Program Evaluation, Proposed Change and Rationale:

 

Program in need of change:

The Response to Intervention Program (RTI) at Forestview Middle School.

How I identified the program in need of change:

    I’ve been directly involved with the RTI Team since its conception in our school district. The RTI Program is a District-wide initiative. RTI was met with both speculation and support and continues to swing on that pendulum over 2 years later. Faculty is both vocal in support of and opposition of RTI. Those said opinions have caused for division amongst faculty and a point of contention as time goes on. However, interventions have been put in place and are proving to be making a difference in our students.

    RTI is defined by the National Center on Response to Intervention as follows: “Response to Intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions, depending on a student’s responsiveness. In addition, RTI allows for the indentifying of students with learning disabilities or other disabilities (NCRTI).”

    Our vision (the RTI Team) is for the RTI Program at Forestview is to have an all inclusive intervention-based classroom at each grade level for those students in need of assistance (rather than increase the load of the core-classroom teachers, as we are doing now). As the 09-10 school year came to a close, this was not going to be an option for 10-11. However, we've created several time periods during the day to connect with our students in need of additional assistance. (See RTI Programming Status for 2010-1, below).

What parts of the program need to be changed and/or improved and why:

    From its conception, the changes were immediate, but random and came on-the-heals of tremendous change in our school district. We had just failed an operating levy that fall (2007), reassigned over 30% of our staff, reduced programs/offerings, closed buildings and increased class size District wide. The idea of a “new program" seemed overwhelming and scrutinized by many of the faculty, especially at Forestview, where the most change in staffing took place.

    RTI was to begin in the spring semester (2007) as people were finding out their grade level and curricular changes for the following school year. The timing was not appreciated.

    Regardless, the “change-makers” in our building went ahead with the RTI model. We (6th grade RTI Team) met several times over the summer months to begin brainstorming how we’d introduce this. It was quite a process. We settled, under great debate, on introducing the RTI program on a Pre-School In-service date. The exact model or format had yet to be determined. This was later discussed and perhaps wasn't the best time. Faculty had questions and we had no answers. (Further complicating this was the stress of all the changes about to become a reality.)

    The RTI Team attended the RTI Conference in Rochester the 3rd week of school during the fall of 2008. We came to the immediate conclusion that faculty, a budget and appropriate class sizes were critical in its opportunity for student and faculty success. We had none of the said three going for us at this time and still don’t. The doubt began to settle in, yet we moved forward with a desire to make an impact in our schools.

    The biggest hurdle we face is RTI has never been fully understood by our colleagues.  For this reason, it’s never been given a “fair shot.” The limitations we have within our building partnered with the environment of which it was introduced has caused it to be labeled “another educational gimmick”. The message of the program and its potentials need to be partnered honestly and appropriately within the boundaries we have at Forestview. As time has gone on, we've been able to do this with better success.

    As 2009-10 came to a close, we'd educated our staff as to the concepts and goals of the RTI opportunities at Forestview. It became a focus amongst PLC Groups to assess student data at years end to make recommendations for the up-coming school year.

What data was used to determine ineffectiveness or inefficiencies:

    Staff feedback has been consistent: “RTI is another task for teachers to do in already overcrowded classrooms with no time for extras.” We’ve attempted to sneak interventions in here and there, but nothing like what the models suggest. The inconsistencies with this, has only increased staffs dislike for the acronym.

    Our Monday morning RTI Team meetings have been scrutinized as a very difficult time to have such meetings. The meetings usually run long, sending staff running down to their rooms in a rush, on a Monday no less. Within our meetings, we hear directly from teachers, looking for ways to assist students and because we are so limited with staff, hours and resources, many of the situations result in a referral to Special Ed (like Child Study) as they have, arguably, more time.

    We've surveyed staff and have asked for their input. Simply put, they'd like to see more staffing (people hired) to appropriately adminster the Interventions.  Support is there for RTI, but not in its current format.

    As 2009-10 came to a close, the RTI meetings have become less frequent, as we found it more effective to have a representative or two at each grade level that was approachable. This was seen as a positive move and far more visable. Feedback has been positive.

How is the ineffective, inefficient program impacting students and staff:

    The vision of RTI is to maximize student achievement and lower behavioral issues related to academic struggles. We seem to be creating more.

    For example: in 6th grade, each of the 4 teams has approximately 135 students.

    Our math teachers have 4 classes ranging from 28-34 students, depending on where the SPED Math students are pulled from. Within those 4 classes is a wide range of comprehension and math skills abilities. The struggling students (no more than 24, due to space and resource limitations) are given a 25 minute intervention time-slot, during an "RTI Time Block", 3 days a week. During this time, the students and math teacher, venture off to a computer lab to use FASTMATH, on online math program.

Issues of concern for the Math Intervention:

·                    Time to organize and get students to the lab

·                    Test data used to determine students in need, proved to be inaccurate

·                    More than 24 students could use the intervention

·                    Technology is not always cooperative

·                    This time is also used for band and choir, so attendance varies and many times

·                    These students, along with many others, need help on their daily work as well

·                    Math teacher is gone from other students in need for a realistic 40 minutes

    In addition to Math, we offer a REWARDS program for the students struggling in reading. (Note: they cannot be a part of both interventions if needed). During this time, 26 students participate in this intervention. The program is heavy on Phonics, Daily Oral Language and Reading Strategies.

    With the remaining 75-80 students, they're divided into 2 classrooms for the 25 minutes. The time period was initially set-up to be utilized as an Enrichment Activitie classroom/curriculum; however the setting is not conducive with so many students. It has become a Math and Homework Homeroom. (Not equitable for all students or staff.)

