Title I Schools Achieve! Tapteal Elementary
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Tapteal Elementary - Pre-K to Grade 5
It takes a team, working together, to raise a child...Principal, Rhonda Pratt

Achieve!

Data for Instruction

At the highest level, Tapteal runs a three-tier Response to Intervention model that moves each child forward based on a river of data collected meticulously as teachers integrate, observe and analyze the effect of specific interventions.

  • Tier 1students read at the district’s benchmark level.
  • Tier 2 students need some level of strategic instructional intervention.
  • Tier 3 students need intensive support through specific instructional strategies and extensions, and targeted interventions.

Tapteal Elementary’s RTI Basics for Reading

  1. Define the core reading program with curriculum.
  2. Sequence with the district pacing chart — Grade 1, Grade 2, Grade 3, Grade 4, Grade 5
  3. Build a reading program that integrates specific interventions.
  4. Place the most capable staff with struggling students.
  5. If the student is not responding, evaluate time, frequency, reading group size and the mix of interventions.

Teachers apply each intervention with strict fidelity coupling effective instructional strategies with the five components of reading. Working in small Professional Learning Communities, which also function as grade-level teams, teachers study all the available information on each child as they enter the Tapteal setting ,and begin to make decisions about which combination of activities and practices will work best. They add, subtract and refine as they go, checking against a disciplined system of data collection and formative assessment.

An Integrated Strategy — Instruction & Behavior Intervention
Two guiding principles steer the RTI model at Tapteal: the most capable staff work with the students who struggle the most and, to address difficult behavior, the Tapteal team integrates a highly refined Positive Behavior Intervention + Support model that can extend further through the BESST (Behavior, Education, and Social Skills Training) program for students who have acute behavior, and social and emotional needs.

BESST students qualify for special education services, and can take advantage of half- and full-day BESST programming from kindergarten to grade 12. Here, students learn self management, personal responsibility and the basic academic skills that make it possible to reach their full potential.

Collaboration is key: information, observation and reflection travel seamlessly within the interactions of the teaching staff. Daily reading communities are central, and here, teachers teach to the level of each student. Extensions for students at or above grade level coexist with interventions for those whose reading skills need work.

  The Blueprint

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