EDLD 5397 Week 3 Assignment, Part 3 Draft Action Research Project Progress Report Response To Intervention: Can It Be A Commonsense Renewal?

  Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

Response To Intervention: Can It Be A Commonsense Renewal?

The need for improvement in this area was identified by Julie Brown, Krueger Elementary principal, and Lynda Large, Krueger Elementary assistant principal. This information was based on the lack of data presented when additional interventions were required for assisting our at-risk students in the regular education, pull-out programs and extended programs. Special Education referrals required a paper trail of teacher interventions which too were deficient.

My objective for this action research plan is to improve the current Response to Intervention process at Krueger Elementary based on a restructuring and renewal of the RTI process. My vision is consistency  across the board in order for RTI to succeed as a whole. This means it is impairative that administrators, teachers and district special eduction employees have the same vision for creating responsible interventions for our struggling at-risk students.

( My RtI manuel where I obtained a lot of my research is at school. We are on Spring Break and I was able to attain that for citing resources. )

Response to Interventions is a tiered or leveled program that assists teachers implement academic and or behavior interventions for struggling at-risk students.

Our Educational Region Center was contacted and the latest version of created RtI paperwork was sent to our school. Training by administration to educate teachers on the process and steps to implement RTI for at- risk students happened shortly after the 2012-2013 school year began. Folders with our present at-risks students’ names were passed to general education teachers, Title I math and reading teachers, and behavior teachers with colored paper that signified the tier each student was presently working on when they were in that particular classroom setting.

Follow up, feedback, and assessment by administration has been a must for teacher buy in. Teachers needed to know that this is the only way to acquire needed documentation for a child to be referred to special education or 504. This has been made possible through Student Study Committee meetings. These meetings take place with the Student Study Committee Chair person, Administrator, Title I teachers, Behavior teacher, and general education teacher attending. The general education teacher comes to the committee with a form filled out with general as well as specific academic and behavior concerns. The committee then discusses interventions that have been tried, interventions that will be put in place on any given tier level, and a time to reconvene. This information is recorded within the minutes and all attendees sign the minutes. Follow up on each student is decided as an intervention is created.

The committee comes back together within an allotted time. At that time it is decided if improvement has been made or if a need for further interventions is necessary. At any given time if improvement is shown, a student can remain on the same tier or be taken down a level.

This action research project serves the needs of all our students. It does not discriminate based on diverse backgrounds or special needs.

EDLD 5397 Internship in Supervision Week 3

EDLD 5397 Internship in Supervision Week 3 
Web Conference
Action Research Project Report Template

This week's web conference was very helpful.  
Dr. Cortez-Rucker gave us some tips that will allow students to be successful on their Action Research Projects. A few of these tips were the following:
    * Action Research Project Report Template. We just follow
       this step-by-step to have a complete project. It would be
       good idea to download the talking points from this class 
       so those needed reminders are there as we are putting
       on the polishing touches.  
    * EDLD 5397 is a class to check us midway on our 
       project so we are prepared to hand in our finished   
       projects at the beginning of EDLD 5398.
    * Tools for grammar check (grammarly.com) this site is 
       $14 a month.   

 

EDLD 5326 Sec 1304 Week 5 Post

Action Research Project Title: RtI—Response To Intervention

Blog URL:  http://LyndaLarge.blogspot.com

Number of AR Project Documented Hours: 12 hours

AR Project Summary (at least 250 words):

My Action Research project has gotten off to a wonderful start. The first step I took was to sit down with my principal and talk with her about our campus goals for RtI. We decided on a few main goals for this year.

v  Align Primary and Intermediate RtI Process

v  Directly involve Region 13 representative in revamping RtI process

v  Educate faculty on RtI and its functioning 3 Tiers

The following are the steps I have taken as I began my journey through RtI:

      Collaborated with the Primary Campus and Intermediate Campus on how they looked at the RtI process.

      Researched all RtI paperwork, communicated with Region Center on what paperwork they used for RtI, and read through multiple RtI process books examining the paperwork given with their outlined process. Came to a consensus as to what we preferred to use to simplify our paperwork for documentation.

      Invited Region 13 representative for an all day conference with principal and assistant principal (me) to examine our RtI program. We went through it with a fine tooth comb. She guided us through each level (Tier) of RtI.

      Talked with Title I teachers and Behavior teachers on both campuses and identified all extra programs, beyond general education classroom curriculum. Labeled what was being used as Tier 2 intervention, emphasizing that each student’s goals were to be different from one another when on Tier 2 as well as their learning environment being in a different place outside the general ed. classroom.

