RtI/ PBIS District Team RtI Process- Middle School and High School

Learning Objectives Learning Objectives: – Participants will learn about the framework involved in each of the six phases of the MPS RtI Process. Screen, Diagnose, Match, Intervention, Progress Monitor, and Evaluation. – This session will go over some reflective questions for participants to take back to their schools to ensure the RtI Framework is in place for all students.

Success Criteria: – Participants will be successful when they can articulate the required components of each of the six phases of the RtI process to all staff members at their school and understand what steps need to be taken to ensure each phase is implemented with fidelity.

Attention Signal Teacher: Claps twice Participants: finish their conversations (10 seconds) Teacher: Hocus Pocus Participants: Everybody Focus All student conversations end and focus is put back to the front of the room on the teacher

Frayer Model Your definition Non example Teacher Role Example

Response to Intervention (RtI) What is RtI? – An organizational framework – A multi-level system of support – Goal = academic and behavioral success for ALL students Regular Education AND Special Education RtI is NOT… – A computer-based program – Just for special education students/students suspected of having special education needs Students should be referred for intervention to improve their academic skills and close the achievement gap, NOT so that we can make a special education referral. A special education referral may occur after we have evidence that interventions are not working. Important Features – Culturally responsive practices – High quality instruction – Collaboration – Balanced assessment (standardized testing, benchmarks, unit tests, curriculum-based measures, work samples, etc.) – Research and evidenced-based interventions – Progress monitoring

Response to Intervention Why RtI? – We want all students to succeed! – RtI has proven to close the achievement gap. – It’s a fluid way to evaluate and support all students Some students need a little more support… others need a lot more support – Uses research and evidence-based techniques, interventions, strategies, and best practices – Uses data to make decisions

A Tiered System of Support Tier 1 : All Students Tier 2 : One Adult/ Multiple Students Tier 3 : 1 Adult/ One or Two Students OR Many Adults/One or Two Students

RtI Process

Screen Medical Screening: you see a doctor yearly and he/she determines if you are high risk for any ailments. If you are, you receive additional tests to determine if you need medical attention. Hospitals can’t afford to give everyone all medical attention, have to screen for who needs it.

Screen Departments or Grade Level Teams look at available data to determine students in need: – SAIL – MAP (most recent MAP) – Teacher input, work samples Should occur before semesters so that students can be programmed into intervention courses/ intervention times

MAP

SAIL

Reflective Questions Do staff members know where available data is located? Do departments/ grade levels meet regularly and have data discussions? When and how can you screen all students prior to second semester? What questions or concerns do you have for the District RtI team (please post on Concerns Board)

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

Diagnose Mechanical Diagnose: your car won’t start (you have screened that something is wrong), so you need to diagnose the problem. Is it out of gas, did the battery die, is it an alternator, etc. Your diagnosis will determine what you do next. Wouldn’t take to a mechanic if it is just out of gas.

Diagnose Intervention teacher and departments dig into MAP and other data to determine areas of need for each student. In high school students identified for intervention should take the MAP during the MAP window.

Diagnose Intervention students are diagnosed on easyCBM (DIBELS for MS literacy) – Middle School students take grade level benchmark – High School students: Use RIT to determine instructional level ~OR~ Go back three grade levels Student takes first progress monitoring probe

Diagnose Math Benchmark or first Probe: – Student raw score correct turned into a percentile See Detailed Percentiles Table on easyCBM – If below 10 th percentile lower 2 grade levels – Student goal of 50 th percentile, then increase grade level probe – High School: for 8 th grade probes goal of 99 th percentile

Name or probe and time of year (Math Numbers and Operation- Fall) Student’s raw score correct Student Percentile

StudentGrade LevelIntervention Level Attempted PercentileResult Bruce 965 Down 2 grades, attempt 4 th grade Sara 773 Down 2 grades, attempt 5 th grade Clark Stay at this grade level Martha 7460 Go up a grade level, attempt 5 th grade Peter 9730 Stay at this grade level

