RtI2: Response to Instruction and I t tiIntervention

We principals do ANYTHING to promote buy-in!

Kalamazoo RESA Principal SeriesKim St. MartinKim St. Martin

January 28, 2010

AgendaAgenda• Implementation of RtI: Elementary & p y

Secondary Perspective• Core Principles of RtICore Principles of RtI• Integration of RtI and School Improvement

L di Ch i Y S h l Di t i t• Leading Change in Your School District• Beginning RtI Implementation• Next Steps ~ Suggestions for Further

Offerings g

Road MapRoad Map

Dinner Meetings: 4:30-7:45Dinner Meetings: 4:30 7:45• February 18th: The Change Process

M h 18th U i T h l t E h• March 18th: Using Technology to Enhance Instruction

• April 29th: Overview of Literacy K-12• May 27th: Effective Schools y

Road MapRoad Map

Summer Institute: August 2-6 2010Summer Institute: August 2-6, 2010• Day 1: Leading RtI: Principal Practices to

Support ImplementationSupport Implementation• Day2: School Improvement/Data Analysis• Day 3: Effective Data Meetings• Day 4: Formative Assessments and y

Instructional Strategies: Math Perspective• Day 5: Managing BehaviorDay 5: Managing Behavior

Activity• Identify a recorder who will record discussion

points following the readings on the document entitled, “Implementation of RtI..”

• Elementary principals: read the article: “Embracing ‘Response to Intervention’…”

• Secondary principals: read the article: “High S ”Schools Try out RtI…”

• Please note the core features of the systems of t t h l ll t d t hisupport to help all students achieve

• Following the readings, your recorder will record discussion points similarities and differencesdiscussion points, similarities and differences regarding the articles

Defining RtIWhat is Response to Intervention?What is Response to Intervention?

• A comprehensive multi-tiered interventionA comprehensive, multi tiered intervention strategy to enable early identification for vulnerable students who are at-riskvulnerable students who are at risk academically or behaviorally.

Fundamental BeliefsFundamental Beliefs• Prevention is better than the “wait to fail”

approach• Early intervention is more effective thanEarly intervention is more effective than

later remediation• Use of screening assessments helps to• Use of screening assessments helps to

prevent students from falling through the crackscracks

• Tiers of instruction and intervention are il bl t t th d f ll lavailable to meet the needs of all learners

Core Principles of an RtI Frameworkp1. We can effectively teach all children.

2 I l2. Intervene early.

3. Use a multi‐tier model of support.

4. Use a problem‐solving method for decision making.

5 R h b d i i /i i h5. Research‐based interventions/instruction to the extent available.

6 M it t d t t i f i t ti6. Monitor student progress to inform instruction.

7. Use data to make decisions. 

8 U f diff8. Use assessment for different purposes.

Continuum of SupportsIntensive Intervention

Intensive

Intensive InterventionIndividualized, functional assessment, highly specific for few (5%)

Intensity of Supports

TargetedU i l P ti Targeted InterventionUniversal PreventionCore Instruction, all students,preventive proactive

Targeted InterventionSupplemental, some (15%)students, reduce risk

Universal

preventive, proactive and should meet the needs of at least 80% of the students relatingUniversalof the students relating to mastery of critical skills. A good core has materials to use with Academics Behavior

Students within Schoolslower-performing students as well

Characteristics of RtICharacteristics of RtI

• Standards-aligned Instruction: AllStandards-aligned Instruction: All students receive high quality research-based instruction in the general educationbased instruction in the general education standards aligned system. Differentiated core program instruction should becore program instruction should be sufficient for at least 80% of students

The most crucial work of RtI implementation is RtI implementation is

ensuring quality teaching in the core curriculum.

Characteristics of RtICharacteristics of RtI• Use of assessments for different

purposes:• Outcome: provides a “bottom-line” evaluation p

of the effectiveness of the reading program in relation to established performance levels

• Screening: Designed as a first step in identifying students who may be at high-risk f d l d d l t d i f ilfor delayed development, academic failure and in need of further diagnosis

Characteristics of RtICharacteristics of RtI• Use of assessments for different

purposes:• Progress Monitoring: Determine through g g g

frequent measurement if students are making adequate progress or need more intervention to achieve grade level reading outcomes

• Diagnostic: Help teachers plan instruction by idi i d th i f ti b t t d t ’providing in-depth information about students’

skills and instructional needs

Characteristics of RtICharacteristics of RtI

• Shared Ownership of ALL Students: AllShared Ownership of ALL Students: All staff (general education teachers, special education teachers Title I ELL) assumeeducation teachers, Title I, ELL) assume an active role in students’ assessment and instruction in the core instructionalinstruction in the core instructional program

Characteristics of RtICharacteristics of RtI

• Tiered Intervention: Students receiveTiered Intervention: Students receive increasingly intense levels of targeted scientifically research-based interventionsscientifically, research based interventions based on student needs.

