1. MPS RtIDistrict Overview
What Parents Need to know about the MPS Response to Intervention (RtI) Framework Academics District (Parent) Advisory Council Milwaukee Public Schools December 1, 2011
Welcome to an overview of the MPS Response to Intervention Framework for parents.
In this workshop participants will learn how the RtI Framework is used within Milwaukee Public Schools to meet the academic & behavioral needs of students. Parents will learn multiple ways to support student achievement through parental involvement.
October 2011

2. MPS RtIDistrict Overview
Kudo’s
Know- What Response to Intervention is within Milwaukee Public Schools and the strategies that the district has put in place to engage parents within the Response to Intervention framework.
Understand- The next phase of implementation of the Response to Intervention framework that the district is moving toward for the school year.
Know- Many parents may already know what RtI is and some may be just becoming aware of RtI.
Parent engagement is essential to fully develop and implement system-wide change utilizing RtI. I’ll discuss some research-based strategies that are in place to involve parents in RtI at the school and district level.
Understand- Last year I presented to the DAC on RtI (the framework, new adoptions- CLP, and the newly adopted MAP fit within the framework). Today, I want to discuss some of the progressive features of the framework for this year- so I’ll talk about what’s different, how we are digging deeper into implementing the next phase of the framework, as well as reinforcing what was put in place last year related to the framework.
October 2011

3. MPS RtIDistrict Overview
Kudo’s
Do- Participate in a group/table activity and provide parental input for improvement of the district’s RtI processes by reflecting on:
► the information presented today on RtI,
► your experiences at other district presentations or events related to RtI,
►and your experiences at your child’s school during which you received information and/or resources related to RtI.
I want to finish by engaging us in an activity. This is your chance, or opportunity, to reflect and give feedback for improvement of RtI. I’ll ask you to reflect on the information presented today on RtI, your experiences at other district presentations/events on RtI (including: Comprehensive Lit Plan, the new Math & Science Plan, Positive Behavior Interventions & Supports, Measures of Academic Progress), and your experiences at your child’s school (could include receiving information in the mail on RtI- like your student’s MAP data, or attending parent teacher conferences during which you received information related to RTI). What was effective, ineffective, areas for improvement?
I’m going to ask you to converse with one another at your table around these reflections and choose one recorder who will record the table’s responses on chart paper, and one reporter who will report out the groups responses.
I will close with a time for Q&A.
October 2011

4. RtI Life Analogy: Health
MPS RtIDistrict Overview
RtI Life Analogy: Health
To get us started- I have a simple life analogy related to RtI that will hopefully transition us into our conversation around RtI.
I want you to consider this….
Ask parents:
How many of you go to the doctor for your annual check up? Tier I of health analogy
How many of you after that yearly check up have had to return to see the doctor in a couple of weeks for a concern that the doctor wanted to monitor or intervene? Tier II of health analogy that now includes something different from before that is an health intervention, or something (ie., a treatment plan) put in place to monitor some aspect of a person’s health.
(Tell parents they don’t have to answer this or give a show of hands) How many of you are under intensive monitoring by your doctor due to a health concern? Tier III of health intervention. So not only are there yearly check up’s in place, along with a treatment plan of some sorts for intervening for a particular health concern, but there is also an intensive monitoring of some sorts in place as well.
October 2011

5. What is Response to Intervention (RtI):
Tier 3:
Individualized
Strategies
1-5%
Tier 2: Effective, Strategic Interventions and Progress Monitoring
5-15%
Tier I: Research Based Core Programs,
Universal Screening
80-90%
Tier I: Universal core curriculum instruction and practices ALL students receive.
At any given time we expect 80% or more of students to demonstrate sufficient progress through core academic, behavioral and social emotional instruction and/or practices. Tier 1 approach to delivering a strong academic curriculum means that teachers are differentiating their instruction based on student needs. Teachers are able to use the screening data (which is referenced in the triangle as “Universal Screening”) to more readily identify students’ academic needs. So with a strong Tier 1 in place: researched based core curriculum(s), universal screening for all students to assess academic needs, and an emphasis on differentiating (which is more or less adapting the content of a lesson, the process, and product according to student needs) we can meet the needs of most learner at this level in the framework.
So if I were to relate this back to Tier 1 of our health analogy, with a strong preventive core health program in place- eating right, exercising, yearly checkups, I could say that I minimize my need for having to have a doctor intervene and monitor my health.
Tier 2: Intervention coupled with ongoing progress monitoring provided to students needing additional acceleration or enrichment in academic, behavioral or social emotional skills. At any given time up to 15% of students receive Tier II academic, behavioral and/or social emotional interventions.
Tier 3 – Owned by Teacher Teams – Owned by Specialist Teams R
Rigorous interventions, replacement or additional curriculum and/or instructional strategies provided to students requiring an individualized plan of action. Tier III interventions target both students gifted in specific areas and students with significant skill deficits in specific areas. At any give time up to 5% of students receive Tier III academic, behavioral and/or social emotional intervention.
Tier 1 approach to delivering curriculum through differentiation, teachers are able to use the screening data to identify those struggling students as well as identify the area or areas of skill deficit. Teachers use that information to establish intervention groups, based on skill recovery, at Tier 2. Students remain in core instruction and receive additional support through the tier 2 intervention.
After a determined number of weeks of intervention and progress monitoring, teachers again analyze the data to see if the student is responding to the intervention. Decisions are made on whether to continue the intervention as is, increase the intensity of the intervention, or to change the intervention, or perhaps return to core instruction only.
If a student continues to struggle with showing growth with Tier 2 supports after an extended period, a Tier 3 intervention may need to be considered. This is a more intensive intervention. This does not mean a special education referral.
(presenter note: click to move the small triangle into the RtI triangle) Students already receiving support through special education can also receive a tiered intervention depending on the needs of the student. Example: if a student receives support in reading, but does not have a goal page for math, but is not demonstrating adequate growth, that student might need a tier 2 intervention for math, provided by the classroom teacher.
SwD
Using a tiered approach to meet the needs of all students