Intervention Grade Level CC to Intervene around 8 th Expressions & Equations GeometryFunctions 7 th Ratios & Proportional Relationships Expressions & Equations 6 th Ratios & Proportional Relationships Expressions & Equations 5 th Number & Operations Base Ten Number & Operations Fractions 4 th Number & Operations Base Ten Operations & Algebraic Thinking Number & Operations Fractions

Diagnose HS Literacy First Probe (HS): – Can use students MAP RIT or go down 3 grade levels (just like with math) – Use Students Raw Score Words Read (Fluency) Questions Correct (Comprehension) – Use easyCBM Literacy Chart to determine if appropriate grade level – May need to adjust up or down

StudentGrade LevelIntervention Level Attempted Words ReadResult Bruce 9692 Down 2 grades, attempt 4 th grade Sara Stay at this grade level Clark Stay at this grade level Martha Go up a grade level, attempt 5 th grade Peter 9795 Down 2 grade levels, attempt 5 th grade

Middle School Literacy DIBELS is used – DORF for fluency – DAZE for Comprehension Using table (next slide) – Mastery- go up a level – Instructional- stay at this level – Frustration- lower level

DIBELS Ranges Instructional LevelDORF RangeDAZE Range 6 th Mastery 120 Instructional Frustration 0-94 Mastery 21+ Instructional Frustration th Mastery 130+ Instructional Frustration Mastery 24+ Instructional Frustration th Mastery 115+ Instructional Frustration Mastery 24+ Instructional Frustration rd Mastery 100+ Instructional Frustration 0-79 Mastery 19+ Instructional Frustration 0-13

Reflective Questions Do teachers use/ know how to use easyCBM? – DIBELS?? What PD/ training/ resources do we need to ensure teachers know how to diagnose using these tools? Do teachers know how to drill back into MAP data?

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

Match If the doctor diagnoses that you have high cholesterol that is causing your heart burn he/she wouldn’t give you cough syrup, he/she would give you medicine and advice on lowering your cholesterol.

After the teacher/ teacher teams have diagnosed the student areas of need, intervention grade level, etc Match the student to appropriate interventions, best practices, time for intervention, and other considerations

Interventions are NOT a computer program Interventions are the teacher doing what they do best, teaching students in what they need. Computer programs/ online sites/ etc used to assist with intervention and manage many students receiving an intervention at the same time

Interventions are like learning how to cook instead of just reading a recipe – A good cook has to be aware of al the possible ingredients and cooking methods out there – They can then use various ingredients and cooking methods to make a great meal based on what the needs and preferences are for whoever is eating A teacher needs to be aware of all the techniques, strategies, etc available Have to be able to combine these based on student need to help each individual student progress as a learner

Those “Ingredients” General teacher best practices – Discuss, share, practice as staff members RtI PBIS Website – Under Resources – More coming Math and Literacy Departments Internet sites* RtI books, research studies, etc

Reflective Questions Are teachers aware of all the interventions, techniques, best practices, etc Do teachers know CCSS? As a school do you have time to discuss as a group amongst experts what is available and what works and what doesn’t work? Do you have any staff members who can go out and research for other strategies, techniques, etc?

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

Intervention Once it has been determined that your car has a broke alternator, you need to leave your car at the mechanic for the day and someone there who knows what they are doing has to fix it.

Literacy Intervention Intervention must given by a Reading licensed teacher Explicit small group, one on one, computer based programs (Odyssey) Groups should be 2-5 students at a time Minimum of 20 minutes at least 2-3 times per week Can be a course, during “ELO” time, or a blended lab Must be IN ADDITION to their Tier 1 instruction

Math Intervention Intervention must given by a Math licensed teacher Explicit small group, one on one, computer based programs (Math RFP coming end of October) Groups should be 2-5 students at a time Minimum of 20 minutes at least 2-3 times per week Can be a course, during “ELO” time, or a blended lab Must be IN ADDITION to their Tier 1 instruction

During intervention time the teacher works with the whole group, small group, individual students (rotating students on computers) around their areas of concern A variety of individualized activities, etc

Reflective Questions Do intervention teachers have a repertoire of interventions/ strategies to do in a class or during an intervention time? Does the school have time embedded within the day for interventions Does the school have an intervention course schedule? Does the school have enough certified teachers?

