MODULE 1

Getting Started with RtI

MODULE 1

Getting Started with RtI

RtITrainingModules

MODULE 1Getting Started with RtI

MODULE 2Data

Meetings & Problem Solving

MODULE 3

Interventions &

Progress Monitoring

MODULE 4

Data-Based

Decision Making

MODULE 5

Scaling UpDevelop a Plan for Year 2

Training Modules

Agreements

Stay focusedKeep sense of humorDon’t shoot the messengerSilence cell phonesHonor time limits

STAND UP IF

YOU…

Participants will understand… Consensus Building

Definition, Rationale, and Goals of RtI in Florida

Laws – NCLB, IDEIA, Florida Rules & Statute

InfrastructureMulti-Tiered ModelBig Ideas of Problem SolvingFormation, Function and Purpose of Problem

Solving TeamsPrincipal’s Role in RtI

Implementation Steps of RtI

Outcomes – Module 1

Consensus Building

In the beginning

necessary to participate in a Problem Solving/Response to Intervention Model

None of Beliefs, Skills,

Knowledge

All of Beliefs, Skills,

Knowledge

Over Time

necessary to participate in a Problem Solving/Response to Intervention Model

None of Beliefs, Skills,

Knowledge

All of Beliefs, Skills,

Knowledge

PS/RtI: Definition

RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction.

National Association of State Directors of Special Education, 2005.

Rationale for Using RtIRtI is a way to help all students obtain the

appropriate instruction and intervention to improve their academic process.

RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs.

RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.

Rationale, continued

RtI prevents inappropriate identification of students for special education services.

Racial disproportionality is reduced in

programs for students with learning disabilities, mental handicaps and emotional handicaps.

RtI is a means for those students who “fall between the cracks” to get the help they need.

SLD

?

60 80 90 100 11070 120Intelligence

60

70

90

80

100

110

120

ReadingLevel

Catching them all…

Intellectually Disabled

Three different students

Identify students early.

Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner.

Modify instruction and implement evidenced-based interventions based on individual needs.

Make informed decisions about what resources are needed to ensure student success.

Goals of RtI in FloridaT i R – Thinking is Required

Why is RtI now being adopted by schools?

Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.

This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.

Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations:Explicitly ALLOW districts to use RtI to identify

ESE students.

No Child Left Behind (2001)

RequirementsEvidenced-based practicesFrequent progress monitoring with

changes in programs as neededEarly interventionStudent outcomes drive decisions

A Shift in Thinking

The central question is not:“What about the student is causing the

performance discrepancy?” but“What about the interaction of the

instruction, curriculum, environment, and learner should be altered so that students will learn?”

This shift alters everything!

Changes that RtI brings…

Teachers will meet regularly in grade levels with an increased focus on data.

An emphasis on a collaborative approach among teachers to share best practices.

Resources will be utilized in different ways.

Students will receive services earlier in their school career.

Earlier and more precise identification of problems.

A more accurate identification of qualifying students for ESE.

Decisions become more data driven.

Assessments become a common tool to gauge student growth, classroom growth, and building wide growth.

Changes that RtI brings…

And…the principal’s role as a

lead learner will be magnified…

Changes that RtI brings…

Challenges to Implementation

The challenge of implementing an RtI system

demands: adopting new beliefs, attitudes,

knowledge, and skills. demonstrating the discipline to change

what traditionally we have done.

Consensus Building Activity

RtI IS NOT:

RtI IS:

RtI IS NOT:

Complete T-Chart

1. Collaborate with members at your table to complete chart.

2. Envelope with sentence strips containing statements describing what RtI is and what RtI is not.

RtI IS: RtI IS NOT:Data Driven Decision-Based Decisions are based on the “gut feel”

approach

Matching needs and resources Intended to encourage or stop placement of students

A collaborative effort Possible to implement alone

Uniquely defined for each school building

The same for each school

Serving whole school, groups, and individuals

Serving one student at a time

Guided by Outcome = Result orientation

Guided by philosophy or habits

Opportunity to learn for ALL Opportunity to learn for some

A problem solving framework to structure our thinking and decision making

An instructional program

An “Every” Education Initiative A special education, general education, Title I, etc. initiative

Infrastructure

Infrastructure

Multi-Tiered System that supports RtI

Resources: time, personnel, materials

Problem Solving ProcessThree teams that will look at

dataPrincipal leadership

What is the Multi-Tiered

System that RtI supports?

