1. Organizational Structures Wisconsin’s Response to Intervention Date:August 21 Facilitators: Marlene Gross-Ackeret and Kathy Myles The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

2. Wisconsin RtI Center Partnerships CESAs Professional Associations and Organizations DPI Divisions & Teams Objectives: Operationalize the Wisconsin RtI Framework Provide consistent messaging Provide equitable access Gather, analyze & disseminate RtI implementation data & student outcomes Wisconsin RtI Center

3. Wisconsin’s Vision for RtI http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

4. Outcome Developing district leadership to facilitate and build capacity for a multi level system of support Explore integration of systems for academics and behavior

5. Guiding Questions Have we built parallel systemic processes to support RtI implementation? Does the District Leadership Team comprehend RtI implementation and have a process to monitor building level application? Are we sharing learning outcomes with external and internal stakeholders? Is our professional development aligned between buildings and on-going? Have we associated appropriate federal/state initiative outcomes with successful implementation of the RtI framework? So we have a structure in place to promote communication between administrative leaders?

6. Multi-Level System of Support Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention Increasing Intensity

7. Systematic Having, showing, or involving a system, method, or plan Systematic & Systemic

8. WI RtI Roadmap for Academic and Behavioral Success Roadmap

9. Principles for RtI in Wisconsin: Technical change* Putting in solutions to problems for which you already know the answers Adaptive Change* Addressing problems for which you don’t know the answers (paradigm shift) How are academics and behavior alike and different at each tier? How can our district facilitate and build capacity to make our district and schools more responsive to the students we serve? *Heifetz and Linsky, 2002

10. Who is here today Classroom Teachers General & special education Building Administrators /Principals Student support providers: Title 1, School Psychologists, Reading teachers, School Counselors, ELL, G&T Teacher support providers: Coaches and Specialists District Office: Superintendents, RtI Coordinators, Directors of Pupil Services, Directors of Instruction Early Childhood CESA/State Parents Other

11. District Wide Planning How can your district support school implementation of the RtI framework?

12. Implementation Blueprint Funding Visibility Political Support Political Support Training Capacity Training Capacity Coaching Capacity Coaching Capacity Evaluation Policy Expertise District Leadership Team (Coordination) District Leadership Team (Coordination) Local School / District Implementation Demonstrations Local School / District Implementation Demonstrations

13. RtI is a way of work for the district, not the implementation of a program Leadership prioritizes the implementation of RtI throughout its evaluation models District level organizational structures mimic and support the integrated models at the building level. Evaluation Visibility Focal Points of District Level Support

14. Decisions are made using a data based problem solving process Policies inform and support data based decision making Funding is aligned to support the implementation of RtI Funding Policy Evaluation

15. Focal Points of District Level Support Resources are based on need and effectiveness of implementation Funding Evaluation Expertise

16. Focal Points of District Level Support Professional development is the engine that drives and sustains improvement Communication with stakeholders include data that reflect “standards-based” performance outcomes Training Capacity Training Capacity Coaching Capacity Coaching Capacity Political Support Political Support Evaluation

17. Academics & Behavior: A Symbiotic Relationship High quality academic instruction by itself can reduce problem behavior Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006 Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006 Improving the social behavior of students results in more minutes spent in academic instruction Scott & Barrett, 2004

18. Academics & Behavior: Research Implementation of universal behavior supports in middle school led to significantly improved performance on state assessments in both math and reading. (Lassen, Steele, and Sailor, 2006) Integrated academic and behavior RtI models produce larger gains in both outcomes than single models (Ialongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003; McIntosh, Chard, Boland, & Horner, 2006; Stewart et al., 2007)

19. MLSS District Collaborative Opportunities Funding Resources Personnel Funding Resources Personnel Visibility Communication Plan internal & external Visibility Communication Plan internal & external Political Support Community School Board Political Support Community School Board Professional Development Technical Adaptive Professional Development Technical Adaptive Coaching Leadership Instructional Coaching Leadership Instructional Evaluation of Implementation SIR and BoQ Evaluation of Implementation SIR and BoQ Policy Human Resources Student Handbooks Policy Human Resources Student Handbooks Content Expertise Reading, Math, Bhxr Content Expertise Reading, Math, Bhxr District Level Leadership Team (Coordination of Academics and Behavior) Who: Cross-Representation When: Quarterly What: Action plan & eval District Level Leadership Team (Coordination of Academics and Behavior) Who: Cross-Representation When: Quarterly What: Action plan & eval Local School Implementation Demonstrations Showcase pockets of best practice in effort to systemize across district Local School Implementation Demonstrations Showcase pockets of best practice in effort to systemize across district

