Moving+Forward+With+RTI

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__** Response to Intervention Processes **__
This is the newest and most involved area for Yorkdale Central. While YCS continues to revisit and sharpen its Essential Learning Outcomes and to review and expand its methods of common assessment, its efforts to provide both time and effort in the area of Response to Intervention is ongoing. Administration has given attention and time in the development of RTI so as to allow staff members to settle and hon previously introduced skills, such as developing the PLC philosophy, unpacking curriculum & creating Essential Learning Outcomes, preparing subject-based PLC Year Plans, implementing Common Assessments across grades, and then discussing results of teaching and learning. Responses to Intervention promise to be a priority, now and in the future. The online reporting system used by teachers has proven to be an excellent starting point for both horizontal and vertical alignment and learning among teachers.


 * Administrative Forwarding Thinking "Where Does Shaune Beatty Want to Go?`` **

The following guides were created by administration in Spring 2011. Implementation has been carried forth with pace and patience. Administration is attentive to "red lining his staff" (pressing and letting up as needed so as to not overwhelm), while continuing to be "tight" in areas where staff practice cannot sway. Grade levels achieving "loose" observation are more rooted in their practices.

The following items will be used over a period of time to develop consistency in practice, tracking, and intervention.


 * Prior Organization & Required PLC Structures **

**The Structure of Pyramids of Intervention**

**Moving to Responses of Intervention**

**Processes & Records of RTI** >>> **Review Child Study Team to be School Intervention Team**

**Rubric: Have Our Responses Been Successful?**

As the above is implemented, Yorkdale Central School adminstration has begun the implementation of the following interventions:
 * **Increased Common Periods Within Grades**- This allows classroom teachers to modify student groupings based on learned ELOs within the whole grade and not just a classroom. This arrangement has provided time and efficiency in our interventions. At the K-3 grades, there is also a 90 minute "protected" literacy period, where there are no interruptions and specific focus on balanced literacy in reading and writing.
 * **Success Maker (Homework) Room**- This intervention occurs daily between 12- 1 p.m. Intervention in the form of time and additional support through a supportive teacher can be made mandatory by the classroom teacher or voluntary by the student. In 2011-12, YCS has observed more ownership by students for their work, as there is a definitive spike in teh number of student volunteers.
 * **Library- Intervention Periods**- Library periods are schedule regularly throughout the timetable. Classroom teachers are permitted to send students to the library to be supervised by the librarian as long as specific and active instructional interventions are occurring in the classroom with targetted students. The librarian and administrators will be resposnbile for student behaviours in the library.
 * **Progress Monitoring 2-Week Report Card**- Students idenitfied by a classroom teacher and Student Success Team at Yorkdale Central School will be placed on a specific plan of progress monitoring. Reports are completed every two weeks in one or more of three areas, including attendance, academic behaviours, and scoial behaviours. This proactive support program is not an optional, but mandatory participation, and a student's participation in extracurricular activities can be limited. Students who do not demonstrate any progress after six weeks are referral to the Student Success Team for a parent meeting.
 * **Levelled Literacy Intervention & Lexia Supports**- Yorkdale has provided training to two of its SST teachers as well as all of its Grad e1 teachers in an effort to build a strong foundation for literacy development in the early years. Students are identified through Fountas & Pinnell Benchmarking, and their progress is continued to be monitored through LLI. Criteria for particpation in the LLI program is very specific to the LLI Teacher, School Adminsitrator, Classroom Teacher, Student, and Parents. Yorkdale purchased three Lexia stations which are designates specifically to its most at-risk readers (K-8).
 * **Specific SST & Student Support Planning**- As struggling students are identified and monitored, teachers and SSTs meet and collbaborate on intervention strategies and planning for additional support time and support. Regular reporting on instructional efforts and common assessments can be used to track the need for interventions.
 * **Regular Performance of Benchmarking Assessments**- Classroom teachers commit to three assessments in both literacy and numeracy (problem solving). Some of these align with efforts by Good Spirit School Division, while some are set out by Yorkdale alone.
 * **Construction of a Teacher Development Room**- This area is slated for a Spring 2012 completion. When completed, this will enhance past structures that were in place. The two way window environment will allow for peer observation, focused skill development among teachers, and staff collaboration. This strategy aligns greatly with "learning by doing."
 * **Use of Class Lists, SSTs, & Scheduling (PENDING)**- As preparations are taking place for the 2012-13 school year, YCS adminsitraton and teachers will be collaborating on these three topics. Administration has an agenda that will address the manner in class list construction, the use of SSTs within the time table, the scheduling of administrators, and timetabling priorities.
 * **Implementation of Reading Recovery (PENDING)** - Classroom instructional efforts, targetted Levelled Literacy Intervention, and staff development in literacy strategies, and the implementation of data tracking have netted results in literacy development. However, these Level 1 & 2 interventions have not met the needs of ALL learners. Administration is currently involved in discussions about accessing training for a Reading Recovery Teacher, which would provide an additional Level 3 intervention.
 * ** Implementation of Intervention Step by Step Process & Documentation (PENDING) **- Adminstration has been involved in introducing these "at a calculated pace." The process works with exisiting Pyramid of Interventions. It builds upon prior knowledge of learning for all and developing accountability. The "pace" has been purposefully in not overloading teachers and arriving at a balance of practice versus paper work/documentation. This step to include extension and understanding of meetings invlving School Leadership Team & School Intervetnion Team, which operate along established Teacher Teams.
 * **YCS PLC- RTI Teaching & Learning Unit Guide w Reporting** - The current form is ready to be changed to reflect further thought and organization into meeting the needs of all students. This amended form (attached below) reflects more current research and recommendations by RTI coaches.
 * [[file:YCS PLC- RTI Teaching & Learning Unit Guide w Reporting April 2012.doc]]