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How will TA's be used in the RtI process? If they are used for small group instruction who will be responsible for telling them what skills to cover and who will check in with them on lessons and progress

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How will TA's be used in the RtI process? If they are used for small group instruction who will be responsible for telling them what skills to cover and who will check in with them on lessons and progress

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What is the validity of the STAR scores at the primary level in relation to their DRA scores?  Along with student to teach ratio in the computer lab - how valid are the results when many children have difficulty even logging on?  Is the STAR test valid for 2nd graders?

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What is the validity of the STAR scores at the primary level in relation to their DRA scores?  Along with student to teach ratio in the computer lab - how valid are the results when many children have difficulty even logging on?  Is the STAR test valid for 2nd graders?

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What research based assessments and interventions are being considered for this process? 

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What research based assessments and interventions are being considered for this process? 

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Research has shown that a powerful model for AIS is co-teaching. Many surrounding districts use this model.... however, it seems that RTI is moving us away from that? If providers have to pull during that time, or provide a skills lesson not pertinent to the content being taught in the classroom; then co-teaching is non-existent.  So, why are we going against best practices? 

# data[].attributes.subject
Research has shown that a powerful model for AIS is co-teaching. Many surrounding districts use this model.... however, it seems that RTI is moving us away from that? If providers have to pull during that time, or provide a skills lesson not pertinent to the content being taught in the classroom; then co-teaching is non-existent.  So, why are we going against best practices? 

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If other districts are using this RTI model, then why aren't we using the same assessment tools as them? 

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If other districts are using this RTI model, then why aren't we using the same assessment tools as them? 

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Are there set curriculum/skills that will be used at each tier for assessment and progress monitoring?

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Are there set curriculum/skills that will be used at each tier for assessment and progress monitoring?

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Is there a linear process for RTI that leads to IST OR do they require separate process?

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Is there a linear process for RTI that leads to IST OR do they require separate process?

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Who is one the Intervention team?  Who is included in RTI teams?  Who is Data team?

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Who is one the Intervention team?  Who is included in RTI teams?  Who is Data team?

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What other districts are using this model and what does their data show?

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What other districts are using this model and what does their data show?

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Does RTI have to be provided from an AIS teacher? During certain blocks of the day, there are other teachers and staff that could easily help assist with RTI under the guidance of a teacher.

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What are the other schools using to get Math data? 

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What are the other schools using to get Math data? 

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Does the RtI intervention provider have to be a different person from the classroom teacher?  I feel like these little ones are going to be pulled in so many directions, when what they really need is consistency.

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Does the RtI intervention provider have to be a different person from the classroom teacher?  I feel like these little ones are going to be pulled in so many directions, when what they really need is consistency.

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If the AIS reading is going to be in addition to the classroom guided reading...where/when in the schedule can/will the students be pulled?

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If the AIS reading is going to be in addition to the classroom guided reading...where/when in the schedule can/will the students be pulled?

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Why are we told to differentiate and fit the needs to our students, when we are only using standardized tests (the same test) to test students.  It seems to me that as the years go on, our degree and experience are being thrown waste side and kids are being determined by tiers through tests and not from what we know what works and they need.  ALL kids deserve small groups, whether it be for MATH/READING/etc.  Seems like early intervention for our kiddos is being diminished due to paperwork and tests.  

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Why are we told to differentiate and fit the needs to our students, when we are only using standardized tests (the same test) to test students.  It seems to me that as the years go on, our degree and experience are being thrown waste side and kids are being determined by tiers through tests and not from what we know what works and they need.  ALL kids deserve small groups, whether it be for MATH/READING/etc.  Seems like early intervention for our kiddos is being diminished due to paperwork and tests.  

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Why is Gorham already done testing and only using one test as their data point?  I feel like communication between the buildings are still unclear, and not designed to provide fidelity and validity if we are all doing something different.    

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Why is Gorham already done testing and only using one test as their data point?  I feel like communication between the buildings are still unclear, and not designed to provide fidelity and validity if we are all doing something different.    