    The volume of students and their individual needs is overwhelming during this time. It's loud, chaotic and very unsettling. We have noticed more anxieties among the students as their observations is this the only time they have to "get to the teacher" for a question, as we have no homeroom or study time. (Our class periods are 59 minutes.)

    *It should be noted that 6th grade has the above interventions being utilized by only 3 of the 4 teams. 5th grade has an RTI Time Block, and has begun introducing some interventions and the 7th and 8th grade teams have adopted their own interventions and methods of administrating them. There is no building-wide consistency with RTI as of yet.

    As 2010-11began, all teams have been given the opportunity to 2 set times during their day to utilized both RTI strategies and now "POWER Hour". (See below).

What options are available for improvements and who is involved and what resources are needed:

    The options are limited due to staffing cuts and budget reductions at this time. We now have a six period day. Before our cuts, we had seven. We've looked at options in getting back to a seven period day, but that requires more staff, of which, we do not have that option at this time.

    It's been suggested from the beginning to place an RTI Teacher at each grade level. They'd teach 2 hours of Math and 2 hours of Reading for those students in need. They would be pulled from Social Studies, which would allow them to remain in their other core classes.

    Our Principals have been involved along with our Guidance Office and several Special Education teachers. The RTI Team is made up of representatives from each team in grades 5-8. Again, not all teams are consistent in their interventions or involvement. We would like Administration to take a more active role; perhaps disciplinary if need be, with those who are not complying or following protocol.

    2010-11: all teams and interventions are now consistent in practice and expectations.

How will you motivate others to embrace changing the program:

    Modeling. Simply stated, modeling the desired behaviors, energy and attitudes has been sufficient so far. I'm fortunate to work directly with several people that believe with time and effort positive things will happen in regards to RTI. We continue to have faculty at-large bitter over the failed referendum and changes in the past two years. That attitude is getting tired and proven to be ineffective. The RTI Team and my immediate team at school, is far past these feelings and conversations.

    The RTI Team is beginning to feel the ripple effects of our efforts. The students are gaining ground in Math and Reading. The data shows this, as do their behaviors and attitude improvements. We've been vocal with our efforts and results in staff meetings and PLC's. We now have other grade levels inquiring as to how we started, what we're using, etc. They too want to be successful within their classrooms with all of their students.

2010-11: the modeling, positive results and student test data as all that was needed to move ahead with a building-wide RTI model.  

Identify barriers to changing the program:

    There are several I feel are actual barriers: staffing limitations, resources or curriculum and hours in the day available within our building. I emphasized these as actual barriers due to their logistical and practical complications. We (the team) have proven that moral and attitude is not a barrier at this point. Our staff, for the most part, is interested and welcome to the ideals of RTI, they simply question “how to pull it off” within our building and restraints.

    For 2010-11, we've generated a timeslot during the day, for all grades, which has eliminated the biggest barrier as to "when" to deliver the content.

Identify strategies to overcome the barriers:

    At this point in our program, acknowledging our limitations and restrictions has been a relief for many. Although we’d like to have it work, perfectly, we’ve had to monitor and adjust to our buildings ideals. Again, the positive attitudes and a flexible, student focused desire to see something work has gotten us this far.

    The financial component overall is the most obstructive at this point. We continue to monitor our enrollment and hope for the best in regards to our budget. We have larger class sizes in the primary grades, which will eventually end up in our building. When that time comes, the introduction of an RTI Teacher at each grade level may be a more financially sound option. This would also come as a relief to the core classroom teachers, who will in fact, continue to have large classes.

    The consistency amongst teams and grade levels needs to be addressed. This is a District-wide program. The RTI Team is currently questioning why we aren’t at least on the same page within the walls of Forestview. The inconsistency has caused for questioning of the program, as well as, leadership. Those staff that relish the idea of a failing program or initiative are only validated when there is not follow through on the expectations given. Uncomfortable conversations need to be had at this point if we’d like to be ready when our budget allows.

What chance of success is there for changing the program:

    The RTI Team, along with supportive Administration and faculty, believe the opportunity is there to make a difference with the academic struggles some of our students have. Regardless of budgets, this is a program that can work to some capacity. The hope is, we can begin with spreading to word on the successes we’ve had and demonstrate to faculty that it’s achievable with some collective efforts.

RTI Programming Status for 2010-11:

    The RTI Team and staff have made some tremendous gains at Forestview. The following have been infused within our building, Grades 5-8. We're anxious to see the results as we continue to collect student data.

  • Continued interventions for students in need of additional assistance in Math and Reading.
  • REWARDS Program Training for the staff working directly with the Curriculum.
  • FAST MATH labs are being utilized building wide.
  • 6th Grade has developed "Book Clubs" for Guided Reading opportunies with our skilled readers.
  • 25 minute RTI Groupings according to Academic Needs. (Multiple assessments are given throughout the year to monitor progress or continued needs.)
  • PLC Groups have continued to analyze MCA II and NWEA test data to better understand the needs of our students and curricular alignments.
  • We've gained a time period for each grade level named: "POWER Hour". This consist of 25 minutes a day with an assigned team teacher and will be devoted to helping students with organizational skills, study skills, test/lab make-ups, and team meetings.
  • Continued attendance at the RTI State Conference in Rochester.
  • National Presenter & Expert George Batch has been utilized by our District on many counts.
  • Cross-curricular Mapping is taking place, along with Vertical Mapping.

    The RTI Team, along with the Administration and Staff at Forestview has created a working RTI model for 2010-11 and we look forward to seeing the Student Data in testing scores as the year progresses.