Goal: Through implementing the RtI into the block scheduling for 3rd grade regular and bilingual students for 2010-2011, student achievement will increase and TAKS scores improve.
Activities:
Meet with team members to discuss the academic needs and problems of the 3rd grade students. Determine the focus and goals, then establish a plan for achieving that goal.
Resources & Research Tools
TAKS results and AEIS reports
Timeline for Completion & Implementation
July 22, 2010 – July 23, 2010
Persons Responsible
Three 3rd grade regular teachers and 1 bilingual/regular 3rd grade teacher
Process for Monitoring Achievement
Through regular meetings and feedback, the team will establish focus, goals, and plans.
Assessment Instrument(s)Previous year’s TAKS results; 2008-2010 AEIS reports
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Activities:
Determine which students are in need of RtI (students working below grade level in Math and Reading) and determine their designated RtI time.
Resources and Research Tools:
Report cards; TPRI; STAR; 3rd grade block schedule
Timeline for Completion and Implementation:July 22, 2010 – August 30, 2010
Persons Responsible:Three 3rd grade regular teachers and one 3rd grade bilingual/RtI teacher
Process for Monitoring Achievement
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s)Students’ 2nd grade report cards.
TPRI results.
S.T.A.R. results.
Daily observations.
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Activities:
Monitor effects of RtI and its scheduling on students’ grades, levels, attitude for the first 5 six weeks. Make changes as needed.
Resources and Research Tools:
Report Cards for each 6 weeks; Reading and Math Benchmark Results; Summative Tests; Websites, articles, and journals relating to RtI.
Timeline for Completion and Implementation:
August 23, 2010 – October 2, 2010;
October 5, 2010 – November 13, 2010;
November 16, 2010 – January 15, 2011;
January 18, 2011 – February 26, 2011;
March 1, 2011 – April 16, 2011
Persons Responsible:
Three 3rd grade regular teachers and one 3rd grade bilingual/RtI teacher; Principal and Assistant Principal
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s)2010-2011 6 weeks Math and Reading Summatives;
2010-2011 Weekly Math and Reading Formatives
Daily observations
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Activities:
Review and discuss RtI effects on student achievement on Math and Reading TAKS and Compare to Previous Year’s Results.
Resources and Research Tools:
2008-2009 and 2009-2010 AEIS reports;
2010-2011 TAKS results; related articles, journals, and websites
Timeline for Completion and Implementation:
April 26, 2011 – May 18, 2011
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s):
2010-2011 Math and Reading TAKS results;
2008-2010 AEIS reports;
Teacher observations
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Activities:
Discuss whether or not the block scheduling and RtI were successful and if they will be implemented for the following school year. If so, what changes need to be made? What additional resources do we need?
Resources and Research Tools:
2008-2009 and 2009-2010 AEIS reports;
2010-2011 TAKS results; related articles, journals, and websites
Timeline for Completion and Implementation:
April 19, 2011 – June 4, 2011
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s):
2010-2011 Math and Reading TAKS results;
2008-2010 AEIS reports;
Teacher observations
LuAnn: Your project is very beneficial in terms of accountability. My campus is in need too of these procedures to enhance performance on 3rd. graders. We have resource teachers in literacy and gifted and talented departments, also. They work on RTI, but still we need extra resources. We have a Mock TAKS, after school tutoring, peer classes, and motivational approaches during morning assembly to encourage third graders pass the Taks. With too many students in need of academic reinforcement begin my action research plan: be better prepare since prekindergarten will be reflected in later grades. I look forward of your recommendations. Good luck in your project!
ReplyDeleteThank you, Gloria! I hope I can provide solutions to improve achievement for all grades!
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