• Parental Engagement: Parents are• Parental Engagement: Parents are informed of their child’s needs, interventions intervention schedule andinterventions, intervention schedule and progress.

Examples of Differentiated SupportsExamples of Differentiated SupportsIntensive InterventionIntensive Intervention

Behavior• Individualized, functional assessment based

behavior support planReading• Scott Foresman Early Reading Intervention

R di M t

Universal PreventionBehavior: Classroom and Non-

Classroom Settings• Identify expectations

Targeted InterventionBehavior

• Reading Mastery• Corrective Reading

• Identify expectations• Teach• Monitor• Acknowledge• Correct• Use of Early Stage Interventions

e a o• Highly Structured Interventions in

“Interventions”• Check-in, Checkout• Social skills training• Mentoring• Organizational skillsy g

from “Interventions” materialsReading• Evidence based curriculum focused

on:• Phonemic Awareness

Al h b ti P i i l

Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• Alphabetic Principal

• Fluency• Vocabulary• Comprehension

• Adequate teaching time• Trained instructors

Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally• Phonics for Reading

18: Continuum of Supports: Elementary Level

• Trained instructors• Progress monitoring• Active participation with frequent

feedback

Standard Protocol Tier II Intervention

Implementation of RtIImplementation of RtI

• Consensus: continuously working toConsensus: continuously working to achieve

• Infrastructure: necessary systems to• Infrastructure: necessary systems to support the workI l t ti t ti th i f t t• Implementation: testing the infrastructure and revising systems and practices

di l f f l i l t tiaccordingly for successful implementation

Why RtI?Why RtI?

It’s what is best for our kids!

Let us not forget gwhy we are here….

Forces Driving RtIForces Driving RtI• The following forces all converged in the same g g

decade:– Pressures for a new approach to qualifying students

t i i l d ti ito receive special education services– Low reading scores in schools

“Reading Wars:” controversy over the use of the– Reading Wars: controversy over the use of the whole language approach to teaching reading

– Unparalleled amount of research about early reading (National Reading Panel) that emphasized experimental studies that are scientifically basedWide spread availability of screening and progress– Wide spread availability of screening and progress monitoring assessments

Students with DisabilitiesStudents with Disabilities

THEN NOW FUTURE

1,000,000 + Bridging the divide Special education , ,children were excluded

g gbetween general and special education

pas part of a comprehensive system of academic education system of academic and social-emotional

hiachievement

System of SupportPrior to Changes in Legislation

Special Education

Sea of Ineligibility

General Education

Changing Special Education: 1990 B id i th G1990s...Bridging the Gap

Special Educationp

Interventions

General Education

Interventions

General Education

Legal Authority for ResponseLegal Authority for Response to Intervention

No Child Left Behind (NCLB)No Child Left Behind (NCLB)• Providing the impetus for school g p

improvement through AYP accountability.• Defined and required implementation ofDefined and required implementation of

scientifically research-based practices.• Supported involvement of all children in• Supported involvement of all children in

the general education curriculumTh lik l th i ti f NCLB i 2010• The likely reauthorization of NCLB in 2010 is anticipated to include RtI language

Reauthorization of IDEA*Reauthorization of IDEA• For major changes:For major changes:

– States may not require districts to use I.Q. tests to identify students as learning disabledy g

– States are encouraged to implement RtI as additional evidence to substantiate a student is learning disabled

– Up to 15% of of IDEA Part B funds allows districts to support prevention efforts (materials and human resources)

IDEA: Individuals with Disabilities Education Act

Eligibility Using RtIEligibility Using RtI

• Conditions for eligibility under RtI:Conditions for eligibility under RtI:– Insufficient progress

Level of performance– Level of performance– Instructional needs

Grimes & Tilly (2003)

