[APPLAUSE] >> HELLO.

THANK YOU FOR JOINING US.

MY NAME IS DR.

PAULA FREER AND I'M THE RESPONSE TO INTERVENTION RTI CONTACT AT THE GEORGIA DEPARTMENT OF EDUCATION.

THE VIDEO SERIES IS A PARTNERSHIP BETWEEN THE GEORGIA DEPARTMENT OF EDUCATION AND THE STUDENT SUPPORT TEAM ASSOCIATION FOR GEORGIA EDUCATORS, SSTAGE.

THE VIDEO IS PART OF A FIVE PART SERIES.

INCLUDES GEORGIA'S RTI LEADERS PANEL AND FOUR TEAMS REPRESENTING THE 2012 RTI STAGE STAR AWARD WINNING SYSTEM.

ELEMENTARY MIDDLE AND HIGH SCHOOL.

THIS SERIES HIGHLIGHTS GEORGIA'S EDUCATORS WHO HAVE SUCCESSFULLY IMPLEMENTED PRACTICES AND IDENTIFY STUDENTS ACADEMIC AND BEHAVIORAL NEEDS WHICH SYSTEMATICALLY ADDRESSES THOSE NEEDS THROUGH MULTIPLE TIERS OF SUPPORTS.

IN GEORGIA WE REFER TO THIS AS RESPONSE TO INTERVENTION.

RTI OR THE GEORGIA PYRAMID OF INTERVENTION.

THE DESIRED OUTCOME OF THIS PROCESS IS IMPROVED ACADEMIC AND BEHAVIORAL ACHIEVEMENT FOR ALL STUDENTS.

RTI INCLUDES SYSTEMATIC PROBLEM SOLVING PROCESS AND DATA TEAMS.

UNIVERSAL SCREENING AND PROGRESS MONITORING ASSESSMENTS.

A COORDINATED SYSTEM OF INSTRUCTIONAL AND INTERVENTION SUPPORTS.

JOB EMBEDDED PROFESSIONAL LEARNING, PARENT AND FAMILY COMMUNICATION AND PARENT ENGAGEMENT PRACTICES.

AT THE ANNUAL SSTAGE BEST PRACTICES CONFERENCE, SYSTEMS AND TEAMS ARE INVITED TO SHARE PRACTICES WITH THE GEORGIA COLLEAGUES TO OFFER EXAMPLES, SOLUTIONS, IDEAS AND INSPIRATION.

EDUCATORS ATTENDING THE PRESENTATIONS COMPLETE A STAGE RTI BEST PRACTICE RUBRIC SCORING THE SCHOOL OR SYSTEM LEVEL IMPLEMENTATION.

THE TWO HIGHEST SCORING TEAMS, IN EACH CATEGORY ARE VISITED IN THEIR HOME SCHOOL OR DISTRICT BY A TEAM OF STAGE PEERS WHO HAVE IN DEPTH AND PRACTICAL RTI EXPERIENCE.

AND THAT IS THE PROCESS FOR HOW THEY IDENTIFY THE WINNERS, USING THE RTI BEST PRACTICE RUBRIC.

I'M PLEASED TO ANNOUNCE THE 2012 STAGE RTI STAR AWARD, WOODSTOCK ELEMENTARY.

THEY'LL SHARE THEIR RTI JOURNEY WITH YOU.

>> HELLO AND WELCOME.

I'M DR.

CHRISTY BOWLING, PRINCIPAL AT WOODSTOCK ELEMENTARY SCHOOL.

I'D LIKE TO THANK DR.

PETRAZELO AND SENIOR STAFF FOR GUIDANCE TO THE CHEROKEE SCHOOL DISTRICT.

WOODSTOCK ELEMENTARY SCHOOL IS PROUD TO BE A DISTINGUISHED TITLE 1 SCHOOL FOR SEVEN CONSECUTIVE YEARS.

WE'VE BEEN DESIGNATED BY THE GEORGIA DEPARTMENT OF EDUCATION AS ONE OF THE HIGHEST PERFORMING REWARD SCHOOLS IN 2012.

IT'S BEEN A PLEASURE TO BE ANNOUNCED AS THE WINNER OF THE STAGE AWARD FOR BEST PRACTICES FOR ELEMENTARY SCHOOL LEVEL THIS YEAR.

IT'S OUR PLEASURE TO BE HERE.