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

Progress Monitor and Record The doctor has determined that you need to lower your cholesterol by losing weight. You have been matched to the intervention of going to the gym three times a week. To monitor how it is working you will weigh yourself every Sunday morning and record your weight in a diet journal.

Teachers delivering the interventions must regularly progress monitor all students receiving an intervention.

Literacy 9-12 th grade: easyCBM (online) – Every 5 th intervention session – Next subsequent progress monitoring probe in the area of concern at the intervention grade level – Fluency: 1 minute to read a passage Must be done one on one with student – Comprehension: read a passage and answer questions (no time limit) Entire class can do at same time silently

Literacy 6-8 th grade: DIBELS Next – Every 5 th intervention session – Fluency: DORF 1 minute to read a passage Must be done one on one with student – Comprehension: DAZE 3 minutes, read and circle the missing word Entire class can do at same time silently – May be difficult to have entire class stop at same time, etc

MATH 6-12 th grade: easyCBM (online) – Every 10 th intervention session – Next subsequent progress monitoring probe in the area of concern at the intervention grade level – All taken online and corrected instantly – 16 questions – Must adjust raw score to a percentile

Math During weeks when no easyCBM is used it is best practice to conduct a summative assessment of the students growth – Odyssey Assessment (recommended) – A created progress monitoring 20 math questions around the area of concern, etc

Recording Progress Monitoring EXCEED is used Every student must have a plan created in EXCEED – Use a pre-created template – Instructions online Within a week of receiving a progress monitoring score, scores need to be updated on Exceed Plan creation takes around 2-3 minutes; score updating takes less than a minute

Reflective Questions Are teachers trained in easyCBM, Odyssey, DIBELS, EXCEED? Are intervention teachers updating/ viewing EXCEED regularly (individual or as a teacher team)? Is their time scheduled during teacher meetings to do this?

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

Evaluate Your doctor determines you have high cholesterol and wants you to monitor your weight while working out 3 times a week. After a month he/she wants you to call and see if adjustments need to be made based on if you are losing appropriate weight.

Progress monitoring is used to assess students’ academic and behavioral performance, to measure student improvement or responsiveness to instruction and to evaluate the fidelity and effectiveness of instruction. Teachers and teacher teams should be monitoring students on an intervention District uses 3 point rule

Example Academic Graph Goal of 48

If the three data points areThen Above the aim line and the target scoreEnd intervention plan and  Increase the target in a new plan  Change to next sequence skill in a new plan  Reduce support, fade to Tier 1 Above the aim line but NOT at target scoreContinue implementation until target is reached Around the aim lineContinue implementation until target is reached Both above and below the aim lineContinue implementation, collect and review data until data rule can be applied Below aim lineDig deeper and/or make a teaching change  Check/Improve fidelity of intervention  Intensify current intervention  Change intervention  Refer to Tier 3

Questions to ask Not responding Intensify the intervention Longer intervention time Intervention more often A different intervention, strategies, techniques Conduct intervention with more fidelity Alter intervention setting/ teacher/ etc Tier 3 intervention

Reverse Request For Assistance Form completed by teacher/ teacher team making BIT aware that there is a student who is not responding to the intervention The BIT looks at available data, has conversation with teacher, etc and makes a determination of next steps. **For students showing that they are not responding, not for all students who just aren’t reaching their goal. They could be responding, just not at their goal yet.**

Reflective Questions Do departments meet regularly and discuss students on intervention using EXCEED data? Does the BIT meet monthly on Academic Tier 2 and loo at system fidelity? Does the school use the Reverse Request for Assistance form to inform the BIT that further analysis of a student is needed?

Questions for us Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” Each table send up one representative to the poster paper and write down a concern, question or support needed.

More Information RtI/ PBIS Website: – MPS webiste: Families: Educational Resources – MPS RtI PBIS Youtube page – MPS RtI PBIS Pinterest Page – Your External Coach

RtI PBIS Coach Northwest and Central Region: – Gayle Mahan East and Southwest Region: – Latasha Hodge Innovation Region: – Brian Rudolph

Keep Calm & Teach On! THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!!!

RtI Process- Middle School and High School MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives