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RtI Models for At-Risk Students in an Urban Setting

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Information about RtI Models for At-Risk Students in an Urban Setting
Education

Published on March 18, 2009

Author: pearson_digital

Source: slideshare.net

Description

This presentation was given by Chenai Okammor, Pearson Digital Learning's Vice President of National Accounts, at the Pacific District Executive Forum on March 11, 2009. The presentation focused on Response to Intervention (RtI) models for at-risk students in urban environments.
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RtI Models for At-Risk Students in an Urban Setting Chenai Okammor VP – National Accounts Pearson Curriculum, Digital March 11, 2009 Pacific Executive Forum

Chenai Okammor

VP – National Accounts

Pearson Curriculum, Digital

March 11, 2009

Pacific Executive Forum

Urban Districts???? Diversity Cultures Languages Stake Holders Income levels Complex Levels of Decision Makers

Diversity

Cultures

Languages

Stake Holders

Income levels

Complex Levels of Decision Makers

Ensuring Students Succeed: So many mandates…So little time!

Current Accountabilities State Tests, CSTs, NAEP, AYP, Subgroups, Differentiated Accountability

Guiding Policies (Punitive?) NCLB State Standards District Frameworks

21st Century Skills Framework The Dorrington Group

Guiding Practices Evidence-Based Instructional Practices

Assessing the Special Ed Referral System RtI is Born The History Within the 1 st 25-30 years of EHA – Special Education #s had ballooned Failure to achieve at grade level was too often understood only in the context of something being wrong with the student. Insufficient systemic attention was directed at general education programs for addressing poor academic performance.

Why RtI?: Failure of Pre-Referral Interventions

Why RtI?: Overrepresentation and Disproportionality

Response to Intervention (RtI): Problem-Solving Approach Construction Team General Ed teachers Special Ed Teachers Students Parents Literacy Coach Site/District Administrators Instructional Aides School Psychologist ELL/ESL/ELD Teacher

Construction Team

General Ed teachers

Special Ed Teachers

Students

Parents

Literacy Coach

Site/District Administrators

Instructional Aides

School Psychologist

ELL/ESL/ELD Teacher

The Blueprint: Creating an Effective RtI Model

The Blueprint: RtI Features and Attributes High Quality Classroom Instruction Early Identification & Intervention Multiple Tiers of Intervention Differentiated, Individualized Intervention Curriculum Ongoing Progress Monitoring Problem-Solving Approach Document Intervention Plan and Fidelity of its Implementation 

High Quality Classroom Instruction

Early Identification & Intervention

Multiple Tiers of Intervention

Differentiated, Individualized Intervention Curriculum

Ongoing Progress Monitoring

Problem-Solving Approach

Document Intervention Plan and Fidelity of its Implementation

The Blueprint: Creating an Effective RtI Model Science Based CORE Valid and Reliable SCREENING High Quality & Relevant PROFESSIONAL DEVELOPMENT District/School INTERVENTION

The Foundation: High Quality Classroom Instruction THE CORE MATERIALS OR SOLUTIONS

Response to Intervention (RtI): Content Standards & Core Instruction

The Frame: Universal Screening for Early Identification & Intervention

Response to Intervention (RtI): Universal Diagnostic Screening Measures of Academic Progress (MAP)

Measures of Academic Progress (MAP)

Response to Intervention (RtI): Universal Diagnostic Screening

Exterior Walls: Multi-Tiered Model of School Supports THE INTERVENTIONS

THE INTERVENTIONS

Response to Intervention (RtI): Multiple Tiers of Intervention

Reading Comprehension Problem Areas Cause and Effect Making Predictions Drawing Inferences RtI – Every Tier Use Data to Design Custom Intervention Plans

Reading Comprehension Problem Areas

Cause and Effect

Making Predictions

Drawing Inferences

The Roof: THE PROFESSIONAL DEVELOPMENT

THE PROFESSIONAL DEVELOPMENT

Response to Intervention (RtI): Staff Development to Build Teacher Capacity 

Reading Comprehension Problem Areas Cause and Effect Making Predictions Drawing Inferences RtI – Every Tier Use Data to Design Professional Development

Reading Comprehension Problem Areas

Cause and Effect

Making Predictions

Drawing Inferences

Response to Intervention (RtI): Ongoing Progress Monitoring (PD)

USE OF TECHNOLOGY TO MEET YOUR GOALS

Using Technology to Enhance RtI : Model Technology Supports

RtI Waterford and Successmaker

Using Technology to Enhance RtI : Model Technology Supports

Waterford Early Learning Program: Objective-Based Sequencer in Action 

Waterford Early Reading Program: Class Summary Report

Waterford Early Math & Science: Individual Student Report

RtI Waterford – At All Three Tiers

Weisz Tuscon Clip Waterford Success

Weisz Tuscon Clip

Using Technology to Enhance RtI : Model Technology Supports

RtI Successful Planning with SMe

SuccessMaker Enterprise: Initial Placement Motion Courseware Level 7.0+ 6.5 6.0 5.5 5.0 4.5 4.0 0 50 100 150 175 200 225 275 300 4.50 6.15 6.82 Diagnostic Exercises

SuccessMaker Enterprise: Cumulative Performance Report  Total Gain Total Time Exercises Correct Class Average

SuccessMaker Enterprise: Grouping by Areas of Difficulty  Specific Skill Specific Students

Plumbing, Lighting, & Electrical: YOUR STAKEHOLDERS

Technical Services Implementation services On-site support Telephone support Professional Services Professional development Consulting services Training services (Online and On-Site) Pearson Curriculum, Digital: Service and Support

Technical Services

Implementation services

On-site support

Telephone support

Professional Services

Professional development

Consulting services

Training services (Online and On-Site)

SuccessMaker Enterprise: Forecasting High Stakes Test Results Analysis of over 10,000 students performance on state assessments (FL, MI, MO, NC, OH, and CA) showed a consistent, strong statistical correlation (.60 - .80 correlation coefficient) between SuccessMaker Foundations courseware levels and scale scores on criterion-referenced and norm-referenced assessments.

Waterford Early Reading Program: Individual Student Report

SMe Individual Course Report Reading Adventures Performance by Strand Overall Achievement Recent Score Cumulative Score

RtI The Tucson Study (WF)

Response to Intervention (RtI) THANK YOU

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