NOW WATCH A SHORT CLIP OF MISS CRISTA SYCKS AS SHE EXPLAINS THE STATE ADOPTION PYRAMID.

>> OKAY, SO CRISTA, THIS LOOKS LIKE A GRAPHIC THAT EXPLAINS THE FOUR DIFFERENT LEVELS OF THE RTI PROCESS, COULD YOU SORT OF EXPLAIN?

>> I'LL BE HAPPY TO.

SIMPLY, TIER 1 IS WHERE STANDARD BASED LEARNING TAKES PLACE, MAJORITY OF THE STUDENTS IN THE CLASS.

TIER 2 ENCOMPASSES OUR EIP STUDENTS, DIFFERENT STUDENTS THAT MAY NEED A LITTLE EXTRA HELP.

TIER 3, WE MOVE INTO A MORE INTENSIVE AREA WHERE FEWER STUDENTS RECEIVE A MORE INTENSIVE INTERVENTION AND WE MONITOR THEM EVERY WEEK.

FROM BETWEEN TIER 3 AND TIER 4, WE MIGHT HAVE A STUDENT THAT WOULD BE EVALUATED AND TIER 4 WOULD BE OUR SPECIAL EDUCATION.

>> NOW WE'RE LOOKING AT THE COMPONENTS OF RTI.

OUR PROCESS BEGINS BY SCREENING CHILDREN WITH GENERAL CURRICULUM FOR ACADEMIC CONCERNS.

WE FOLLOWED TIERED INSTRUCTION FOR INCREASING INTENSITY, DURATION, AND FREQUENCY AS NEEDS, AS THE NEED DICTATES.

WE PROVIDE CLOSE MONITORING OF STUDENTS PROGRESS BASED ON THE TIERED REQUIREMENTS AND WE ARE INFORMED IN OUR DECISION MAKING PROCESS REGARDING THE NEXT STEPS FOR INDIVIDUAL STUDENTS.

WHERE DID IT ALL BEGIN?

WHERE DID WE START?

FIRST, ADMINISTRATION AND KEY STAFF MEMBERS HAD TO BUY IN.

WE HAD TO GET TOGETHER AND WORK OUT THE PROCESS TO DISCUSS THE SCOPE, THE SEQUENCE, THE OVERALL SCHOOL PROGRAM AND WHAT WE COULD DO TO BEST MEET THE NEEDS OF THOSE STUDENTS.

WE WORKED TO BRING CONSENSUS THROUGH LEAD TEACHER MEETINGS, TRAININGS, AND BY INTRODUCING THE RTI TERMINOLOGY.

WE CONSIDERED THE RESOURCES AVAILABLE THAT WE ALREADY HAD IN HOUSE AND HOW WE WERE GOING TO MAKE RTI HAPPEN AT OUR SCHOOL.

WE THEN UTILIZED THE AVAILABLE UNIVERSAL SCREENER THAT WE ALREADY HAD AVAILABLE FOR WHICH THE WHOLE SCHOOL, WE BENCH MARKED AND WE PROGRESS MONITORED.

WE HAD TO ESTABLISH A TIMELINE TO SEE HOW WE'D BABY STEP INTO THE PROCESS.

BEING A NEW ADMINISTRATOR, YOU CAN'T COME IN AND CHANGE THE WORLD IN ONE YEAR, SO WE HAD TO TAKE A TIMELINE AND BABY STEP INTO IT.

THE CHEROKEE COUNTY SCHOOL DISTRICT SAW OUR TIMELINE AND ADOPTED IT AND USED IT FOR OUR DISTRICT.

WE HAD TO CREATE A CLIMATE WITHIN OUR SCHOOL.

WE BEGAN TO ESTABLISH A CULTURE TO HELP TEACHERS GAIN SOME INITIAL KNOWLEDGE AND THE UNDERSTANDING AS WE BEGAN TO ROLL OUT THE RTI IN OUR SCHOOL.

UNIVERSAL SCREENING IS WHERE WE BEGAN.

AS WE IDENTIFIED OUR STRUGGLING STUDENTS.

AS OUR RTI PROCESS HAS EVOLVED, WE'VE IDENTIFIED KEY STAFF MEMBERS WHO SPECIALIZE IN VARIOUS COMPONENTS.

ONE OF OUR INTERVENTION SPECIALISTS KRISTINA GIBBS WILL DISCUSS UNIVERSAL SCREENING.

