RtI/504/SPED Andrea Ogonosky MTSS: Sustaining Student Success

Topics for Discussion Foundations Inventory /Audit Current Practices Four Essential Requisites

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

One swirling VORTEX OF TERROR!” The Reality of the Situation “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

Inventory/Audit Processes RTI 504 SPED 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….

Professor, Emeritus James Madison University 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 Data drives accountability and resource allocation. Well versed in district program philosophies and able to integrate. Focused on ongoing problem solving vision.

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

2. Vertically Aligned Data Sets

Data Multiple Sources Formative Diagnostic Progress Dr. O Integrate across programs. Academic and Behavior Dr. O Continuous / Easy to Document

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. Progress Monitor Screening Diagnostics

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

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. Review - assessment information, curriculum, discipline referrals, cumulative & health files (vision, hearing, medical), etc. For an ELL student, this may include reviewing the records to see home language, #years student has been in school (this may be impacted by a number of issues (war, distance to school, transportation, etc), school changes (may impact missing certain concepts), # years in EL instruction, # years in ESL, Title1 instruction, etc.), how has the student performed in primary language, how does he/she compare to similar acculturation peers? Interview – teacher, parent, student, specialist, etc. We can ask a range of people to find out about strength and need areas, interaction with adults and peers, how he learns and what (cognitive) processes he is strong or weak in (ie. memory, visual vs. auditory, attention, planning, detecting mistakes, using strategies, processing speed, etc.) For ELL students, interviewing family (& extended) members is key (may need interpreters) and asking them some of the review questions. Ask ESL and gened teacher how child’s acquisition of skills compares to other ESL students. Observation – instruction, student, curriculum use, etc. We can also observe for some of the same things we interview about. May seem obvious, but it is important to observe both in the area of concern and also in subjects and classes where the student does better, in different instructional settings or formats - trying to decide when, where, how and what he learns best and worst. We are trying to see how he performs compared to peers, how does the environment (materials, structure, people, climate, etc.) impact positively or negatively learning for him and others. Should not be seen as an evaluation of the teacher but determining if there is a good match. For ELL, what effective teaching strategies are being used for ELL and how does child respond, how does the student communicate with different people (peers, teachers, parents), how does he compare to similar peers. Test/Assess – research on curriculum, instructional effectiveness, diagnostic probes, etc. Informal and formal testing As a student moves within the tiers, the amount and type of testing changes Important to focus on instructionally relevant assessment (collect data that is related to instruction and can help drive instruction) Includes screening information (ie. IRI, CORE screeners, IELA (language proficiency in L1 & L2), speech and language screeners, etc.), outcome measures (ISAT), or more diagnostic tests in specific academic areas of reading, language, or behavior , classroom performance, or CBM vs. CBA measures (general outcome measures (ORF) vs. measuring subskills (nonsense word fluency).

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? Instruction – Does the teacher use data to make instructional decisions?; Does the teacher provide differentiation to assist at-risk learners? What effective instructional strategies are being used – preteaching vocabulary, use of visual aids, practice, feedback, etc., What instructional strategies are used for ELL? Curriculum - Is the curriculum research-based and completed with fidelity? Review research and information about the curriculum, are the materials appropriate for students (supplemental materials, cultural and linguistic diversity) Environment – What factors in the environment impact the student’s learning? Expectations at home vs. school? Policies and procedures appropriate (nondiscriminatory) for CLD students Learner - What are the learners strengths and weaknesses? How does the student compare to other learners? What kind of learner is he/she? How does he/she process and learn? What classes is he/she more successful? Given the new SLD criteria, information about the student’s cognitive process strengths and weaknesses are important to help us know how to teach, and if necessary, determine need for sped services. Are there visual processing issues (reversing letters, reading the same lines, remembering spelling of familiar words with irregular spelling, auditory issues (following verbal directions, remembering people's names, sequence of instructions, etc.)

3. Strong Instructional Practices

Teacher is best interventionist The Ultimate Intervention Occurs in the Classroom Teacher is best interventionist Instructional Delivery Frame the lesson Work in the “Power Zone” Use frequent small group, purposeful talk about learning Recognize and Reinforce Write critically All Students

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 1st 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 Be aware of appeals to mindless precedent. Make sure the systems of intervention are seamless and fluid. Systems of intervention work better when they are supporting students rather than individual teachers. Realize that no support system will compensate for inadequate strategies, accommodations, and instruction. Ensure a common understanding of “system of interventions.” Remember collaboration is the key- no matter what the “category”. Page 81 Learning by Doing Yes, school schedules can present barriers, but they are not carved in stone, nor are they sacred. Invite those who resort to the current schedule to reflect upon and articulate their assumptions. The system of interventions should not be designed as a permanent support for individual students. A student should be in an intervention group only until they have acquired the intended knowledge and skill. Systems that support teams are better because they are collaboration driven. Be careful that the interventions in one area don’t come at the cost of instructional time in another area. School must, while creating its system of intervention, take steps to build the capacity of every teacher to become more effective in meeting the needs of students. Everyone on same page as to criteria for interventions. And the intervention plan should recognize the unique context of the school.

Andrea Ogonosky, Ph.D. aogonosky@msn.com (832) 656-0398