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Facilitated/Presented by:

Christine Martin & Joan Hartnett

I-RTI NETWORK

Amy Warke, Ed.D. & Nancy Wilson

Flossmoor District 161

Illinois RTI Network

RtI to MTSS: Blending Initiatives Responsively

Connection to ISBE PD Requirements

1. Indicate the outcome(s) of this professional development. Increased the knowledge and skills of school and district leaders who

guide continuous professional development Will lead to improved learning for students Addressed the organization of adults into the learning communities

whose goals are aligned with those of their schools and districts Deepened participants’ content knowledge in one or more content

areas Provided participants with research-based instructional strategies to

assist students in meeting rigorous academic standards Prepared participants to appropriately use various types of classroom

assessments Used learning strategies appropriate to the intended goals Provided participants with the knowledge and skills to collaborate Prepared participants to apply research to decision making

Connection to ISBE PD Requirements

2. Identify those statements that directly apply to this professional development.

Activities were of a type that engaged participants over a sustained period of time allowing for analysis, discovery, and application as they relate to student learning, social or emotional achievement, or well being.

This professional development aligned to my performance as an educator

The outcomes for the activities related to student growth or district improvement.

The activities offered for this event aligned to State-approved standards. Professional Development Standards Illinois Content Area Standards Professional Educator Standards Illinois Professional Leader Standards

This activity was higher education coursework.

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Outcomes

Illinois RTI Network, 2014

Today’s Agenda

• Blending Academics and Behavior

• One District’s Journey

• Blending Other Initiatives

• Next Steps for the RtI Network

THE WHAT & WHY OF BLENDING ACADEMIC & BEHAVIOR SYSTEMS

Illinois RTI Network, 2014

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Where do you line up?

Illinois RTI Network, 2014

Traditional Model New Model

General Education

English Language Learners

Title 1

Specialists

Remedial Reading

Special Education

Early Intervening Services

ALL

SOME

FEW

Traditional Model New Model

Blending Initiatives

RTI PBS

Parent engagement

Teacher evaluation

LRE DIP SIP BIP

GLIP TIP

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Tier 3/Tertiary Interventions 1-5% •Individual students

•Assessment-based

•High intensity

1-5% Tier 3/Tertiary Interventions •Individual students

•Assessment-based

•Intense, durable procedures

Tier 2/Secondary Interventions 5-15% •Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

• Some individualizing

5-15% Tier 2/Secondary Interventions •Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

•Some individualizing

Tier 1/Universal Interventions 80-90% •All students

•Preventive, proactive

80-90% Tier 1/Universal Interventions •All settings, all students

•Preventive, proactive

Blended Initiatives Example: Academics & Behavior Systems

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from

“What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

Accessed at http://pbis.org/schoolwide.htm

WHY BLEND ACADEMICS AND BEHAVIOR?

Illinois RTI Network, 2014

Teacher presents student with grade level academic

task

Teacher removes academic task or removes student

Student engages in problem behavior

Student escapes academic task

Student’s academic skills do not improve

Cycle of Academic and Behavior Failure: Aggressive Response

McIntosh, K. (2014) Illinois RTI Network, 2014

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Teacher presents student with grade level academic

task

Teacher does not follow up on task

completion

Student perceives that they can’t and other

students can: Student withdraws

Student escapes academic task

Student’s academic skills do not improve

Cycle of Academic and Behavior Failure: Withdrawal Response

McIntosh, K. (2014) Illinois RTI Network, 2014

• Social behavior deficit model

– Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid

and Patterson, 1991; Wehby, Lane, & Falk, 2003)

• Academic skill deficit model

– Academic problems may lead to behavior problems (Lee et al., 1999; Roberts et al. 2001)

Two Perspectives

McIntosh, 2014 Illinois RTI Network, 2014

Why Integrate Behavior and Academic supports?