>> UNIVERSAL SCREENING IS GRADE LEVEL PROBES THAT HELP TEACHERS TO IDENTIFY STUDENTS STRENGTHS AND NEEDS, AS WELL AS COMPARE THEM TO THEIR PEERS.

PLEASE WATCH THIS CLIP ABOUT UNIVERSAL SCREENING AT WOODSTOCK ELEMENTARY.

>> OVER THE YEARS WE'VE USED MANY DIFFERENT UNIVERSAL SCREENERS AT WOODSTOCK.

EZCBM IS A UNIVERSAL SCREENER.

THREE TIMES A YEAR WE BENCHMARK OUR ENTIRE SCHOOL POPULATION.

WE MONITOR OUR TIER 2, TIER 3 AND TIER 4 STUDENTS.

AT WOODSTOCK ELEMENTARY SCHOOL WE'RE A DATA DRIVEN SCHOOL.

WE USE THE UNIVERSAL SCREENER TO MOVE OUR STUDENTS THROUGH THE TIER PROCESS.

>> AS I MENTIONED, OUR SCHOOL IS DRIVEN BY THE DATA WE COLLECT.

IT SUPPORTS OUR DECISION FOR INSTRUCTIONS.

BEYOND THE UNIVERSAL SCREENER, OTHER DATA WE COLLECT IS CLASSROOM WORK SAMPLES, TEST GRADES, SUCCESS MAKER, STAR READING AND STAR MATH, AS WELL AS READING A TO Z RUNNING RECORDS.

AT THE BEGINNING OF THE YEAR, WE ANALYZED LAST YEAR'S REPORTS AS WELL AS THIS YEAR'S DATA TO IDENTIFY THE AT RISK STUDENTS.

THOSE STUDENTS SCORED BELOW THE 25TH PERCENTILE.

WE ALSO USE THE LONGITUDINAL DATA SYSTEM AND OTHER DOCUMENTATIONS TO LOOK AT STUDENTS BACKGROUND HISTORY.

WE GET TOGETHER WITH A TEAM OF TEACHERS AND OTHER STAFF MEMBERS TO DECIDE THE BEST IMPLEMENTATION AND INSTRUCTION FOR THESE STUDENTS.

WOODSTOCK ELEMENTARY SCHOOL USES A VARIETY OF RESEARCH BASED INTERVENTIONS.

INTERVENTIONS ARE CARRIED OUT BY TEACHERS, VOLUNTEERS AND OTHER STAFF SUCH AS COUNSELORS.

NEXT I'D LIKE TO INTRODUCE YOU TO MRS.

CRISTA SYCKS, SHE WILL DISCUSS THE PROCESS AND OTHER KEY ASPECTS OF THE RTI AT WOODSTOCK ELEMENTARY.

>> CHANGING STAFF MINDSET FROM ME, THE TEACHER, TO WE, THE TEAM.

IT BECAME APPARENT AS WE BEGAN OUR RTI JOURNEY, SEVEN YEARS AGO, THAT EDUCATING AND CHANGING THE MIND SET OF THE CLASSROOM TEACHER WAS AN IMPORTANT STARTING POINT.

IT INVOLVED HELPING TEACHERS TO DISCOVER, LEARN ABOUT AND EMBRACE THE VALUE OF COLLABORATION IN GAINING A NEW PERSPECTIVE OF MEETING ALL STUDENTS' NEEDS.

COLLABORATION IS KEY, THE TEAM USES INFORMATION COLLECTED TO LOOK AT THE STUDENTS BIG PICTURE IN ORDER TO MAKE TIMELY DECISIONS ABOUT A STUDENT'S EDUCATIONAL PROGRAMS.

THE KEYS TO SETTING UP THE RTI PROCESS INVOLVE PROVIDING INFORMATION ABOUT THE COMPONENTS OF RTI, TRAINING THE STAFF AND ESTABLISHING A COMMITTEE OF PEERS.

THE COLLABORATIVE MEETINGS REQUIRE TEACHERS TO HEAR THE PERSPECTIVES OF OTHERS IN REGARD TO THEIR OWN CLASSROOM STUDENTS.

AND THEN TO UTILIZE THE PROBLEM SOLVING AGENDA TO GUIDE THE DECISION MAKING.

THE PEOPLE THAT MAKE RTI WORK, ALONG WITH THE CLASSROOM AND EARLY INTERVENTION TEACHERS IS IMPORTANT AT THE TIER MEETINGS TO HAVE STAFF WHO BRING THE KNOWLEDGE OF THEIR PARTICULAR SPECIALTY AREA BY SETTING UP THE FORUM FOR COLLABORATION.

