Topics for Discussion 1.Foundations 2.Inventory /Audit Current Practices 3.Four Essential Requisites

Foundations 1.Laws 2.Process Format 1.District support: Data collection 2.District support: Resources –Ease of Implementation Fidelity 1.Staff Understanding 2.Staff Development

Essential RTI Components Screening Schoolwide, multi-level instructional prevention system: Primary (Tier1) Secondary -(Tier 2) Tertiary (Tier 3) Progress monitoring Data-based decision making for: Instructional decision making Movement within the multi-level system Disability identification (in accordance with state law) Evaluating the effectiveness of the intervention 4

RtI: Problem Solving (Elementary) Assessment 80% 15% 5% Interventions Universal Screening Progress Monitoring Diagnostics Progress Monitoring Diagnostics Grade Level Instruction/ Support Student Instructional Level Supplemental Interventions 90 min per week additional Student Instructional Level Supplemental Interventions 120 min per week additional

MTSS/RtI: Problem Solving (Secondary) Assessment 80% 15% 5% Interventions Universal Screening (Up to 9 th Grade) Progress Monitoring Diagnostics Progress Monitoring Diagnostics Grade Level Instruction/ Support Student Instructional Level Supplemental Interventions Additional Instruction during Scheduled Class Period Student Instructional Level Supplemental Interventions During Scheduled Class Period

“I was so excited about RtI - I went about enthusiastically building a technically sound guidance document. As I began to work with staff on implementation [from the cultural perspective of shifting the way we think about problem solving] I realized suddenly that to me, RtI had become…. One swirling VORTEX OF TERROR!” ---Dr. Quentin Woods, Pine Tree ISD The Reality of the Situation

Inventory/Audit Processes RTI504SPED Level of Knowledge Understanding of Data use Decision Making Frameworks Implementation Fidelity Documentation of Process Outcomes

What Should You Look For?

1. Leadership The road to student success begins here….

Question “If an educator keeps using the same strategies over and over and the student keeps failing, Who really is the slow learner? ” Michael Rettig Professor, Emeritus James Madison University

Critical Leadership Attributes

Ensure fidelity by having meaningful conversations with staff about data. Create a culture of common values and work together to achieve common goals. Provide clear staff expectations Creatively allocate resources to ensure personnel have access to necessary supports.

2. Vertically Aligned Data Sets

Integrate across programs. Academic and Behavior

The most important aspect of a strong process is the richness of the conversations that occur because of the layers of multiple occurring data sources. Screening Diagnostics Progress Monitor

Information that is evidence based (observable, measurable, provable) Information that describes a baseline of where the student is currently performing Information that is from a variety of sources Information that is useful for the design of instruction & interventions (specific, comprehensive, operationally defined) System supports purposeful and intentional data collection. Provable Baseline Reliable Operationallydefined

Analysis of Data (RIOT) Review – assessment information, curriculum, discipline referrals, cumulative & health files, etc. Interview – teacher, parent, student, specialist, etc. Observe – instruction, student, curriculum use, environment, etc. Test/Assess – research on curriculum, instructional effectiveness, screening, diagnostic and outcome measures, etc.

ICEL Problem Solving Instruction – Does the teacher use data to make instructional decisions? Does the teacher provide differentiation to assist at-risk learners? Curriculum - Is the curriculum research-based and completed with fidelity? Environment – What factors in the environment impact the student’s learning? Learner - What are the learners strengths and weaknesses? What kind of learner is he/she?

3. Strong Instructional Practices

Instructional Delivery Frame the lesson Work in the “Power Zone” Use frequent small group, purposeful talk about learning Recognize and Reinforce Write critically

Relevant Practice: Foundation for Supports Use data to determine flexible grouping Build on student “knowns” Use learning style information to differentiate student content-product-process

PBIS …..Social Skills Student- teacher relationships Positive schoolwide and classroom management Researched based social skills aligned with PBIS Parent and Community Resources Professional Development

4. Research Based Interventions

Resources Documentation The use of technology makes ongoing data collection, data consumption, and data-based decision making a more plausible proposition, and it can keep these important aspects of RtI from monopolizing teacher time. Teacher Competencies Ongoing training on academic and behavioral instructional strategies and practices. Computer Aided Instruction Research supported and student Centered programs to compliment and support (not replace) instructional practices.

District Philosophy The 1 st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement. The teams always uses the model of problem solving-consultation- instruction/intervention approach.

Characteristics of Strong Processes  Meeting Norms are honored  Collection of meaningful data  Culture of collaboration between programs  Guaranteed and viable strategies and supports are available  There is a process to measure where students are and goals for outcomes

Tips for Moving Forward 1.Be aware of appeals to mindless precedent. 2.Make sure the systems of intervention are seamless and fluid. 3.Systems of intervention work better when they are supporting students rather than individual teachers. 4.Realize that no support system will compensate for inadequate strategies, accommodations, and instruction. 5.Ensure a common understanding of “system of interventions.” 6.Remember collaboration is the key- no matter what the “category”.

Andrea Ogonosky, Ph.D. (832)