Using an RTI Framework to Ensure Success MESPA Presentation February 7, 2013

Agenda Share what we learned implementing RtI in a PreK-5 setting. Share tools others can use in evaluating their intervention support system. Barb

Presenters Johna Anderson, Reading Specialist Laura Gores, School Psychologist JoAnne Torp, RtI Specialist and K-5 teacher Barb Wilson, Licensed principal, Assistant Professor in Educational Leadership MSU Mankato Barb

Viewing leadership as a group activity linked to practice rather than just an individual activity linked to a person helps match the expertise we have in a school with the problems and situations we face. Thomas Sergiovanni (2005) Barb Background

The context New Prague Area Schools Falcon Ridge Elementary 3900 students Rural district 15% Free and reduced lunch 5% Students of color 12% Special services Falcon Ridge Elementary 702 students 18% Free and reduced lunch 20% Special services Barb MDE Website, 2012

RTI Core Principles We can effectively teach all students Intervene early Classroom instruction should meet 80% of student needs Provide a flexible response to struggling learners Incorporate a multi-tier model of service Systematic means of intervention

A Smart System Structure Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 5-10% 5-10% 10-15% 10-15% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 75-85% Universal Interventions All students Preventive, proactive All settings, all students

Problem Solving Process 2. Problem Analysis Why is the problem occurring? 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 3. Plan Development What is the goal? What is the intervention? How will we monitor? 5. Plan Evaluation Did the plan work? Use for all purposes on all teams. Keep consistent across the system and throughout the process. 4. Plan Implementation How will integrity be ensured?

Research Organized our work using the NASDE Blueprint for Implementation (National Association of State Directors of Special Education, 2008) RTI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction and intervention guided by student outcome data. (NASDE 2008) Barb

NASDE Research The school building is the unit of change in RTI There are critical components of RtI implementation that must be addressed: Consensus building Infrastructure Implementation

Three Key Components Culture of Collaboration Systems and Structures to Support Student Learning Continuous Improvement Barb

Implementation of RTI Collaboration around student learning Systems and structures Continuous Improvement

Rubrics Basics Elements of teaming Staff development Leadership Barb

Organization of Presentation Each presenter will discuss the basic understanding of the component. You will have an opportunity to think about and discuss your school experience. Teaming, Staff Development and Leadership are critical in each area. Barb

Today WHY The central nature these components hold in school improvement. How Areas of intentional focus that we participated in to improve student learning. What High levels of success for all staff and students in our school. Simon Sinek, 2010

Culture of Collaboration Effective leaders with moral purpose don’t do it alone. And they don’t do it by hiring and supporting “individuals”. Instead, they develop and employ the collaborative. Michael Fullan (2010) Culture of Collaboration Laura

Culture of Collaboration Why – We can meet the needs of all learners when we engage in collaborative problem solving. As a collaborative group of educators we are charged with the task of empowering students to realize their own Hopes and Dreams and to fulfill their own future potential. 1,000s of cases of effective schools indicate leadership is not a solo act. It is a team performance. Kouzes and Posner 2003 Laura

Culture of Collaboration How   Initial Year 1 Year 2 Year 3 Year 4 Basic understanding of RTI Gather artifacts from current school culture. Identify strengths and weaknesses of current program. Assess focus on student learning. Organized artifacts. Connect RtI and PLC to create pyramid of intervention. Focus on student learning. Set up of tools for teacher teams to organize student information (data binder, interventions, PS model) Tiered system for interventions and instruction implemented. Procedures clearly defined for response to student learning needs. Systematic evaluation of core instruction to reach 80%. Revise tools as needed by teacher teams. Adoption of curriculum and instructional practices to meet 80% in the core. What – Silos were broken down and students were served based on learning needs not labels.

Culture of Collaboration Look at rubric and reflect on your school. Discuss with someone next to you. Write one action statement you can take to move your school forward in this component. Laura introduce slide. Give 3 minutes to talk then ask them to write down a action statement.