THE WISDOM AND EXPERTISE OF PROFESSIONALS COME TOGETHER TO DETERMINE AN EDUCATED DIRECTION FOR EACH STUDENT WE DISCUSS.

HERE YOU SEE THE PROBLEM SOLVING STEPS THAT WE USE IN EACH TIME WE TALK ABOUT A STUDENT.

TO MAINTAIN TIME MANAGEMENT, WE EXAMINE THE OVERALL SCHOOL RESOURCES READILY AVAILABLE.

AT WOODSTOCK ELEMENTARY WE UTILIZE DAILY PLANNING TIME.

TEACHERS NOTIFY ME BY E MAIL ON MONDAY WITH A PRIORITIZED LIST OF THREE TO FOUR STUDENTS PER GRADE LEVEL.

EACH FRIDAY, WE MEET TOGETHER TO DISCUSS AND PROBLEM SOLVE STUDENT PROGRESS.

THIS SLIDE SHOWS HOW TO DETERMINE THE DECISIONS.

EACH QUESTION, ONE, TWO, THREE, FOUR, AND FIVE ARE THE QUESTIONS WE UTILIZE.

IF THE DATA SHOWS THAT A STUDENT SHOULD MOVE TO TIER 3, WE UTILIZE A NOTEBOOK SYSTEM TO RECORD THE STUDENT'S AND CLASSROOM TEACHER'S NAMES AND SPECIFIC TARGET AREAS NEEDING INTERVENTION.

THEN THE TIER 3 INTERVENTIONISTS TOUCH BASE WITH THE CLASSROOM TEACHERS TO MATCH UP THE BEST DAYS AND TIMES TO IMPLEMENT INTERVENTIONS AS WELL AS A SCHEDULE FOR WEEKLY PROGRESS MONITORING.

MEETINGS, PROCESSES, AND PARENT CONFERENCING, SHORTLY AFTER MOVING A STUDENT TO THE TIER 3 LEVEL, I SEND OUT AN RTI INFORMATIONAL BROCHURE ALONG WITH AN INVITATION FOR THE PARENTS TO MEET WITH KEY STAFF.

WE UTILIZE THE RTI PROCESS TO DISCUSS THEIR CHILD'S PROGRESS.

WHILE WE WORK TO ACCOMMODATE A PARENT SCHEDULE, WE PRIMARILY TARGET THURSDAYS AFTER SCHOOL FOR OUR 30 MINUTE TIER 3 MEETINGS.

MEMBERS OF THE RTI TEAM ARE TYPICALLY AVAILABLE TO JOIN THE PARENT MEETING SO THEY CAN OFFER THEIR INSIGHTS AND EXPERTISE.

HERE'S A SHORT CLIP THAT EXPLAINS A LITTLE BIT ABOUT OUR PARENT MEETINGS.

>> OKAY, SO NOW WE'RE IN THE RTI ROOM.

CRISTA, TELL US WHAT TAKES PLACE IN THIS ROOM.

>> I'D LOVE TO, THIS IS AN EXCITING ADDITION TO OUR RTI PROCESS.

THIS IS WHERE WE NOW MEET, THIS HAS BEEN A GREAT ADDITION FOR US, WE CAN WELCOME PARENTS INTO THIS ROOM AND INTRODUCE ALL THE PEOPLE AND I FOCUS ON THE FACT THAT WE ARE A TEAM.

THAT WE ENJOY WORKING TOGETHER AND THE PARENTS ARE A HUGE PART OF THAT TEAM.

>> SO WOULD YOU HAVE MULTIPLE PARENTS IN HERE OR JUST ONE AT A TIME?

>> WE'D HAVE ONE, A MOM AND DAD OR MOM AND DAD, DAD AND GRANDMA, DIFFERENT COMBINATIONS.

>> A DATA CONFERENCE SHEET HELPS TEACHERS SUMMARIZE STUDENT PROGRESS, GOALS, INTERVENTIONS AND GENERAL STUDENT INFORMATION.

TEACHERS ARE GIVEN A GREEN BOOKMARK AS A RESOURCE TO HELP THEM HAVE STUDENT DISCUSSIONS.

RED FOLDERS ARE PROVIDED FOR STUDENTS WHO MOVE TO TIER 3 AND CONFERENCE FORMS ARE ALSO USED TO HELP DETERMINE NEXT STEPS.

