september 4, 2012- 12:30-3:30 pm shirley jirik, ed.d svvsd rti coordinator
DESCRIPTION
12:30-1:00 PM- Introductions & General Information 1:00-2:30- Common language, common process, and common understanding 2:30-3:00 PM- Essential Agreement 3:00-3:30 PM- Implementation data Take care of yourself—if you need a break, take oneTRANSCRIPT
September 4, 2012- 12:30-3:30 PMShirley Jirik, Ed.D
SVVSD RtI Coordinator
Welcome RtI Liaisons!
AgendaBlog10-2 Rule- Be prepared to share!
Gaining your attention & timer
Overall Information
12:30-1:00 PM- Introductions & General Information
1:00-2:30- Common language, common process, and common understanding
2:30-3:00 PM- Essential Agreement3:00-3:30 PM- Implementation data
Take care of yourself—if you need a break, take one
Agenda
“That’s me”I am a special educatorI am a general educatorI am new to this district teamI have taken professional
development on RtII am a new teacher (less than 3
years experience)
Introductions
A Teacher’s Guide to RtITier 1 work
Teaching and Learning CycleTier 1 Best Practices
RtI BlogBuilding level workHow can we get better?
Honor the work that has been done!!
Wordle Example: Call of the Wild by Jack London
Wordle Fun
Feedback was collected during spring 2012
What are your buildings greatest needs around RtI?Predict what words will stand out the most on the Wordle
Which words were used the most?
Table Talk
What are your buildings greatest needs around RtI?
Discuss what ‘pops out’ at you about this Wordle?
What surprises you?What action can we take to make some of these needs become a reality?
Be prepared to share with the larger group
Table Talk
To get to “all”, we must first pay attention to “every”. We must pay attention to the system first, and then we move to small groups and individuals.
Dave Tilly
To provide professional development support, & guidance for building level leaders in the RtI process
To provide consistency with RtI implementation across the district
Purpose of these meetings
Why? Why are we leading this RtI thing again?
Common Language, common process, common understanding
Essential AgreementsImplementation Rubric
Goals for Today:
Data, Data, Data!!! November 7th for secondaryNovember 14th for elementary
We know what, but how? What does it look like?January 29th for secondaryFebruary 7th for elementary
Continued Consistency Across the district (differentiated professional development based on your buildings needs)April 9th with all groups
Goals for Future Meetings
Question: Can all students learn? University of Southern Florida Study
Asked teachers in their first 3 years of service
Predict the % who answered yes vs. no
What do you believe?
Teacher BeliefsAll Students Can Learn
Disagree40%
Agree60%
National Perspective on RtI Implementation
• 71% of districts are in some stage of implementing RtI – up from 60% in 2008 and 44% in 2007
• RtI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008
(Batsche, 2011; www.spectrumk12.com)
• Of districts with enough data, 83% indicated RtI has reduced the number of referrals to special education
• Districts reported the primary obstacles to implementing RTI as: insufficient teacher training, lack of intervention resources, lack of data, lack of background knowledge, skills for tracking/charting
(Batsche, 2011; www.spectrumk12.com)
National Perspective on RtI Implementation
John Hattie- Synthesis of 800 Meta-Analysis relating to AchievementHinge point of .40 which is equated to
a year’s growthAbout half of what we do to all
students has an effect of greater than .40
So about half of our students are in classes that get less than the .40 effect
Hattie found RtI to have an effect size of 1.07!!!!!!!
Effect size for RtI
Longmont High School has implemented RtI with the grade level team approach- started with all 9th grade core teachers meeting weekly for 30 minutes
It is working at SVVSD too!!!
‘Know they impact!’ John HattieIn your table group, spend a few minutes with this documentShare ‘ahas’ and other ideas about how these strategies
can be utilized.
Top 22 Research-based Instructional Strategies
If we are not excited about our work, then who will be?
Leadership lessons from dancing guy
It takes leadership!
Why? Why are we leading this RtI thing again?
