1. Operation Student Success
The Journey Forward

2. Today’s Objectives Provide an OSS Update
Update Progress at Pilot Schools
Share Components of RtI for LPS
Looking Ahead to Implementing RtI

3. OSS: Operation Student Success Team Members
Classroom Teachers
Elementary Support Teachers
Resource Room Teachers
Speech / Language Teachers
Psychologist/SSW
LEA Leadership
Building Principals
Members of the Academic Services Department, Elementary Programs, and Student Services
All K-4 and 5-6 schools are represented
We are all of you!
Jackie

4. Multi-Tiered Support Systems
(MTTS)

5. Multi-Tiered Support Systems
(MTTS)
Response to
Intervention
(RtI)

6. Multi-Tiered Support Systems
(MTTS)
Positive
Behavior
Intervention
Support
(PBIS)
Response to
Intervention
(RtI)

7. Goal:
2014

8. 2014
Comprehensive

9. 2014
Systematic
Comprehensive

10. 2014
Systematic
Comprehensive
Process

11. 2014
K - 4
Systematic
Comprehensive
Process

13. Which of the following is not an objective of RtI?

14. Which of the following is not an objective of RTI?
A. Struggling learners will be identified for early intervention.

15. Which of the following is not an objective of RTI?
A. Struggling learners will be identified for early intervention.
B. More students will receive special education support.

16. Which of the following is not an objective of RTI?
A. Struggling learners will be identified for early intervention.
B. More students will receive special education support.
C. Staff members will have a process for supporting struggling learners.

17. Which of the following is not an objective of RTI?
A. Struggling learners will be identified for early intervention.
B. More students will receive special education support.
C. Staff members will have a process for supporting struggling learners.
D. There will be a gradual reduction in student special education
identification rates.

18. Which of the following is not an objective of RTI?
A. Struggling learners will be identified for early intervention.
B. More students will receive special education support.
C. Staff members will have a process for supporting struggling learners.
D. There will be a gradual reduction in student special education
identification rates.
E. All staff are responsible for the success of all students .

19. Which of the following is not an objective of RTI?
B. More students will receive special education support.

20. What is RtI? Jot down a list of 5 things you know about RtI.
Turn and talk to a colleague about what you know.
Check off facts on your list that are in the video.
(Pause Here)

21. RtI Video http://youtu.be/nkK1bT8ls0M

22. Every Teacher

23. Every Classroom
Every Teacher

24. Every Classroom
Every Teacher
Every Day

25. Every Classroom
Every Teacher
Every Day
Every Child

27. With RtI, the learning and progress of all students
is assessed.

28. With RtI the learning and progress of all students
is assessed.
True

29. RtI is only about
interventions.

30. RtI is only about
interventions.
False

31. All students can
benefit from RtI.

32. All students can
benefit from RtI.
True

33. RtI is a “wait to fail” approach.

34. RtI is a “wait to fail” approach.
False

35. Research based interventions can deliver what is promised only if
they are implemented as
intended (with fidelity).

36. True Research based interventions can deliver what is promised only if
they are implemented as
intended (with fidelity).
True

37. There is always a definite formula
for how long interventions should last.

38. False There is always a definite formula
for how long interventions should last.
False

39. At Tiers two and three, interventions are provided to students as
replacement for regular instruction.

40. False At Tiers two and three, interventions
are provided to students as
replacement for regular instruction.
False

41. Demystifying RtI ??

42. Demystifying RtI It is… multi-tiered a general education initiative
solution focused
early intervention
on-going assessment
high quality instruction
proactive
a team approach ??

43. Demystifying RtI It is… It isn’t… single –tiered multi-tiered
a special education initiative
problem focused
a wait-to-fail model
a one – shot assessment
hit and miss instruction
reactive
a single person’s job
multi-tiered
a general education initiative
solution focused
early intervention
on-going assessment
high quality instruction
proactive
a team approach ??

44. Hearing from your colleagues…

45. Why is it important for our district to implement RtI?
Cynthia Miller, Kindergarten teacher Cass Elementary
Need to add youtube clip!

46. Viewers consult handout.

47. Quotes from our OSS Team Members
“This work is important because we have a responsibility to all children to help them be the best learners they can be. They need to know that we care about them.”
“It is best practice to support the learning needs of all students and prevent early learning failure.”
“In order to reduce the achievement gaps that exist among subgroups of students, it is essential that we have a systematic process that provides interventions to fill in the learning gaps that exist…”
“We have fewer resources, more struggling learners, and an increase in the academic requirements for all graduating students.”
“This work is important because I don’t want to see any more students slip through the cracks.”
“This work is important because it provides a common intervention model to help support all involved.”
“Lives are at stake! Children’s future quality of life depends on the foundation we give them early on.”
Jackie

48. Quotes from Educational Researchers
“The immense challenge of struggling readers is finding just the right strategy to unlock the door, opening that door is surely the ultimate reward.” (Mary Howard)
“Once we ensure that all students have access to sufficient high-quality reading lessons, few will meet the federal definition of students with learning disabilities or dyslexia.” (Richard Allington)
“I am committed to children who struggle and the teachers who work so diligently to support them, and to anyone in the “business” of education who puts children’s needs first.” (Mary Howard)
“The key to helping all children learn literacy and content is to believe in their ability to learn and then to explicitly guide their learning through systematic and intentional instruction and intervention.” (Douglas Fisher and Nancy Frey)
“It’s the right thing to do for children. It’s logical and it makes sense.” (Susan Hall)
“Teaching every child is hard work. With hard work, though, comes a group of learners who are prepared to participate in society.” (Douglas Fisher and Nancy Frey)
Can we make the text larger?

