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%O  =U7%>Briarcliff Elementary School North Kansas City School District??(ZImplementing RTI through a Problem Solving process to ensure that failure is not an option[[,:'Demographic InformationEnrollment  277 Students Language Spoken  Kurdish, Dinka, Spanish, Creole, Arabic, Vietnamese, Krahn, Pompian, French Countries represented  Iraq, Sudan, Haiti, Zambia, Jordan, Mexico, Laos, Guatemala, Liberia, Micrones, France R $n$$Z$P5'i ;($Demographics Cont& Asian Students  3% (6.6% in 2003) Black Students  16% (4% in 2003) Hispanic Students  16% (9.5% in 2003) Indian Students  1% (0% in 2003) White Students  63 % (80% in 2003) Free and Reduced Lunch 43% (35% in 2003)Z<)Briarcliff Staff 6- 12 Classroom Teachers - 1 Reading Support Teacher - 1 Special Education Teacher 1 English Language Learner Teacher 1 Counselor 6RZ0 -ZR,0,=*Briarcliff Staff Cont.. 8 of 15 Certified Teachers have been teaching at Briarcliff for more than 15 years. 4 of 15 Certified Teachers have been teaching at Briarcliff for more than 20 years. 3 of 15 Certified Teachers have been teaching at Briarcliff for 25 years or more. >+$Getting Started& ..0M- Who would like to volunteer to be on the Briarcliff Problem Solving Team???NN<8&"What does RTI mean at Briarcliff? "#!($ RTI as systemic process to 1. Academically screen all students in key academic areas (reading fluency, reading comprehension, letter naming fluency, math computation, etc..) 2. Identify the students who are not responding to the core instruction based on your data (we first targeted the lowest 10% percentile) 3. Provide additional instructional time (beyond reading support and regular classroom instruction) with research based interventions according to student need. @PSystemic Process Cont..n4. Monitor implementation (fidelity of instruction) Is the intervention being implemented and implemented according to the research? 5. Monitor the student/s progress on a weekly basis (cbm monitoring probes) 6. Monitor student response. Analyze data on a frequent basis to determine the effectiveness of the intervention. If child is showing significant growth (average rate of growth), continue with the intervention. If not, & & & & .P #What we are not about at Briarcliff$$( The process is not about qualifying a student for Special Education, it is about Saving lives  The significant problems we have cannot be solved at the same level of thinking with which we created them - Albert Einstein!*Three Phases of School Wide Implementation++(Consensus building (building consensus for how, not if& ..) Infrastructure development (technology, resources, people, organization, screening tools, etc& ..) 3. Implementation  Doing the workR(ll(ldlA#1. Consensus Building03 - Create a team that is positive and genuinely concerned about student achievement - Discuss with your team (Principal must initiate this and be a part of the team) the purpose of your work/this process? Ultimately getting to the point that the purpose is to ensure that the students who struggle the most get as much help as they need to be successful. One key question during this discussion being  is it o.k. if our most struggling students do not get the help needed to be successful? . If it is not o.k. , what are we going to do as a school to ensure that students get help? FQ 3L2. Create the Infrastructure3- Create a sense of urgency by creating a  Crisis Team with the mission of  saving lives (the team is later referred to as Classified staff and Parent volunteers). Treat students not learning as a Crisis. If students do not learn how to read/or are reading two grade levels below where they should be, this is a crisis and it is our ethical responsibility to not allow this to happen. (Z'%Infrastructure cont..$Determine the technology that will be used to store the data Determine which screening tool will be used to screen all students Determine the structure in which this process will be implemented (PST teams, grade level teams, etc..) Get rid of the  referral process J -* -"$$(Infrastructure cont& x - Create a Standard Tuning protocol that has interventions for the different assessments given at each grade level. You only need 3-5 interventions for each assessed area. You want to have a combination of interventions that can be implemented by teachers, parents, and STUDENTS (doable and reasonable). Interventions should be typed out step by step for easy implementation yZy+ V Echo Reading (Reading Fluency) Objective. Given a reading passage and a model of fluent reading, students will read the text fluently and with prosody. Materials. Copies of instructional-level texts. Sequence. Give students a copy of the text. Explain that you will read part of the text while students follow along, and then they will  echo read the same text, trying to repeat your rate and expression. Model the task by fluently reading two to four sentences of the text. Have students read the same section of text while trying to copy your rate and expression. Read the next two to four sentences fluently. Again, have students read the same sentences while trying to echo your rate and expression. Continue the procedure by reading the passage in two to four-sentence sections. 