Operation Student Success The Journey Forward

Today’s Objectives Provide an OSS Update Update Progress at Pilot Schools Share Components of RtI for LPS Looking Ahead to Implementing RtI

OSS: Operation Student Success Team Members Classroom Teachers Elementary Support Teachers Resource Room Teachers Speech / Language Teachers Psychologist/SSW LEA Leadership Building Principals Members of the Academic Services Department, Elementary Programs, and Student Services All K-4 and 5-6 schools are represented We are all of you! Jackie

Multi-Tiered Support Systems (MTTS)

Multi-Tiered Support Systems (MTTS) Response to Intervention (RtI)

Multi-Tiered Support Systems (MTTS) Positive Behavior Intervention Support (PBIS) Response to Intervention (RtI)

Goal: 2014

2014 Comprehensive

2014 Systematic Comprehensive

2014 Systematic Comprehensive Process

2014 K - 4 Systematic Comprehensive Process

Which of the following is not an objective of RtI?

Which of the following is not an objective of RTI? A. Struggling learners will be identified for early intervention.

Which of the following is not an objective of RTI? A. Struggling learners will be identified for early intervention. B. More students will receive special education support.

Which of the following is not an objective of RTI? A. Struggling learners will be identified for early intervention. B. More students will receive special education support. C. Staff members will have a process for supporting struggling learners.

Which of the following is not an objective of RTI? A. Struggling learners will be identified for early intervention. B. More students will receive special education support. C. Staff members will have a process for supporting struggling learners. D. There will be a gradual reduction in student special education identification rates.

Which of the following is not an objective of RTI? A. Struggling learners will be identified for early intervention. B. More students will receive special education support. C. Staff members will have a process for supporting struggling learners. D. There will be a gradual reduction in student special education identification rates. E. All staff are responsible for the success of all students .

Which of the following is not an objective of RTI? B. More students will receive special education support.

What is RtI? Jot down a list of 5 things you know about RtI. Turn and talk to a colleague about what you know. Check off facts on your list that are in the video. (Pause Here)

RtI Video http://youtu.be/nkK1bT8ls0M

Every Teacher

Every Classroom Every Teacher

Every Classroom Every Teacher Every Day

Every Classroom Every Teacher Every Day Every Child

With RtI, the learning and progress of all students is assessed.

With RtI the learning and progress of all students is assessed. True

RtI is only about interventions.

RtI is only about interventions. False

All students can benefit from RtI.

All students can benefit from RtI. True

RtI is a “wait to fail” approach.

RtI is a “wait to fail” approach. False

Research based interventions can deliver what is promised only if they are implemented as intended (with fidelity).

True Research based interventions can deliver what is promised only if they are implemented as intended (with fidelity). True

There is always a definite formula for how long interventions should last.

False There is always a definite formula for how long interventions should last. False

At Tiers two and three, interventions are provided to students as replacement for regular instruction.

False At Tiers two and three, interventions are provided to students as replacement for regular instruction. False

Demystifying RtI ??

Demystifying RtI It is… multi-tiered a general education initiative solution focused early intervention on-going assessment high quality instruction proactive a team approach ??

Demystifying RtI It is… It isn’t… single –tiered multi-tiered a special education initiative problem focused a wait-to-fail model a one – shot assessment hit and miss instruction reactive a single person’s job multi-tiered a general education initiative solution focused early intervention on-going assessment high quality instruction proactive a team approach ??

Hearing from your colleagues…

Why is it important for our district to implement RtI? Cynthia Miller, Kindergarten teacher Cass Elementary http://youtu.be/3RAOUbmv6T4 Need to add youtube clip!

Viewers consult handout.

Quotes from our OSS Team Members “This work is important because we have a responsibility to all children to help them be the best learners they can be. They need to know that we care about them.” “It is best practice to support the learning needs of all students and prevent early learning failure.” “In order to reduce the achievement gaps that exist among subgroups of students, it is essential that we have a systematic process that provides interventions to fill in the learning gaps that exist…” “We have fewer resources, more struggling learners, and an increase in the academic requirements for all graduating students.” “This work is important because I don’t want to see any more students slip through the cracks.” “This work is important because it provides a common intervention model to help support all involved.” “Lives are at stake! Children’s future quality of life depends on the foundation we give them early on.” Jackie

Quotes from Educational Researchers “The immense challenge of struggling readers is finding just the right strategy to unlock the door, opening that door is surely the ultimate reward.” (Mary Howard) “Once we ensure that all students have access to sufficient high-quality reading lessons, few will meet the federal definition of students with learning disabilities or dyslexia.” (Richard Allington) “I am committed to children who struggle and the teachers who work so diligently to support them, and to anyone in the “business” of education who puts children’s needs first.” (Mary Howard) “The key to helping all children learn literacy and content is to believe in their ability to learn and then to explicitly guide their learning through systematic and intentional instruction and intervention.” (Douglas Fisher and Nancy Frey) “It’s the right thing to do for children. It’s logical and it makes sense.” (Susan Hall) “Teaching every child is hard work. With hard work, though, comes a group of learners who are prepared to participate in society.” (Douglas Fisher and Nancy Frey) Can we make the text larger?