49. Pause here to discuss…and choose your favorite.

50. Buchanan Cleveland Grant Roosevelt OSS / RtI Pilot Schools
OSS is grateful to the staff and leadership at the RtI pilot schools! You are helping to lead the way.

51. Kay DePerro, Principal at Roosevelt Elementary
How has your school benefited from participating in the RtI pilot for LPS?
Kay DePerro, Principal at Roosevelt Elementary

52. RtI Initiatives are growing across the district…
…producing great benefits!

54. Quality
Core
Instruction

55. 1.
Universal
Screener
Quality
Core
Instruction

56. 1.
Universal
Screener
Quality
Core
Instruction

57. 1.
Universal
Screener
Quality
Core
Instruction 2.
Data
Analysis

58. 1.
Universal
Screener
Quality
Core
Instruction 2.
Data
Analysis

59. 1.
Universal
Screener
Quality
Core
Instruction 2.
Data
Analysis 3.
Interventions

60. 1.
Universal
Screener
Quality
Core
Instruction 2.
Data
Analysis 3.
Interventions

61. 1.
Universal
Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis 3.
Interventions

62. 1.
Universal
Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis 3.
Interventions

63. Every Teacher 1. Universal Screener 4. Progress Monitoring Quality
Core
Instruction 2.
Data
Analysis 3.
Interventions
Every Teacher

64. Every Classroom Every Teacher 1. Universal Screener 4. Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis
Every Classroom 3.
Interventions
Every Teacher

65. Every Classroom Every Day Every Teacher 1. Universal Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis
Every Day
Every Classroom 3.
Interventions
Every Teacher

66. Every Child Every Classroom Every Day Every Teacher 1. Universal
Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis
Every Day
Every Classroom 3.
Interventions
Every Teacher

67. Every Child Every Classroom Every Day Every Teacher 1. Universal
Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis
Every Day
Every Classroom 3.
Interventions
Every Teacher

68. How are you implementing RtI?
Kim Mitchell, Kindergarten Teacher at Garfield

69. Quality Core Instruction
Highly Effective Teaching Practices:
Establishing Purpose
Checking for Understanding
Responsive Instruction
Gradual Release of Responsibility
Opportunities for Peer Collaboration

70. The various names for the model:

71. Reading Workshop I do? We do? Or, You do? Workshop Minilesson
Independent Reading
Guided Reading
Book Clubs
Conferring
Interactive Read-Aloud
Reader Response

72. Writing Workshop I do? We do? Or, You do? Workshop Mini-lesson
Independent Writing
Small Group Instruction
Conferring
Writer’s Notebook

73. Assessing the situation
Universal Screeners
Assessing the situation
Now let’s talk a little about Universal Screeners. These Screeners are quick assessment tools that are used to screen all students and identify students who may be struggling academically.
How much do you know about Universal Screeners? Give this True False Quiz a try to test your knowledge. Use Thumbs Up if you believe a statement is true, or Thumbs Down if you believe a statement is false.

74. Universal Screeners

75. True or False?
A Universal Screener is a timely means of determining which students are struggling in an academic area.
A Universal Screener is a timely means of determining which students are struggling in an academic area.
True—The purpose of administrating Universal Screeners is to quickly determine which students need additional support in which academic areas.

76. True or False?
A Universal Screener is a timely means of determining which students are struggling in an academic area.
TRUE
A Universal Screener is a timely means of determining which students are struggling in an academic area.
True—The purpose of administrating Universal Screeners is to quickly determine which students need additional support in which academic areas.

77. A Universal Screener is a deep analysis of a student.
True or False?
A Universal Screener is a deep analysis of a student.
A Universal Screener is a deep analysis of any student.
False – A Universal Screener is just that – a screener. Students who are identified through the screeners are then further assessed to determine areas of difficulty.

78. A Universal Screener is a deep analysis of a student.
True or False?
A Universal Screener is a deep analysis of a student.
False
A Universal Screener is a deep analysis of any student.
False – A Universal Screener is just that – a screener. Students who are identified through the screeners are then further assessed to determine areas of difficulty.

79. A Universal Screener is only given to some students some of the time.
True or False?
A Universal Screener is only given to some students some of the time.
A Universal Screener is only given to some students some of the time.
False – The universal screener is universal in that all students are assessed. The screener is like a safety net that is in place to assure that no struggling students are missed.

80. A Universal Screener is only given to some students some of the time.
True or False?
A Universal Screener is only given to some students some of the time.
False
A Universal Screener is only given to some students some of the time.
False – The universal screener is universal in that all students are assessed. The screener is like a safety net that is in place to assure that no struggling students are missed.