6. What is Response to Intervention (RtI):
Providing high quality instruction to all students through the use of differentiated instruction.
Universal Core Curriculums and Practices (Tier 1)
Comprehensive Literacy Plan (CLP)
Comprehensive Math & Science Plan (CMSP)
Positive Behavior Intervention and Supports (PBIS)

7. How we are going in deeper:
MPS RtIDistrict Overview
How we are going in deeper:
1.) Comprehensive Literacy Plan (CLP):
-Fidelity of Implementation Walks (FOI)
- Tier 2 Reading Interventions
2.) Comprehensive Math & Science Plan (CMSP)
-District Professional Development
Fidelity of Implementation Walks (math)
-Tier 2 Math Interventions
3.) Positive Behavior Intervention and Supports (PBIS)
- Tier 2 Interventions
What’s different about this aspect or element of RTI from last year?
October 2011

8. What is Response to Intervention (RtI): Applying assessment data to make educational decisions
Screeners and other classroom assessments in reading and math are used to inform teachers’ instructional decisions.
Screeners are given 3 times per year to measure growth as well as identify skill strengths and deficits for every student.
Classroom assessments can be given daily, weekly and/or at the end of a chapter or unit

9. Universal Screening & Assessments (Tier 1)
Measures of Academic Progress (MAP) given 3 times a year Grades K5-12
Indicadores Dinamicos del Exito en la Lectura (IDEL)
Grades K5-2 Bilingual LAU Level 1 & 2 Students
Student Academic Indicators for Learning (SAIL)
High School Academic Indicators (GPA, Attendance, Suspensions, Total Credits Earned)

10. How we are going in deeper:
MPS RtIDistrict Overview
How we are going in deeper:
Universal screening data (MAP, IDEL, SAIL):
- District Professional Development around Data Analysis
- Data is being used to make decisions about Tier intervention services
What’s different about this aspect or element of RTI from last year?
October 2011

11. What is Response to Intervention (RtI):
Tier 3:
Individualized
Strategies
1-5%
Tier 2: Effective, Strategic Interventions and Progress Monitoring
5-15%
Tier I: Research Based Core Programs,
Universal Screening
80-90%
Tier 2: Intervention coupled with ongoing progress monitoring provided to students needing additional acceleration or enrichment in academic, behavioral or social emotional skills. At any given time up to 15% of students receive Tier II academic, behavioral and/or social emotional interventions.
SwD
Using a tiered approach to meet the needs of all students

