – Reading Interventionistkarli.fowler@bonhamisd.org 903-640-4090

ResourcesResources DIBELSwww.dibels.uoregon.edu Reading Masterywww.mheonline.com Florida Center for Reading Researchwww.fcrr.org Voyagerwww.voyagerlearning.com/passport/curriculum.jsp Waterfordwww.waterfordearlylearning.org/overview/

complete_early_reading_math_and_science.html Success Makerwww.pearsonschool.com/index.cfm?locator=PSZk99

Teachers Count!Teachers Count!

“The impact of the teacher is the single most powerful variable in explaining student reading achievement” (Nye et al., 2004).