TIERS without TEARS Is Your Council Ready? Connie/Welcome

NEA Definition RtI process is “the practice of providing high quality instruction and intervention matched to student skill needs, monitoring student progress frequently to make changes in instructional goals, and applying child response data to important educational decisions.” NEA (2006) Role of General Education Teachers in the RtI Process Connie: Very little of what we are talking about with RTI is new. What is new is how we as a district are going to organize and allign our practices so that we are all on the same page. That, of course, involves developing policies and procedures, paperwork and other documentation tools, assessment systems, etc.

RtI Core Principles We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving methodology Connie: Before the vocabulary of RTI was being used in Campbell County, we were laying the groundwork for it’s implementation. We have all professed the belief that all children can learn. NCLB has also ensured that we will make all possible efforts to efficitvely teach all children. This begins with a strong core curriculum. We have seen major changes in recent years with curriculum allignment, adoption of Everyday Math, the Scott-Forsman reading series. We all recognize the importance of intervening early. We are in the sixth year of the Reading First grant’s efforts to intervene with student in grades K-3 who are identified as struggling readers. Passport Voyager and Fast ForWord programs have supplemented the core reading curriculum for substantial numbers of students. We all recognize that one program/intervention is not going to meet the needs of all students. We agree that we need to have interventions of different types/levels/intensities. We have begun to take intervention practices we already have in place and define them based on the RTI language of TIER 1, TIER 2, and TIER 3 level intervention. Most recently, we have begun to hone our differentiation skills and step up our game when it comes to classroom level intervention. Problem-solving within and across tiers. Within tiers we have to match students needs with appropriate instruction, differentiation strategies, and interventions. Problem-solving must also occur when moving students from one tier to another.

RtI Core Principles (2) Use research-based, scientifically validated interventions/instruction Monitor student progress to inform instruction Use data to make decisions Use assessments for three different purposes: (1) screening; (2) diagnostics; and (3) progress monitoring Connie: Curriculum decisions have very much been based in research both for core curriculum and for intervention programs purchased. The vocabulary of formative assessment was an emphasis before the RTI initiative began Our staff are well on their way to becoming distinguished, data analysts. With data warehousing and experience and familiarity with assessments that have been given consistently over several years, teachers are not just gathering data but using it. Here we arrive at the overriding principal of RTI . Reduced to it’s most base-element RTI is data-based decision making. Who needs/will receive supplemental intervention? (Universal Screening) What specific skills are they lacking so that we can match them to an appropriate intervention? (Diagnostic) Is the chosen intervention making a difference and helping this student close their skills gap? (Progress Monitoring)

Reduced to it’s most base-element RTI is: Data-Based Decision Making Who needs/will receive supplemental intervention? (Universal Screening) What specific skills are they lacking so that we can match them to an appropriate intervention? (Diagnostic) Is the chosen intervention making a difference and helping close the skills gap? (Progress Monitoring) Connie

Why Weekly Progress Monitoring? Progress monitoring allows us to track progress toward specific and measurable goals. We can determine a students trend line and compare it to the goal/aim line. We can calculate rates of desired progress versus actual progress. These things allow us to determine whether students are closing the gap and how quickly. Marlene

Why Weekly Progress Monitoring? Progress monitoring data allows us to evaluate the effectiveness (the RESPONSE) of specific interventions or combinations of interventions for groups of students and/or individual students. This will help with decision-making in the following areas: Did we make a good match of intervention to students’ needs? Are we getting enough “bang for our buck?” Do we need to try a different intervention or further supplement the current intervention? Do we need to individualize our intervention plan (move to Tier 3 and enlist the help of the RTI team)? Marlene

Why Weekly Progress Monitoring? Progress monitoring provides objective, concrete documentation to support decisions made (i.e., inclusion of students in various levels of intervention and exclusion of students from various levels of intervention). Marlene

What are data points? A data point is the result of one progress monitoring probe (e.g., number of words read correctly on a reading fluency passage, number of call-outs during a class period, number of on-task observations at twenty-second intervals within a ten-minute observation, etc.). Research indicates that a minimum of 7-9 data points are required for a reliable slope estimate (trend line). Marlene: Share that we have now begun to focus on 9 data points.

