1. Response to Intervention…. More Than Six Data Points
Andrea Ogonosky, Ph.D., LSSP, NCSP
Licensed Psychologist
(832)

2. Agenda Technical Adequacy of Process District Expectations
Multiple Sources of Data
Staff Knowledge
Leadership

3. Technical Adequacy
The District Guidance Document

4. RtI: Problem Solving Interventions Assessment 5% 15% 80%
Student Instructional Level
Supplemental Interventions
120 min per week additional
Progress Monitoring
Diagnostics 5%
Progress Monitoring
Diagnostics
Student Instructional Level
Supplemental Interventions
90 min per week additional
15%
Universal Screening
Progress Monitoring
Grade Level
Instruction/ Support
80%

5. The Reality of Striving for the Goal of Change…
“I was so excited about RtI -I went about enthusiastically building a technically sound guidance document. As I began to work with staff on implementation [from the cultural perspective of shifting the way we think about problem solving] I realized suddenly that to me, RtI had become….
One swirling VORTEX OF TERROR!”
---Dr. Quentin Woods, Pine Tree ISD
RtI

6. Pair and Share Have you ever felt like this? Why?
What has been your greatest challenge?
On a scale of 1-5 where is your district as far as implementing a true problem solving process centered around Tier 1?
Do you continue to hear staff refer to RtI as a referral process or a documentation journey on the road to special education?

7. From the Student Perspective The Goal is to create…
Academic Learning, Mastery, and Achievement
Independent Learner

8. RtI Foundations for Success
Multiple Tiers of Instruction and Assessment
Using Data: Balanced Assessments
Technology
Highly Qualified Staff
The underlying philosophy of MTSS is simple- use increased levels of ADDED supports, align with scholl needs and infrastructure and support your staff.

9. The strongest processes that show sustained student growth are those that go beyond technical adequacy…. They are ones that promote a cultural responsiveness to the learning needs of all students (think Tier 1- 8-%)and are not dependent on a rote “decision rule” of six points on a graph.

10. Let’s start at the beginning….
RtI Foundations
Let’s start at the beginning….
RtI Is not simply implementing a different type of problem solving. It also involves giving up certain beliefs in favor of others. Systems will need to change….
We have NEVER seen a successful implementation of MTSS by simply having a guidance document and forms to fill out… there needs to ba anunderstanding that problems solving and processes will need to change. Usually te first step is to design instruction around the needs of the students no the staff! The best MTSS schools are also the ones who were willing to make changes in the master schedule to accomplish this.

11. Response to Intervention
RtI Foundations
Response to Intervention
Is an organizational system with increasing layers of intensity.
Not a categorical system for labeling students.
Is designed for smooth movement
Not a service or place.
Increased intensity of instruction -matches student need -determined by data.
Not a referral system for special education eligibility.
There are so many misperceptions regarding MTSS. It is simply a system of supports designed for continually student and staff supprots which allow a student to be successful in grade level instruction.

12. Leadership
The road to student success begins here….

13. Critical Leadership in RtI
Strong Leader
Focused on Ongoing RtI Vision
Well versed in District RtI Philosophy
Uses ongoing evaluation of needs to drive resource allocation and professional development
Critical Leadership in RtI

14. Strong Administrators
Create a culture of common values and work together to achieve common goals.
Provide clear staff expectations
Ensure fidelity by having meaningful conversations with staff about data.
Creatively allocate limited resources to ensure personnel have access to necessary supports.

15. Essential Tasks for Leadership Team
Study and plan ongoing RtI development.
Embed data based decisions across all systems
Use hybrid model of problem solving.

16. Campus Culture

17. Professor, Emeritus James Madison University
Question
“If an educator keeps using the same strategies over and over and the student keeps failing,
who
Who really is the slow learner?”
Michael Rettig
Professor, Emeritus James Madison University

18. Variables affecting Culture
Resiliency: Over 40% of teachers do not make it to their 5th year of teaching- many leave by year 3.
Encouragement of Innovation: PD to support advances in technology. Teachers reinforced and encouraged for “thinking outside the box”.
Warm relationships of mutual respect
Teachers/support staff who recognize that students contribute to finding solutions which balance justice, care and truthfulness and conduct their classes based on this philosophy
Teachers/support staff who model positive interpersonal behavior
Teacher/support staff styles that stimulate active student participation
Classes that promote democratic attitudes and values
Classes that foster the normative value of helping
Quality of Student teacher relationships

19. The use of technology makes ongoing data collection, data consumption, and data-based decision making a more plausible proposition, and it can keep these important aspects of RtI from monopolizing teacher time

20. RtI Foundations
“The highest predictor of academic achievement is the proficiency of teachers in effective instructional practice.”
Donna Walker Tileston
Why Culture Counts
When it all comes down to it- the best intervention is a strong teacher!

21. The most important aspect of a strong RtI process is the richness of the conversations that occur because of the layers of multiple occurring data sources.

22. It is essential to implement both Professional Learning Communities (PLC) and Response to Intervention (RTI) because these complementary processes are considered research-based best practices to improve student learning.

