Teaming/Data/Interventions

RtI Infrastructure:Teaming

RtI Partnership Coaches meetingJanuary 6, 2011

Terry Schuster, RtI Partnership Lead Coach

Effective Teaming PracticesSelf Study A: Teams and Teaming

Big Ideas About Teaming…Big Ideas About Teaming…1. Not the Old Team with a New Name

2. 4 Types/Levels of Teams

3. Each Team Has Tasks and Functions

4. District and School Improvement Team

• Build Commitment

• Give Permission,

• Allocate Resources, including Staff Development

5. Tier 2 Teams (Department & Grade-Level with Support) Do Most of the Heavy Lifting

6. Individual Student Problem Solving Typically Begins AFTER a Student Hasn’t Benefited from Tier 3

What Teaming Structure is recommended to support RtI implementation?

Types of Teams to Support RtI Implementation

1. A District-Level RTI Team to Make Things Happen for the District

2. A School Improvement Team to Make Things Happen for the School

3. A Grade-level Team with Support to Make Things Happen for Groups of Students

4. A Problem-Solving Team to Make Things Happen for Individual Students

What is the Purpose, Team Membership, and Roles and Responsibilities of the different

teams? District Leadership Team

School Improvement Team

Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.

Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.

Recommended meeting frequency in Year 1 is once per month.

District Leadership Team Purpose

1. District Leadership

Team

ConsiderConsider:◦ Superintendent◦ Special Education Administration◦ Curriculum and Instruction◦ Remedial Programs (Title I, ELL)◦ Principals◦ Related Services◦ General Education Teaching Staff◦ Special Education Teaching Staff◦ Human Resources/Personnel◦ Professional Development◦ Technology ◦ Parents◦ Other

District Leadership Team Membership

1. District Leadership

Team

1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment and Intervention

Practices– Identify Skill Sets Needed for Training, Tools and Support

2. Build Commitment– Include RtI in District Goals– Communicate Importance to the Community

3. Give Permission– Change Professional Roles– Identify What is Abandoned

4. Allocate Resources– Identify and Support District Coach– Flesh Out Staff Development Plan

District Leadership Team District Leadership Team Roles and Responsibilities Roles and Responsibilities

• Establish and Provide Staff Development on a Standard Problem-Solving Process

• Establish Criteria for Matching Student Needs to Intervention Programs

• Establish Criteria for Specific Learning Disabilities Eligibility Using an RTI Process

District Leadership Team District Leadership Team Specific Responsibilities Specific Responsibilities

1. Assess Assess District and Building NeedsNeeds2. Provide LeadershipLeadership and Build CommitmentBuild Commitment3. Give PermissionGive Permission to Change Practices4. Allocate ResourcesAllocate Resources to Support Change

District Leadership & School Improvement District Leadership & School Improvement TeamsTeams Have Similar Have Similar Roles and Responsibilties Roles and Responsibilties

Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.

Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training,

and support, especially around fidelity of implementation.

Meeting frequency in Year 1 is once per month.

School Improvement Team School Improvement Team PurposePurpose

ConsiderConsider:◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff◦ Related Services Staff (School Psychologist, Speech and

Language)◦ Special Education Teaching Staff◦ Parent◦ Other

School Improvement Team Membership

1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment

and Intervention Practices– Identify Skill Sets Needed for Training, Tools and Support

2. Build Commitment◦ Include RTI in School Improvement Plan◦ Communicate Importance to the Staff

3. Give Permission◦ Identify What is Abandoned

4. Allocate Resources1. Identify and Support School Coach2. Flesh Out School Staff Development Plan

School Improvement TeamSchool Improvement TeamRoles and ResponsibitiliesRoles and Responsibitilies

• Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results

• Establish and Maintain a Process for Ensuring Fidelity of Interventions

• Evaluate Implementation Outcomes

School Improvement TeamSchool Improvement TeamSpecific ResponsibilitiesSpecific Responsibilities

I-Aspire NSSD 112 Assessment Matrix

Assessment Application

Screening Problem Identification

Diagnostic Problem Analysis

Progress Monitoring Program Evaluation

Subject Reading Early Literacy K T1

LNF/LSF Reading CBM 1-5 T1 1st Grade if not meet CBM criteria, use LNF/LSF MAP Reading 3-8 T1 Gifted T3 Optional: STORYtown benchmark assessments T1

Early Literacy K T1,T2, T3 Reading CBM 1-5T1, T2 T3 within Survey Level Assessment and/or Curriculum Based Evaluation activities MAP Reading 3-8 T1, T2 (Goal areas) T3 ISAT/IMAGE 4-8 T1 Optional: STORYtown T1 benchmark assessments T2

Early Literacy K T1,T2, T3 Reading CBM 1-5 T1, T2, T3 Optional: STORYtown assessments T1