RtI: Fact and FictionRtI: Fact and FictionRtI is…. Rti is not….• General education led

effort that is implemented i th l d ti

• Pre-referral system• Done by one classroomin the general education

system; coordinated with all other services (special d ti titl I ELL)

Done by one classroom or one teacher

• Special education education, title I, ELL)

• Fluid system to intervene on behalf of low-

program• A separate, stand alone

initiativeperforming students

• Problem-solving process• Alternate approach to the

initiative• Flavor of the month

• Alternate approach to the diagnosis of learning disabilities

ActivityActivity• To what degree do your staff know aboutTo what degree do your staff know about

the core principles of RtI?• Identify initiatives programs practices and• Identify initiatives, programs, practices and

strategies that are currently in place in your building that appear to align with anyour building that appear to align with an RtI model.

• Discuss any initiatives programs• Discuss any initiatives, programs, practices, strategies that might appear to conflict with RtIconflict with RtI

The Path to Sustainability: Integration of RtI and SchoolIntegration of RtI and School

Improvement

School Improvement: The BigSchool Improvement: The Big Umbrella

Why Focus on School Improvementy p

• Every school/district regardless of what state you live in develops an improvement plan (school improvement or strategic plan) that at a

i i i l dminimum includes:– Summary of data (outcome, process, screening,

progress monitoring)progress monitoring)– Establishment of goals/objectives– Strategies for achieving goals/objectives– Action plan for implementing strategies– Plan to frequently monitor progress of meeting goals

School Improvement: The Big Umbrella

Both of these processes (school• Both of these processes (school improvement and RtI) complement each otherother– Providing high quality

instruction/intervention matched to studentinstruction/intervention matched to student needs Using learning rate over time and level of– Using learning rate over time and level of performance to make important educational decisionseducational decisions

– Prioritize resources based on student need

School Improvement: The Big Umbrella

B Li R I d h l i• Bottom Line: RtI and school improvement are about the relentless pursuit to find

thi thi th t ill k fsomething - anything that will work for students

• It is a way of doing business!

• But, school improvement (plans, process) have been anything but relentlesshave been anything but relentless…

The “Plan” Looks Beautiful!The Plan Looks Beautiful! Stakeholder InvolvementStakeholder Involvement

• Principals can utilize building staffPrincipals can utilize building staff meetings, professional development days, grade level data-driven meetings for staffgrade level data driven meetings for staff to collaborate in the process of developing evaluating and modifying thedeveloping, evaluating, and modifying the school improvement plan

Tool: “Steps for Involving Staff in the School– Tool: Steps for Involving Staff in the School Improvement/RtI Process”

The Plan is USABLE Really?The Plan is USABLE….Really? More than Just a Pretty yDocument!

• Staff need to be actively involved in the process of creating a workable, usable school improvement plan

• To make the plan usable, objectives p , jneed to be SMART (specific, measurable, attainable, realistic, timely), , , y)

• Strategies for achieving the objectives need to be specific enough to gaugeneed to be specific enough to gauge progress

“Teasing Out” RtI Components Example Strategy 

StatementsNon Example Strategy 

StatementsUtilize the Effective Data Driven Meeting process to assist grade level staff in using data to review 

Implementing RtI in order to improve reading achievement

the core reading program in alphabetic principle

U PBS f k h b I l ti PBS t thUse a PBS framework such as, by defining, teaching, monitoring, acknowledging behavioral expectations in all non classroom

Implementing PBS at the schoolwide level

expectations in all non‐classroom settings.  Utilize consistent correction procedures and handling of consequences tohandling of consequences to minimize misbehavior in non‐classroom settings.

Actively Using the PlanActively Using the Plan• Data decision rules are applied to the grade

level objectives just as they are applied to student progress monitoring data.

• Successes (upward trend towards meeting objectives) are celebrated!Adj t t d t th t t i d• Adjustments are made to the strategies and action steps as necessary if data has plateaued or is trending downwardsor is trending downwards

• This process can be done (at a minimum) three times per yeartimes per year

Activity• Think about your school improvement plan and

the upcoming use of the AdvanceEd website tothe upcoming use of the AdvanceEd website to electronically submit your plan.

• To what extent is RtI integrated into the building o at e te t s t teg ated to t e bu d gand district school improvement plan?

• To what extent are the goals, strategies, and g , g ,actions monitored (by the leadership team and communicated to all staff) throughout the school year

• To what extent do you systematically share t d l d i i t tiprogress towards goals as an administrative

team?