Systems and structures to Support Student Learning …by focusing on student learning and then creating structures that support learning, successful schools have drastically departed from the traditional organizational patterns of American schools. Karin Chenoweth (2009) Johna Systems and structures to Support Student Learning

Systems and Structures to Support Student Learning Why – Ensure a strong core We must develop a school where every classroom teacher becomes more expert in teaching children. Allington (2009) Is our core program sufficient? Create a collaborative, flexible, systematic approach to respond to all learners’ needs. For which students is the core instruction sufficient or not sufficient? Use of data is essential. Johna

Systems and Structures to Support Student Learning How   Initial Year 1 Year 2 Year 3 Year 4 Basic Understanding of Curriculum, Instruction and Assessment Curriculum adopted at district level, teachers move through the curriculum, at own pace. Students assessed through teacher tests, data used for grading. Curriculum mapping and pacing by grade level teams, Students at risk assigned to intervention specialist, progress monitoring on intervention students; school wide screening began; NWEA data Curriculum adjusted to meet student learning needs, data screening evolved; student data drove decisions about curriculum pacing and intervention decisions, student learning data by classroom presented during collaboration mtgs; instructional strategies discussed Essential outcomes drive curriculum, student mastery drives pace, grade level benchmarks set for reading and math, common assessments started; CBM used; data from CBM used in collaboration mtgs. To discuss instructional strategies Curriculum adjusted to reach high levels of student learning, engage parents in conversations about data at; report cards include essential outcome mastery, mid-year NWEA growth data for all learners; interventions at grade levels for all students below growth target. What – reached consensus as a school on a clear definition of student learning outcomes and proficiency targets.

Systems and Structures to Support Student Learning Look at rubric and reflect on your school. Discuss with someone next to you. Write one action statement you can take to move your school forward in this component. Johna

Continuous Improvement We can’t solve problems by using the same kinds of thinking we used when we created them. Albert Einstein JoAnne Continuous Improvement

Continuous Improvement Why – It is important for principal and leadership teams to make it a point to openly and actively support teachers’ efforts in implementing the core and providing supplemental and intensive interventions. Acknowledge and celebrate. Things are not going to be perfect. Gather data and adjust programming as you go. JoAnne

Continuous Improvement How   Initial Year 1 Year 2 Year 3 Year 4 Basic Understanding of Instructional Models Self-contained classroom; traditional school models in place; intervention pull out groups Established Common Preps; Flexible grouping piloted at grade level choice, special ed and intervention silos, pullout remains practice Common preps used for planning, Flexible grouping implemented at all grade levels for reading and math. Intervention pullout challenged, Intervention teachers part of flexible grouping, push-in and collaborative planning becomes model, flexible grouping is the norm, some co-teaching begins All staff, including Sp Ed and intervention/support teachers fully integrated into grade level teams, co-teaching and coaching commonly used models; mixed grade level groups used as needed What – Continuously adjusting instructional models will get better results for all students in your school.

Continuous Improvement Look at rubric and reflect on your school. Discuss with someone next to you. Write one action statement you can do to move your school forward in this component. JoAnne

Closing Thoughts Take action and keep moving. Long-term view, we shared a 5 year process that is continuing to evolve today Process is key – working collectively to build shared knowledge and buy-in is what leads to creating tools your school can use. Shared leadership is what empowers your staff to want to make a difference and improve. Barb- Write down ideas for action on your handout

References Allington, What Really Matters in Response to Intervention, 2009 Allington and Cunningham, Schools that Work, 2007 Brown-Chidsey and Steege, Response to Intervention, 2005 DuFour and Marzano, Leaders of Learning, 2011 NASDE, Response to Intervention, Blueprints for Implementation, School Building Level, 2008 Wright, RTI Toolkit, 2007

Contact Information Johna Anderson – Reading Specialist johanderson@np.k12.mn.us JoAnne Torp – RTI Specialist jtorp@np.k12.mn.us Laura Gores – School Psychologist goresl@district112.org Barb Wilson - Assistant Professor barbara.wilson@mnsu.edu Barb- leave posted

A Parting Word Creating schools that work for all children takes time, energy, and leadership. No two schools are ever alike, each school must develop its own plan. Every school can improve itself, but not every school does. Honestly and openly examining how change benefits children is the surest way to create better schools. Good schools are collections of good teachers, and creating good schools is a matter of figuring out how to support teachers in their efforts to develop the expertise needed. ??? Do we need this??? Allington and Cunningham (2007)