CAMP LEARN A LOTTA IS SET UP TO HELP STRUGGLING STUDENTS.

MRS.

BONNY KEHELEY WILL TELL YOU MORE ABOUT IT.

>> CAMP LEARN A LOTTA IS SET UP TO PROVIDE INTERVENTIONS TO STRUGGLING STUDENTS.

IT'S AN IN HOUSE VOLUNTEER TUTORING PROGRAM, MATCHING STUDENTS, TEACHERS, PARENTS AND COMMUNITY CONTACTS WITH K-5 STUDENTS.

THE PURPOSE OF CAMP LEARN A LOTTA IS TO REMEDIATE, MAINTAIN, AND ACCELERATE ACADEMIC SKILLS USING A VARIETY OF RESEARCH BASED INTERVENTIONS TO MEET STUDENTS ACADEMIC NEEDS AS PART OF THE RESPONSE TO INTERVENTION PROCESS AT WOODSTOCK ELEMENTARY SCHOOL.

LET'S SEE WHAT DR.

CHRISTY BOWLING HAS TO SAY ABOUT CAMP LEARN A LOTTA WHEN SHE DROPPED BY ON HALLOWEEN.

>> THIS IS OUR PRINCIPAL, DR.

CHRISTY BOWLING.

TELL US HOW THE PROGRAM IS UNIQUE TO YOUR SCHOOL?

>> IT'S KIND OF A NEAT PROGRAM, WE ONLY PAY ONE PERSON AND WE END UP GETTING LIKE 35 DIFFERENT VOLUNTEERS A WEEK IN HERE AND WE SERVE ALMOST 280 KIDS A WEEK IN ADDITION TO WHAT WE SERVE, WE HAVE 1,032 IN THE BUILDING.

WE'RE ABLE TO DO ADDITIONAL THINGS WITH THESE STUDENTS AND IT'S WONDERFUL.

>> WHILE WOODSTOCK ELEMENTARY SCHOOL HAS ENJOYED A HIGH LEVEL OF PARENTAL INVOLVEMENT, IT WAS APPARENT WE LACKED THE EFFECTIVE SPACE FOR TUTORING TO TAKE PLACE.

WHEN I WAS APPOINTED AS COACH FOR PART OF THE RTI PROCESS, I SET UP MATERIALS TO PROVIDE RESEARCH BASED INTERVENTIONS.

NEXT IS A CLIP SHOWING CAMP LEARN A LOTTA.

>> SO BONNY, I NOTICED SEVERAL THINGS GOING ON IN THE ROOM AT THE SAME TIME.

CAN YOU EXPLAIN HOW THAT WORKS?

>> SURE, I'D BE GLAD TO.

THE CONCEPT OF CAMP LEARN A LOTTA WAS TO PROVIDE A SPACE TO ASSIST IN THE RTI PROCESS, ALSO THE CLASSROOM TEACHER TO FACILITATE INTRODUCTION.

THE ROOM IS SET UP IN SEVERAL DIFFERENT AREAS WHERE INSTRUCTION CAN TAKE PLACE.

WE HAVE A CAMP MEETING, WE HAVE THIS BEAUTIFUL RUG THAT SHOWS A CAMPFIRE AND CHILDREN SIT AROUND ON THE LOGS WHILE A VOLUNTEER MIGHT WORK WITH THEM IN THIS SPOT.

WE HAVE THE ROUND TABLE THAT WE TYPICALLY USE FOR LARGE GROUPS AND LARGER BODIES.

>> OKAY.

>> AND THIS TABLE IS SET UP OVER HERE AS WELL.

SHE'S WORKING WITH THE CHILDREN.

THIS AREA IS ALSO A SPOT WHERE CHILDREN MAY COME TO WORK WITH THE VOLUNTEERS.

THIS IS WHAT WE CALL THE TREE TABLE BECAUSE WE HAVE THE TREES SET UP HERE ON THIS TABLE.

IT'S PROBABLY ONE OF THE MOST POPULAR TABLES BECAUSE EVERYBODY LOVES THE LIGHTS ON THE TREES.

WE HAVE A COMPUTER STATION SET UP FOR SOME SOFTWARE AND FOR READERS AS WELL.

>> GREAT.

>> VOLUNTEERS WHO PROVIDE HIGH QUALITY INTERVENTIONS ARE THE FOUNDATION OF OUR RTI PROCESS AT WOODSTOCK ELEMENTARY SCHOOL.