23. Connections Core program Standards Alignment Documents
What exactly do we expect all students to learn?
How will we know if they’ve learned it?
How will we respond when some students don’t learn it?
How will we respond when some students have already learned?

24. Connections What exactly do we expect all students to learn?
How will we know if they’ve learned it?
How will we respond when some students don’t learn it?
How will we respond when some students have already learned?
Progress monitoring
Universal screener
Diagnostic assessments
Formative Assessments

25. Connections What exactly do we expect all students to learn?
How will we know if they’ve learned it?
How will we respond when some students don’t learn it?
How will we respond when some students have already learned?
Differentiated Strategies
Interventions
Decision rules
Protocol

26. Connections What exactly do we expect all students to learn?
How will we know if they’ve learned it?
How will we respond when some students don’t learn it?
How will we respond when some students have already learned?
District Expectations
Decision rules
Protocol

27. PLC Essential Characteristics
RTI Fundamental Elements
Collective responsibility and teaming
Universal screening and progress monitoring
Systematic interventions and decision protocols
Research based core program and interventions
Focus on learning and collaborative culture
Focus on results (data driven)
Action experimentation
(is your system able to respond)
Collective inquiry

28. Underscoring a Problem
“Most teachers just do not possess the skills to collect data, draw meaningful conclusions, focus instruction, and appropriately follow up to assess results. That is not the set of skills we were hired to do.”

29. Balancing Assessments
RtI Foundations
Balancing Assessments
-- Assessment systems
-- Multiple measures
-- Varied types
-- Varied purposes
-- Varied data sets
-- Balanced with needs
Purpose of this slide is to see broad data picture; use data from assessments to help you, not just to respond to mandatory testing requirements but to actually use data you gather in your practice.

30. Align Data Sources
Does the data tell a clear and concise story of the student’s learning?
If there is inconsistency team must investigate why
Review integrity of instruction
Align to student needs
Student variables
Universal Screening
Progress Monitoring
Diagnostic Assessments
Outcome Assessments

31. You must have multiple sources of data to have effective data-driven instruction. With that said, assessing students while they are learning yields real time data to steer teachers towards differentiated practices.

32. Assessment and Instruction are inseparable.
“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”
Carol Tomlinson

33. Question
Do your teams spend more time talking about individual kids or do they spend time more time on the needs of ALL kids?

34. Team Philosophy
The 1st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement.
The team always uses the model of problem solving-consultation- instruction/intervention approach.

35. Characteristics of a Strong Data Team
Meeting Norms
Process of Collecting Meaningful Data
Culture of Collaboration
Guaranteed and Viable Curriculum
There is a process to measure where students are in the curriculum.
There is a RtI plan in the school district to help students who are not achieving or who are excelling

36. Problem Identification
Review existing information
Determine student’s functional level
Identify initial concerns
Analyze multiple data sources
Operationally define the problem

37. Existing Data Review
Determine the Student’s Current Classroom Status: Academic Progress and Work Samples
Teacher Describes and quantifies concerns
Review of Records
Parent Contact(s)
Medical Information
Classroom Observations (ICEL)

38. Determine Student Functional Levels
Identify assets and weaknesses
Identify Critical Life Events, Milestones, Circumstances (Positive and Negative) 
Identify medical and/or physiological sources of concern
Identify academic variables such as “speed of acquisition” or retention of information
Identify issues of attendance, transitions, motivation, access to instruction

39. Identify Initial Concerns
RtI team is available for any academic, behavioral, teacher or student concern.
Teacher reports concerns in a data oriented manner.
Team aligns concerns with data sources

40. Supplemental Supports
Do your students show movement in the Tiers?
How long is too long?
Do you have students who are referred and then DNQ? What happens next?
Do you have teams that are reluctant to move kids out of Tiers because they are successful?

41. Monitor Fidelity Intervention Well Checks Observe in Tiers 1 and 2/3
Consult with Teacher
Review data weekly in PLC/ Planning meetings
Check data collection
Talk to parent

42. Tips for Moving Forward
Be aware of appeals to mindless precedent.
Make sure the system of intervention is fluid.
Systems of intervention work better when they are supporting teams rather than individual teachers.
Realize that no support system will compensate for bad teaching.
Ensure a common understanding of “system of interventions.”
Page 81 Learning by Doing
Yes, school schedules can present barriers, but they are not carved in stone, nor are they sacred. Invite those who resort to the current schedule to reflect upon and articulate their assumptions.
The system of interventions should not be designed as a permanent support for individual students. A student should be in an intervention group only until they have acquired the intended knowledge and skill.
Systems that support teams are better because they are collaboration driven. Be careful that the interventions in one area don’t come at the cost of instructional time in another area.
School must, while creating its system of intervention, take steps to build the capacity of every teacher to become more effective in meeting the needs of students.
Everyone on same page as to criteria for interventions. And the intervention plan should recognize the unique context of the school.

43. Questions?
(832)
I am happy to help you!