PROFESSIONAL LEARNING TEAM REPORT
2011-2012
PLT Title
Record Keeping in RtI
Blurb for PLT Conference Brochure
RtI has been a valuable focus in education recently but how do we keep track of all the forms,
students, and assessments? Building on last’s PLT work in creating a Kindergarten math structure, we
have created a web based data folder to store and manage RtI information. This folder contains all
the related RtI forms, progress repots, graphs, and permission slips associated with RtI.
Contact Information (Write * next to facilitator’s name.)
Name
School
Colleen Cox
Burbank
Brenda Johnston
Burbank
Wendy Pellegrine
Burbank
Vicky O’Regan
Burbank
Cristina Roof*
Burbank
Grade Level or Subject
Kindergarten Teacher
Kindergarten Teacher
Kindergarten Teacher
Reading Teacher
Resource Teacher
Guiding Theme
Differentiated Instruction/RTI
Integrated, Real-Life Experiences
Acquisition of 21st Century Skills
Deepening Teacher Content Knowledge
Improving School Climate/Culture
Teaching the “Whole Student”
Other (explain) _______________________________________________________
Inquiry Question
How do we clarify and refine RtI structures and processes in order to improve record keeping and
communication amongst staff?
Process
Members of the PLT groups met with technology experts to create a shared data folder. Throughout the
course of the year, we have added forms and data regarding student progress and evaluated their uses
and effectiveness. By being more organized with the vast amount of information collected on students,
we have been able to make better decisions about students’ progress and groupings.
Findings
By keeping our information in a central location, we were able to ask more in depth questions about a
students’ progress, compare their performance in math and reading, and guide our academic decisions
with research based programs and valid data.
Recommendations / Next Steps
We hope to continue to improve on our RtI structure and develop stronger Tier 1 math instruction. To
accomplish this, we anticipate collaborating across grade levels to identify areas of weakness in the
grade level math program and address the problem areas with supplemental curriculum such as Kathy
Richardson.