IN KEEPING WITH RECENT STATE LAW AND CHEROKEE COUNTY POLICY REGARDING VOLUNTEERISM, EACH VOLUNTEER MUST FILL OUT AN APPLICATION PROCESS AND FORM AND ALSO A CODE OF CONDUCT FOR VOLUNTEERING IN CAMP LEARN A LOTTA.

NEXT IS A CLIP DEMONSTRATING HOW WE WORK WITH STUDENTS AND PROVIDE INTERVENTIONS FOR THEM.

>> SO TODAY, WE'RE HERE TO PRACTICE OUR SKILLS ON SHORT AND LONG VOWEL SOUNDS.

THIS IS MRS.

TIDWELL.

ESPECIALLY IN CAMP LEARN A LOTTA, THIS IS HER FOURTH YEAR TO HELP OUT WITH BOYS AND GIRLS WHO ARE WORKING ON SPECIFIC SKILLS.

THIS MORNING, WE'RE GOING TO WORK ON SHORT AND LONG VOWEL SOUNDS.

YOU NEED TO LISTEN AND FOLLOW DIRECTIONS AND GIVE YOUR BEST ANSWER THAT YOU CAN.

>> I'M GOING HAND YOU A CARD, YOU'RE GOING TO LOOK AT THE PICTURE, LOOK AT THE WORDS AND TELL ME WHICH ONE YOU THINK MATCHES THE PICTURE, OKAY?

DO YOU KNOW WHAT THAT IS?

>> LET'S PRACTICE THESE WORDS.

>> THIS IS PART OF CAMP LEARN A LOTTA AND SO TODAY, THESE FIRST GRADERS ARE GOING TO BE PRACTICING THEIR SIGHT WORDS.

THESE BOYS HAVE BEEN WORKING HARD ON HOW TO RECOGNIZE THESE WORDS.

AFTER THAT, YOU'RE GOING TO PRACTICE THE SPELLING FOR THIS WEEK AND YOUR CLASS, WHICH IS THE LONG E SOUND.

THINK ABOUT THE WAYS THAT YOU CAN MAKE LONG E WORDS, OKAY?

VERY GOOD.

>> ALL RIGHT, WHO WANTS TO GO FIRST.

>> ME!

>> ALL RIGHT.

SOUND IT OUT.

VERY GOOD.

>> IN THE NEXT CLIP, YOU WILL SEE HOW THE CAMP LEARN A LOTTA ROOM IS SET UP AND LEARN ABOUT SOME OF THE RESOURCES THAT WE USE.

>> WOW, BONNY, THAT'S A LOT OF THINGS IN ONE ROOM.

THAT'S SOME PRETTY AMAZING, AS I SCAN ACROSS SO MANY DIFFERENT THINGS.

WHAT TYPE OF RESOURCES DO YOU USE IN CAMP LEARN A LOTTA?

>> WHAT WE TRY TO DO IS TO ENSURE THAT WE'RE USING RESEARCH BASED GAMES AND ACTIVITIES.

I TRY TO ENSURE THAT THE CHILDREN ARE GAINING SOMETHING SPECIFICALLY IN THE CLASSROOM OR IN ONE OF THE COMPUTER LABS.

EVEN THOUGH WE DO USE SOME SOFTWARE, A LOT OF THE GAMES AND ACTIVITIES ARE THINGS THAT I'VE ACQUIRED THROUGH THE YEARS AS A TEACHER MYSELF OR HAVE BENEFITTED FROM PEOPLE WHO HAVE RETIRED.

THEY'VE GIVEN ME ITEMS AS WELL.

SO WE HAVE OVER TO THE LEFT SIDE, MOST OF OUR MATH GAMES AND COME ACROSS TO READING EARLY LITERACY AND THEN WE KEEP PANNING OVER TO WHERE WE HAVE OTHER GRADES THINGS AS WELL.

>> TO MAINTAIN FIDELITY AS WE PROVIDE INTERVENTIONS IN CAMP LEARN A LOTTA, IT'S IMPORTANT TO MODEL PROPER TEACHING METHODS FOR THE VOLUNTEERS.

HERE'S A CLIP THAT SHOWS MODELING READING INTERVENTION WITH ONE OF OUR VOLUNTEERS.

>> BOYS AND GIRLS, HERE'S A STRATEGY YOU MAY USE.

