Developing Professional Learning Communities To Promote Response to Intervention Linda Campbell Melissa Nantais

Today’s Agenda  RtI and MiBLSi  Focusing on New Roles & Responsibilities  Reflecting on RtI Practices  Developing Professional Learning Communities  KPS’ Next Steps  Lessons Learned

Connection of Response to Intervention to MiBLSi Two Sides of the Same Coin

RtI Principles from NASDSE document  We can effectively teach all children  Intervene early  Use a multi-tier model of service delivery  Use of problem-solving method to make decisions within a multi-tier model  Use research-based, scientifically validated interventions/instruction to the extent possible  Monitor student progress to inform instruction  Use data to make decisions  Use assessment for three different purposes Core Principles of MiBLSi

Kalamazoo’s RtI History

District Commitment to RtI / MiBLSi RtI Study Group – Ancillary staff meet every 2-4 weeks Job descriptions were re-written Presentations from NASDSE RtI Book and MAASE RtI book to Building Administrators Development of RtI Examples Curriculum Based Evaluation Notebook County RtI Group Development of RtI Professional Learning Communities

New Roles & Responsibilities “New Roles in Response to Intervention: Creating Success for Schools and Children” (November, 2006) A Collaborative Project with: ASHACASECEC CLDDLDIDA IRALDANASDSE NASPNCLDNEA SSWAA

December 2007  Psychologists, Speech Therapists, Social Workers, and Teacher Consultants meeting  Each group reviewed “New Roles & Responsibilities” from their professional organizations  Individuals completed self-assessment based on “New Roles & Responsibilities”  Individuals completed RtI readiness checklist for assigned buildings

Resources / Barriers  Each professional group listed their strengths / resources and needs / barriers on chart paper to get an idea of the skills of the members of each group.

Self-Assessment Survey  Surveys were developed based on the descriptions taken from the “New Roles in Response to Intervention: Creating Success for Schools and Children”

School Social Worker Self-Assessment This self-assessment is based on the SSWAA document, “Response to Intervention: New Roles for School Social Workers.” It is not the same as the School Social Worker job description for KPS. This self-assessment is designed to assist School Social Workers in identifying current strengths and professional development goals regarding the RtI process. The assessment covers skills in four areas related to the RtI model: system Design, Team collaboration, Serving Individual Students and Meeting the Challenge.

Rating Scale 3 = Mastered/Comfortable 2 = Building skills, hesitant 1 = Still learning/ not comfortable Help select, design, implement and interpret whole Help select, design, implement and interpret whole school screening programs and dynamic school screening programs and dynamic assessments that provide early intervening services assessments that provide early intervening services for children who need it for children who need it Help design instructional assessment models at all Help design instructional assessment models at all tier levels. tier levels Participate in the design and delivery of p.d. that informs understanding of skill development of all academic areas (reading, math, writing) and the Participate in the design and delivery of p.d. that informs understanding of skill development of all academic areas (reading, math, writing) and the differentiated strategies appropriate for each tier. differentiated strategies appropriate for each tier Help monitor instructional effectiveness at all tier Help monitor instructional effectiveness at all tier levels. levels

RtI Readiness Checklist Developed by a district school psychologist Completed individually by the school psychologists, social workers, teacher consultants, and speech and language therapists Completed for each building

January 2008  Psychologists, Social Workers, and Teacher Consultants meeting  Each group reviewed results of the self- assessment surveys  Each group developed a Professional Learning Community action plan based on the data from the surveys

February 2008 Implementing Action Plan steps:  Social Workers planned meeting with MiBLSi Coach from KRESA to discuss increasing involvement in MiBLSi implementation  TC’s trained in accessing DIBELS data and SWIS data  Compiling summary of intervention programs being used in the district (language arts, math and behavior)  Identifying individuals who can train intervention programs to other staff

Survey Results

Questions:  Help select, design, implement and interpret whole school screening programs and dynamic assessments that provide early intervening services for students who need it  Help design instructional assessment models at all tier levels  Participate in the design and delivery of PD that informs understanding of skill development for all academic areas (reading, math, writing) and the differentiated strategies appropriate for each tier  Help monitor instructional effectiveness at all tier levels  Help design and implement a process for progress monitoring, data collection, and data analysis  Consult with parents to foster carryover and reinforcement of skills in the home  Collaborate with all school personnel in the implementation of RtI models  Consult with teachers about their role in literacy development and the integration of strategies in their classrooms  Support colleagues in implementing RtI strategies through mentoring and close collaboration

Action Step Who? By When? 1. Review DIBELS & SWIS websites to inform re: data collection Melissa Participate in the design & delivery of PD on interventions for math, reading, language & behavior TCs generate list Melissa & Linda develop program descriptions Sign up at next Ancillary staff mtg

Teacher Consultants trained in using DIBELS and SWIS websites

Intervention Programs described Intervention Programs described

RtI Document for General Ed.  RtI Professional Development delivered by MiBLSi coach to Elementary Staff  Focus on “New Roles & Responsibilities” for General Education Teachers & Reading Specialists  Self- Assessments completed  Grade Level discussions

Time for You to Develop an Action Plan How can you use this information back in your district?

Kalamazoo Public Schools Our Next Steps

Where we are headed…  Developing a Professional Learning Community (PLC) of psychologists, social workers, home support specialists/ behavior specialists focusing on behavior interventions and FBA’s  Future uses of the RtI Readiness Checklists  Self-assessment survey at the end of the year  Review and update action plans at least quarterly

Kalamazoo Public Schools Lessons we have learned

Lessons Learned  RtI Readiness Checklist is not a comprehensive tool – just a check of where a building is  No action plan associated with the RtI Checklist  Need more people to complete the checklist  Need more comprehensive tool to really judge where a building is at and develop a strong action plan  On-line survey would be great!

Time for Collaboration The Link Between MiBLSi and RtI

Sharing information and ideas…  What have you done to make the link between RtI and MiBLSi overt?  What new ideas do you have for making this link?  What new ideas do you have for using the information from this presentation?  What resources/information are needed?

Continuous Regeneration