Challenges to Implementation

Tiered Model of School Supports &

The Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports.

Tier 2: Targeted, Supplemental

Interventions & Supports.

Tier 1: Core, Universal Instruction &

Supports.

Three Tiered Model of School Supports

What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

Tiers of Service Delivery

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Tier 1: Instruction and Support General academic and behavior instruction and support provided to all students in all settings .

Tier 2: Intervention/Support More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 3: Intensive, Individualized Interventions & Supports

Tiers as Resources

Tier I

Tier II

Tier III

Inventory all universal programs in the school intended to prevent student academic or behavioral failure.

Inventory programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties.

Inventory the most intensive programs reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports.

Inventory of Resources

Utilizing Resources…

EVERYONE in the school building is a potential intervention resource

Re-conceptualize who does what

Personnel are used AFTER needs are identified

Survey personnel resources across grade- level teams

 Analyze data and build instructional groups based on “specific” need

Take inventory and recommend materials needed for instruction

Investigate and problem solve scheduling/spacing issues

IMPLEMENTATION STEPS:  Critical Order Prioritized

Utilizing Resources…

REMEMBER, student performance matters more than labels, locations and staff needs

Find time without requiring additional personnel…

Staggering instruction Differentiating instruction Cross grade instruction Skill-based instruction

Before and/or after school

In other words, creative time management

Utilizing Resources…

Example of Staggered Reading Blocks with “Walk and Read”

(Sarasota County)

Team Reading Writing Math Science/SS Special

Area

Lunch

K 8:45-10:30 10:30-11:30 1:35-2:35 12:15-12:50 12:50-1:35 11:30-12:15

1 8:45-10:30 12-1 1-2 2-2:30 11:15-12 10:30-11:15

2 10:30-12:15 9:45-10:30 8:45-9:45 1:15-1:40 1:40-2:25 12:30-1:15

3 10:30-12:15 9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1

4 12:45-2:30 8:45-9:35 10:20-11:20

11:20-11:55 9:35-10:20 11:55-12:40

5 12:45-2:30 9:45-10:25 8:45-9:45 11:50-12:35 10:25-11:10

11:10-11:50

Palm Bay Elementary MASTER SCHEDULE 2009-2010TIME KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE

800-810 ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS

810-830 INTERVENTION INTERVENTION INTERVENTION INTERVENTION READING BLOCK

SCIENCE 8:10-8:58

ACTIVITY

830-845 8:10-8:40 8:10-8:40 8:10-8:40 8:10-8:40

845-900 READING BLOCK READING BLOCK READING BLOCK READING BLOCK 8:10-9:40 ACTIVITY 8:15-8:55

900-915 8:40-10:10 8:40-10:10 8:40-10:10 8:40-10:10 EXTENDED P.E.

915-930 8:58-9:38 8:55-9:25

930-945

Intervention 9:30-10

945-1000 ACTIVITY READING BLOCK LUNCH

1000-1015 14 min 10:00-10:36

1015-1030 EXTENDED P.E. ACTIVITY WRITING LUNCH 9:41-10:21 9:40-11:10

1030-1045 10:10-10:40 (3 to Recess) LUNCH 10:12-10:54 EXTENDED P.E. BLOCK 1

1045-1100 LUNCH 10:24-11:04 10:30-11:09 10:21-10:51

1100-1115 10:42-11:37 ACTIVITY WRITING 10:40-12:10

1115-1130 WRITING EXTENDED P.E. 10:50-11:40 MATH

1130-1145 WRITING 11:05-11:35 11:10-11:40 11:07-11:47 LUNCH 11:10-12:10

1145-1200 11:40-12:15(3 to Recess) SCIENCE 11:35-12 MATH 11:40-12:29

1200-1215 ACTIVITY LUNCH 11:40-12:40 EXTENDED P.E. LUNCH

BLOCK 2 12:15-2:20

1215-1230 12:02-12:40 11:50-12:20 MATH 12:19-12:58

1230-1245 12:17-12:57 MATH 12:45-1:45

1245-100 EXTENDED P.E. WRITING 12:20-1:20 EXTENDED P.E.