Creating Effective Systems

Building Levelg

Establishing or Re-Establishing a STRONG L d hi TSTRONG Leadership Team

Th i i l l i l l i• The principal plays a crucial role in establishing a leadership team.

• The effectiveness of the team needs to be evaluated and adjusted as necessary

Establishing or Re-Establishing a STRONG L d hi TSTRONG Leadership Team

D fi i ff ti– Defining effectiveness:• Broad representation (individuals who

t d i fl ti l h d kiare respected, influential, hard working, and have content area knowledge/skill)

• Big picture thinkers who understand the• Big picture thinkers who understand the connections of RtI/school improvement to initiativesto initiatives

• “Doers” who divide tasks from trainings equally amongst the teamequa y a o gs e ea

Leading the Leadership TeamLeading the Leadership Team

• Establish meeting mechanics• Establish meeting mechanics– Supporting tools to help

Cl l d fi d l d ibiliti• Clearly defined roles and responsibilities• Delegate AND establish an accountability

framework and communication loop so tasks are completed timely, efficiently, and communicated to all

Leading the Leadership TeamLeading the Leadership Team

• Plan for team and principal turnover– Build capacity not only within the staff but

even within the team (i.e. data guru should be intentional about teaching others how to understand data)understand data)

– Institutionalize systems and practices

Activityy• Think about the information presented in this section. • If you have a leadership team established does it have:• If you have a leadership team established does it have:

– Broad representation– Big picture thinkers– Doers– Are there clearly established roles and responsibilities for team

members– Are meeting mechanics used for efficiency– Is data the focal point of the meeting– Is there accountability for completion of action items– Is there accountability for completion of action items– Is there a horizontal and vertical communication plan

• No leadership team, then how is all the work going to get done? What steps will you take to begin creating a team?

Accomplishing What Needs to p gBe Done

Establishing a Good Communication and IntegrationCommunication and Integration

Plan

ExampleCommunication and Integration Flow Chartg

Di t i t

• SIT provides priorities for action• Work Groups provide monthly  data and action reports to SIT.

District SIT

Lit. Team

Math School Improvement

p

SIT id tifi d l

Beh. 

Math Team Leadership: Management of RtI

(incl. members from initiatives work group chairs, etc.)

•SIT identifies and passes along GL issues to appropriate GL.•GL reports back on action taken, results, & needs.

Team

All Staff GRADE LEVELS/DEPARTMENTS

•SIT provide info, training, and reminds staff ofpriorities.priorities.•Staff informs SIT of needs

Developing School Teams Attends RtI trainings to learn how to

/i l tMeets 1 x per

Bldg. Leadership Team/SIT/RtI Management Team

use/implement practices, understand data sources relevant to PBS and literacy, and how to develop systems at multiple

Meets 1 x per month to look at all schoolwide data, discuss

levels to support the implementation towards SIT literacy goals, objectives and behavior SIT strategies

status on action items, next steps

Behavior Work GroupContent Literacy Work Group

Receives priorities from leadership team Meets

Receives priorities from leadership team. Meets

to develop a plan to implement schoolwide

leadership team. Meets to develop a plan to carry-out those Meets to support staff in

using literacy intervention

Literacy RtI Team

PBS strategies in both non-classroom and classroom settings

priorities. This group is also referred to as the “worker bees”

using literacy intervention programs. Team analyzes intervention grouping progress monitoring data to problem-solve the lack of growth. Fidelity checks, on- settingsbees growth. Fidelity checks, ongoing training and support, suggestions for alternatives to scheduling, intervention program, and system considerations occurs as well

Non-Examples

Math Team Behavior Team

RtI TeamLiteracy Team

Behavior TeamMath Team

RtI TeamLiteracy Team

Staff

Role of WorkgroupsRole of Workgroups

• The leadership team cannot do everythingThe leadership team cannot do everything• Workgroups allow the work to be equally

distributed across staffdistributed across staff• The workgroup are in essence the “doers”

“ k b ”or “worker bees”• They carry-out the necessary tasks and

report back to leadership team on needs and status of implementation

Leading Change in YourLeading Change in Your School/District

Ready…Fire…Aim!No, I mean..Fire…Aim…Ready? Oh never mind just CHARGE!