Common Language, common process, common understanding
Essential AgreementsImplementation Rubric
Goals for Today:
Common Understanding
RTI procedures are specifically mentioned in both
NCLB and IDEA 2004. RTI data can be used as part of the evaluationprocedure for determining the presence of aspecific learning disability. IDEA 2004 requires that students receivescientifically/researched based instruction andintervention before special education referrals canbe made.From R. Brown-Chidsey and M.W. Steege, Response to Intervention: Principles and Strategies for EffectivePractice, 2005.
RTI and Educational Policies
Successful Student Outcomes
Individuals with
Disabilities Education Act
(IDEA)
Positive Behavior
Intervention and
Support (PBIS)No Child
Left Behind (NCLB/ESEA)
Response to Intervention (RtI)
Unified Improvement Planning (UIP) Colorado Basic
Literacy Act (CBLA)
Response to Intervention
Data-based Decisions
Using Assessments to guide Instructional Decisions
Standards-Based Instruction
Progress Monitoring
Formative Assessment
Problem-Solving Process
Leadership Parent Involvement
Positive School Climate
Providing Effective Education for ALL Students
Universal Screening (Benchmarks)
Research-Based Instructional Practices
Collaboration
The ‘Core’ is so important because it is our foundation
Accommodations
Level the playing field
Modifications
Change the game entirely
InterventionsBatting practice
Game TimeAccommodation, modification or intervention?
Ways to Intensify InstructionInstruction can be intensified in the
following ways:Reducing the group sizeIncreasing the durationIncreasing the frequencyNarrowing the focus of the intervention
FidelityIntegrityDid we do what we said we would do?Did we measure to see if what we are
doing is effective?
Neural Response to Intervention
Does the pattern of brain activation change in response to intervention?
8 children with severe dyslexia8 week intense phonologically-
based intervention (2 hours a day= up to 80 hours of instruction)
Simos et al., Neurology, 2002
Study by Dr. Marianne WolfRepetitions for Success
•Gifted/Talented Readers 1 to 4 Repetitions•Average Readers 4 to 14 Repetitions•Struggling Readers 14 to 40 Repetitions•Disabled Readers 40 to 200 and up!
If not now, when? If not you, who?
Prevention Before InterventionWhy?Intervention takes more time,
intensity, resources!Kindergarten – 10-30 minutes over a
short amount of time to close the gap.1st Grade – 30 – 45 minutes over a
short amount of time to close the gap.2nd grade – 60 minutes per day!3rd and up 90 minutes to 3 hours a day
over a longer period of time to close the gap!
Resisting Change—Are you Ansgarr?
Why do people resist change?Human natureLacking the necessary skills to do
what is being asked Lacking training in the materials to
do what is being askedNot sure what will need to be given
up to implement the change“I’m not sure how the change will impact me.”
Myth of ChangePeople who introduce a change are
typically very far removed from it The perception is there will be
immediate gain when the reality is-by definition the gains are not immediate
Herold & Fedor, 2008, cited in Fullan, 2010
Change is Hard!!
Ways to build consensus:Explanation of ‘why’
Provides the foundation for all workIncreases sustainabilityIs a combination of vision and support
Intended BenefitsIncreases personal investment
Validation of concernsProvides information to decrease
anxiety and support change
Building Consensus helps us deal with change
Grade level team meetingsFocus areas for research-based instruction through PLCs
Staff meetings or professional development for building knowledge and consensus
Building a Culture of Collaboration
A Partnership between general education and
special education
RtI is written into major education laws (NCLB, IDEA)
RtI is not just another initiativeWe start with Tier 1 because that changes the
most practices which will impact the most students
Instruction can be intensified by: increasing duration, frequency, or decreasing group size
The brain can actually change in response to intervention
Prevention before interventionChange is hard!
Review-Common Understanding
Table TalkPartner Turn & Talk
What surprises you about these common understandings?
What do you disagree with?
What do you agree with?
