Welcome Back Miracle Worker Welcome New Staff That is a pretty powerful message by a good reminder of what we all know each of us has done and will continue to do each and every day. Welcome back everyone. We have a lot of new faces in our district this year and several in this room. I would all of you to new employees to stand up. We will all be introducing ourselves to you as the days go on but in order to get you ready for the big introduction tomorrow after the breakfast in front every single employee in the district, I want you to answer a few questions that will help each department know a little more about you. Please stand up where you are --- tell us your name The science department would like to know this: Which do you feel is more important – Chemistry or Biology The FFA would like to know – chocolate or vanilla shakes The English department – Shakespeare or Harry Potter Social Science – Scott Walker or anyone else with a pulse – oops never mind, poor assessment question because their were not any good distracters Tech Ed - Do you consider yourself a handy person – Yes or No Business – Mauston’s Subway or the Wisconsin Dells Jimmy Johns Math – Answer odd or even – Odd if you always want to look up answers before you give an answer or evens because you want to try and figure things out on your own FACE –Take out or home cooked meal Music Department – Sing or play an instrument Guidance Department - Took ACT once or multiple times EEN department – Are you a multi-tasker or one thing at a time Phy Ed – Team Sports or life long activities Foreign Language/Spanish Department – Ms Luke if you could help please? Administrative team – What would rather watch – a wrestling match or the Brewer game

Response to Intervention The Mauston High School Way

Discussion: Read the quote below: “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005) As we are always examining ways to be more efficient and help our students the best we can, I think this quote really identifies the needs for others. In order for our school to utilize RtI, we need to believe that every student can learn it is just a matter of us as professionals to find the gifts that make each student tick. Do you agree or disagree with this statement? Why?

So…what do I need to know? Overview of RtI Define RtI Where did it come from and why we need it Core principles Critical components of RtI Where are we at in this process Future Websites

Definition RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. The Wisconsin RtI Guiding Document outlines the state vision for RtI for all students. This document can be found on the DPI website. The SLD rule (passed December 1, 2010) outlines special considerations of using a RtI system for the identification of specific learning disabilities. Special considerations include the specificity of interventions and progress monitoring processes, the roles of team members, timelines, and other IDEA processes and procedures. Wisconsin schools have until December 1st 2013 to move to a process of response to intervention for SLD identification. High quality instruction is defined as “scientifically research-based”. This gives us confidence that it will be effective with a large majority of students. Matched refers to the fact that we have assessed student skills directly. Results allow us to match instruction directly to student need. Level of performance gives us a snapshot of how well a student is doing compared to other students (or district/state standards). Rate of growth gives us more of a motion picture of how well our instruction is working for individual students or small groups of students. Educational decisions include: How far behind is a student? What resources are needed (both intensity and nature of resources is considered) Is our instruction working? If not, how do we need to change it? If so, is the student catching up to peers RtI data can also constitute PART of the data needed for a full and individual evaluation under IDEIA ’04.

RtI Models Create Common Understanding Administrative and staff support of a common vision A commitment to professional development as it is a shift in thinking about identification of students Continuous development of a consistent language Must focus on curriculum REVIEW not rewrite This is really a school improvement process Curriculum alignment leads to helping each other in best practice instructional techniques and creating common assessment which assess what students learn

Where is the time and support going to come from? White Elephant in room Where is the time and support going to come from?

RtI Core Principles Believe that we can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method Use research-based, scientifically validated interventions/instruction Monitor student progress to inform instruction Use data to make decisions Use assessments for three different purposes Address the needs of struggling and advanced learners The foundations of RtI practices are a set of beliefs, values and practices that work together to improve teaching and learning for all students. These include (these are pretty self explanatory). The two that may need expanding are: Use a problem solving methodology. This means data-based decision making around 4 questions (what is the problem? Why is it happening? What should we do about it? Did what we try work?) Use assessment for 3 different purposes: Assessments in RtI systems are selected to assist in accomplishing 3 purposes: Screening: identifying who in the general student population might have a problem worthy of further assessment Diagnostics: identifying what specific instruction students need based on their performance on diagnostic assessments Progress monitoring: identifying whether the instruction we are providing is working.