Pause here to discuss…and choose your favorite.

Buchanan Cleveland Grant Roosevelt OSS / RtI Pilot Schools OSS is grateful to the staff and leadership at the RtI pilot schools! You are helping to lead the way.

Kay DePerro, Principal at Roosevelt Elementary How has your school benefited from participating in the RtI pilot for LPS? Kay DePerro, Principal at Roosevelt Elementary http://youtu.be/uh_R56BqssM

RtI Initiatives are growing across the district… …producing great benefits!

Quality Core Instruction

1. Universal Screener Quality Core Instruction

1. Universal Screener Quality Core Instruction

1. Universal Screener Quality Core Instruction 2. Data Analysis

1. Universal Screener Quality Core Instruction 2. Data Analysis

1. Universal Screener Quality Core Instruction 2. Data Analysis 3. Interventions

1. Universal Screener Quality Core Instruction 2. Data Analysis 3. Interventions

1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis 3. Interventions

1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis 3. Interventions

Every Teacher 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis 3. Interventions Every Teacher

Every Classroom Every Teacher 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis Every Classroom 3. Interventions Every Teacher

Every Classroom Every Day Every Teacher 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis Every Day Every Classroom 3. Interventions Every Teacher

Every Child Every Classroom Every Day Every Teacher 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis Every Day Every Classroom 3. Interventions Every Teacher

Every Child Every Classroom Every Day Every Teacher 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis Every Day Every Classroom 3. Interventions Every Teacher

How are you implementing RtI? Kim Mitchell, Kindergarten Teacher at Garfield http://youtu.be/kqmNYY2MRNQ

Quality Core Instruction Highly Effective Teaching Practices: Establishing Purpose Checking for Understanding Responsive Instruction Gradual Release of Responsibility Opportunities for Peer Collaboration

The various names for the model:

Reading Workshop I do? We do? Or, You do? Workshop Minilesson Independent Reading Guided Reading Book Clubs Conferring Interactive Read-Aloud Reader Response

Writing Workshop I do? We do? Or, You do? Workshop Mini-lesson Independent Writing Small Group Instruction Conferring Writer’s Notebook

Assessing the situation Universal Screeners Assessing the situation Now let’s talk a little about Universal Screeners. These Screeners are quick assessment tools that are used to screen all students and identify students who may be struggling academically. How much do you know about Universal Screeners? Give this True False Quiz a try to test your knowledge. Use Thumbs Up if you believe a statement is true, or Thumbs Down if you believe a statement is false.

Universal Screeners

True or False? A Universal Screener is a timely means of determining which students are struggling in an academic area. A Universal Screener is a timely means of determining which students are struggling in an academic area. True—The purpose of administrating Universal Screeners is to quickly determine which students need additional support in which academic areas.

True or False? A Universal Screener is a timely means of determining which students are struggling in an academic area. TRUE A Universal Screener is a timely means of determining which students are struggling in an academic area. True—The purpose of administrating Universal Screeners is to quickly determine which students need additional support in which academic areas.

A Universal Screener is a deep analysis of a student. True or False? A Universal Screener is a deep analysis of a student. A Universal Screener is a deep analysis of any student. False – A Universal Screener is just that – a screener. Students who are identified through the screeners are then further assessed to determine areas of difficulty.

A Universal Screener is a deep analysis of a student. True or False? A Universal Screener is a deep analysis of a student. False A Universal Screener is a deep analysis of any student. False – A Universal Screener is just that – a screener. Students who are identified through the screeners are then further assessed to determine areas of difficulty.

A Universal Screener is only given to some students some of the time. True or False? A Universal Screener is only given to some students some of the time. A Universal Screener is only given to some students some of the time. False – The universal screener is universal in that all students are assessed. The screener is like a safety net that is in place to assure that no struggling students are missed.

A Universal Screener is only given to some students some of the time. True or False? A Universal Screener is only given to some students some of the time. False A Universal Screener is only given to some students some of the time. False – The universal screener is universal in that all students are assessed. The screener is like a safety net that is in place to assure that no struggling students are missed.

Universal Screeners are quick and efficient. True or False? Universal Screeners are quick and efficient. Universal Screeners are quick and efficient. True – Universal screeners are timely in that they are administered quickly so that there is no delay in pursuing further diagnostics and establishing support for struggling learners.

Universal Screeners are quick and efficient. True or False? Universal Screeners are quick and efficient. True Universal Screeners are quick and efficient. True – Universal screeners are timely in that they are administered quickly so that there is no delay in pursuing further diagnostics and establishing support for struggling learners.

True or False? A Universal Screener doesn’t really answer the question, “What are we going to do about it?” A Universal Screener doesn’t really answer the question, “What are we going to do about it?” True – The result of the universal screener is typically further diagnosis which would then lead to planning for intervention.

True or False? A Universal Screener doesn’t really answer the question, “What are we going to do about it?” True A Universal Screener doesn’t really answer the question, “What are we going to do about it?” True – The result of the universal screener is typically further diagnosis which would then lead to planning for intervention.

Universal Screeners are given to every student three times per year. True or False? Universal Screeners are given to every student three times per year. Universal Screeners are given to every student three times per year. True -- It is not enough to provide screening just once at the beginning of the school year. It’s important to continue to administer the Universal Screeners at other points in the school year as a “dip stick” to check on the progress of all students. It will make it possible to find additional students who may have developed increased needs over the course of the year.

Universal Screeners are given to every student three times per year. True or False? Universal Screeners are given to every student three times per year. True Universal Screeners are given to every student three times per year. True -- It is not enough to provide screening just once at the beginning of the school year. It’s important to continue to administer the Universal Screeners at other points in the school year as a “dip stick” to check on the progress of all students. It will make it possible to find additional students who may have developed increased needs over the course of the year.

LPS Universal Screeners Familiar Assessments No Additional Burden A Quick Measure Immediate feedback Useful Results

LPS Universal Screeners Examples of 1st Grade Universal Screener Elements: Spelling Inventory High Frequency Words Dictated Sentence Familiar Assessments No Additional Burden A Quick Measure Immediate feedback Useful Results

What was your process for reviewing data? Kelsey Mack and Jill Klatt, Kindergarten at Buchanan http://youtu.be/yzzMl3iFUDc

Data Analysis Hold grade level data analysis sessions. Examine data from Universal Screeners and other relevant data. Identify struggling learners most in need of additional intervention. Celebrate achievement gains! Data drives the RTI progress. After the Universal Screeners have been administered and the data has been collected, the school Achievement Team meets to review the data, identify students who are struggling, and begin to think about how they might be grouped for the purpose of intervention.

Achievement Teams Achievement Team provides leadership for the RtI process at each school. Benefits of using universal term Considers the achievement of all students, academically, socially and behaviorally Will utilize common forms and processes to monitor general education interventions and determine the need for special education support

Grade Level Liaisons Achievement Team Member acts as a liaison and works with one or more grade levels. The Liaison collaborates with the grade level team regularly to discuss students and their learning. The Liaison reports back to the Achievement Team

Tell us about grade level liaisons… Katie Emert, Resource Room Teacher, Cleveland http://youtu.be/WJJgzDteDzU

Provide Interventions Work together to determine appropriate interventions… Grade level partners Grade level liaisons Achievement Team Members OSS team member Principal

Provide Interventions Intensity increases at higher tiers Smaller groups Greater time Increased frequency Pull out support may be utilized 1% to 5% FEW SOME 5% to 15% ALL 100% of Students

What types of interventions did you try at Tier One? Julie Francis, Kdg. teacher and Susan Novara, Title One interventionist Garfield http://youtu.be/3mvL938wVCE

How did Cleveland’s teachers provide interventions at Tier One? Katie Emert, Resource Room Teacher, Cleveland http://youtu.be/bCJr-Eb6aC4

Monitor Progress It is important to monitor the progress of students who receive interventions. Align progress monitoring tools with instruction, such as those included in the F & P Benchmark Assessment Kit. If insufficient progress is made, alter or increase the intensity of the intervention. Be sure to keep records of student progress.

Looking Ahead Next Year Universal Screeners Data Analysis Interventions Grade Level Liaisons 2014 and Beyond Full Implementation of RtI process in LPS

Operation Student Success in Livonia Public Schools Every Child 1. Universal Screener 4. Progress Monitoring Quality Core Instruction 2. Data Analysis Every Day Every Classroom 3. Interventions Every Teacher Operation Student Success in Livonia Public Schools

Acknowledgements OSS would like to thank the following leaders for their help with this presentation: Jackie Coleman Kathy Donagrandi Christine Fankell Ken McMullen Andrea Oquist Jason Sproule Kevin Stafford Special thanks to… Katie Broome Kay DePerro Katie Emert Julie Francis Becky Hurula Jill Klatt Kelsey Mack Cynthia Miller Kim Mitchell Susan Novara Kelly Thompson …for sharing their insights via video with us!