12. How do students move to Tier 2?
MPS RtIDistrict Overview
How do students move to Tier 2?
Teachers or designee will set-up a school's Tier 2 Intervention and Observation Groups for each grade level in Exceed upon analysis of the universal screening data (MAP/MPG, IDEL and High School Screener System)
Using the ClasStat process to triangulate most current summative and formative data, identify each grade's lowest performing 20% of students
After identifying lowest 20% and non-proficient students, determine which group to place students
Tier 2 Intervention Group
Identify area/s of concern
Create new groups based on similar areas of concern
Create individual intervention plans for Tier 2 students
Determine who will provide Tier2 interventions forspecific groups ofstudents
Decide who will gather and enter weekly progress monitoring data into Exceed
Observation Group
Add note to explain why the students will not receive Tier 2 interventions at this time
Enter notes on student progress monthly
Next phase of RtI implementation for the school year- Tier 2
After a solid Tier 1 approach to delivering curriculum through differentiation, teachers are able to use the screening data to identify those struggling students as well as identify the area or areas of skill deficit. Teachers use that information to establish intervention groups, based on skill recovery, at Tier 2. Students remain in core instruction and receive additional support through the tier 2 intervention.
After a determined number of weeks of intervention and progress monitoring, teachers again analyze the data to see if the student is responding to the intervention. Decisions are made on whether to continue the intervention as is, increase the intensity of the intervention, or to change the intervention, or perhaps return to core instruction only.
If a student continues to struggle with showing growth with Tier 2 supports after an extended period, a Tier 3 intervention may need to be considered. This is a more intensive intervention. This does not mean a special education referral.
(presenter note: click to move the small triangle into the RtI triangle) Students already receiving support through special education can also receive a tiered intervention depending on the needs of the student. Example: if a student receives support in reading, but does not have a goal page for math, but is not demonstrating adequate growth, that student might need a tier 2 intervention for math, provided by the classroom teacher.
October 2011

13. How will parents be informed about Tier 2 services?
Teachers will be expected to contact parents by phone, letter, or through face-to-face contact to inform of Tier 2 intervention services. Sharing of progress monitoring data with parents can include, but is not limited to, sharing through notes and at parent-teacher conferences.

14. Parental Involvement at Tier 1
How to get involved?
Frequently communicate with the teacher
Attend school functions, such as back to school night and parent‐teacher conferences.
Ask your child about their school day
Monitor and assist with homework assignments
Support and reinforce the classroom teacher
Meet with the teacher if your child starts to experience difficulties
Praise your child for good work and discuss issues that are problems
Participate on school governance/action teams/committees
Participate on district teams and district committees
Participate in District trainings on curriculum and behavior

15. Parental Involvement at Tier 2
parent-teacher collaborate to set goals for students receiving interventions
participate in parent academic support groups
participate in district trainings that provide information on interventions
Set up a schedule to discuss progress with classroom teacher on the Tier 2 interventions
Tier 2
Only a small percentage of students will ever need a tiered intervention. Research supports only students who are near or at 2 years delayed should receive a tier 2 intervention. All other students should have their work differentiated to their instructional level through core instruction. An even smaller percentage of students will ever receive a tier 3 intervention.

16. What is Response to Intervention (RtI):
Tier 3:
Individualized
Strategies
1-5%
Tier 2: Effective, Strategic Interventions and Progress Monitoring
5-15%
Tier I: Research Based Core Programs,
Universal Screening
80-90%
Tier 3
Rigorous interventions, replacement or additional curriculum and/or instructional strategies provided to students requiring an individualized plan of action. Tier III interventions target both students gifted in specific areas and students with significant skill deficits in specific areas. At any give time up to 5% of students receive Tier III academic, behavioral and/or social emotional intervention.
Tier 1 approach to delivering curriculum through differentiation, teachers are able to use the screening data to identify those struggling students as well as identify the area or areas of skill deficit. Teachers use that information to establish intervention groups, based on skill recovery, at Tier 2. Students remain in core instruction and receive additional support through the tier 2 intervention.
After a determined number of weeks of intervention and progress monitoring, teachers again analyze the data to see if the student is responding to the intervention. Decisions are made on whether to continue the intervention as is, increase the intensity of the intervention, or to change the intervention, or perhaps return to core instruction only.
If a student continues to struggle with showing growth with Tier 2 supports after an extended period, a Tier 3 intervention may need to be considered. This is a more intensive intervention. This does not mean a special education referral.
(presenter note: click to move the small triangle into the RtI triangle) Students already receiving support through special education can also receive a tiered intervention depending on the needs of the student. Example: if a student receives support in reading, but does not have a goal page for math, but is not demonstrating adequate growth, that student might need a tier 2 intervention for math, provided by the classroom teacher.
SwD
Using a tiered approach to meet the needs of all students

17. Group/Table Activity:
Do- choose a recorder for your group/table, and someone who can report out for the group.
Reflect on the following:
► the information presented today on RtI,
► your experiences at other district presentations or events related to RtI,
►and your experiences at your child’s school during which you received information and/or resources related to RtI.
Chart: What was effective, ineffective, areas for improvement? Contribute a response, contribute your name for the drawing!

18. MPS RtIDistrict Overview
Q & A
Parental Input
Parent Question and Answer Time
Move to Group/Table Activity (10 minutes)
Encourage parents to talk to one another
Choose one person to take notes on chart paper, and one person who will report out
Explain the importance of parental feedback/input for continuous improvement of RtI processes both at the district and the school-level
October 2011

19. One Team, One Goal, One MPS!
Thank you!
One Team,
One Goal,
One MPS!