ARP Update

Action Research Project Title: Pyramid Approach to RTI

Blog URL: Lanawhitworth.blogspot.com

Number of AR Project Documented Hours:  10 direct hours

AR Project Summary (at least 250 words):  My ARP has been such a smooth implementation so far.  I have a PLC group I meet with regularly to study the book “A Pyramid Response to Intervention” which is what my ARP is based on.  We are analyzing our data as it is available and discussing my observations in class.  I have 3 classes and one is designated as my RTI class which is a mixture of students with no identifiable needs along with those that are Tier 3 RTI.  Since I teach math, the math specialist on campus comes in for about 45-60 minutes Monday, Wednesday, and Friday to co-teach with me and give extra assistance to these students.  They are also pulled into a small group in the math lab 30 minutes a week for small group instruction during music class to give them extra support on the objectives that are in need of extra practice.  The objectives are the ones that are being learned and practiced in class.  I have just implemented another block of small group in the mornings 2 days a week during homeroom class for 30 minutes.  The only data I have so far is based on class work since we have completed no formal assessments thus far into the school year.  The daily work data at this point is proving the extra support is helping by the average grades.  However, the test data from weekly tests has been far from stellar.   This data tells me more intervention practice is needed so I am adding an extra group practice in the mornings 2 days a week as mentioned above.  In the month of October we will give LDA’s (locally developed assessments) and that will give me more data to base further action for my project.  The part of the project that is proving my theory of work smarter not harder is that the students are not “tutored” every minute of the day.  They are getting the support they need, when they need it, not after the fact of failing a major cumulative test. 

lanawhitworth.blogspot.com

Week 4 Reflection

This week has given me hope.  I actually feel my plan is workable, and I am ready to get started.  School will resume for teachers this Friday.  Although winning the lottery would be nice so I could jet off to an island somewhere rather than go back to school, I am ready and armed with my plan.  I want to get started and find out if my plan is viable and change it if it isn't!  I feel the excitement around me also with my site supervisor as she supports me to try what might be the saving grace for tutoring this year.  In reflecting, my plan has student success at the heart of it all.  To me, that is what any good plan needs to accomplish.  I want students to learn, learn well, and retain what they learn (any teacher's goal).  I am prepared to put in more time up front for these struggling kidos and reap the benefits as we go.  The cherry on top was when I saw a student from last year this morning at registration.  She will be going to 6th grade.  My gut clenched because there was a time when neither one of us thought she was going to make it.  She was all smiles and red faced as she hugged me with her little eyes twinkling announcing she was ready for 6th grade.  That is why I am here.  That is why I want a better way to help my students.  That is why on Friday morning I will breath deeply and thank God that I can make a difference! 

Update ARP

Action Planning Template
Goal:  To provide RTI sooner to students in the classroom rather than waiting for tutoring immediately before testing.  Provide sooner support (within the week) for concepts learned so student doesn’t continue to get behind.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Meet with site supervisor, math lab specialist and principal to establish schedule for math specialist to co teach during my math class with RTI students present	Lana Whitworth Principal/Asst. Principal	August 2013	Note pads, list of RTI students (Target students to be studied)	Plan will be implemented at the beginning of the year with a schedule for math specialist to co teach in RTI rotation of students in 5th grade math class.
Meet with staff during staff development and introduce book, Pyramid Response to Intervention by Buffum (2009) assign book study schedule	Principal/Asst. Principal	September 2013	Book, notepad	Teacher reactions and consent to participate in book study
Read and study book along with staff and meet again during same week of staff development and introduce plan   Meet with my grade level team to introduce schedule of RTI students and their needs	Lana Whitworth Lana Whitworth Math lab specialist	September 2013 September 2013	Book, notepad RTI student list for 5th grade (target students to be studies), benchmark test scores for students from 4th grade to compare as benchmark scores are accumulated from 5th, Eduphoria (gradebook/test scores)	Teacher participation, questions asked Teachers agree on rotation schedule for RTI class.
Begin classes   Meet with team to determine how rotations are going/math specialist for feedback on student learning   Continue to participate in book study with teachers during staff meeting   Teach and monitor student progress Meet with math lab specialist, field supervisor and principal	Lana Whitworth Math specialist Lana Whitworth Principal/Asst principal Lana Whitworth Math lab specialist Lana Whitworth	September 2013 October 2013-December 2014 October 2013-December 2013 October 2013-December 2014 January 2014 (before students return to school)	Lesson plans TBA Eduphoria (gradebook/testing scores) Eduphoria test info Notepad RTI student list Book/notepad Eduphoria (gradebook/testing scores) test info Notepad RTI student list Graph of results of RTI student progress comparing last year’s benchmark test scores to this year’s benchmark scores	Math specialist co teaches; after the lesson we discuss our observations and collaborate on which students need immediate intervention that week to practice concept taught Student grades:  what trend is showing up Evaluate first benchmark test score and compare it to last year’s RTI student benchmark test scores Teacher participation in chapter questions and collaboration Grades rising on benchmarks test score as compared to last year at the same time.  Grades in math continue to hold steady If grades are showing improvement continue program with no changes. If changes are needed implement them into the plan
Continue teaching with math lab specialist co teaching in RTI student math class   Meet with 5th grade team monthly to evaluate progress as per their observations and input Meet with math lab specialist and principals to determine if more tutoring is needed besides what we have been providing. Give STAAR test	Lana Whitworth Math lab specialist Lana Whitworth Principals Math lab specialist Lana Whitworth Principals Math lab specialist Lana Whitworth	January 2014-March 2014 January 2014-March 2014 February 2014 April 2014	Gradebook Benchmark scores Gradebook Benchmark scores Benchmark scores and data collected throughout school year from action research Admin. manual	Meet and collaborate with math lab specialist and monitor student progress by using benchmark test scores, classroom and lab scores (Eduphoria testing info). Teacher input and observations 100% of RTI students passing  the final benchmark test (goal), no extra tutoring needed Results from test when they arrive