1. Start planning for RTI Academic and Behavior Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@oaisd.org miblsi.cenmi.org Response to Intervention (RtI) Summer Academy University of Southern Maine, June 27, 2011

2. Presentation Overview Getting started with an integrated model of academic and behavior supports involves key activities around exploration and adoption of the RTI model. Decisions are needed to confirm commitment to adopting the program/practices and ability to support the successful implementation of the practices.

3. Implementing RTI We must think carefully about our purpose, players, and position to determine priorities and courses of action “I think you should be more explicit here in step two.” Then a miracle occurs

4. Some Main Ideas Do less, but do it better & longer Invest in what works Invest in clear & durable results Attend to individual & cultural differences Make informed decisions Work together Invest in enhancing local capacity

5. Getting Started Set/Clarify Vision Commitment –Is it the right thing to do, can we do it in the right way Team Approach Set up Evaluation System

6. Just say “No” to “Train and Hope” React to a problem Select & add a practice Hire an expert to train Wait for a new problem Hope for implementation

7. Not just attending training… “REAL” RtI schools are implementing changes –Developing support structures –Modifying practices Meeting criteria on evaluation tools

8. Comparison of Schoolwide Evaluation Tool (SET) Scores after training and after MiBLSi Implementation

9. Establish/Clarify Vision Defines the desired or intended future state of the program in terms of its fundamental objective and/or strategy. Describes what the academic and social climate of the school/district will look like years from now. The vision includes a description of staff involvement, family/school community involvement and identified outcomes The vision should reflect the values of the school, district and community

10. Develop a Culture of Competence Shared Language Shared Experience Shared Expectations Shared Values Biglan, 1995; Horner, 2002

11. Steps for Successful Readers (Schools in Kalamazoo County 2004-2006) Phonemic Awareness (Spr, Kdg) Fluency (Spr, 1 st) Alphabetic Principle (Win, 1 st ) Fluency (Spr 2 nd) Fluency (Spr, 3 rd) Fluency (Spr, 4 rd) Fluency (Spr, 5 rd).16 (n=114).14 (n=336).05 (n=238).03 (n=401) 0 (n=190).09 (n=185) Probability of “Catching-Up”.62 (n=1178).83 (n=910).82 (n=849).85 (n=770).92 (n=561).97 (n=372) Probability of “Staying on Track”

12. It is much easier to get a student “on-track” for reading success when they are young. If we can get children “on-track” to reading success early, they are likely to stay on track. It is much more difficult getting a student back on-track unless we provide very intensive intervention We need to have the odds with us!!!

13. On the runway to reading success! (goal: reading by 3rd grade) adapted from R. Good

14. Increase 8% Decrease 14.6% Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

15. Average MEAP Reading Scores and fidelity in PBIS implementation based on Benchmarks of Quality State Average *Schools from multiple districts

16. Implementation Science Students cannot benefit from interventions they do not experience Training by itself does not work Policy change by itself does not work Financial incentives alone do not work © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

17. Develop Commitment Is this the right thing to do: –Identify Need –Determining Fit –Examining Evidence Can we do it the right way? –Resource Availability –Assessing Readiness –Capacity to Implement

18. Identifying Need Does this program or practice address identified student need? Does this program or practice address a staff need? Does the program or practice relate to an identified need within the school improvement process? Does this program or practice address needs broadly (across many individuals, multiple settings)? Is there community support for addressing this identified need?

19. How to Use the Data to Get Faculty Buy-in Share visuals (graphs) with faculty to communicate a need. The visuals are a powerful tool: –To gain initial commitment by illustrating a need to do something different –As they begin to implement: to let staff know the extra work they are doing is paying off –To show specific areas that may need a more intense focus Emphasize the “Team” process.

20. Data Displays create clear visual need to do something different.

21. Instructional Days Lost (August-March)

22. Identifying Fit Is the program or practice aligned with school/district values and culture? Is the program or practice compatible with the educational philosophy of the school community? Is the program or practice compatible with priorities identified by the school improvement process related to student performance? Would the program or practice fit within the current organizational structure? Are there other programs that may compete with the proposed program or practice?

23. Alignment with District Mission The Grand Haven Area Public Schools are committed to the expectation that all students will learn. It is our obligation to provide each student in our community a positive environment for learning so they will experience success and realize their fullest potential. This school district accepts the responsibility to work in partnership with the community to provide an excellent education that will prepare all learners for the challenges of a changing global society.