LET'S LOOK AT THIS FIRST WORD RIGHT HERE.

IF I PAIR UP THE SOUNDS.

THINK ABOUT THE SOUNDS THAT THE LETTERS S T SAY TOGETHER.

LET'S BLEND IT TO THE BEGINNING SOUND.

THAT MAKES IT A LOT EASIER TO FIGURE OUT WHAT THE WORD IS.

WHEN YOU START WITH THE VOWEL SOUND, GO TO THE ENDING SOUND AND COME BACK TO THE BEGINNING.

PAST, RIGHT.

WHAT IF I CHANGE THE P TO AN L?

LAST.

OKAY?

YOU CAN DO THESE WORD FAMILIES AS WELL, OKAY?

>> ORGANIZING AND SCHEDULING FOR CAMP LEARN A LOTTA REQUIRES ADVANCED PLANNING.

HERE'S A CLIP THAT PROVIDES AN OVERVIEW.

>> BONNY, HOW DO YOU KEEP ALL OF THIS ORGANIZED?

TEACHERS NOMINATE STUDENTS TO BE IN CAMP LEARNALOTTA BASED ON TIER1, TIER2, AND TIER3 NEEDS.

>> VOLUNTEERS ARE PLUGGED INTO 30 MINUTE SEGMENTS AND PAIRED WITH SPECIFIC GROUPS OF STUDENTS.

>> SO BONNY, HOW DO YOU KNOW WHAT EACH STUDENT NEEDS WHEN THEY COME TO CAMP LEARN A LOTTA?

>> A FORM IS PROVIDED TO TEACHERS SO THEY CAN TARGET SPECIFIC GOALS FOR THE STUDENT.

TEACHERS ALSO NOTE BEST TIMES TO SCHEDULE STUDENTS FOR INDIVIDUAL OR GROUP INTERVENTIONS.

>> SOME OF THE VARIABLES INVOLVED IN IMPLEMENTING THE VISION OF THE RTI PROCESS AT WOODSTOCK INCLUDE SETTING UP FORMS FOR DISCUSSION AND COMMUNICATION, CONSENSUS BUILDING AND ESTABLISHING A SYSTEM OF CHECKS AND BALANCES AS WELL AS PROCESSES AND PROCEDURES.

USING OUR MISTAKES, AS LEARNING OPPORTUNITIES TO REFINE THE PROCESS EACH NEW SCHOOL YEAR BRINGS ITS OWN SET OF CHALLENGES.

AND DEVELOPMENTS DEPENDING ON CONTINUALLY CHANGING RESOURCES AND REQUIREMENTS.

OUR EIP TEACHERS HAVE TAKEN THE RTI BALL AND RUN WITH IT.

THEY OFTEN SERVE AS A GO TO PERSON FOR ASSISTANCE.

OF COURSE, CAMP LEARN A LOTTA IS REALLY THE QUEEN JEWEL OF OUR SCHOOL.

IT IS HUGE, IT'S IN ITS FOURTH YEAR AND IS VITAL TO USE AS AN INTERVENTION RESOURCE FOR OUR STUDENTS.

WE'RE FORTUNATE THAT OUR COUNTY HAS ON OUR RTI PORTAL, IT HOUSES COMPUTERIZED STUDENT DATA AND NOT ONLY DOES THE PROGRESS HISTORY FOLLOW STUDENTS FROM SCHOOL TO SCHOOL, WITHIN THE COUNTY, BUT IT PROVIDES A HUGE BANK OF RESOURCES FOR ALL STAFF TO UTILIZE.

AT WOODSTOCK, WE DESIGNED OUR OWN, WE FOUND THAT WE FOUND SOME OTHER INTERVENTIONS THAT REALLY WORKED WITH OUR STUDENTS.

IT'S POSTED ON THIS SLIDE, UTILIZING EVERY STAFF MEMBER IN CREATIVE WAYS HAS BEEN HUGE GROWTH EXPERIENCE FOR US AT OUR SCHOOL.

WE'VE UTILIZED ALMOST EVERY MEMBER WITHIN OUR BUILDING.

OUR EXPLORATORY TEACHERS, THEY DO TIER 3 INTERVENTIONS WITH OUR KIDS AT THE END OF THE DAY.

WE'VE HIRED A SPECIALIZED TIER 3 INTERVENTIONIST, MISS POOL WHO WORKS INTENSIVELY WITH STUDENTS, BUT ALSO CONDUCTS THE WEEKLY PROGRESS MONITORING OF ALL OUR TIER 3 STUDENTS.