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If this is a district initiative, why aren't all buildings using the same screening tools? Why does each building seem to be doing their own thing?

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Another question is when and how will parents be made aware of all of these changes? I have already had questions by several parents and even an intuitive student?

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Another question is when and how will parents be made aware of all of these changes? I have already had questions by several parents and even an intuitive student?

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My question: was the new Blended Learning model, which was a HUGE push last year, considered when all of these changes were made in late August? We spent a ton of time developing this learning model into our math program, had data to back up how successful it was (for ALL learning levels)  had other schools come to visit and see it in action and now it feels and appears that it is being tossed by the wayside. I am saddened that something so effective and well received by  students, parents, teachers, administrators and board members isn't being considered a successful form of intervention for all kids. 

# data[].attributes.subject
My question: was the new Blended Learning model, which was a HUGE push last year, considered when all of these changes were made in late August? We spent a ton of time developing this learning model into our math program, had data to back up how successful it was (for ALL learning levels)  had other schools come to visit and see it in action and now it feels and appears that it is being tossed by the wayside. I am saddened that something so effective and well received by  students, parents, teachers, administrators and board members isn't being considered a successful form of intervention for all kids. 

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Can we possibly have the same model that Gorham has with a math TA working with the math AIS provider daily? This would allow more students to receive math interventions.

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Can we possibly have the same model that Gorham has with a math TA working with the math AIS provider daily? This would allow more students to receive math interventions.

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Research shows that in order to determine a students needs, 3 assessments are needed.   This is not the case across the district.

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Research shows that in order to determine a students needs, 3 assessments are needed.   This is not the case across the district.

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What is the required amount of time AIS students in tier 2 should get support?  Is this stated across district?

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What is the required amount of time AIS students in tier 2 should get support?  Is this stated across district?

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Where can classroom teachers and RTI providers find more time to teach reading?

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Where can classroom teachers and RTI providers find more time to teach reading?

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2

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What will planning look like and when will it be feasible to plan with 5 different classroom teachers at 3 different grade levels to correlate the skills being taught with guided reading?

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What will planning look like and when will it be feasible to plan with 5 different classroom teachers at 3 different grade levels to correlate the skills being taught with guided reading?

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Research shows that students need a minimum of 10 minutes a day during guided reading to read continuous text.  How will classroom teachers effectively be able to provide this with at least 4 groups of different levels and abilities within 1 hour?

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Research shows that students need a minimum of 10 minutes a day during guided reading to read continuous text.  How will classroom teachers effectively be able to provide this with at least 4 groups of different levels and abilities within 1 hour?

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Will there be a consistent district wide AIS/RTI progress report to send home to parents?

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Will there be a consistent district wide AIS/RTI progress report to send home to parents?

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Several parents have inquired about when their child will receive AIS reading.  Could a letter go home from the district explaining the new process?

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Several parents have inquired about when their child will receive AIS reading.  Could a letter go home from the district explaining the new process?

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Which RTI model is the district using - Jim Wrights (3 tier) or someone else's 4 tier?

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Which RTI model is the district using - Jim Wrights (3 tier) or someone else's 4 tier?

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A major focus last year was blended learning and personalized learning. In two particular settings, students at all levels were able to receive instruction at their level. (including high, middle, and low students)  Data backed this model and was shared out numerous times in several settings.  Why after one year are we "throwing" out a program/model that worked?  

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A major focus last year was blended learning and personalized learning. In two particular settings, students at all levels were able to receive instruction at their level. (including high, middle, and low students)  Data backed this model and was shared out numerous times in several settings.  Why after one year are we "throwing" out a program/model that worked?  

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Can the District send home a letter explaining this whole process to the parents? There have been parents already asking why their child isn't getting AIS help now. With the Data Team not meeting until after Open House, this could become a hot topic at Open House. 

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Can the District send home a letter explaining this whole process to the parents? There have been parents already asking why their child isn't getting AIS help now. With the Data Team not meeting until after Open House, this could become a hot topic at Open House. 

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Please post your questions, even if the same or similar questions are posted. Please remember, this is a process of building a system...it will take time and changes.