Wisconsin’s Vision for RtI In Wisconsin’s vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin’s vision for RtI. In other words, there is a systematic approach to collaborating around data and decision-making where decisions about instructional curriculum and practices are made and continually examined.

RTI Models Where Did They Come From? Bergan Consultation Model Deno’s Problem Solving Model Vaughn’s Three Tier Model The model of RtI we work from today has its origins in many years of research. Three models in particular have influenced current thinking and implementation of RtI. John Bergan’s consultation model is a model where problem solving is conducted on a case-by-case basis. A consultant (often a psychologist) works with a teacher to identify the problem, to analyze why the problem is happening, to implement interventions and to monitor whether they work or not. In practice, Bergan’s model works well for individual problems. It also has some drawbacks, specifically, that it is reactive (it waits for problems to occur before addressing them) and also it is not very efficient working with one problem at a time. Stan Deno’s problem solving model is similar in some ways to Bergan’s model. It shares the same four step decision making logic (what is the problem, why is it happening, what will we do about it, did it work). In Deno’s model, the problems most often examined are basic skills academics problems. One major addition that Deno’s model provides is a standard, research-based way to monitor students’ progress in basic skill areas of reading and math. These procedures are called Curriculum-Based Measures and they have a long research history behind them. They work. Deno’s model has the same limitations as Bergan’s model. Sharon Vaughn’s 3-tier model uses very similar decision making practices as Deno’s and Bergan’s model, but adds some attractive features. First, Vaughn’s model is proactive in that it encompasses all students and systematically works on prevention as well as remediation. Second, Vaughn’s model provides efficient structures to provide validated, group-level interventions to small groups of students in schools. Individualized interventions are also available for students who need them. Third, Vaughn’s model clearly illustrates the reality in schools that some students will become proficient in basic skills based on the general education curriculum alone, some will need the general education curriculum and something supplemental and some will need intensive interventions in order to become proficient. Nearly all of the RtI models being implemented today have features drawn from all 3 of these models.

How can a school restructure to support RTI? The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level. Universal intervention: Available to all students Example: Sustained Silent Reading – Least restrictive Tier I Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Math and English Support classes, Guided Study Instruction ( Science Department ) Tier II Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education Tier III

Common Elements Systemic process and framework Implementation of scientifically based interventions Frequent data collection Instructional decision making based on student performance In all RtI implementations there are some things that are consistent, and some things that vary from school to school. These elements are common to all RtI implementations. Sequencing of steps allow for ease of implementation Scientifically-based interventions/instruction are used to the extent that they exist. In areas where they do not, promising practices are adopted and their effects monitored. Data are collected over time for all students who struggle. These data form an important basis for instructional decision making. Decisions in RtI systems are made based on student performance data, not opinion. Stated simply, when we use data, we make better decisions.

Tiers Tier One General classroom Differentiation Common assessments Universal screeners Tier Two Focused Guided Study Team Teaching Math/English Additional Courses

Tier Three Intervention Conference This is after initial plan by Building Consultation Team 15 – 20 minutes in length – share strengths and weaknesses Placement in support classes in Math and English MALA Night School Summer School Wisconsin Challenge Academy Intervention Central www.interventioncentral.org

Please work at your table 5 minutes and 13 seconds to do this What do you think we already do? How do we know it goes on in every classroom? How do we know it works?

