Comprehensive Student Support System (CSSS) Response To Intervention (RTI) Castle/Kahuku Complex Area Support Team (CAST) Professional Development February 24 and 25, 2014

Today’s Desired Outcomes Understand the Comprehensive Student Support System (CSSS) Implementation Continuum Gain a deeper understanding of Response to Intervention (RTI)

Handouts CSSS Continuum How Do Our School’s Current Practices Align with the Essential Elements of RTI? – Pyramid Response to Intervention Creating a PRTI - Pyramid Response to Intervention R.H. Dana Elementary School - Pyramid Response to Intervention Pioneer Middle School - Pyramid Response to Intervention Whittier Union High School District - Pyramid Response to Intervention Common Core Standards Implementation Process Model

Systems/ RTI Data Teams

College and Career Readiness

Student Support System Comprehensive Student Support System CSSS

Think Abouts Where are we going? Where are we now?

15-16 Implementation Continuum Comprehensive Student Support System 2 Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 1 
ESTABLISHING 2 APPLYING 3 INTEGRATING 4
 SYSTEMATIZING School Climate
and Culture School staff rarely: •demonstrates nurturing
practices and •implements a proactive
student behavior support
system. School staff occasionally: School staff frequently: School staff consistently: •demonstrates nurturing practices and •implements a proactive student behavior
support system. CSSS Critical Learning Supports The 6 critical elements of CSSS
are rarely applied to meet the
individual needs of all students: •Personalized Classroom
Climate & Instruction •Family School Community
Partnerships •Support For Transitions •Community Outreach •Crisis Prevention &
Assistance •Prevention & Early
Intervention The 6 critical elements of CSSS
are occasionally applied to meet
the individual needs of all
students: The 6 critical elements of CSSS
are frequently applied to meet
the individual needs of all
students: The 6 critical elements of CSSS are consistently
applied to meet the individual needs of all
students: •Personalized Classroom Climate & Instruction •Family School Community Partnerships •Crisis Prevention & Assistance •Prevention & Early Intervention Response to
Intervention The following elements of RTI
are applied to meet the individual
needs of 0-39% of students: •Universal Screening •Progress Monitoring •Multi-tier System of Supports Data-driven decision-making The following elements of RTI
are applied to meet the individual
needs of 40-69% of students: •Data-driven decision-making The following elements of RTI
are applied to meet the individual
needs of 70-89% of students: The following elements of RTI are applied to meet
the individual needs of 90-100% of students: Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

Complex Area Field Assessment Average As of Nov. 26 is… 2.88 APPLYING

WHY CSSS and RTI? To provide support for ALL students to achieve success. The belief that ALL students are OUR students

High Quality Instructional Leadership 6 Critical Elements Comprehensive Student Support Curriculum Instruction Assessment

CSSS Continuum 3 Areas of the continuum are: School Climate 6 Critical Elements Response to Intervention

1. School Climate School demonstrates nurturing practices and implements a proactive student behavior support system.

2. 6 Critical Elements of CSSS Personalized Classroom Climate & Instruction Family School Community Partnerships Support For Transitions Community Outreach Crisis Prevention & Assistance Prevention & Early Intervention

Response to intervention (RTI) integrates 3. Definition of RTI Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. (National Center on Response To Intervention) www.rti4success.org

Tie

Tier 1 (80-90%) Universal All Students have access to rigorous high quality core instruction and School-wide positive behavior support Differentiated instruction – (WDO initiative) All students screened and monitored 3x year Uses research-based strategies to address the students’ needs Collect and analyze classroom data to make decisions

What Does Tier I Look Like? STEM FI/DT CCSS EES RTI TIER 1 IM

Danielson Domain 2 Domain 3 2b – Establishing a Culture of Learning 2d – Managing Student Behavior Domain 3 3b – Using Questioning and Discussion Techniques 3c – Engaging Students in Learning 3d – Using Assessment in Instruction

Tier 2 (10-15%) Targeted Small group – (up to 7 students with the same area of need) Targeted skill intervention – Supplemental interventions that take place outside of core instruction (Tier 1) 3-5 times per week/30 or more minutes per session Positive behavior group interventions Progress monitoring every other week To determine next steps for students

Tier 3 (1-5%) Intensive Small group or individual (up to 3 students) Supplemental interventions that take place outside of core instruction (Tier 1) Increased intensity and duration (daily 30 minutes or more) Specialized, intensive interventions for high-risk behavior Progress monitoring weekly or more To determine next steps for students

RTI Middle and High Schools Suggested strategies for making time for Tier 2 and 3 interventions: Modify Instructional Roles Modify Student Schedules Before or After-School Interventions Paraprofessionals to Conduct Interventions Doubling on ELA/Math

Why RTI? Effective implementation of RTI means: Sustained improvements in academic performance Decreased expulsion, behavioral referral, and suspension rates Decreased inappropriate special education referral and placement rates www.rti4wsuccess.org

RT(I)2 Response to Instruction Common Core; strong quality instruction; what the teacher does Response to Intervention Targeted research-based instructional interventions (academic and behavioral)

Essential Components of RTI Universal Screening Progress Monitoring School-wide, Multi-Tiered Prevention System Data-based Decision Making Process

Definition of Universal Screening …is the practice of assessing all students in a school with valid measures in the major curricular areas (rdg/math), so that no student at risk “falls through the cracks”.

Universal Screening PURPOSE: To identify students who are at risk FOCUS: ALL Students TOOLS: Brief assessments that are valid, reliable and demonstrate diagnostic accuracy for predicting learning or behavioral problems TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)

NCRTI Screening Tools http://www.rti4success.org/screeningTools Interactive NCRTI Screening Tools http://www.rti4success.org/screeningTools Select Rdg/Math Elementary Secondary Filter Compare 2 Tools Select a Tool INFORMATION Cost Technology, Human Resources and Accommodations for Special Needs Service & Support Purpose & Other implementation information Usage & Reporting

Progress Monitoring PURPOSE: Monitor students’ response to instruction and intervention FOCUS: Students who are identified through screening as at risk. TOOLS: Brief assessments that are valid, reliable and evidence based. TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)

Benefits of High Quality Student Progress Monitoring Accelerates learning due to students receiving more appropriate instruction More informed instructional decisions Documentation of student progress for accountability purposes More efficient communication with families and other professionals about students’ progress Higher expectations for students from teachers Fewer special education referrals

Monitor and determine next steps Identify areas of strengths/ Collect Organize data Monitor and determine next steps Identify areas of strengths/ challenges & Prioritize Review the data and determine indicators to monitor Select areas to take action & set goals Select interventions/ strategies to focus on

What Do Effective Teams Look Like? Are multi-disciplinary and include classroom teachers Follow a structured “problem solving” model Use data to analyze the academic or behavioral problem and match the student to effective, evidence-based interventions Develop a detailed research based intervention plan to help staff with the implementation Check up on the teacher’s success in carrying out the intervention

4 Key Questions of the PLC/Data Teams What exactly do we expect all students to learn? How will we know if and when they’ve learned it? How will we respond when some students don’t learn? How will we respond when some students have already learned? DuFour, DuFour, Eaker, & Many, 2006

Types of Decisions (Data Based Decision Making) Instruction Evaluate Effectiveness Fluid movement within the multi-level system Disability identification (in accordance with IDEA and Hawaii State Law)

Steps in RTI Systems Pyramid to intervention A solid core program (Tier 1) Universal Screening Differentiated support within Tier I Progress monitoring of students within the core program – use of formative assessments Supplemental (Tier 2) intervention to students slightly below grade level Progress monitoring of students within a supplemental intervention

RTI Steps (continue) Intensive interventions (Tier 3) to students well below grade level Progress monitoring of students within an intensive intervention Referral for formal evaluation for sped eligibility As part of determining eligibility, the data from the RTI process may be used to ensure that a student has received research - based instruction and interventions.

Helemano School’s RTI Implementation Checklist Belief that all children can learn Consistent school wide curriculum/interventions Universal Screening /Progress Monitoring Tool Trained test administrators Personnel to interpret the data Time in school for interventions to be provided Personnel to provide timely and appropriate interventions Time to conduct problem solving meetings

What RTI is Not Minor actions such as “called the parents” or “moved the student’s seat” Homework help or test preparation Interventions delivered during Tier I classroom instruction – (no Tier 2/3 pullouts at this time) RTI Problem Solving team/Data Analysis Team is not a group whose purpose is to screen students to see if they should be referred to Special Education

RTI is not a program, but rather a system for meeting all students’ needs Pyramid Response to Intervention Austin Buffum Mike Mattos Chris Weber

:

How do we connect? TIER 3 TIER 2 STEM FI/DT CCSS EES RTI TIER 1 IM

Think Abouts Where are we going? Where are we now? How will we get there?

15-16 Implementation Continuum Comprehensive Student Support System 2 Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 1 
ESTABLISHING 2 APPLYING 3 INTEGRATING 4
 SYSTEMATIZING School Climate
and Culture School staff rarely: •demonstrates nurturing
practices and •implements a proactive
student behavior support
system. School staff occasionally: School staff frequently: School staff consistently: •demonstrates nurturing practices and •implements a proactive student behavior
support system. CSSS Critical Learning Supports The 6 critical elements of CSSS
are rarely applied to meet the
individual needs of all students: •Personalized Classroom
Climate & Instruction •Family School Community
Partnerships •Support For Transitions •Community Outreach •Crisis Prevention &
Assistance •Prevention & Early
Intervention The 6 critical elements of CSSS
are occasionally applied to meet
the individual needs of all
students: The 6 critical elements of CSSS
are frequently applied to meet
the individual needs of all
students: The 6 critical elements of CSSS are consistently
applied to meet the individual needs of all
students: •Personalized Classroom Climate & Instruction •Family School Community Partnerships •Crisis Prevention & Assistance •Prevention & Early Intervention Response to
Intervention The following elements of RTI
are applied to meet the individual
needs of 0-39% of students: •Universal Screening •Progress Monitoring •Multi-tier System of Supports Data-driven decision-making The following elements of RTI
are applied to meet the individual
needs of 40-69% of students: •Data-driven decision-making The following elements of RTI
are applied to meet the individual
needs of 70-89% of students: The following elements of RTI are applied to meet
the individual needs of 90-100% of students: Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

Additional Resources www.rti4success.org National Center on Response to Intervention www.rti4success.org Universal Screening Chart – http://www.rti4success.org/screeningTools Progress Monitoring Chart - http://www.rti4success.org/progressMonitoringTools Intervention Central – Jim Wright http://www.interventioncentral.org/hi_doe Tier 1, 2 and 3 powerpoints