Early Literacy K Reading CBM 1-5 MAP Reading 3-8 (R180, GOAL extended-day) SUPERA 3-8 (DL Spanish) IPT K-8 in Sp. for DL T1 ISAT 4-8 (GOAL, R180,DL, TBE) Optional: STORYtown benchmark assessments

Mathematics MAP Math 3-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1

MAP Math 3-8 T1 ISAT/IMAGE 4-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1

MAP Math 3-8 T1 Early numeracy K-1 T1,2,3 Math Facts 1-5 T1,2,3

MAP Math 3-8 (Math, DL, TBE, GOAL) ISAT/IMAGE 4-8 (R180, DL, TBE, GOAL) Early numeracy K-1 T1 Math Facts 1-5 T1

Writing Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 Writing 3-8 MAP Lang. Use. 3-8 T1

Primary Writing Assessment K-2 T1 Writing 3-8 T1 MAP Lang. Use. 3-8 T1 ISAT Writing 5, 6, 8 T1

Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 T2, T3 MAP Lang. Use. 3-8 T1

Primary Writing Assessment K-2 Writing CBM TWW K-8 Writing 3-8 MAP Lang. Use. 3-8 ISAT Writing 5, 6, 8 T1

Behavior Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8

Assess Needs

Assessment Application

ScreeningProblem Identification

DiagnosticProblem Analysis

Progress Monitoring Program Evaluation

Subject

Reading

Mathematics

Writing

Behavior

North Shore School District 112 Three Tiers of Support in Language Arts

INTENSIVE TERTIARY

INTERVENTION Middle School

+ Corrective Reading + Read180

Elementary + Corrective Reading + Reading Mastery + Lindamood-Bell + Orton-Gillingham + SLANT + Wilson Reading + Language for Learning ST & VC Intensive Intervention Kits

Middle School Read180

• 180 minutes • Core Curriculum plus intensive support • Progress monitor weekly

Tier III – 5% Intensive, Individual

Interventions • Individual Students • Assessment - based • High intensity • Of longer duration

TARGETED: SECONDARY INTERVENTION Middle School+Soar to Success

Elementary

Developmental Reading Great Leaps + Heggerty Phonemic Awareness/ Writing Jolly Phonics PALS/Teacher Directed PALS Read Naturally + Reading Mastery ST & VC Strategic + Reading Recovery Intervention Kits + Soar to Success

• 120 minutes • Core Curriculum plus supplemental • Progress monitor monthly or greater

Tier II – 15% Targeted Group Interventions

• Students at-risk • High efficiency • Rapid response

UNIVERSAL: PRIMARY INTERVENTION Middle School

McDougal Littell Literature/ Grammar/ Writing

Elementary A-Z Leveled Readers Conocimiento fonologico: Spanish Phonemic Awareness Earobics + Heggerty Phonemic Awareness + Heggerty Writing STORYtown (ST)/ VILLAcuentos (VC)- includes ELL support 6+1Traits Writing

• PreK-2: 100 mins • 3-8: 90 minutes • Core Curriculum • Progress monitor 3x year or greater

Tier I – 80% Core

Instructional Interventions • All students • Preventive •Proactive

Any intervention used at one level can be used at the next tier with an increase of time and with a reduction of group size. Bold items provided by district – all other materials provided by buildings + Specific training required

Revised 2/26/08

Build Commitment: Link District/School Improvement Plans with RtI

• For Example:– District/School Newsletter– District/School Website– Ongoing Agenda Item at staff meetings– Parent Brochures/Letters– RtI Resource Binders for Teams

Build Commitment: Communicate with Community and Staff

Communicate About Shared Values and Beliefs

All students can learn and should have appropriate learning opportunities. RtI/PS is an all student initiative.

Everyone in the school is responsible for the education of all students Collaboration and reflective practice is essential for effective decision-

making regarding student performance A positive school climate supports the use of innovative practices Effective core instruction is the basic foundation on which to build this

process. Assessment (data) should both inform and evaluate the impact of

instruction Beliefs about instruction must be supported by research Parents are vital members of the team to support students.

Allocate Resources:Provide Training, Tools and Support

DATE AREA OF FOCUS ACTIVITYSpring 2008

Each district will complete a District Self-Assessment (developed by ISBE) to determine Next Steps

District 21 Plan DevelopmentUse the Self-Assessment to determine which areas are already in place and which areas need further development.