Changes that RtI BringsChanges that RtI Brings…

• Teachers will meet more regularly inTeachers will meet more regularly in grade/department levels

• Effective data meetings will have a focus• Effective data meetings will have a focus on data and instructionI t ti l h ill b h d• Instructional approaches will be shared and provide more continuity throughout a

d l lgrade level

Changes that RtI BringsChanges that RtI Brings…

• Resources will be utilized in different waysResources will be utilized in different ways• Specialist Roles (itinerant staff), will be

expanded based upon data and studentexpanded based upon data and student needs

S h Th i t– Speech Therapists– Psychologists

G id C l– Guidance Counselors– Title One Teachers– Reading Specialists

Changes that RtI BringsChanges that RtI Brings…

• Students will receive services earlierStudents will receive services earlier rather than later in their educational careercareer.

• Significant reduction in the number of students referred for special educationstudents referred for special education

• Earlier and more accurate identification of blproblems

Changes that RtI BringsChanges that RtI Brings…

• Assessment will become a common tool toAssessment will become a common tool to constantly gauge student growth and classroom growthclassroom growth

• Decisions will become more data-drivenB tt li Th ill b f• Bottom line: There will be fewer students falling through the cracks!

And…the principal’s role as instructional leader as instructional leader

will be magnifiedg f

Putting the Pieces Togetherg g

RtIRtIS.I.

LeadershipLeadership

PLC’s

How do you get “it” done?How do you get it done?

• Integrate RtI into the big umbrella ofIntegrate RtI into the big umbrella of school improvement by:

Evaluating other district initiatives in– Evaluating other district initiatives in relationship to the mission, vision around RtI

– Braiding existing initiatives together so staffBraiding existing initiatives together so staff can clearly see and articulate how they are working in conjunction with-not separate from g j pone another

How do you get “it” done?How do you get it done?

– Using the school improvement process as itUsing the school improvement process as it was originally intended to be used: as a continuous improvement model rather than a pristine document that sits on a shelf

– Creating systems to support academics and behavior (that are embedded into the school improvement plan)

How do you get “it” done?How do you get it done?• Create systems to allow you to do what

you intended to do when hired as the principal by:– Support academics and behavior– Build capacity across the staffp y

• Develop a core leadership team whose charge is to focus efforts by helping everyone work “smarter, not harder” build capacity and maintain a pulse onnot harder”, build capacity, and maintain a pulse on the school

• Create work groups to assist in completing the g p p gnecessary tasks for RtI Implementation

How do you get “it” done?y g

• Create systems to:Create systems to:– Distribute responsibilities to the building

leadership teamleadership team– Establish feedback loops to ensure that tasks

are being followed throughg g– Establish a regular meeting schedule for the

leadership team to meet and ask work groups p g pto do the same

How do you get “it” done?y g

• Create systems to:Create systems to:– Develop an effective communication and

integration plan to determine what informationintegration plan to determine what information needs to be given to all staff, work groups, central office, grade levels/departments

How Do you Get “It” Done?How Do you Get It Done?

• Create a culture of learning for all stakeholdersCreate a culture of learning for all stakeholders (principal, teachers, other staff)

• Utilize any available time with staff to review ydata, progress monitoring towards goals, learn a new instructional/behavior strategy

• Find ways to solicit feedback from staff about initiatives happening within the building and the

h i lsupport structures that are in place

How Do you Get “It” Done?How Do you Get It Done?

• Be honest! You cannot be expected to beBe honest! You cannot be expected to be the expert on everything so set the stage for a “collective journey” of learning how tofor a collective journey of learning how to implement RtI

• Utilize the resources provided to you• Utilize the resources provided to you. Kalamazoo RESA is dedicated to bringing in the best in the field to help you navigatein the best in the field to help you navigate the sometimes muddy waters in implementing systems to support ALLimplementing systems to support ALL students

ActivityActivity

• Given the information presented todayGiven the information presented today, discuss the following with your group:

What topics or areas do you want more– What topics or areas do you want more information?

– List any potential roadblocks you foresee orList any potential roadblocks you foresee or have encountered regarding leading the development a RtI framework within your p yschool?

Thank You!Thank You!Kim St. Martin, MiBLSi Lead Technical Assistance ProviderMichigan Integrated Behavior Learning Support Initiative (MiBLSi)http://www.cenmi.org/miblsi/Home.aspxPH: (269) 488-7753PH: (269) 488 7753kimstmartin@me.com

• All the materials from this training can be found at www kresa org/instructionalfound at www.kresa.org/instructional