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From RIT to RTI
Jonathan Strong, Reading Coach, Leslie Sanford, Math Coach, Confluence Academy, MO
Fusion 2012, the NWEA summer conference in Portland, Oregon
This presentation provides participants the opportunity to experience how an urban school has used the data from NWEA MAP to effectively develop and implement a Response to Intervention program. Featured are strategies to develop an RTI process from the initial screening to possible SPED diagnosis. Geared toward educators who want insight, suggestions, and ideas on how to use NWEA MAP to start or strength their RTI process.
Learning Outcome:
- Learn how to effectively track data
- Short and long term planning.
Audience:
- Experienced data user
- Curriculum and Instruction
Confluence Academy is urban charter school located in the city of St. Louis. We have been administering the NWEA MAP for 4 years, and have continued to show growth each year. Our team includes our Reading and Math Coaches from the Old North Campus.
8. What does the RIT mean to
us?
It’s more than just a number…..
Provides data to support individual student interventions
Provides grade level equivalence
Assists with proper placement on RTI tier
Tier 1 (green): on or above grade level
Tier 2 (yellow): one year below grade level
Tier 3 (red): more than one year below grade level
9. NWEA Trackers
Excel document that tracks individual growth of
students in order to meet their goal
Enter RIT number and calculations are done
automatically (color coded)
After fall, tracker provides end-of-year goals for
each student based on their starting point
10. NWEA Trackers
Let’s take a closer look…
2011-2012 NWEA TrackersStout.xls
2011-2012 NWEA TrackersFitzgerald - 6th.xls
11. Triangulation of data
Using RIT as a guide, include other points of
data to place students in an appropriate tier
Benchmarks
SRI
AIMSweb
Classwork
State Assessments
SRI NWEA
State Test
(MAP)
12. Data Boards
Allows visual representation of an entire
grade level in one place
Able to see movement of students
throughout the year
the name/picture is place on the colored card the
students enters that grade at (from previous
grade)
As the student moves from tier to tier, the color
signifies where he/she began the year
17. Step #1
~ Initial Screening ~
Teacher academic concerns based on RIT and
classroom work/data
Hearing and vision screening
(see green sheet)
18. Step #2
~ Parent/Teacher Collaboration ~
Review current data
Set goals
Fluency/Comprehension
DesCartes
Meet with teacher/parent OR send RTI letter
19. Step #3
~ Team Meeting ~
Tutoring daily
30 – 45 minute sessions daily in small group setting
Instruction to address specific goals
Progress monitoring weekly
(see Appendix pages 2 – 8)
20. Step #4
~ Continue Tutoring & Progress Monitoring ~
Continue to meet as a team
Modify goals based on data
Observation by SPED teacher if no progress is made
21. Step #5
~ Continue Title 1 Intervention ~
Adjust and continue interventions based on data
What are the long term goals for this student?
Retention can be discussed
SPED testing can be considered
22. Back to NWEA…
After Spring testing, teachers enter RIT number
into tracker
Has the student reached their 1.5 years growth?
If yes, reflect on what interventions were used
If no, reflect on why not
23. Moving forward…
Create new data boards for the next school year
Pass goal sheets to next year’s teacher
Let’s take a look….
As an urban school we have other issues to address before the students even get to school….low income/poor home structures/single family homes/lack of education/experiences/overall issues that come with urban children.
This is our goal within the next five years… 90% scoring proficient or advanced on the state test 5% scoring basic, but getting closer to proficient 5% that would require individualized intensive instruction
AND…..this is where we started About 50% of our students were in the red, 36% were yellow and only 14% were green – out of 900 students we had a long way to go.
We discovered we had a high number of students scoring on one more grade levels behind We had a lack of student growth We had NO strategic way to meet individual students needs
When you hear us say NWEA are referring to MAP. Our state assessment is called MAP that is why we use the term NWEA
Students should demonstrate 1.5 years growth based on starting NWEA RIT We needed a way to visually represent the data, not only for the teacher but also Administration, District level personnel, and most importantly STUDENTS! Big thanks go out to TFA for brining this tracker to our attention….
Remind everyone this is done for both reading and math-multiple data points MUST be used
Teacher buy-in and accountability Fosters great academic conversations about student’s growth
No matter who is responsible for leading the team, the following people should be part of the team. This would include all teachers that teach the child a core subject
Reading example of data used to set goals Reading minutes goals can be set for at-home practice as w
Don’t be afraid to test outside the NWEA testing window….especially in K-2
Paint an academic picture of where this child will be 3, 4, and 5 years from now….
This is our goal within the next five years… 90% scoring proficient or advanced on the state test 5% scoring basic, but getting closer to proficient 5% that would require individualized intensive instruction