      Discussed program with CM teacher to make sure any student on Tier 2 has a yellow RtI folder with documentation started after having a student study committee meeting on that student with general education teacher.

      Will meet with teachers at faculty meetings on Tuesday and educate them on the RtI process, with updates each month.

      Vertical and Horizontal Alignment Teams should be discussing students needs as necessary and assist in creating interventions along with the classroom and Title I teachers.

      Tier 3 and beyond is where Special Education comes into focus if completely necessary. When all interventions outside of Special Ed. have been exhausted, we should have the necessary documentation in place for requested testing into Special Ed.

There has already been great success as we met with the Region 13 representative. She gave us some valuable advice and structure to our RtI program based on our needs as she assessed our situation. We have met with Title I teachers and they are on board with us and understand the necessity to use differentiated instruction as well with individualized plans in place for each child’s needs.

Once again, I feel this course and past courses have led to wonderful implementation of programs that needed tweaking to fit our schools’ educational needs. I feel fortunate to be learning so rapidly, the processes that will lead to greater student success.

CARE Model: Planning Tool from 5301 Week 4 assignment

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Consistency is pertinent for RTI to succeed as a whole.

2. Training through the region center or by administration to educate teachers on the process and steps will happen to implement RTI for at risk students.

3. Follow up, feedback, and assessment is a must for teacher buy in. Teachers need to know this is the only way to acquire needed documentation for a child to be referred to special education or 504.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1. Through RTI, less demand for referrals to special education.

2. Collaboration within RTI committee helps the general education teacher create interventions for her/his at risk students.

3. RTI committee is overseen by administration. Administration is directly involved.

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1. At risk students are identified by general education teachers.

2. Student success is measured through informal and formal assessment, thus making sure the student is having positive experiences learning within the appropriate goals set during intervention.

3. Following through with intervention, then, following up with RTI committee to discuss intervention success or failure.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. General education teacher generates documentation of success or failure of intervention.

2. Committee meets and assesses data provided by general education teacher after she/he has carried out first/second Tier interventions created by RTI committee.

3. Stopping at Tier 1 or Tier 2 if intervention has been successful. If needing to go onto Tier 3, make sure a special education representative is present for recommendations.

Action Research Plan

Action Research Plan

Goal:  Improving and restructuring RTI process for Krueger Elementary

Action Steps	Person/s Responsible	Timeline: Start/End	Needed Resources	Evaluation
1) RTI Professional development will be the first activity designed to achieve the objective. All faculty will attend an online RTI training from Region 13	Lynda Large Krueger Elementary assistant principal) will be the person responsible for this action research plan.	The timeline for this action research project will begin the week of August 20, 2012 and end June 2012.	Julie Brown (Krueger Elementary principal) and Lynda Large are still looking at a couple of different RTI formats for our RTI committee to use. We want to find one that will fit our campus needs.	The process for monitoring the achievement of goals and objectives will be an RTI program from our campus service center Region 13.
An RTI committee will be formed.	Principal- Julie Brown		RTI information from 2011-2012 school year will be acquired and studied. Outcomes of success and possible referrals for special education will be noted.	Faculty will be trained on how to use the appropriate paperwork.
. From that time on, meeting with the RTI committee will be ongoing. Follow up on each student will be decided as an intervention is created.	RTI Committee Members

Action Research Statement:  How can the Krueger Elementary Response to Intervention (RTI) process be improved upon to create more effective results for our at risk students?

Action Research Blueprint:  

1. My objective for this action research plan is to improve the Response to Intervention process at Krueger Elementary based on a restructuring of the RTI process.

2. RTI Professional development will be the first activity designed to achieve the objective. All faculty will attend an online RTI training from Region 13.  From that time on, meeting with the RTI committee will be ongoing. Follow up on each student will be decided as an intervention is created.

3. RTI information from 2011-2012 school year will be acquired and studied. Outcomes of success and possible referrals for special education will be noted.

4 The timeline for this action research project will begin the week of August 20, 2012 and end June 2012.

5. Lynda Large Krueger Elementary assistant principal) will be the person responsible for this action research plan.

6. The process for monitoring the achievement of goals and objectives will be an RTI program from our campus service center Region 13.

7. Julie Brown (Krueger Elementary principal) and Lynda Large are still looking at a couple of different RTI formats for our RTI committee to use. We want to find one that will fit our campus needs.

I'm beginning to get a grip on this blogging. I love all the ideas for action research. It will make for a nice check list as I begin the new year and for years to come as I see needs arise to question processes within our school. Thanks to all for the great questions to Dr. Abshire. They are very helpful. I am learning a lot about technology as well.