24. Alignment with District Goals 1.All students will be connected to an extra- curricular or co-curricular activity 2.Provide all students with relevant learning experiences that result in success. 3.Design and implement a rigorous curriculum, with aligned instruction and assessment strategies, pre K-12. 4.Develop organizational structures that support relationships and learning. ✔ ✔ ✔

25. Identifying Evidence Do school personnel have the necessary skills required to: –Examine research or scientific evidence? –Analyze and use data to make decisions? –Understand effect size, efficacy and effectiveness information? Is there sufficient evidence to suggest that the program or practice is successful with students/staff like us? Is there sufficient evidence to suggest that the program or practice is successful in settings like our (given similar resources)?

26. Identifying Resources Do we have the necessary fiscal resources will be needed to implement? Do we have the necessary personnel resources needed to implement? Do we have the necessary technology resources needed to implement? Do we have the necessary data and information resources needed to implement? Do we have the necessary training and coaching resources needed to implement? Do current practices require change, adjustment or elimination?

27. Identifying Readiness Is there a commitment to the practice? Has that commitment been assessed and quantified? Do we meet personnel requirements regarding implementation readiness? Do we meet organizational requirements regarding implementation readiness?

28. Sometimes it is challenging, getting others to share the excitement Experiences we face when implementing RtI Leadership Team Excitement There may be Detractors: Every implementation has people who -Have never tried what is being proposed. -Can tell you 100 reasons why it won’t work. Indeed, some of them seem to project the following concepts into your implementation…

29. Identifying Capacity Do staff members meet these qualifications needed for implementation? Is there a decision making process for selection for staff training? Is there political will and commitment to build capacity? Could capacity to implement be sustained over time? Can we cover cost to build and sustain capacity?

30. So, as a building administrator, what am I committing to? Attending the trainings and meeting with your team at least monthly Identifying this work as a priority and allocating resources accordingly Combining teams and initiatives that have the same focus Protecting team members and staff from competing initiatives and tasks Becoming knowledgeable of school/district student data systems and data systems related to problem solving

31. So, as a leadership team member, what am I committing to? Meeting at least monthly as a team, and making training plans Using data and information to identify areas of focus and make decisions Developing steps for implementation of activities and seeing that they are accomplished Providing ongoing information to staff regarding activities, results, and training opportunities Communicating progress and your ongoing commitment

32. So, as school staff, what am I committing to? Implement RtI practices as directed by the building leadership team Collect information on student academic and discipline problems or issues Participate in school level, grade level, and individual student level problem solving Contribute to the implementation of RtI

33. Develop Systems to support staff around PBIS Implementation Integration of four critical elements (Sugai, 2001) SYSTEMS PRACTICES INFORMATION Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES

34. What happens when a staff member gets excited about a new practice?

35. What happens when others back at school may not be as enthusiastic about the practice?

36. Intensity of Supports Based on Need and Experience Skills NewEstablished Context New High Level Intensity Mid-level Intensity Familiar Mid-level Intensity Low Level Intensity from K. Blase, 2009 36

37. Team Approach

38. Establish a School Leadership Team

40. Leadership Team Funding Visibility Political Support Political Support Training Coaching Evaluation Local Demonstration Schools Active Coordination Rtl Expertise Rtl Expertise Materials adapted from

41. Establish Evaluation System

42. The single most efficient strategy for changing an organization/system is to define, measure and repeatedly report the outcomes most valued by that organization/system. Thomas Gilbert, 1978

43. Several Purposes of RtI Assessments Audit –for “taking stock” of current strengths/weaknesses and action planning Formative evaluation –for improving program while it is in the process of being implemented Summative evaluation –for improvement of future reiterations

44. “Even if you’re on the right track, you’ll get run over if you just sit there” - Will Rogers

45. Assessments Elementary Schools Major Discipline Referrals PBIS Self-Assessment Survey PBIS Team Implementation Checklist Benchmarks of Quality (BOQ) Schoolwide Evaluation Tool (SET) Benchmarks for Advanced Tiers (BAT) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Planning and Evaluation Tool (PET) for Effective Schoolwide Reading Programs Effective Reading Support Team Implementation Checklist Special Education Data Collection Form Schoolwide Reading Analysis Support Page Middle/Junior High Schools Major Discipline Referrals PBIS Self-Assessment Survey PBIS Team Implementation Checklist Benchmarks of Quality (BOQ) Schoolwide Evaluation Tool (SET) ORF/MAZE through AIMSWeb School-Wide Evaluation and Planning Tool for Middle School Literacy (SWEPT) Middle School Reading Team Implementation Checklist Special Education Data Collection Form

47. At this point, you may feel as though you are building your airplane in flight!!