Essential Components of RtI Implementation Multi-tier model Problem solving method An integrated data collection/assessment system Scientific methods used by collaborative teams A uniform policy from the top to the bottom in a school district A commitment to time by a school district

THIS IS NOT A COPY/PASTE IDEA. Individual school differences, staffing, administrative support and philosophy, scheduling flexibility, individual teacher strengths

One Example Tigard High School Loads of possibilites

Fundamentally Doing this will take patience Doing this will take perseverance In doing this, we’ll make mistakes. And fix them. Doing this will take courage. Doing this will take trust. Most importantly, doing this will require leadership

Where we have been……… Administrative team investigated Each building is going to create a process A team will meet to being it together Teams selected and modified MHS – I met with Lori Mueller – Nov 2o10 – MSD- One of the best.

Where have we been…. Team selected and then modified Sent team of teachers to Marshall for follow up Met as RTI leadership group in February Mark Mueller – Marshall consultant met with team of teachers

Where have we been Luke Heath, Jim Dillin, Ron Rasmussen, Joe Gast, Karen Hable, and Pam Bennett met July 11th for 7 hours to establish our working model for this year. In my research this past school year, Mauston is in the top 1/3 for implementation– maybe higher.

Generic Steps for RTI case Under RTI, if a student is found to be performing well below peers, the school will : Estimate the academic skill gap Determine the likely reason for low achievement Use scientifically based methods to improve likelihood of success in the classroom Monitor academic achievement If the student fails to respond to help, consider a referal to special education.

Mauston’s Plan MHS will have two Building Consultation Teams One team – Grades 9 and 11 One team – Grades 10 and 12 Teams are made up of Principal, Counselor, School Psychologist, English, Math, Special Education, Free Agents 9/ 11 Grades – Refer names to Karen H.( Fall ) Jim (Spring) 10/12 Grades –Jack ( Fall) and Joe (Spring) Blue Team – Ron, Julie, , Karen, Oakley, Wanda, Carney, Karen J, and Jim Gold Team - Ron, Mark, Joe, Cheryl, Pam, Luke, Chris, and Jack

Not attendance or behavior issues So talking head guy…… What kind of kid are we talking about refering? Despite effort on the part of the student , continued low scores on common assessments Not attendance or behavior issues

OK --- Mr. Answer Pants, then what OK --- Mr. Answer Pants, then what? 1)First fill out referral form that suggests to the Building Consultation Team your concerns 2)Once the team gets back to you, record interventions 3) Continue feedback and differentiated instruction teaching youhave always done

Data Checks Map for Grade 8 ( Incoming 9th grade ) BCT Input – this is flexible – it has to be. Staff Observations from summative assessments Explore and Plan WKCE

Sample Meeting Assess Teacher Concerns Inventory Student Strengths and Talents Review background/ Baseline data Select Target Concern Set Academic Goal Design Plan Select Method of Progress Monitoring How to create partnership with parents Review progress RTI and BCT teams will be meeting this afternoon to discuss this process in a little more depth and get input as to how best use our time and talents.

Role Play Meeting Leader will have an agenda for use of time Teams wills meet every other week beginning in three weeks so we have some initial observations 5 minutes will be given towards identification of intervention a student may need that is “easily identifiable. “ More than five minutes based on complex issues

The Future Address needs for social and behavioral issues Continue to train staff -- this is the priority Continue to look at schedule to assure Tier Two can be utilized. The RTI team will meet once a month to determine how this year is going and get as much input as staff is willing to suggest

Resources Big Ideas in Beginning Reading www.reading.uroregon.edu What Works Clearinghouse www.w-w-c.org Intervention Central www.interventioncentral.org

Resources Wisconsin RTI Center www.wisconsinrticenter.org Wisconsin RTI Summit 2009 www.dpi.wi.gov/rti/summit09.html

Make it a priority Make it a priority this year to find time to recognize the HUNDREDS of good things that go on in this building. I think this clip says it best…………. What does a teacher make? Questions?  Simple thanks A short handwritten note that says thanks A small piece of candy or bottle of water Or a 5 dollar footlong from Subway that you can get a free cookie with if you have the 2011 version of the Mauston Football Card. I just so happen to have some here for 20 dollars a piece. So, you see it is more than just helping kids who are struggling it, it is about always reminding each other about what we make….