Decisions about tiers of support are data-based Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions Connie: Cone represents a healthy school/building systems of instruction and support for students… Adapted from OSEP Effective School-Wide Interventions Decisions about tiers of support are data-based A B C D E F

What This Means for Schools/Councils: The School Administrator, April, 2007 RtI is a general education responsibility and activity along with special education, Title, ELL Requires major changes in district-wide “configuration of instruction” in basic skills (reading, math) for all students Connie

Changes in Practices – Before Referral and Evaluation Previous Practices Wait for referral (often wait to fail) Pre-referral Intervention responsibility on teacher Anecdotal progress reports Wait to fail – had to be deficit to be eligible RtI Practices Teams review universal screening data and automatically intervene with 20-30% Interventions are automatic, designed by team and delivered flexibly by building personnel Progress monitoring data reviewed by team to make decisions Marlene

Change in Practices: During Evaluation Previous Practices Most information collected after referral Testing had most influence on eligibility decision Little focus on other criteria than tests Proving deficits, waiting to fail RtI Practices Most information already gathered when comprehensive evaluation begins RtI data have most influence on eligibility decision All criteria are fully analyzed Diagnostic and other assessment used as needed to fill in missing information needed for intervention planning Marlene

Changes in Practices: After Evaluation and for the IEP Previous Practices Frequently, more evaluation was needed to establish goals and services If not eligible, frustration of educators, parents, and lack of student support and progress No clear link between assessment and IEP, as required by IDEA RtI Practices IEP team has extensive information on student response to instruction by time eligibility is established Clear, on-going link between assessment and IEP – same data methods used to progress monitor on IEP goals Marlene

“We did then what we knew how to do, when we knew better, we did better.” Shelli - Maya Angelou

Tier 1: Core instruction - All Students Effective, scientifically-based core instruction, linked to state standards Differentiated instruction and adaptation as needed to meet the needs of all students Universal screening data To identify student progress in core instruction and effectiveness of core Shelli

Universal Screening Curriculum Based Measurement Dynamic indicators of basic skills Reading – fluency and early literacy Mathematics – numeric principles and computation Written Expression Spelling Web-based tool – e.g. AIMSWEB, V-Port Shelli

CCS Universal Screeners MAP: Grades K-11 Reading and Math AIMSweb Behavior Screener Shelli

Tier 1: Decision Making 80% of students reaching benchmark Using data to examine effectiveness of overall practices 80% of students reaching benchmark No achievement gaps for subgroups If no to either, strengthen core instruction (grow the green!) Use of school-wide team (Building-level Team) for planning and decision making, including parent representation Shelli

Building-Level Team Decision Making Examination of core instruction Examination of effectiveness (student data – state test data and screening – “how’s that working for you?) Matching instructional practices to student needs Differentiation and help as needed Flexible grouping Flexible use of resources (including teaching staff) Effective, efficient use of instructional time Shelli

TIER 1: Benchmark/Schoolwide Benchmark/Core Reading Programs: Voyager Learning/Cambium Rigby Literacy (Harcourt Rigby Education, 2000) Trophies (Harcourt School Publishers, 2003) The Nation’s Choice (Houghton Mifflin, 2003) Macmillan/McGraw-Hill Reading (2003) Open Court (SRA/McGraw-Hill, 2002) Reading Mastery Plus (SRA/ McGraw-Hill, 2002) Scott Foresman Reading (2004) Success For All (1998-2003) Wright Group Literacy (2002) Reviewed by: Oregon Reading First Comprehensive: Addressed all 5 areas and included at least grades K-3 Shelli

CCS Approach to Tier I Behavior: TIER 1: School-Wide Discipline Programs: Positive Behavior Support Prosocial Discipline Programs School-wide Discipline Committee Attendance Programs CCS Approach to Tier I Behavior: CHAMPS Shelli

Tier 2: Supplemental, Some Students Supplemental, research-based intervention, delivered in a timely, automatic fashion to students who need it, approximately 5-10% (not referral based) Use of universal screening data (e.g., DIBELS, CBM) for early identification of who is in need of more intensive intervention Usually involves small group intervention, flexible grouping Connie

Tier 2: Supplemental, Some Students Use of regularly scheduled (at least weekly) systematic progress monitoring to evaluate student progress and determine if more intensive intervention is needed Use of instructional teams (e.g., grade level teams, with data manager support) to make decisions on interventions, delivery of interventions, grouping, student progress Connie

Tier 2 Decision Making Apply decision rules (progress, closing gap toward meeting benchmark) to students receiving intervention Move to more intensive intervention (Tier 3) as needed – by data Connie

Characteristics of Tier 2 Interventions Available in general education settings – increased dose of instruction for students who fail to make progress with core instruction on state benchmarks Opportunity to increase exposure (academic engaged time) to core curriculum and content standards Opportunity to narrow focus of the instruction to meet skill needs Interventions are research-based Connie

