Welcome HS & MS RtI Liaisons! Shirley Jirik, Ed.D. SVVSD RtI Coordinator January 29, 2013

Purpose To learn from each other as we implement Response to Intervention

Synectic 4 Square The topic is: favorite foods Write 4 of your favorite foods—one in each square Chose one of your favorite foods to complete this sentence stem: Implementing RtI is like___________________ because_______________________________.

Introductions Introduce yourselves at your table groups and share your similes. Implementing RtI is like___________________ because_______________________________.

Review of Feedback At your table group, review the data collected from our last meeting

Learning Targets Learn more about the RtI process through case studies Learn more about the consultant model and what a ‘coach’ might do to facilitate the RtI process Use the CDE district-level implementation rubric to determine next steps for district implementation

Essential Question What could make implementation of Response to Intervention at my building more successful?

Working Agreement Limit side Conversations & technology distractions Collaboration Norms Breaks Regaining your attention

Where are we trying to go?

Leadership Administrators, faculty, and families actively participate in a systematic, culturally-responsive RtI model. Data on its effectiveness is regularly analyzed to improve RtI implementation and effectiveness.

Problem-Solving Process District provides ongoing training on the problem-solving model and provides assistance to teams to increase functionality of the teams.

Assessment The alignment of instruction and assessment is regularly reviewed as part of a continuous improvement cycle to ensure assessment effectively informs instruction.

Curriculum/Instruction District works with schools to adjust and update instructional practices to ensure all students receive high-quality instruction based on data indicating effectiveness of current instruction.

Positive School Climate Leadership team regularly reviews, ensures adherence to, and updates the action plan as the team identifies needs of the district. Professional development is provided in areas of need.

Family and Community Partnering District ensures systemic family and community partnering is infused within all district practices and organizational infrastructures, policies, procedures, etc.

Bottom line… The adults have their act together so students can get their needs met in a more timely manner.

We got a lot of details to work out!

We’ll get there…

Housekeeping Items Tier 1 Form as a Google doc – Share these with me, so we can get some exemplars Tier 2 Referral Form – Now a Google doc as well Implementation Rubrics – Still missing many of these – Will model this today with the district level one

RTI CASE STUDIES Learning Target #1

Case Studies In Google Docs: – Tier 1 Documentation Form – Tier 2 Form Data Sources to Consult – Alpine Data – IC- Attendance data- looking for trends – Cumulative folder

Remember, before the student comes to the Problem-Solving team… Professional Learning Communities Grade level/dept Meetings Problem- Solving Team

The Problem-Solving Process

Define & Analyze the Problem These steps should happen before the problem-solving team meeting Guiding Questions: Where is the breakdown for this student with their learning? Are there conditions when this skill has been exhibited? Is it a matter of won’t vs. can’t?

Table Talk Do we have enough information/data to proceed?

Develop a Plan This step occurs at the problem-solving team meeting Now that we know what the concern is, what will we do about it? The problem-solving team, along with administrator support, determine what else could be tried to help this student

Table Talk What would you do for this student? Do we need more information/data?

Evaluate the Plan “However beautiful the strategy, we should occasionally look at the results.” Winston Churchill

Break Time

Avoid Potential Legal Issues Documentation!!! – Need to know why the documentation ends Consistent data collection – Same grade level, same type of assessment, over and over again to see if there is progress Don’t make RtI another ‘wait to fail’ model! – If we suspect a disability, we must move forward with a referral for special ed. evaluation

CONSULTANT MODEL (COACHING) Learning Target #2

Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavior Problems Thomas J. Kampwirth

Working Definition Coaching and Consulting will be used interchangeably The consultant model of RtI requires more of a whole school approach – Doesn’t work very well to have one person fulfill this position

A process in which a trained, school- based consultant, working in a nonhierarchical relationship with a consultee, assists that person in her efforts to make decisions and carry out plans that will be in the best educational interests of her students. Collaborative Consultation

Goals of Consultation Provide methods for changing child’s academic or behavior problems Improve consultee’s skills to deal effectively with future problems

Obtain precise description of referral problem Assist in collecting baseline data Assist in analyzing the referral concern Assist in plan implementation Monitor treatment integrity Evaluate outcomes of intervention Consultants can help to:

Skills Needed When Consulting Forging Positive Relationships Conveying Competence and Confidence Believing situation can and will improve Empathy

Skills Needed When Consulting Genuineness Following through with enthusiasm Developing and maintaining trust Being aware of personal values Communication Skills

DISTRICT LEVEL IMPLEMENTATION RUBRIC Learning Target #3

Planning for Next Year Data-based decision making: District Rubric—each table group will take a component and discuss where you think we are as a district Logistical data from RtI Liaisons—next slide Need the building level RTI implementation rubrics – What would make that easier?

What I need from you… On the Google Doc Form When does your problem-solving team meet and how often? Who are the members of your team? – Names and titles Do grade level team meetings happen at your building? If so, when? Do department meetings happen at your school? If so, when?

Feedback #6 on Hattie Top 22 Effect Size=.73 Most powerful when it is Teachers seeking feedback from students about their instruction. I want to seek feedback about my instruction today. Please complete the evaluation provided on the back of your handout. Thank you!!!