District Response to Instruction and Intervention Reflection and Planning

Our goal By 2017, the RTI 2 Framework will reduce the number of students scoring below basic on the NAEP. 2

3 Guiding Question One: How do you use data? What are your sources of data? What data do you use when? Guiding Question Two: How do you use your data team support an effective RTI 2 system? Guiding Question Three: How do I create a space for skills instruction to occur regularly for all students at different grade levels and with different needs? Guiding Question Four: How are interventions different than what happens during regular instruction?

Material Walk Through Next Steps Action Planning Toolkit Agenda (p. 3-4) Four Guided Question section tabs Discussion protocol Notes page Discussion Tool, SWOT, Guided Question Planning Resources (p. 15) Next Steps Action Planning documents tab 4

Our Guiding Principles 1. Leadership at the state, district, and building level is essential for ensuring the success of ALL students throughout the RTI 2 Framework 2. A culture of collaboration that is focused on student achievement, for both struggling and advancing students, should include educators, families and communities 3. RTI 2 is a process focused on prevention and early intervention that uses assessment data for instruction, intervention and transitions between tiers 5

Objectives Develop/revise an RTI 2 action plan with clear next steps that is tailored to district capacity and meets state requirements. 1.Respect for diverse needs of district teams in whole group discussions. 2.Engage fully and avoid personal technology use. 3.Use planned agenda items fully and respect the air time of whole group to ensure agenda timeline is followed. 3.Transparent collaboration during district work time and whole group discussions. 4.Utilize work time effectively to clarify district needs and plan steps to move forward. 5.Parking Lot for unanswered questions and return answers sent through CORE office in one week. 6 Norms

The why of RTI 2 Rucker-Stewart Middle School student Sumner County 7

Guiding Question One: Guiding Question One: What are your sources of data? How do you use data? What data do you use when? Lauderdale County Schools Superintendent 8

Discussion Scenario One 9 1. This scenario will begin with a role play. We have a few volunteers from the audience to assist us in this role play. 2. Please to the scenario on page 6 of your Action Planning Toolkit. 3.After our role play, please discuss the scenario questions and provide suggestions for this scenario. 4.Sharing: What are your suggestions for this district administrative team?

Essential Components of RTI 2 Using a continuum of support from core instruction to tiered intervention Mastery Assessments Universal Screeners Progress Monitoring Evaluate effectiveness of instruction and intervention Align intervention with student needs Eligibility determination Tiered Intervention System for struggling and advanced students Consistent time for re- teaching and intervention Structure Data- based Decision Making Instruction & Intervention Data Tools 10

Tier I Formative and Mastery assessments In addition to Tier I, Tier II interventions are measured with skills- based assessments that repeat measurement of the same skills. In addition to Tier I, Tier III interventions are measured with skill- based assessments and additional skill- specific measures. Assessments Progress MonitoringProgress Monitoring 11 All students receive research based, high quality, general education instruction using state standards in a positive behavior environment that incorporates ongoing universal screening and ongoing assessment to inform instruction.

Which assessment when... Mastery Assessments-Tier I What to reteach to ensure standards mastery What skills and standards have been integrated and are able to be performed independently How to differentiate your Tier I/core instruction How to create differentiated learning tasks based on past student performance Basic Reading Skills Reading Comprehension Reading fluency Written expression Math calculation Math reasoning/problem solving Characteristics: Not adaptive Consistently measures same skill Independent of grade level standard Skills Based Assessments-Tier II/III versus 12

Data to consider 13 Achievement Screening Attendance Grades Observations Surveys Behavior Complete Student Data Picture Social and Emotional

District Discussion Time 1.Discussion Protocol (p. 11) analyze the existing data tools what are you using the data results for how the data drives decisions for different tiers of instruction 2.SWOT Protocol (p. 12) what are the strengths of using data where are your gaps how can you use your strengths to overcome your gaps what are threats to success minutes End 15 minutes End

SWOT Sharing 15 StrengthsWeaknesses OpportunitiesThreats 1.Count off at table and move to numbered group. 2.Share with mixed group. 3.Return to district group to share experiences from other districts. 4.Prepare post it for shared. 5.Move to the Post It note that matches your number and share with others.

Action Planning (p. 14 and p. 144) 1.Resources Walk (p. 15) 2.Planning 3.A Focus on Key Messages and General Rules of Practice 20 minutes End

Contact Information Suzanne Keefe, Director of Special Projects Lisa Coons, Deputy Director of Instructional Leadership Support 17