SRBI+Team+Meetings

**__SRBIT Minutes - December 23, 2008__** 1. General Update __The Good News__ Compared to other districts, it seems that we’re in good shape. Students are making progress and moving through tiers. Adam created form to keep records during SRBI team meetings (will be posted on wiki). Specialists have been able to arrange schedules so that they see students outside of literacy block. Judith is working on next year’s schedule to include an “enrichment block” for extra pull-outs. The amount of information coming from SRBI intervention brought to PPT is very valuable and helpful (we know our kids better). __ After Vacation __ DRA 2 for January/February-teachers will receive coverage to administer the winter assessments-A combination of subs, SRBI specialists and instructional aides will provide the coverage support-each school will work out logistical details. Teachers should give the DRA. Subs, aides and specialists cover the class.

2. Updated Rosters Judith would like your updated information sent to her electronically. Include anecdotes. Both specialists should report separately then provide total numbers of students serviced (not DRA numbers) **Who you are seeing (caseload).** Judith with send a revised form with two categories: __Struggling__--kids who need support but have a good chance of getting back on track and __At-risk__- clearly in need of support to even approach benchmarks. __Report November information now.__ A second report will be requested in late February. Judith is creating a spreadsheet (different than the one that records student data in a specific school) in order to share how the process works and to track progress (i.e. how many students did or didn’t qualify for special ed services). Each school-based team should be using the spreadsheet (Ox Ridge) to guide grade level meetings-everyone reports that they are all using it.

3. Specific Cases -SRBI student who is being evaluated for Sped may see both SRBI specialist and Sped teacher for the purposes of transition from one service to the other. -Focus more on students reaching or approaching benchmarks rather than their performance as compared to their classmates who may be high performing students. -Focus on student needs rather than tiers. -4th and 5th grader students who have been at risk over time, may have been evaluated but not identified for sped – assess through Feb to monitor growth. If none, refer to SST and send info to Laura Conte.

4. Next Steps -Slope Data = students rate of learning over time. Must collect weekly assessment data and plot onto a graph. How steep is the slope? The steeper the slope the more likely the student can “catch up” to grade level peers. What kinds of measures/assessments can we be using to get some “slope data?” Measures of accuracy and fluency are easy to obtain. For comprehension, teachers suggested Reading A-Z assessment, QRI (RS/IS will review district version at future meeting), generic rubric from DRA. A measurement team will be formed to work on a plan. -Use SRBI Collaborative Team Meeting: Tier Transition / Literacy Intervention Plan FORM (Adam will post on wiki). Can be used to get info from classroom teachers beyond the DRA2 score. Can also provide beginning data to sped for consideration. Will have Goals and Objectives “workshop” with Laura Conte at future meeting. Instruction in classroom needs to be appropriate (i.e. GR groups need to be happening in all classrooms); Judith will seek administrative support to make sure this happens.

5. Next Meeting - Fri, Jan 30, 2009, 1:30 PM -

45 minute K-5 meeting 45 minute breakout sessions: K-2 Destination Reading 3-5 DRA2 Rest of day back at buildings 3. SRBI wiki answer questions on FAQ page
 * __SRBIT Minutes - Friday, October 24, 2008__**
 * 1) Review of CRA conference (review of intervention materials)
 * 2) Overview of November 4 PD day; share “Good News”

"Good News" Around the District:

 **Grade 1**- At the beginning of each month we plan a "scope and sequence", if you will, for our Reading Workshop units. We take the unit and plan mini-lessons across four weeks this way each teacher is getting to the same mini-lessons and adding in others that they may see fit as they confer with their students. They are also planning and sharing smartboard lessons. **Grade 2**-also planning and sharing smartboard lessons      There are also 2 teachers on that grade level who are completing BEST this year. They feel that there is wonderful new teacher support, mentoring and BEST training. **Grade 4**-they are slowing adapting and implementing Words Their Way. It has been helpful that a teacher in 5th grade piloted the program last year and they have been able to watch him model lessons      Grade 4 also found the DRA assessments (though time consuming) gave them important and insightful information regarding their students There is one more piece of good news information for PD to add to our list. Some of our kindergarten teachers said that they found the WTW assessments and computerized spreadsheets to be helpful in planning their word work groups.

__**SRBIT Minutes - Friday, October 17, 2008** Agenda__ 1. What good things do you see happening? Teachers have a better knowledge of students through assessments and are thinking about what they can do to move students forward. There is more dialogue about student needs and how to meet them. 2. What urgent questions, if any, do you need answered today? Who is responsible for data records on students? The classroom teacher should hold and manage these data records. Key Concepts

3. Reflection on PD, 10/10: Identify one or two highlights from your grade levels work. What did they learn/discover? What did you notice that is noteworthy?
 * 1) Case loads should be divided between the two building specialists by number and need. ELL students should be serviced within their grade level groups. Except for unusual cases, specialists will not be working with math at this time. We need to clarify the SRBI process first through literacy.
 * 2) Support teachers to work effectively in Tier 1. Solid instruction in Tier 1 is most important at this time.
 * 3) There should be no shortcuts to Tier 3, evidence of lack of response to intervention must be present. Work done last year can be reviewed to create response to intervention evidence.Bring questions re: individual cases to SRBI team and/or Judith. There may be cases when students have been recieving support for the past two years and doumentation is present to determine appropriate Tier.

