Taking Our Core Instructional
Model to a New Level Through RtI
www.iss.k12.nc.us
Iredell County
146,384
Iredell-Statesville Schools
student population 21, 333
teacher population 1, 270
total population
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Our Mission
Iredell-Statesville Schools will rigorously challenge all students to
achieve their academic potential and to lead productive and
rewarding lives. We will achieve this mission with the support of
parents, staff, and the community.
Our Vision
A school system committed to improving student learning by
igniting a passion for learning.
Our Values
•Student and learning focus
•Management by fact
•Motivated faculty and staff
•Results focus
•Partnerships and teamwork
•High ethical standards
•Continuous improvement focus
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District
School
Classroom
Interlocking
plans connect
the work at all
levels of the
system…
Student
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…and provide
SYNERGY!
Great organizations “row as one;”
they are quite clearly in the same
boat, pulling in the same direction in
unison.There is a palpable sense of
“we.”
- Lickona and Davis 2006
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Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
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Instructional Facilitators…
• Coach and support teachers through modeling
in classrooms
• Support PLC teams
• Help facilitate data-driven decision making
• Help facilitate professional development
• Lead teams during Curriculum Review Week
• Support the vision of their school’s Leadership
• Collaborate with Compass Team members to
support implementation of RtI
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Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
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Common Core/Essential Standards
• New standards in every subject area, every
grade level implemented this year
• http://commoncoreiss.pbworks.com
• Lesson plans created by our teachers online
• Early Release Professional Development –
providing 3 job-alike days
• Curriculum Review Week
• Math and Reading Foundations
• AMP – support for Integrated Math teachers
• Innovation Showcase
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Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
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Effective Assessment = Student Success!
• It is not the assessment itself, it’s how you use
the results!
• Formative Assessment: What learning comes
next for this student at this point in time?
• Benchmark Assessment: How are students
progressing? How well is this program working?
• Summative Assessment: How are schools and
district progressing? How is the state
progressing?
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With new standards, comes the need for
new, aligned assessments…
• Math – moving beyond rote
computation and memorizing formulas
to problem solving approach
• Other content areas- students will need
to explain their thinking, justify their
reasoning, and use text-based evidence
to answer questions
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Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
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Plan- (Q #1 & 2)
Share- (Q #1 & 2)
PLC
Assess- (Q #3)
With support
from IF & Admin.
Analyze- (Q #4 & 5)
Score- (Q #3)
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Matrix to Guide the Work of PLCs
NOVEMBER
Nov. 8
Nov. 1- 9
Nov. 1-9
By Nov. 8
Nov. 21-Dec.16
Send home student Report Cards
nd
Sequence standards for 2 quarter using 2012-13 Curriculum Guides
Review clear learning targets & develop criteria for success with students (consult 2012-13 curriculum
guide)
Visibly display current learning targets in classroom
nd
Communicate 2 quarter learning targets to students and parents in student-friendly language
st
Review and analyze 1 quarter CWT data and report next steps to SIT
Report scores from the BA1 open-ended response item to Curriculum & Instruction Dept.
Report feedback (plus/deltas) on BA1, open-ended item & rubric, and curriculum guide to Curriculum &
Instruction Dept.
Collaboratively develop common assessment
Administer common assessment
Analyze student work samples and data from common assessment (collaborative team and classroom) to
determine strengths and gaps
Discuss students needing remediation or acceleration and create a plan to address needs
Display & discuss common assessment data with students
Share results and instruction plan with leadership team and SIT
Implement action research/PLC PDSA cycle based on identified gap
Document and share effective strategies
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Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
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Plan
(Learning
targets from
CCSS/ES)
Do
(HYIS/ Criteria
for Success)
Study
Act
•Start/End Date
•Tied to
standards
•Learning
Focused
•Voice and
Choice
•Empowerment
•Graph data with
dates
•Data Analysis
•Plus/Delta
(feedback on
instruction/
reflect on the
data)
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Strategic Learning
Goal
Strategic Learning
Results (Benchmark
Assessments, Common Assessments)
Class/Course/
Program
Mission
DO
PLAN
How will we
learn it?