Spring 2008

Technical Assistance and Support for all Districts

Trainings:Tier 1 Feb 7 and Feb 14Tier 2 March 3 Tier 3 April 3Coaching Tier 1 Feb 20 and Feb 27 Tier 2 March 12 and March 14Tier 3 April 7 and April 10Additional RTI TrainingsSpecifics of Intervention (Rdg) K-5 March 19Specifics of Intervention (Rdg) 6-12 April 16Administrators Academy: RTI and the School Leader (target audience central office and principals) June 11

Fall 2008 toSpring 2009

Technical Assistance and Support for all Districts

Trainings will Cover:Overview of 3 TiersResearch-Based Assessments: Progress Monitoring and Universal ScreeningProblem SolvingResearch-Based InterventionsLeadership and Teaming in RTIParent Involvement

January 2009

Districts must submit their District RTI plans to ISBE

District 21 Finalized RTI Plan

Fall 2009 to Spring 2010

Technical Assistance and Support for all Districts

Trainings will Cover:Research-based Instructions and InterventionsCBM and Progress MonitoringThe use of RTI to make special education eligibility decisionsAdvanced Problem AnalysisELL implementationMiddle and High School implementation

Fall 2010 Districts must use RTI to make special education eligibility decisions

What is the Purpose, Team Membership, and Roles and Responsibilities of the different

teams? Grade Level Teams With Support

Coordinates Tier 2 services for at risk students in addition to larger grade-level or departmental issues.

Primary roles include using Problem Identification data to match intervention programs to individual student’s needs and review progress of students receiving Tier 2 supports.

Meeting frequency in Year 1 is once per week.

Grade Level Teams with SupportGrade Level Teams with SupportPurposePurpose

• Grade Level Teams: Organized around particular grade levels.

• Pathway Teams: Organized around multi-grade groupings of classes (i.e., a primary team for grades K-3, and intermediate team for grades 4-6).

• Unit or Departmental Teams: Organized around a physical unit or department of a school (e.g., Math Department).

• Building Teams: One team for all grades in a particular building.

Consider Different Problem Solving Team Models

Consider:◦ General Education Grade-Level Teachers – General Education Content Area Teachers – Special Education Personnel Providing Support◦ Representative of Remedial Program Providers (Title I, ELL) ◦ Targeted Personnel as Needed for Specific Tier 2 Students Not

Progressing (e.g., School Psychologist, Speech and Language)◦ Principal, As Needed ◦ Other

Grade Level Teams with SupportGrade Level Teams with SupportMembershipMembership

1. Align Students Needs With Tiers◦ Use Universal Screening Data to Determine Students’ Tier

Needs

◦ Deliver Tier 2 Interventions

2. Review Progress of Tier 2 Students◦ Monthly to Ensure Progress

◦ Minor Modifications to Tier 2 Interventions

Grade Level Teams with SupportGrade Level Teams with SupportRoles and Responsibilities Roles and Responsibilities

What is the Purpose, Team Membership, and Roles and Responsibilities of the different

teams? Individual Problem Solving Teams

The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)

RtI is NOTYour Father’s Oldsmobile

Coordinate and evaluate Tier 3 services for individual students with severe needs and for making special education decisions.

Primary roles include reviewing progress of students receiving Tier 3 interventions and completing individual student problem solving for those who are not benefiting from interventions supports.

Meeting frequency in Year 1 is once per week & individually scheduled special education meetings.

Individual Problem Solving Team Purpose

Consider:– Principal – Representatives of General Teachers– Representatives of Special Education Teachers– Related Services Staff (e.g., School Psychologist, Speech

and Language, School Counselor, Social Worker)– Representative of Remedial Program

Providers (Title I, ELL) Other– Student’s Parent(s) – Student (if appropriate) – Other Identified School Staff

Individual Problem Solving TeamsIndividual Problem Solving TeamsMembershipMembership

1. Review Progress of Tier 3 Students◦ Weekly to Ensure Progress◦ Modifications to Tier 3 Interventions

2. Individual Problem-Solving with Students Failing to Benefit from Intervention Supports

– Goal Setting and Progress Monitoring– Completing Problem Solving Tasks– Ensuring Fidelity of Interventions

3. Special Education Process and Procedures– SLD Determination Using RtI– Monitoring Progress toward IEP Goals

Individual Problem Solving TeamsIndividual Problem Solving TeamsSpecific Responsibilities Specific Responsibilities

LuckilyLuckily….Not all problems need to go through a ….Not all problems need to go through a individual problem solving team!individual problem solving team!

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KWA SPECIAL KWA

KSA SPECIAL KSA

KWP SPECIAL KWP

1C 1C

1F LIT BLOCK SPECIALS LIT BLOCK LUNCH Target Inter- MATH 1F

1S Timeventions 1S

1W 1W

2BA 2BA

2BR LIT BLOCK LANGUAGE LUNCH MATH Interventions SPECIALS 2BR

2D ARTS 2D

2G 2G

3A 3A

3B Interventions LIT BLOCK LUNCH SPECIALS MATH 3B

3BR 3BR

3C 3C

4B Anne 4B

4C MATH Betsy LIT BLOCK LUNCH SPECIALSINTERVENTIONS 4C

4M Interventions 4M

5G 5G

5P SPECIALS MATH INTERVENTIONS LUNCH LIT BLOCK Interventions 5P

5V 5V

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Sample of Master Schedule: May Watts

Intervention Block