81. Universal Screeners are quick and efficient.
True or False?
Universal Screeners are quick and efficient.
Universal Screeners are quick and efficient.
True – Universal screeners are timely in that they are administered quickly so that there is no delay in pursuing further diagnostics and establishing support for struggling learners.

82. Universal Screeners are quick and efficient.
True or False?
Universal Screeners are quick and efficient.
True
Universal Screeners are quick and efficient.
True – Universal screeners are timely in that they are administered quickly so that there is no delay in pursuing further diagnostics and establishing support for struggling learners.

83. True or False?
A Universal Screener doesn’t really answer the question, “What are we going to do about it?”
A Universal Screener doesn’t really answer the question, “What are we going to do about it?”
True – The result of the universal screener is typically further diagnosis which would then lead to planning for intervention.

84. True or False?
A Universal Screener doesn’t really answer the question, “What are we going to do about it?”
True
A Universal Screener doesn’t really answer the question, “What are we going to do about it?”
True – The result of the universal screener is typically further diagnosis which would then lead to planning for intervention.

85. Universal Screeners are given to every student three times per year.
True or False?
Universal Screeners are given to every student three times per year.
Universal Screeners are given to every student three times per year.
True -- It is not enough to provide screening just once at the beginning of the school year. It’s important to continue to administer the Universal Screeners at other points in the school year as a “dip stick” to check on the progress of all students. It will make it possible to find additional students who may have developed increased needs over the course of the year.

86. Universal Screeners are given to every student three times per year.
True or False?
Universal Screeners are given to every student three times per year.
True
Universal Screeners are given to every student three times per year.
True -- It is not enough to provide screening just once at the beginning of the school year. It’s important to continue to administer the Universal Screeners at other points in the school year as a “dip stick” to check on the progress of all students. It will make it possible to find additional students who may have developed increased needs over the course of the year.

87. LPS Universal Screeners
Familiar Assessments
No Additional Burden
A Quick Measure
Immediate feedback
Useful Results

88. LPS Universal Screeners
Examples of 1st Grade
Universal Screener Elements:
Spelling Inventory
High Frequency Words
Dictated Sentence
Familiar Assessments
No Additional Burden
A Quick Measure
Immediate feedback
Useful Results

89. What was your process for reviewing data?
Kelsey Mack and Jill Klatt, Kindergarten at Buchanan

90. Data Analysis Hold grade level data analysis sessions.
Examine data from Universal Screeners and other relevant data.
Identify struggling learners most in need of additional intervention.
Celebrate achievement gains!
Data drives the RTI progress. After the Universal Screeners have been administered and the data has been collected, the school Achievement Team meets to review the data, identify students who are struggling, and begin to think about how they might be grouped for the purpose of intervention.

91. Achievement Teams
Achievement Team provides leadership for the RtI process at each school.
Benefits of using universal term
Considers the achievement of all students, academically, socially and behaviorally
Will utilize common forms and processes to monitor general education interventions and determine the need for special education support

92. Grade Level Liaisons
Achievement Team Member acts as a liaison and works with one or more grade levels.
The Liaison collaborates with the grade level team regularly to discuss students and their learning.
The Liaison reports back to the Achievement Team

93. Tell us about grade level liaisons…
Katie Emert, Resource Room Teacher, Cleveland

94. Provide Interventions
Work together to determine appropriate interventions…
Grade level partners
Grade level liaisons
Achievement Team Members
OSS team member
Principal

95. Provide Interventions
Intensity increases at higher tiers
Smaller groups
Greater time
Increased frequency
Pull out support may be utilized
1% to 5%
FEW
SOME
5% to 15%
ALL
100% of Students

96. What types of interventions did you try at Tier One?
Julie Francis, Kdg. teacher and Susan Novara, Title One interventionist Garfield

97. How did Cleveland’s teachers provide interventions at Tier One?
Katie Emert, Resource Room Teacher, Cleveland

98. Monitor Progress
It is important to monitor the progress of students who receive interventions.
Align progress monitoring tools with instruction, such as those included in the F & P Benchmark Assessment Kit.
If insufficient progress is made, alter or increase the intensity of the intervention.
Be sure to keep records of student progress.

99. Looking Ahead Next Year Universal Screeners Data Analysis
Interventions
Grade Level Liaisons
2014 and Beyond
Full Implementation
of RtI process in LPS

100. Operation Student Success in Livonia Public Schools
Every Child 1.
Universal
Screener 4.
Progress
Monitoring
Quality
Core
Instruction 2.
Data
Analysis
Every Day
Every Classroom 3.
Interventions
Every Teacher
Operation Student Success in Livonia Public Schools

101. Acknowledgements
OSS would like to thank the following leaders for their help with this presentation:
Jackie Coleman
Kathy Donagrandi
Christine Fankell
Ken McMullen
Andrea Oquist
Jason Sproule
Kevin Stafford
Special thanks to…
Katie Broome
Kay DePerro
Katie Emert
Julie Francis
Becky Hurula
Jill Klatt
Kelsey Mack
Cynthia Miller
Kim Mitchell
Susan Novara
Kelly Thompson
…for sharing their insights via video with us!