project elite overview august 2013. project overview a model demonstration project sponsored by the...

Project ELITE Overview

August 2013

Project Overview

A model demonstration project sponsored by the Office of Special Education Programs.

GOAL: Assist Del Valle ISD with the development of an RTI model that supports all K – 3rd graders and is designed to optimize the performance of English language learners

Who is involved in this project?

Del Valle ISD

Baty Elementary

Creedmoor Elementary

Gilbert Elementary

Staff who instruct and support ELLs in grades K-3

University of Texas at Austin

Project Implementation in Del Valle ISD

Collaboratively Build an RTI Model that Optimizes Performance of ELLs

Expertise from DVISD

Expertise from

Project ELITE Staff

Improved outcomes for all students,

with an emphasis on

ELLs

How Did We Build this Model?

Collect Data

Review Data

Refine Practic

e

Technical Advisory Group (TAG)

Assist with model development and refinement

Representatives from district administration, Principal, assistant principal, instructional administrator, interventionists, classroom teachers, and Project ELITE staff

2 hour monthly meetings (or, as needed) to review data and outline “next steps” in model development

Step 1: Collected Data

Teacher Level

Classroom observation data

Survey of RTI knowledge

Teacher beliefs survey

Group focus groups

Student Level

K – 3 student data on the DIBELS, TELPAS, and STAAR (3rd grade only)

K – 3 student demographic data

The Stanford English Language Proficiency test (SELP)

Step 2: Reviewed Data

Model Development and Refinement

Contextual factors

Classroom/school

data

Student data

Step 3: Refined Practice

Professional development

In-class coaching

Family engagement

FOCUS AREAS FORPROJECT ELITE…

RTI Model

Structured Data Meetings

Enhanced Core Instruction through a Read Aloud Routine

Culturally Responsive Classrooms

Using an assets based approach when working with students and families

Communicating high expectations

Learning about the cultures represented in your classrooms and translating that knowledge into instructional practice

Positive perspectives on parents and families of culturally and linguistically diverse students

Adapted from NCCREST “Practitioner Brief: Culturally Responsive Literacy Instruction ” (2006).

Making Connections with Community and Families

WHAT DOES THIS MEAN FOR YOU…

Professional Development

Topics

Read Aloud Routine

Response to intervention

Data-based decision-making

Culturally responsive practices

Implementation

Read aloud routine during core instructionClassroom observationsCoachingRefinement in PLCs

Structured Data MeetingsData-based decision makingTaking language proficiency into consideration when making decisions

Creating culturally responsive classroomsImplementing culturally responsive practicesRefinement in PLCs

Teacher Input

RTI Survey and Teacher Belief Survey (fall and spring)

Focus groups (spring)

Formal and informal feedback on all aspects of project model

SELP Testing

Creedmoor Elementary- September 3rd-6th

Gilbert Elementary- September 16th-20th

The Big Picture

RTI model development and refinement

Ongoing PD and coaching to support all aspects of the project

Enhanced Tier I core reading instruction through a read routine and CRP

Systematic data-analysis meetings

Collaboration across partners, the school, and the community

A focus on English language learners

Improved outcomes for all students

For More Information

MCPER website: http://www.meadowscenter.org/projects/elite

Project Website:

http://www.meadowscenter.org/elite

Questions?

Vanessa Cortez (Site Coordinator)

vcortez@austin.utexas.edu