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Greta, Jody, Karen

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* There is a high percentage of high level of implementation and sustained.  Nobody was in the not in place.
*  There seems to be confusion about what the Leadership Team in the survey means?
* More than 50% of leadership teams meet monthly
* More than half of the responders noted that regular communication about implementation is not in place or "exploring."
Leadership suport, or interpretation of this question, is all over the board
Most respondents indicate the schedule is protected

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What questions do we have about the data? 

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What questions do we have about the data? 

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*  Do we need know to the purpose of RtI Leadership teams?
How are we defining coaching?

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Come to an understanding/agreement on what an RtI leadership team is.
Address communication in RtI (p.34 data)
Do we need more tier one PD? with new literacy? and otherwise
Does coaching need to be a priority?
investigate ways to better support our RtI system

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Carlos and Kathryn

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Q1 57% surveyed said that they received PD related to RTI (full/sustained implementation)
Q2 71% responded that there is full/sustained implementation that universal benchmarks are used.
Q4 57% surveyed said that there is full/sustained implementation surrounding the use of data to support instructional planning.
Q3: Only 14% surveyed had full/sustained implementation around student data being regularly reported to parents.
Q5 Only 14% surveyed had full/sustained implementation surrounding use of progress monitoring graphs.
Q6 Only 14% surveyed reported full/sustained implementation surrounding progress monitoring taking place monthly
Q7 Only 14% surveyed had full/sustained implementation surrounding alignment of diagnostic measures with content and needs.

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Implementation is critical, but doesn't get at quality of components.

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What are our inconsistencies with respect to progress monitoring and data analysis?

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Melissa Gausmann
Julie Boehmer-Winslow
Brian Stanley

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Anne and Becky

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Michele, Teresa, and Susan

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We aren't distinguishing between reading and math.
50% believe that we have flexible grouping is used to support differentiated core instruction.
Q9: Curriculum is Differentiated on learning needs and differences without removal from core- initial and full implementation is at 80% differentiated for learning differences.
Q11 -Instruction is differentiated for learning needs and differences :  learning progressions to provide scope and sequence varied greatly - with half saying initial impl
Q12 50% believe initial and 50% full or sustained on student engagement
Q13 Technology is 64% full imple
Q14. Family partnerships - see 50% at initial and 29% at full imple.

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Too many inconsistencies across the district considering the length of time we've had RtI in place.

Tier I as an intervention is not clearly understood.

Lack of parent/guardian involvement in the problem-solving process.

Lack of fluidity/flexibility in the system to be responsive to student needs in the moment.

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* All schools have identified a problem solving team, but their are different levels of understanding of what a "problem solving" team does?  What is the role?  How often do they meet?  What is their purpose?  How is a problem solving team different than TSAT?

* The majority believe that the teachers in the school see student achievement as everyone's responsibility.

* All buildings have adminstrator involvement in problem solving teams.

* Resources are allocated based on student need.

* Not a consistent understanding of how the work in PLC is coordinated or complements what is happening in RTI?

* True family community partnerships are not in place to help students achieve.

*

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Q8- We are unsure on how to interpret the question and then we wonder about the data.
Q10:  How do you define student engagement?
Q13. How do you define technology is it Seesaw, IXL, ConnectEd?
Q14. How do you define family, school, partnerships?
Why are we so discrepant in our beliefs about where we are in terms of flexible grouping and differentiation?

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How do we coach teachers to embed differentiation strategies into their lessons?
How well are teachers able to embed reading/writing/math skills into other learning areas (ie science, soc st, art, etc)?

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Is the problem solving team considered a data meeting?  TSAT?  Something else?

Why don't we involve parents more?

Why is there a disconnect between PLCs and RTI? Where does the collaboration between RTI staff and classroom staff happen? How does it happen? Why doesn't it happen?

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Explore professional development on differentiation for Tier 1 when students are well below grade level
PD around assessments and how to progress monitor within Tier 1

With a literacy curriculum rollout in the fall, how can we ensure that Tier 1 core instruction is high quality and has strong differentiation in place?

How can we continue to make progress in Tier 1 core instruction in math, when literacy will be our focus for the next 2 years?

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Strengthen Tier 1 interventions.

Define district guidelines for identification and framework more clearly.

Investigate the issue of such a large % of student not making a year's growth, even those not in Q. 1 or 2..

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Address the issue of what a problem solving team is - clarify across district.

Address the issue of the disconnect between classroom teachers and RTI - how can we make this better?  How can we change the model?

Brainstorm ideas of how we can truly involve parents in helping their children learn.