What do we
need to learn?
ACT
What will we do if
we don’t learn it?
What will we do if
we’ve already
learned it?
STUDY
How will we know
we’ve learned it?
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10
5
0
1
2
3
4
5
6
7
8
9
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It’s also NCDPI’s formative assessment model…
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1
2
7
3
6
5 4
Step 7
Analysis of the
Intervention Plan
make a team decision
on the effectiveness of
the
intervention
Step 1
Define the
Problem
Develop a behavioral
(observable) definition
of problem
Step 6
Implement the
Intervention Plan
Data
Provide strategies,
materials, and resources:
include
progress monitoring
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Determine if problem is
correctly defined
Step 5
Develop an
Intervention Plan
Step 4
Generate a Goal
Statement
Base interventions on best
practices and researchproven strategies
Specific Description of the
changes expected in student
behavior
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Formative Assessments
ISS Model
& RtI
Aimsweb, Reading 3D
and other Diagnostic
assessments, progress
monitoring
Learning
Centered
All students receive
core instructiondifferentiated to meet
their needs
Common Core/
Essential
Standards
1. What do students need to know?
2. How will they learn it?
3. How will you know they’ve learned it?
4. What will we do if they don’t learn it?
5. What will we do if they already know it?
PLCs work together
to problem solve &
discuss intervention
strategies
Collaborative
Teams
Instructional Facilitator
Mission, Vision, and Values
PDSA
Data—driven Decision—making
Aligned Strategic Plans
The RtI model is a PDSA,
problem-solving process
Using data to make
instructional decisions
about students in the
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process
Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
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NC DPI Definition of RtI
“NC Responsiveness to Instruction (NCRtI) is a multitiered framework which promotes school
improvement through engaging, high quality
instruction by using a team approach to guide
educational practices, using a problem solving
model based on data to address student needs and
maximize growth for all.”
• As we train schools, we emphasize the aspects of
RtI that are already part of our way of working in ISS through the use of PDSA.
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“If you teach the same curriculum, to
all students, at the same time, at the
same rate, using the same materials,
with the same instructional methods,
with the same expectations for
performance and grade on a curve
you have fertile ground for growing
special education.”
Gary Germann, 2003
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What is RtI?
• Framework that focuses on:
– Appropriate, targeted instruction (Plan)
– Researched-based teaching strategies (Do)
– Early intervention (Study)
– Accurate assessment with valid, reliable data
(Study)
– Frequent progress monitoring (Study)
– Informed instructional decisions (Act)
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Focus on the Core – Year 1 is Tier 1
“RtI has caused us to look at our CORE
instruction and make sure we differentiate
for varying abilities while using small
focused groups to make sure all students
are mastering specific objectives that
week.”
Steve Sheets
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Troutman Elementary
In first year of implementation, TES
completely eliminated separate pull out
time for intervention/enrichment and
focused solely on strong core instruction.
Leadership vision and collaboration were
key elements of the schools’ success.
TES had the highest growth overall out of
17 elementary schools.
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• Universal Screening has been completed
at all Pilot Schools.
• All hands on deck approach
(I3 Team, C & I Team, Leadership Academy, IF Core, Inst.
Technology Spec., Finance, Child Nutrition, Superintendent,
Human Resources, Maintenance, A-team Chairs, classroom
teachers, school administrators)
• Effective Scheduling
• Progress Monitoring
“We are using our screening data to
identify students who need extra help
in the classroom and at other times
during the day to help them get on
grade level.”