Grade 2: carefully looking through case studies and coming up with many strategies Grade 4: same, dove into assessments and asking deeper questions, great discussions, thoroughly involved, left with ideas Grade 1: some teachers came with record keeping ideas and reporting methods to share, all thinking about how to document, recognizing need to collect data Grade 3: Began discussions about broader topics, emails/sharing between schools/thinking continued beyond day Grade 5: Looking at back history in case study, where can we go from here? Looking at DRA2 rubric for measureable goals (Focus for Instruction) would like to become more comfortable with small group work At first looking for "rules" of SRBI process; discussion about how it is more about "guidelines" and best practices; a process K: linked to own cases; consensus about measureable goals

4. Plans for PD 11/4:

Grade level teams working in buildings on own projects Possibilities: Measureable goals and assessments for own students go over lists of students discuss own cases; practice measureable goals, id interventions meet with grade level below to discuss students

each building team will determine specifics for building teams will report to building administrators

1 hour K-2, 3-5 meeting in morning to discuss assessments K-2 Destination Reading, now that we've done all this assessment, what next? (planning and managing instruction based on assessments) DRA2 recording forms

SRBI Request for Meeting__ __PD Day Directions__** **__ PD Day Schedule Document__ ____
 * __SRBI Intervention Document__** **__[[file:SRBI Intervention Documentation[1].doc]]

__SRBIT Minutes - Friday, Oct. 3, 2008__** __Agenda__ 1. **Any feedback on SRBI process to date?** Teams continue to complete assessments and watch students who need support. 2. **Any feedback on 3-5 software? Will be rreviewing Acuity, Lexia and Scientific Learning during the month of Oct.** There will be a demon of Lexia on Oct 30th in the AM 9in New Haven. A rep from Scientific Learning will be at CO on Oct. 14 at 1 PM. The date for Acuity has not yet been confirmed. Let me know if you are interested. 3. **Review plan for 10/10 PD.** 4. **Assign grade level facilitators for PD Day:** K- Chrsitine Salamone, Adam Carley 1- Jean Clinton, Natasha Torre-Heffron, 2-Marlene Ferguson, Paula Reiches 3-Mary Michelson, Mary McGee 4-Alison Martin, Denise Jones 5-Robin Rosic, Tracy Heyde, 5. Organize case studies by grade level. Judith will ask administrators who are not assigned to pick a grade level for the day.

Judith will pursue funding for Leveled Literacy Intervention from Fountas & Pinnell. Destination Reading assessments, Levels 1-6 are almost ready for use. The class lists will be rolled over next week. ELL - With kindergarten students, use your professional judgement, if child is at level 4 or 5 in listening, speaking, and reading.
 * __Update:__** Reading Specialists will be redoing the Text Level chart to reflect the DRA2 and Words Their Way.

1. As we move into next week, teams should be using assessment data to identify students in need of support, diagnosing what type of support is needed and designing interventions. As numbers at each grade level become apparent, specialists should divide resposibility with the help of their administrator. 2. Case studies for the next meeting. This is what my notes show. Each school has 4 cases to gather.  Review Software for grades 3-5: Tickettoread.com; username: jpandolfo; password: freeclam4 Passwords for compasslearningodyssey.com are below at #3.
 * __SRBIT Minutes-Friday, Sept, 26, 2008__**
 * =  ||= K ||= 1 ||= 2 ||= 3 ||= 4 ||= 5 ||
 * = Tier 1 ||= Hin ||= Hom ||= Hin ||= Hom ||= Hin ||= OR ||
 * =  ||= Roy ||= Tok ||= Tok ||= Roy ||= OR ||= Roy ||
 * = Tier II ||= Hom ||= Tok ||= Hom ||= Tok ||= OR ||= Hin ||
 * =  ||=   ||=   ||= Roy ||=   ||=   ||= OR ||

Does anyone also have a Ticket to Read password to use?
 * Where are the passwords at #3, I can't find them! HELP!

Sept. 26th What type of questions will teachers generate after reviewing the student profile? What materials do we have to work with this student? Have we missed anything on the interventions? Is there anything that is counter intuitive to what we are doing?

Teach strategy up close and then follow student into the classroom to link the strategy to the work being done in the classroom. Have case studies **__next week.__** Develop talking points Figure out what our roles will be for staff development.

second part of day: listing common issues and interventions