SCHOOLWIDE CURRICULAR

RESPONSE TO
INTERVENTION PROPOSAL
EAD -520
KELLEY OURADNIK
APRIL 11, 2020
BOWMAN COUNTY ELEMENTARY

Mission Statement
To empower individuals to succeed in a changing world.
Vision Statement
To empower students with enthusiasm for life and learning to maximize
their individual talents and gifts.
RATIONALE BASED ON KEY RESEARCH OF RTI
PROGRAMS
• RTI identifies students’ learning and behavioral problems early so that
educators can intervene with specialized instruction to improve
academic achievement (McInerney, M & Elledge, A. 2013. p. 1)
DIAGRAM OF RTI LEVELS AND
INTERVENTIONS
• Completing screening for
all students and continuing
to progress monitor
provides effective data
• Using that data to make
decisions will allow for
students to receive
appropriate supports

van Geel, M., Keuning, T., Visscher, A. J., & Fox, J.-P 2016. p 4.
 DATA ANALYSIS AND DECISION-MAKING WILL
OCCUR AT ALL LEVELS
All Students Some Students Few Students
NWEA Reading, Language Read Live by Read Naturally Dibels – easy CBM Math
Math x2/yr
Fountas & Pinnell x2/yr (Gr FASTT Math Dibels – easy CMB Reading
2-6)
Istation Reading monthly FAST BRIDGE
(Gr K-1)
STAR Math Enterprise x3 a
year
STAR Reading Enterprise x3
a year
LEVELS OF SUPPORTS

Special Education
Students Receive
Individualized
Instruction
Level 3
Students Receive
Increased
Level of Supports
– Specialized Instruction

Level 2
Students Receive Increased Level
of Supports – Preteach/Reteach

Level 1
Students Receive
Core Curriculum Instruction
Flowchart retrieved from:
https://mtss.madison.k12.wi.us/files/mtss/I
ntervention%20Tier%20Flowchart
%20%281%29.pdf
 STUDENT DATA – NWEA MATH 

Fall 2018 Fall 2019

STUDENT DATA – NWEA READING

Fall 2018 Fall 2019

STUDENT DATA – NWEA LANGUAGE

Fall 2018 Fall 2019

 STUDENT DATA

This student has many

supports in place.
Looking at data,
teachers can see that
although this student is
performing below grade
level, the student is
making gains. An area
to work on would be
text fluency, as this
area is not showing the
gains like the other
areas.
TECHNOLOGIES TO ANTICIPATE AND ASSESS

• Moeller & Reitzes (July 2011) describes who technology can be a tool for teaching all
students.
“Technology (done right) provides an invaluable way to deliver more personalized learning in a
cost-effective way” (p. 7)
“Technology provides high-quality, ongoing feedback to teachers and students that can help
guide the learning process”(p. 7)
“Technology can be designed to provide adaptive learning and assessment experiences for
students” (p. 7).

• 1:1 devices allow our students access to technology and provide data to drive
instruction
• This also makes differentiation easier
 TECHNOLOGY

When screening all

The progress Students who fall in
students, all
monitoring programs level 3 are getting
assessments other
aid in timely, effective specialized instruction
than Fountas and
interventions that and CMB (Curriculum
Pinnell are taken with
support students Based Measurements)
a device. This allows
working toward goals provide weekly
for quick feedback and
while tracking progress progression of skills
data to guide
teachers.
STEPS YOU WOULD TAKE AS PRINCIPAL TO
IMPLEMENT CHANGE
• Professional Development - ONGOING
• Time to Dive into Data
• Instructional Coach/Interventionists
Instructional coaches provide this support by observing a lesson and offering
suggestions, or even co-teaching a lesson that includes technology” (de la
Rosa, S., & Fine, A. 2018. p. 64)
 LEVELS OF SUPPORTS

Special Education
Students Receive
Individualized
Instruction
Level 3
Level 3: Interventionist provides Students Receive
specialized instruction Increased
Level of Supports
– Specialized Instruction

Level 2: Title I Teachers provide Level 2

Students Receive Increased Level
support to students of Supports – Preteach/Reteach

Level 1: Classroom teachers Level 1

provide rigorous instruction to Students Receive
Core Curriculum Instruction
meet state standards.
GOALS FOR THE PROGRAM

• Ongoing assessment process

• Early Intervention
• Effective instruction and curriculum for all students
• Differentiated instruction for all students
REMEMBER OUR GOAL

Mission Statement
To empower individuals to succeed in a changing world.
Vision Statement
To empower students with enthusiasm for life and learning to maximize
their individual talents and gifts.
 REFERENCES

de la Rosa, S., & Fine, A. (2018). EDTECH TRANSFORMERS: New breed of educators finding purpose for all those devices and digital
learning tools. District Administration, 54(3), 63–65.
Flowchart (n.d.) Retrieved from: https://mtss.madison.k12.wi.us/files/mtss/Intervention%20Tier%20Flowchart%20%281%29.pdf
McInerney, M & Elledge, A. (2013)Using a Response to Intervention Framework to Improve Student Learning: A Pocket Guide for
State and District Leaders. Retrieved from:
https://www.air.org/sites/default/files/downloads/report/Response_to_Intervention_Pock et_Guide_2_0.pdf
Moeller, B. & Reitzes, T. (2011) Integrating Technology with Student-Centered Learning. EDC. Quincy, MA: Nellie Mae Education
Foundation. Retrieved from:
https://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/Integrating-Technology-with- Student-
Centered-Learning
van Geel, M., Keuning, T., Visscher, A. J., & Fox, J.-P. (2016). Assessing the Effects of a School-Wide Data-Based Decision-Making
Intervention on Student Achievement Growth in Primary Schools. American Educational Research Journal, 53(2), 360– 394.
https://doi.org/10.3102/0002831216637346