Common Process
Standard Protocol Approach
Problem-Solving Approach
•Pre-established qualification criteria
•More specific student plans, created with more staff input
•Limited number of intervention programs
•Multiple intervention program options
•Straightforward staff training, progress monitoring, and decision-making
•More complex training, progress monitoring and decision-making
The Problem-Solving ProcessPage 19 in Teacher’s Guide for RtI (blog)
Page 2 of your handout Some of the elements must look the same from building to building to ensure we are creating an effective RtI system across the district
Problem-Solving Process
Defining the ProblemWe use:
DataTeacher ObservationWork samplesData Element Checklist, Pg. 6
Intervene at the lowest level possible for that concern
Limit it to 2-3 areas of concernUse problem-solving checklist in
handout—page 4
Developing the PlanUse Alpine AchievementUse data- AIMSweb when possible
All plans will be frozen at the end of each school year
Ask for help if you need it
FidelitySupport the implementersCollect the dataSend progress notes to parentsSchedule the re-meet for approximately the time we expect to see gains
Implementing the Plan
Re-meet in 3-9 weeks to determine if the intervention was successful
Data, Data, Data! Progress Monitoring- AIMSweb
Decision Rules:Keep itChange itStop it
Evaluating the Plan
“Insanity is doing the same thing over and over again and expecting different results.”
Albert Einstein
Use these guiding questions to talk with your table group:What does your building need to do in order to have this process in place or to make it better?
Who do you need support from?
Table Talk
Common LanguageWhat we hear, what we say
Common LanguageCreates a united frontCauses less confusion for staff and
students
What you hear… what needs to be heard.
What You Hear…. What Needs to be Heard….
I don’t know why we are doing RtI, probably because _____ says we have to do it.
• RtI is about meeting the needs of all students• RtI is not Sp Ed, General Ed, ELL, Title, School Improvement, or way to identify – it is an “Every Ed”• RtI is not a program, it is a change in our system
We’ve made AYP every year, I don’t know why we need to change anything.
• AYP is one measure, does not tell the whole story. • Need to utilize data in ways to improve instruction and learning (setting goals)
Interventions? Good teachers have been doing interventions forever, we’re already doing this stuff.
• Teachers have and will continue to do good things for kids – RtI does not mean what was done before was “wrong”• Sustainability is goal, RtI cannot hinge on a few teachers, a building principal, etc.
What You Hear…. What Needs to be Heard….So, my experience doesn’t matter when it comes to the decisions now because it is all about hard data…..
• Your experience does matter.• The data we collect does matter.• It is our responsibility to create a solid understanding of both in order to know how to proceed.
Our curriculum doesn’t teach _________, but that is what seems to matter – does that mean I change what I teach?
• With our screening and progress monitoring tools, the alignment is by the big idea, not individual questions or the format of the test.
When do I have time to teach? • The data we are collecting help us with our teaching.• Revisit required assessments versus those we choose to do.
In your table groups…Brainstorm ‘what you hear’ and some
ideas for what you should hearPage 7 in handout
After you have 3, post your paper on the wall and we will do a gallery walk
Why? Why are we leading this RtI thing again?
Common Language, common process, common understanding
Essential AgreementsImplementation Rubric
Goals for Today:
Monitor and organize problem-solving process, including scheduling meetings
Attend district RtI meetingsDisseminate district information to the
schoolCollect documentation forms and data to
support the processAssign case manager/consultant/coach if
this is a different personAttend problem-solving team meetings
Key Expectations of RtI Liaison
“District standardize the process and buildings customize implementation.” Dr. Kim St. Martin
Consistency without dictatorshipThese are the core pieces of RtI that
are essential to our work together
Essential Agreement around RtI
Which of these essential agreement items are already in place?
Which ones do we need to get in place?
How do we do that?Be prepared to share out with the larger group
Table Talk
Why? Why are we leading this RtI thing again?
Common Language, common process, common understanding
Essential AgreementsImplementation Rubric
Goals for Today:
District 11CDE RtI Implementation Rubrics1 Pager from National Center for RtI
Handout pages 9-10Please fill out with your team and
return to me by October 15th
We will do it again in the springBe honest!
Implementation Rubrics
Protocols for MeetingsCollaborative Learning Cycle for
Data DialoguesGrade level team meeting agendasProblem-Solving Meetings
See Handout for examples
Reflection timeTake a minute and think about your building
What pieces do you have in place?What do you still need to tackle?What resources will it take?
Feel free to share with your table group or work independently
Feedback#6 on Hattie Top 22Effect Size= .73Most powerful when it is Teachers seeking
feedback from students about their instruction.
I want to seek feedback about my instruction today.Please complete the evaluation provided on the back of your handout.
Thank you!!!