Welcome HS & MS RtI Liaisons!

Shirley Jirik, Ed.D.SVVSD RtI Coordinator

January 29, 2013

Purpose

• To learn from each other as we implement Response to Intervention

Synectic 4 Square

• The topic is: favorite foods• Write 4 of your favorite foods—one in each

square• Chose one of your favorite foods to complete

this sentence stem:

Implementing RtI is like___________________because_______________________________.

Introductions

Introduce yourselves at your table groups and share your similes.

Implementing RtI is like___________________because_______________________________.

Review of Feedback

• At your table group, review the data collected from our last meeting

Learning Targets

• Learn more about the RtI process through case studies

• Learn more about the consultant model and what a ‘coach’ might do to facilitate the RtI process

• Use the CDE district-level implementation rubric to determine next steps for district implementation

Essential Question

What could make implementation of Response to Intervention at my building more successful?

Working Agreement

• Limit side Conversations & technology distractions• Collaboration Norms• Breaks• Regaining your attention

Where are we trying to go?

LeadershipAdministrators, faculty, and families actively participate in a systematic, culturally-responsive RtI model. Data on its effectiveness is regularly analyzed to improve RtI implementation and effectiveness.

Problem-Solving ProcessDistrict provides ongoing training on the problem-solving model and provides assistance to teams to increase functionality of the teams.

AssessmentThe alignment of instruction and assessment is regularly reviewed as part of a continuous improvement cycle to ensure assessment effectively informs instruction.

Curriculum/InstructionDistrict works with schools to adjust and update instructional practices to ensure all students receive high-quality instruction based on data indicating effectiveness of current instruction.

Positive School ClimateLeadership team regularly reviews, ensures adherence to, and updates the action plan as the team identifies needs of the district. Professional development is provided in areas of need.

Family and Community Partnering

District ensures systemic family and community partnering is infused within all district practices and organizational infrastructures, policies, procedures, etc.

Bottom line…

The adults have their act together so students can get their needs met in a more timely manner.

We got a lot of details to work out!

We’ll get there…

Housekeeping Items

• Tier 1 Form as a Google doc– Share these with me, so we can get some

exemplars• Tier 2 Referral Form– Now a Google doc as well

• Implementation Rubrics– Still missing many of these– Will model this today with the district level one

RTI CASE STUDIESLearning Target #1

Case Studies

• In Google Docs:–Tier 1 Documentation Form–Tier 2 Form

• Data Sources to Consult–Alpine Data–IC- Attendance data- looking for trends–Cumulative folder

Remember, before the student comes to the Problem-Solving team…

Professional Learning

Communities

Grade level/dept Meetings

Problem-Solving Team

The Problem-Solving Process

Define & Analyze the Problem

• These steps should happen before the problem-solving team meeting• Guiding Questions:Where is the breakdown for this student with their learning? Are there conditions when this skill has been exhibited? Is it a matter of won’t vs. can’t?

Table Talk

Do we have enough information/data to proceed?

Develop a Plan

• This step occurs at the problem-solving team meeting

• Now that we know what the concern is, what will we do about it?

• The problem-solving team, along with administrator support, determine what else could be tried to help this student

Table Talk

• What would you do for this student?• Do we need more information/data?

Evaluate the Plan

“However beautiful the strategy, we should occasionally look at the results.”

Winston Churchill

Break Time

Avoid Potential Legal Issues

• Documentation!!!– Need to know why the documentation ends

• Consistent data collection– Same grade level, same type of assessment, over

and over again to see if there is progress• Don’t make RtI another ‘wait to fail’ model!– If we suspect a disability, we must move forward

with a referral for special ed. evaluation

CONSULTANT MODEL (COACHING)Learning Target #2

Collaborative Consultation in the Schools: Effective Practices for

Students with Learning and Behavior Problems

Thomas J. Kampwirth

Working Definition

• Coaching and Consulting will be used interchangeably• The consultant model of RtI requires

more of a whole school approach–Doesn’t work very well to have one

person fulfill this position

A process in which a trained, school-based consultant, working in a nonhierarchical relationship with a consultee, assists that person in her efforts to make decisions and carry out plans that will be in the best educational interests of her students.

Collaborative Consultation

Goals of Consultation

Provide methods for changing child’s academic or behavior problems

Improve consultee’s skills to deal effectively with future problems

Obtain precise description of referral problem

Assist in collecting baseline dataAssist in analyzing the referral

concernAssist in plan implementationMonitor treatment integrityEvaluate outcomes of intervention

Consultants can help to:

Skills Needed When Consulting

• Forging Positive Relationships• Conveying Competence and

Confidence• Believing situation can and will

improve• Empathy

Skills Needed When Consulting

• Genuineness• Following through with enthusiasm• Developing and maintaining trust• Being aware of personal values• Communication Skills

DISTRICT LEVEL IMPLEMENTATION RUBRIC

Learning Target #3

Planning for Next Year

Data-based decision making: • District Rubric—each table group will take a

component and discuss where you think we are as a district

• Logistical data from RtI Liaisons—next slide• Need the building level RTI implementation

rubrics– What would make that easier?

What I need from you…On the Google Doc Form

• When does your problem-solving team meet and how often?

• Who are the members of your team? – Names and titles

• Do grade level team meetings happen at your building? If so, when?

• Do department meetings happen at your school? If so, when?

Feedback• #6 on Hattie Top 22• Effect Size= .73• Most 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!!!