1. September 4, 2012- 12:30-3:30 PM Shirley Jirik, Ed.D SVVSD RtI Coordinator

2. Agenda Blog 10-2 Rule- Be prepared to share! Gaining your attention & timer

3. 12:30-1:00 PM- Introductions & General Information 1:00-2:30- Common language, common process, and common understanding 2:30-3:00 PM- Essential Agreement 3:00-3:30 PM- Implementation data Take care of yourself—if you need a break, take one

4. “That’s me” I am a special educator I am a general educator I am new to this district team I have taken professional development on RtI I am a new teacher (less than 3 years experience)

5. A Teacher’s Guide to RtI Tier 1 work Teaching and Learning Cycle Tier 1 Best Practices RtI Blog Building level work How can we get better?

6. Wordle Example: Call of the Wild by Jack London

7. Feedback was collected during spring 2012 What are your buildings greatest needs around RtI? Predict what words will stand out the most on the Wordle Which words were used the most?

9. Discuss what ‘pops out’ at you about this Wordle? What surprises you? What action can we take to make some of these needs become a reality? Be prepared to share with the larger group

10. To get to “all”, we must first pay attention to “every”. We must pay attention to the system first, and then we move to small groups and individuals. Dave Tilly

11. To provide professional development support, & guidance for building level leaders in the RtI process To provide consistency with RtI implementation across the district

12. Why? Why are we leading this RtI thing again? Common Language, common process, common understanding Essential Agreements Implementation Rubric

13. Data, Data, Data!!! November 7 th for secondary November 14 th for elementary We know what, but how? What does it look like? January 29 th for secondary February 7 th for elementary Continued Consistency Across the district (differentiated professional development based on your buildings needs) April 9 th with all groups

14. Question: Can all students learn?  University of Southern Florida Study  Asked teachers in their first 3 years of service  Predict the % who answered yes vs. no

16. 71% of districts are in some stage of implementing RtI – up from 60% in 2008 and 44% in 2007 RtI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008 (Batsche, 2011; www.spectrumk12.com)www.spectrumk12.com

17. Of districts with enough data, 83% indicated RtI has reduced the number of referrals to special education Districts reported the primary obstacles to implementing RTI as: insufficient teacher training, lack of intervention resources, lack of data, lack of background knowledge, skills for tracking/charting (Batsche, 2011; www.spectrumk12.com)www.spectrumk12.com

18. John Hattie- Synthesis of 800 Meta- Analysis relating to Achievement Hinge point of.40 which is equated to a year’s growth About half of what we do to all students has an effect of greater than.40 So about half of our students are in classes that get less than the.40 effect Hattie found RtI to have an effect size of 1.07!!!!!!!

19. Longmont High School has implemented RtI with the grade level team approach- started with all 9 th grade core teachers meeting weekly for 30 minutes

20. ‘Know they impact!’ John Hattie In your table group, spend a few minutes with this document Share ‘ahas’ and other ideas about how these strategies can be utilized.

21. If we are not excited about our work, then who will be? Leadership lessons from dancing guy

22. Why? Why are we leading this RtI thing again? Common Language, common process, common understanding Essential Agreements Implementation Rubric

24. RTI procedures are specifically mentioned in both NCLB and IDEA 2004. RTI data can be used as part of the evaluation procedure for determining the presence of a specific learning disability. IDEA 2004 requires that students receive scientifically/researched based instruction and intervention before special education referrals can be made. From R. Brown-Chidsey and M.W. Steege, Response to Intervention: Principles and Strategies for Effective Practice, 2005.

25. Successful Student Outcomes Individuals with Disabilities Education Act (IDEA) Positive Behavior Intervention and Support (PBIS) No Child Left Behind (NCLB/ESEA) Response to Intervention (RtI) Unified Improvement Planning (UIP) Colorado Basic Literacy Act (CBLA)

26. Response to Intervention Data- based Decisions Using Assessments to guide Instructional Decisions Standards- Based Instruction Progress Monitoring Formative Assessment Problem- Solving Process LeadershipParent Involvement Positive School Climate Providing Effective Education for ALL Students Universal Screening (Benchmarks) Research- Based Instruction al Practices Collaboration

28. Level the playing field

29. Change the game entirely

30. Batting practice

31. Accommodation, modification or intervention?

32. Instruction can be intensified in the following ways: Reducing the group size Increasing the duration Increasing the frequency Narrowing the focus of the intervention Fidelity Integrity Did we do what we said we would do? Did we measure to see if what we are doing is effective?

33. Does the pattern of brain activation change in response to intervention? 8 children with severe dyslexia 8 week intense phonologically- based intervention (2 hours a day= up to 80 hours of instruction) Simos et al., Neurology, 2002

37. Repetitions for Success Gifted/Talented Readers1 to 4 Repetitions Average Readers4 to 14 Repetitions Struggling Readers14 to 40 Repetitions Disabled Readers40 to 200 and up! If not now, when? If not you, who?