• Both are critical for school success

• Share critical feature of data-based decision making

• Both utilize three tiered prevention model

• Both incorporate a team approach at school level, grade level, and individual level

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella & Marchand-Martella, 2007)

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Predictability

Illinois RTI Network, 2014

0

0.5

1

1.5

2

2.5

0 to 1 ODRs 2 to 5 ODRs 6 or more ODRs

Gra

de P

oin

t A

vera

ge

0-1

2-5

6+

Relation between Grade 8 ODRs and Grade 9 Fall GPA

(McIntosh, Flannery et al., 2008)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Me

an

OD

Rs P

er

Ye

ar

Low Risk

Some Risk

At Risk

ODRs by K DIBELS ISF Score

(McIntosh, Sadler, & Brown, 2012)

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Efficiency

Illinois RTI Network, 2014

• Specific academic

assessments and

interventions

• Use of published

curricula selected by

school or district

• Use of direct

assessment of skills

• Periodic assessment

through benchmarking

periods

• Focus on grade-level

teaming

• Described in IDEA as

SPED eligibility

determination approach

• Specific social behavior

assessments and

interventions

• Use of free materials that

are adapted to fit the

school’s context

• Use of indirect

assessment of behavior

• Continuous assessment of

social behavior with existing

data sources

• Focus on school-wide

teaming

• Described in IDEA as school-wide prevention and individual intervention approach

• Scientifically-based

interventions

• Instruction as prevention

• Tiered continuum of

supports with increasing

intensity based on need

• Regular screening for

early intervention

• Use of a problem-solving

model and data-based

decision rules

• Focus on teaming

• Emphasis on improving

quality of implementation

• Embedded into school

improvement plan

Academic Systems Behavioral Systems

Features of MTSS (McIntosh & Goodman, 2015)

BUT HOW?

Illinois RTI Network, 2014

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Integrated Functions Across All Tiers of Support

Team approach Team approach

Progress monitoring Progress monitoring

Data-based decisions Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r Su

pp

ort

Acad

emic Su

pp

ort

Consider for All Tiers

Illinois RTI Network, 2014

Systems

Practices

Data

• Systems • Team Based

Leadership

• Policies and Procedures

• Communi-cation

• Ongoing Improve-ment

Illinois RTI Network, 2014

• Practices • Data Based

Decision Making

• Scheduling

• Research Based Core Instruction and Intervention

• Data • Screening

• Progress Monitoring Data

• Core Improve-ment

• Grouping/ Different-iation

• Fidelity

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Evaluation Example Using Blended Data

Illinois RTI Network, 2014

Time to Reflect

What evidence do we have that this is or is not happening?

How might outcomes change if we could improve in this area?

Is this something we want to plan work for during this next year?

ONE DISTRICT’S JOURNEY

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BLENDING OTHER INITIATIVES

How many of you can relate?

"Perhaps the most critical problems our schools face is not “resistance to innovation, but the fragmentation, overload, and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.”-Fullan & Stiegelbaurer, 1991,

p.197, The New Meaning of Educational Change. 30

Data Driven Decision Making

Professional Development

Leadership

Conditions for Learning

Community and Family

Curriculum

Instruction

Assessment

MTSS Essential Elements

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Data Driven Decision Making

Professional Development

Leadership

Conditions for Learning

Community and Family

Curriculum

Instruction

Assessment

MTSS/RtI Essential Elements

List all of the initiatives your district is working on and draw an arrow to the MTSS Element That is connects with…

DIBELS

Gradual Release Model

SLOs

CCSS

???????

Performance Evaluation

???????

ACTIVITY:

Initiatives (under new names) will likely continue to come our way. Focus on the “package”!

Aligning Initiatives Process

For each initiative:

1. Define critical features (what)

2. Define expected outcomes (why)

3. Identify similarities and differences in 1 and 2

4. Compare resources and methodologies (how)

5. Resolve and consolidate (align)

Sept. 2014 EC Mtg.

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Name of Initiative #1 #2 #3

Similarities Differences Similarities Differences Similarities Differences

Critical Features

Outcomes

Methods

Staff/Teaming

Resources

Alignment Activity

Sept. 2014 EC Mtg.

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Shared Vision

It Takes A Team!

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Time to Reflect

What evidence do we have that this is or is not happening?

How might outcomes change if we could improve in this area?

Is this something we want to plan work for during this next year?

NEXT STEPS FOR THE I-RTI NETWORK

Current State Illinois Resources for MTSS

Illinois Statewide Technical Assistance Collaborative (ISTAC)

IL-RtI Network (State Personnel Development Grant)

RtI Data-driven

Decision-making Process

Screening

Analysis/ interpretation

Progress monitoring

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+ = MTSS

NETWORK

THE FUTURE

Data Driven Decision Making

Professional Development

Leadership

Conditions for Learning

Community and Family

Curriculum

Instruction

Assessment

MTSS Essential Elements

What Questions Do You Still Have?

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Christine Martin - cmartin@sased.org Joan Hartnett - jhartnett52@gmail.com Amy Warke – awarke@sd161.org Nancy Wilson – nwilson@sd161.org

Contact Information