6PPlP(p ' B,  Make Your Goal Objective. Given a reading passage, students will read it in one minute with accuracy of 95 percent or greater. Materials. Copies of independent-level reading passages (can be a portion of a longer text). Sequence. Provide each student with a reading passage at his or her reading level. The passage should be slightly longer than the student s current WCPM rate (e.g., if a students reads 55 WCPM, the passage should be about 7- words long). Explain that students will independently practice reading the passage aloud before reading it to you. Have students repeatedly practice reading the passage. Stop at each students desk to listen to him or her read. If the student does not reach the goal on the first reading, encourage him or her to continue practicing while you monitor other students. Return later and listen to any students who did not reach the goal on the first try. PxPP$ g T 3. ImplementationtStep 1: Identify and train Classified Staff (Crisis team) and Parent Volunteers using a Standard Treatment protocol prior to the beginning of the School Year. Work with teachers and  Crisis team to create a schedule of availability so that you know who is available to work with students and at what times - Approximately 15 staff per 300 students (however, ultimately driven by need) Step 2: Administer Benchmark Assessments h5Z\Z*Z1Z".Intervention Schedule Implementation ContinuedStep 3: Meet as grade-level teams (elimination of the referral process is a must). As long as there is a referral process, many students will not receive the help necessary as some teachers will not want to  do the paperwork . Target the bottom 10th-percentile for each grade level (reading only for the first year) Create groups of no more than 3 students according to need (could be cross grade level) and place them with a member of the  Crisis team . Since you already have their schedules of availability, it is just a matter of assigning students to members of this crisis team. Determine interventions (use of standard protocol, eliminate brainstorming) Determine intervention timeline and individual responsibilities hPPP 2  D PROBLEM SOLVING TEAM REQUEST FOR ASSISTANCE (Orig) Student: Teacher(s): Grade: Age: Date: Student Assets: Concerns: Interventions attempted: *Problem Statement: (observable, measurable, setting, baseline data, average peer comparison) Screening information: Have you reviewed the student s cumulative record? Have you contacted the parent(s)? Have you interviewed pertinent personnel? Has the student been screened in the following areas: Screening area l Possible concern Vision: l Hearing: l General health: l Motor: l *Is there any other information that might benefit the team in terms of supporting this student? (attendance, retentions, number of schools attended, etc.)PbPBP2     ^2"*6l>? Hw) / Z Briarcliff Elementary School Grade level  Crisis Plan Year 2 Date _______ Grade ______ Goal: To accelerate student learning through additional time and specific instruction within the classroom (in addition to the core curriculum, reading support, out of the classroom support, Special Education, and ELL) Here s What Students in  Crisis Situation (bottom 10th percentile/lower 25th percentile) So What? Possible Research Based Interventions (See Standard Protocol) Now What Action plan (which strategies listed above are  doable and reasonable )? Day: Time: Intervention:(PPPgP LV  I     Implementation ContinuedStep 4: Implement interventions and progress monitor (organizing for efficient management) weekly Step 5: Reassess interventions based on data (follow-up meetings with grade levels after each benchmark period and according to individual student need/progress monitoring data) Pc^5# Results   '1 4"Briarcliff MAP Correlationx Third Grade Reading CBM 06 - 07 Students that met the Spring Target for Reading Fluency 18/24 were A and P Fourth Grade MAZE 06 - 07 Students that met the Spring Target 14/15 were A and P Fifth Grade MAZE 06- 07 Students that met the Spring Target 14/16 students were A and P ZZZr$dM3!Lessons LearnedEliminate the Referral Process (group interventions) Do not become too consumed in the RTI language. 3. Start with one content area and do it well 4. Share results every possible opportunity 5. Communicate that this is not about Sped but about saving kids (what are the stats??) 6. Start by utilizing classified staff and the Administration then move your way into changing instruction within the classrooms 7. Examine your core curriculum. 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M VNF___PPT9(  fMichael 1S, Marco 1F6 " d"+ d0 B` ?$  VNF___PPT9(  S6 " d"+ c0 B ?$  VNF___PPT9(  S6 " d"+ b0 B@ ?M$  VNF___PPT9(  S6 " d"+ a0 B ?$ M VNF___PPT9(  S6 " d"6 `0 B8 ?$ VNF___PPT9(  ^ T TH 935-9506 " d "/ _0 B8 ?$ VNF___PPT9(  WAnita6 " d"V ^0 B$8 ?M$ VNF___PPT9(  ~,Letter Sounds, Blending words (Making Words)6- " d,"W ]0 B` 8 ?M$ VNF___PPT9(  Mardeen 1S, Evan 1S6 " d" + \0 B8 ?VNF___PPT9(  S6 " d"+ [0 B$8 ?VNF___PPT9(  S6 " d"+ Z0 B| ?MVNF___PPT9(  S6 " d"+ Y0 BD8 ?MVNF___PPT9(  S6 " d"5 X0 B#8 ?QVNF___PPT9(  ] 1230-12506 " d "1 W0 BP(8 ?QVNF___PPT9(  YCarolyn6 " d"H V0 B,8 ?MQVNF___PPT9(  pLetter Names and Letter Sounds6 " d" U0 Bd18 ?QMVNF___PPT9(  4Angelo 1F, Layoleen 1F, Joshua 1S, Ranja 1S, Eli KS65 " d4",  + T0 B58 ?cQVNF___PPT9(  S6 " d" + S0 B:8 ?cQVNF___PPT9(  S6 " d" + R0 Bl>8 ?McQVNF___PPT9(  S6 " d" + Q0 BE8 ?cMQVNF___PPT9(  S6 " d" 2 P0 BTG8 ?cVNF___PPT9(  ZDay/Time6 " d"3 O0 BL8 ?cVNF___PPT9(  [ Volunteer6 " d "6 N0 BR8 ?McVNF___PPT9(  ^ Intervention6 " d "7 M0 BT8 ?McVNF___PPT9(  _ Student Group6 " d "ZB 0 s *1 ?ZB 0 s *1 ?SSZB 0 s *1 ?SZB 0 s *1 ?SZB 0 s *1 ?ccZB 0 s *1 ?MMSZB 0 s *1 ?SZB 0 s *1 ?SZB 0 s *1 ?QQZB 0 s *1 ?ZB 0 s *1 ?ZB 0 s *1 ?$ $ ZB 0 s *1 ?  ZB 1 s *1 ?  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