38. Why? Intervention takes more time, intensity, resources! Kindergarten – 10-30 minutes over a short amount of time to close the gap. 1 st Grade – 30 – 45 minutes over a short amount of time to close the gap. 2 nd grade – 60 minutes per day! 3 rd and up 90 minutes to 3 hours a day over a longer period of time to close the gap!

40. Human nature Lacking the necessary skills to do what is being asked Lacking training in the materials to do what is being asked Not sure what will need to be given up to implement the change “I’m not sure how the change will impact me.”

41. People who introduce a change are typically very far removed from it The perception is there will be immediate gain when the reality is-by definition the gains are not immediate Herold & Fedor, 2008, cited in Fullan, 2010

43. Ways to build consensus: Explanation of ‘why’ Provides the foundation for all work Increases sustainability Is a combination of vision and support Intended Benefits Increases personal investment Validation of concerns Provides information to decrease anxiety and support change

44. Grade level team meetings Focus areas for research-based instruction through PLCs Staff meetings or professional development for building knowledge and consensus

46. RtI is written into major education laws (NCLB, IDEA) RtI is not just another initiative We start with Tier 1 because that changes the most practices which will impact the most students Instruction can be intensified by: increasing duration, frequency, or decreasing group size The brain can actually change in response to intervention Prevention before intervention Change is hard!

47. Partner Turn & Talk What surprises you about these common understandings? What do you disagree with? What do you agree with?

49. Standard Protocol Approach Problem-Solving Approach Pre-established qualification criteria More specific student plans, created with more staff input Limited number of intervention programs Multiple intervention program options Straightforward staff training, progress monitoring, and decision- making More complex training, progress monitoring and decision-making

50. Page 19 in Teacher’s Guide for RtI (blog) Page 2 of your handout Some of the elements must look the same from building to building to ensure we are creating an effective RtI system across the district

53. We use: Data Teacher Observation Work samples Data Element Checklist, Pg. 6 Intervene at the lowest level possible for that concern Limit it to 2-3 areas of concern Use problem-solving checklist in handout—page 4

54. Use Alpine Achievement Use data- AIMSweb when possible All plans will be frozen at the end of each school year Ask for help if you need it

55. Fidelity Support the implementers Collect the data Send progress notes to parents Schedule the re-meet for approximately the time we expect to see gains

56. Re-meet in 3-9 weeks to determine if the intervention was successful Data, Data, Data! Progress Monitoring- AIMSweb Decision Rules: Keep it Change it Stop it

57. “Insanity is doing the same thing over and over again and expecting different results.” Albert Einstein

58. Use these guiding questions to talk with your table group: What does your building need to do in order to have this process in place or to make it better? Who do you need support from?

59. What we hear, what we say

60. Creates a united front Causes less confusion for staff and students

63. What You Hear….What Needs to be Heard…. So, my experience doesn’t matter when it comes to the decisions now because it is all about hard data….. Your experience does matter. The data we collect does matter. It is our responsibility to create a solid understanding of both in order to know how to proceed. Our curriculum doesn’t teach _________, but that is what seems to matter – does that mean I change what I teach? With our screening and progress monitoring tools, the alignment is by the big idea, not individual questions or the format of the test. When do I have time to teach? The data we are collecting help us with our teaching. Revisit required assessments versus those we choose to do.

64. Brainstorm ‘what you hear’ and some ideas for what you should hear Page 7 in handout After you have 3, post your paper on the wall and we will do a gallery walk

65. Why? Why are we leading this RtI thing again? Common Language, common process, common understanding Essential Agreements Implementation Rubric

66. Monitor and organize problem-solving process, including scheduling meetings Attend district RtI meetings Disseminate district information to the school Collect documentation forms and data to support the process Assign case manager/consultant/coach if this is a different person Attend problem-solving team meetings

67. “District standardize the process and buildings customize implementation.” Dr. Kim St. Martin Consistency without dictatorship These are the core pieces of RtI that are essential to our work together

68. Which of these essential agreement items are already in place? Which ones do we need to get in place? How do we do that? Be prepared to share out with the larger group

69. Why? Why are we leading this RtI thing again? Common Language, common process, common understanding Essential Agreements Implementation Rubric

70. District 11 CDE RtI Implementation Rubrics 1 Pager from National Center for RtI Handout pages 9-10 Please fill out with your team and return to me by October 15 th We will do it again in the spring Be honest!

71. Collaborative Learning Cycle for Data Dialogues Grade level team meeting agendas Problem-Solving Meetings See Handout for examples

72. Take a minute and think about your building What pieces do you have in place? What do you still need to tackle? What resources will it take? Feel free to share with your table group or work independently

73. #6 on Hattie Top 22 Effect Size=.73 Most powerful when it is Teachers seeking feedback from students about their instruction. I want to seek feedback about my instruction today. Please complete the evaluation provided on the back of your handout. Thank you!!!