Characteristics of Tier 2 Interventions (cont.) Typically delivered in small groups (with flexible grouping) by classroom teachers, with support as needed from resource specialists (e.g., Title, reading teachers) Sufficient time for interventions to have an effect (10-30 weeks) Frequent (at least weekly) progress monitoring to assure are examining effectiveness and student response, with opportunity to intensify as indicated by data Connie

Tier 3: Intensive Intervention, Few Students Intensive, individualized interventions (using problem-solving methods and research-based practices) for students who need it, approximately 1-5% Use of systematic progress monitoring data, at least weekly Marlene

Tier 3: Intensive Intervention, Few Students Additional research-based intervention, in small group or individualized, for students with insufficient progress to Tier 2 interventions Use of small problem-solving team, including parents, teacher, support teacher, others as needed Use when need for support, demonstrated by data, is chronic and intensive Marlene

Tier 3: Data-based Decision Making Weekly progress monitoring data, reviewed regularly by team, using decision rules Consideration of Level Slope (rate of progress); closing gap Intensity of instruction/intervention needed to close gap/change trajectory Marlene

Tier 3: Intensive Intervention, Few Students (cont.) Tier 3 is not special education Response to Tier 3 determines if “suspect disability” (consistent with Questions and Answers from Office of Special Education Programs – clarification that do not suspect disability until track response to instruction and intervention) Marlene

TIER 3: INTENSIVE Reading Programs Voyager Reading Corrective Reading (SRA) Language! (Sopris West) Earobics (phonics/phonemic awareness; Cognitive Concepts) Great Leaps/ Read Naturally (Fluency) REWARDS (Fluency, Comp. and Vocab. in Plus Program) Soar to Success (comp.) Connie

CCS TIERS DEFINED… See website/RtI Overview We first looked at resources we had available and determined what met the criteria of researched-based intervention Next we determined the appropriateness of the interventions in accordance with the characteristics of each of the three tiers. Connie will share on website

CCS Progress Monitoring Tools Curriculum Based Measures (CBM) Voyager (V-PORT) Fast ForWord (Progress Tracker) AIMSweb Probes (Stored in Share Point) AIMSweb-Behavior (Currently under construction!) Connie

CCS RtI Behavior Non-negotiables AIMSweb Screener (Under Construction!) Behavior Forms (Under Construction!) Building CHAMPIONS Connie will share website

Connie

Connie

Connie

Moving to Suspecting Eligibility and Eligibility Determination Time clock starts when suspect disability Comprehensive evaluation means examining all data and collecting what additional data are needed (if any) to answer questions In need of specialized instruction? Eligible as a child with a disability? If yes to both (do #1 first), move to IEP Marlene: This is all you, babe!

CCS RtI Website http://www.campbellcountyschools.org/rti/indexrti.php Share Point: Microsoft Office SharePoint Server 2007 is a new server program that is part of the 2007 Microsoft Office system. Your organization can use Office SharePoint Server 2007 to facilitate collaboration, provide content management features, implement business processes, and supply access to information that is essential to organizational goals and processes. You can quickly create SharePoint sites that support specific content publishing, content management, records management, or business intelligence needs. You can also conduct effective searches for people, documents, and data, participate in forms-driven business processes, and access and analyze large amounts of business data. Connie

Typical Implementation Activities by Year: Year 1: Planning, reviewing data and instructional practices and use of resources, setting up structure, communicating about benefits, building skills through professional development (PD) Year 2: Implementation begins (school-wide or within grade/s), use of universal screening data, targeted interventions, continued planning and PD Year 3 and Beyond: Data-based decision making, evaluating outcomes, making adjustments, continued planning Connie

Our Goals for 2010-2011 Refine Behavior RtI including screening, monitoring Pilot Writing second semester in grades 3,4 and 5 Continued Professional Development in classroom level interventions, data analysis and RtI Protocols in general Connie

What Role Does Your Council Play In All of This? Shelli:

Shelli: This is the Student Intervention Readiness Tool on KDE’s “Kentucky System of Interventions” site. In your handout you will find examples from other states. How might your SBDM Council influence this work?

Shelli: This is the Kentucky System of Interventions “KSI Crosswalk” Shelli: This is the Kentucky System of Interventions “KSI Crosswalk”. (See outlined in handouts, as well) How might your SBDM Council influence this work?

NEEDS ASSESSMENT Is your school ready for RtI? What are your next steps? (See sample needs assessments and additional tools from the KSI website) Shelli (share handouts)

Thank you for coming! Questions? Connie Pohlgeers, Director of School Improvement Campbell County Schools connie.pohlgeers@campbell.kyschools.us (859) 635-2173 ext. 107 Thank you for coming! All