Jonathan Ribbeck,
Principal Celeste Henkel
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Skill Specific Strategies
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i3 grant-level Collaboration
•
•
•
•
•
•
•
Collaborative
Organizational
Model to
Promote
Aligned
Support
Structures
The “Model” includes:
1. Common/Aligned
Professional
Development of
Support Structures
2. Support to schools
provided by Support
Structures
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Four “Support
Structures”
1. Exceptional Children
Program Specialists
2. Instructional
Facilitators
3. Instructional
Technology
Coordinators
4. Responsiveness to
Instruction (RtI)
Coordinators/A-team
Chairs
Two Focus Areas:
1. RtI
2. PLCs
Grant Goals:
1. Effective Teachers
2. Academic Success of
high-need students
3. Academic Success of
EC and ELL students
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Structure/Content: Differentiated
PHASE 1 & 2 SCHOOLS
C.O.M.P.A.S.S. Team Meeting
02.23.12/8:00-11:45/CTR & SD1
C.O.M.P.A.S.S. Goal 1: Teacher effectiveness
C.O.M.P.A.S.S. Goal 2: Academic Achievement of high-needs students
C.O.M.P.A.S.S. Goal 3: Academic Achievement of students with disabilities and LEP
PHASE 3 SCHOOLS
Agenda Item
Time
Facilitator Notes
LOCATION
C.O.M.P.A.S.S. Team Meeting
02.23.12/8:00-11:45/CTR & SD1
C.O.M.P.A.S.S. Goal 1: Teacher effectiveness
C.O.M.P.A.S.S. Goal 2: Academic Achievement of high-needs students
C.O.M.P.A.S.S. Goal 3: Academic Achievement of students with disabilities and LEP
Welcome &
Celebrations
8:00-8:15
Lewis
CTR
Agenda Item
Time
Facilitator Notes
LOCATION
PBIS
Assessment
8:15-9:00
Enos
Phase 2 of i3 grant
CTR
Welcome &
Celebrations
8:00-8:15
Lewis
CTR
Enos
9:00-9:45
Dowell
Phase 2 of i3 grant
Tech Lab
PBIS
Assessment
8:15-9:00
Progress
Monitoring
Lewis
Moore
Phase 2 of i3 grant
CTR
Phase 2 of i3 grant
Beane, Burnette, Dowell, Jordan,
Pope, Semanko, Shipley, Stevens,
Warren, Wilson, Withers
SD1
Beane
Cooper
Enos
Kiser
Lewis
Phase 2 of i3 grant
Connections to Diagnostic Data
CTR
Collaboration, 2:00-3:30
Expectations,
Documentation,
Identify Needs
Lewis
Phase 2 of i3 grant
CTR
Next Steps
Lewis
Feedback time…what next?
CTR
Data Discussion 10:0010:45
Roles,
Collaboration,
Expectations
10:45-11:30
Make & Takes
1:00-2:00
3:30-3:45
Volunteers needed for i3 + C3 = RtI
Success! on Mar. 9 from 1-3 pm
CORE BELIEFS:
“We will either find a way or make one.” – Hannibal
“We find comfort among those who agree with us – growth among those who don’t.” Frank A. Clark
“The courage to speak must be matched by the wisdom to listen.” - Anon
“Well done is better than well said.” – Benjamin Franklin
“Every job is a self-portrait of the person who did it. Autograph your work with excellence!” - Anon
Phase 2 of i3 grant
CTR
Data Discussion 9:00-9:45 Lewis
Moore
Phase 2 of i3 grant
SD1
Make & Takes
10:0010:45
Phase 2 of i3 grant
F.I.S.H.
SD1
Roles,
Collaboration,
Expectations
10:45-11:30
Phase 2 of i3 grant
SD1
Beane, Burnette, Dowell, Jordan,
Pope, Semanko, Shipley, Stevens,
Warren, Wilson, Withers
Next Steps
11:30-11:45 Lewis
Feedback time…what next?
Beane
Cooper
Enos
Kiser
SD1
CORE BELIEFS:
“We will either find a way or make one.” – Hannibal
“We find comfort among those who agree with us – growth among those who don’t.” Frank A. Clark
“The courage to speak must be matched by the wisdom to listen.” - Anon
“Well done is better than well said.” – Benjamin Franklin
“Every job is a self-portrait of the person who did it. Autograph your work with excellence!” - Anon
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Kelly Cooper
Executive Director of Middle Grades Education & RtI
Sherrard Lewis
Project Director of the C.O.M.P.A.S.S./i3 grant
Allison Kiser
Director of Curriculum Support for Secondary
Kim Rector
Director of Curriculum Support for Elementary
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