HERE'S A CLIP SHOWING MISS POOL WORKING WITH SOME OF OUR TIER 3 STUDENTS.

>> WE'RE DOING VOCABULARY WORDS THEY'RE USING IN THEIR HOME ROOM STORIES.

WE'LL REVIEW THE VOCABULARY AND THEN WE'RE GOING DO SEQUENCING, WHICH GOES ALONG WITH THIS STORY AND WE HAVE SOME OF THE ACTIVITIES FROM THE WEBSITES.

>> EXCELLENT.

>> ASHLEY AND SURI ARE GOING TO PRACTICE THEIR VOCABULARY.

>> SINCE RECEIVING THE STAGE ACADEMIC AWARD, WE'VE TRIED TO IMPROVE YEARLY ON HOW TO IMPLEMENT RTI PROCESS.

SO WE HAVE DEVELOPED A ROOM CALLED THE COTTAGE.

IT'S OUR NEWEST INNOVATION.

IT WAS DEVELOPED BY MISS KRISTY GIBBS AND HERE'S A CLIP SHOWING THE COTTAGE.

>> THE COTTAGE IS OUR NEWEST ADDITION TO THE RTI PROCESS.

HERE IN THE COTTAGE ALSO KNOWN AS THE RTI ROOM, HOME AND SCHOOL COME TOGETHER FOR THE SUCCESS OF STUDENTS.

THE ROOM IS STOCKED WITH IDEAS AND INTERVENTIONS FOR TEACHERS AND PARENTS TO USE.

IN THIS ROOM WE HOLD GRADE LEVEL MEETINGS, TRAINING, STAFF CONFERENCES, TIER2 AND TIER3 MEETINGS, AS WELL AS CURRICULUM COMMITTEE MEETINGS.

THE ROOM IS SET UP IN CENTERS BY CONTENT AREA.

THE JOB OF THE CURRICULUM COMMITTEES IS TO UPDATE EACH AREA WITH NEW AND INNOVATIVE TECHNIQUES FOR HELPING STRUGGLING STUDENTS.

THE WEE WILDCATS AREA IS FOR OUR UP AND COMING WILDCATS HERE AT WOODSTOCK.

WE HAVE A LOT OF SIBLINGS WHO OFTEN VISIT OUR SCHOOL OR COME TO THE MEETINGS WITH THE PARENTS.

SO WE GIVE THEM BACKPACKS THAT HAVE ALPHABET AND LETTER AND NUMBER ACTIVITIES CRAYONS, PENCILS, GLUE, THINGS THAT THEY CAN USE TO BE MORE READY FOR KINDERGARTEN HERE AT WOODSTOCK.

THIS AREA IS USED TO SUPPORT OUR LARGE BILINGUAL POPULATION.

THE ELL TEACHER AND PARENT FACILITATOR CREATE RESOURCES TO SUPPORT PARENTS IN THEIR OWN LANGUAGE.

EVERY AREA CONTAINS RESOURCES EXAMPLES OF INTERVENTIONS, AND HANDOUTS THAT PARENTS CAN TAKE HOME.

EACH SECTION HAS A LARGE BOOK, DIVIDED BY GRADE LEVEL WHERE A TEACHERS OR PARENTS CAN COME AND JUST GRAB A HANDOUT TO SEND.

>> RESPONSE TO INTERVENTION IS EVER CHANGING INNOVATIVE COMPREHENSIVE PROCESS THAT HELPS STUDENTS ACHIEVE TO THE BEST OF THEIR ABILITY.

AT WOODSTOCK ELEMENTARY SCHOOL WE'VE SEEN A STEADY RATE OF IMPROVEMENT IN OUR RIGHT OF PROGRESS AND ON OUR TEST SCORES.

STUDENTS WHO OTHERWISE MIGHT NOT HAVE RESPONDED FAVORABLY HAVE BEEN VERY SUCCESSFUL IN THEIR ACADEMICS THROUGH OUR RTI PROCESS.

THE ABCS OF RTI AS PRACTICED AT OUR SCHOOL INCLUDE ALL STAKEHOLDERS WORKING TOGETHER TO IMPROVE STUDENT ACADEMICS USING BEST PRACTICES, ALONG WITH COLLABORATIVE COMMUNICATION AND PROCESSES.

THANK YOU AND IT HAS BEEN A PLEASURE.