20. – Effective use of teaming – Accessing universal data components – Progress monitoring – Utilizing effective interventions – Relying on data decision rules Sugai (2009) Common System Elements: Behavior & Academic

21. – Multi-level, prevention focused model based on universal, selected, and intensive prevention – Common focus on School and community contexts of implementation Identification of shared approach to intervention Creating a supportive environment where these elements can be embedded into routines of staff, school curriculum, and school policies. Sugai (2009) Common System Elements: Behavior & Academic

22. Potential Benefits Of Combined Data Sets At the district level Combined data sets can reveal system gaps At the school level Combined data sets can reveal instructional gaps At the student level Combined data sets can help you better understand locus of concern

23. Levels of Implementation  3 – 5 years  Purpose Building/Exploration Infrastructure/InstallationInfrastructure/Installation InitialImplementation Initial Implementation Full Implementation Not in Place Sustainability

24. Shared Outcomes Maximizing time for instruction Enhancing student-teacher relationships Fostering school connectedness Improving academic and social competency for all students Walker & Shinn 2002

25. Start with the Data WI School-wide Implementation Review

26. Practices We use universal curriculum and instruction based on the Common Core State Standards or other state standards We use research-based universal curriculum and instruction Our school provides universal curriculum and instruction that engages students We use multiple measures to review the overall effectiveness of our universal curriculum and instruction for all students and adjust accordingly

27. We use a process to ensure that our universal curriculum and instruction are delivered with fidelity (i.e. as intended) We use a process to inform parents/guardians of our grade- level/course benchmarks We collaborate frequently in grade level/content area teams about universal student data and instructional practices Structures

28. Start with the Data Benchmarks of Quality

29. Subscales on the BoQ PBIS Leadership Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry & Analysis Plan Established Expectations & Rules Developed Reward/Recognition Program Established Lesson Plans for Teaching Expectations/Rules Implementation Plans Classroom Systems Evaluation

30. Next Steps Start with Shared Vision and Goals Review shared features of PBIS and RtI with stakeholders – At Universal AND – Selected and Targeted Levels Review student level data and supports – Reiterate that all integrated support must be guided by multiple data sets Define Multi-Level System of Support within your local context

31. Working Smarter Create Common team structures Common protocols for data-based decision-making Shared calendars for screening and collaborating Data boards with combined academic, behavior, and demographic data Opportunities to infuse cultural considerations Family communication Common professional development in processes, data-based decision-making

32. Multiple Levels of Support Team Structures and Conversations Problem Solving Team Tertiary (Intensive) Systems Team Secondary (Selected) Systems Team Universal Team Plans school- & class-wide staff development and supports Reviews school- wide & Universal data trends Uses process data Determines overall intervention effectiveness Standing team Creates plans for one youth at a time Represents highest level of staff expertise Uses process data Determines overall intervention effectiveness

33. Teams to Connect the Data Problem Solving Team Standing team; uses data driven process for one youth at a time Universal Team Plans school-wide support Secondary Systems Team Uses data; determines overall intervention effectiveness Tertiary Systems Team Uses data; determines overall intensive intervention effectiveness Who When What Data Who When What Data Who When What Data Who When What Data AcademicBehavior

34. Planning for Sustainability Implementation Blueprint WI RtI Center Tools

35. Guiding Questions Have we built parallel systemic processes to support RtI implementation? Does the District Leadership Team comprehend RtI implementation and have a process to monitor building level application? Are we sharing learning outcomes with external and internal stakeholders? Is our professional development aligned between buildings and on-going? Have we associated appropriate federal/state initiative outcomes with successful implementation of the RtI framework? So we have a structure in place to promote communication between administrative leaders?

36. Implementation Blueprint Funding Visibility Political Support Political Support Training Capacity Training Capacity Coaching Capacity Coaching Capacity Evaluation Policy Expertise District Leadership Team (Coordination) District Leadership Team (Coordination) Local School / District Implementation Demonstrations Local School / District Implementation Demonstrations

37. Think MARATHON, not SPRINT! 1.Recognize that successful implementation is a multiple- year commitment. 2.Begin implementation with components already nearly in place, then continue with subsequent components. 3.Integrate professional development and collaboration as the primary means for capacity building and sustainability. Mellard & Johnson (2008). RTI: A practitioner’s guide to implementing response to intervention.

38. The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Thank you!