100-115 MATH 12:40-1:00 ACTIVITY 1:00-1:20

115-130 SCIENCE MATH SCIENCE 1:45-2:20 WRITING

130-145 1:10-2:10 1:00-1:40 WRITING 1:20-1:45

145-200 1:00-2:20 1:20-

1:50

INTERVENTION

INTERVENTION

200-220 SCIENCE 1:40-2:20 SCIENCE 1:50-2:20 1:45-2:15 1:45-2:15220Dismissal Dismissal

225 Dismissal Dismissal Dismissal Dismissal Dismissal

3rd Grade – Walk to Intervention (Turner Elementary)

CVCSkill 2

(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Voyager Passport F

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Complete Resource Map RTI Resource Map – ______________ Elementary

RtI Resource Map - _______________ Elementary

RTI Resource Map – ______________ ElementaryRTI Resource Map – ______________ Elementary

Tier Assessment Instruction/Interventions

Resources:Personnel

ResourcesMaterials

Tier 1 Example: FAIR Example: Differentiation, Flexible Grouping, etc.

Tier 2 Example: Phonics Screener

Tier 3

What is the Problem-Solving Process?

A process that uses the skills of

professionals from

different disciplines to develop and

evaluate

intervention plans that improve

significantly the

school performance of individual and/of

groups of

students.

Problem Solving Process –Florida’s Model

EvaluateDid the plan work?

Problem AnalysisWhy is it occurring?

Problem IdentificationWhat is the problem?

Develop and Implement PlanWhat can we do about it?

Key Beliefs of the Problem-Solving Model

Every child can learn.

Every child is everyone’s responsibility.

Parents are an integral part of the problem

solving process.

Intervention-focused problem solving can

accelerate learning.

PSM is a paradigm shift from a traditional test-

place model to a proactive model that integrates

classroom based assessment and instruction.

Key Beliefs (continued)

Effective collaborative problem solving teams are built for training, for working together, and for making effective use of a school’s resources.

The problem-solving model does not necessarily demand an increase in resources.

It does demand the use of existing resources in a different way.

Problem Solving/RtI… “The Scientific Method”

Identify

the ProblemDesign

Intervention

Monitor

ProgressAnalyze

the ProblemImplement

Intervention

Evaluate

Intervention

Effectiveness

Timeline

LJ

RtI… The 5 Step ProcessAnother Way of Saying It…1. Find ‘em (assessment)2. Do something with ‘em

(interventions)3. Watch ‘em (progress

monitoring)4. Make informed decisions

(data-based)5. Change .. if necessary

(instructional modification)

Paradigm Shift

Eligibility Focus Diagnostic/Test & Place

Model Get label

Outcome Focus Problem Solving/

Response to Intervention Model

Get help

Outcomes of the Problem-Solving Model

Flexible use of all resources through greater coordination and communication among staff.

Involved parents will have an understanding of their child’s ability as it relates to expectations.

Interventions are implemented within the general education environment by the available staff.

Thinking is Required!

THERE IS NO BOX and IT IS NOT EASY . . . TiR

It takes a VILLAGE . . . TiR

You MUST have DATA . . . TiR

Procedures will only create cosmetic changes . . . They will never produce the necessary paradigm shift (BELIEFS, ATTITUDES, AND PRACTICE) . . . TiR

Address the problems that arise using the problem-solving process . . . TiR

Recognize the importance of the learning process . . . TiR

Problem Solving Teams

School Leadership Team

Teacher Data Team

Individual Problem Solving Team

School Leadership Team

MEMBERS

Administrator (facilitator)

Guidance Counselor/Service Professional

Instructional Coach(es) Primary/Intermediate

Teacher(s) Exceptional Education

Teacher(s) Activity Teachers(s)

FUNCTION

Provides vision for both academic and behavioral success

Plan, implement and monitor the progress of school improvement

Implement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes

Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures

Build a Leadership Team

One individual can’t

accomplish this level of

school reform.

The charge of the team is to guide the staff

through the process.

The School Leadership Team must…

be seen as lead learners.

be willing to learn the RtI model in depth.

have skills in collaboration, communication, and leadership.learn about systems to support data based decision making.learn about evidenced-based research & multi-tiered interventions.

learn about the problem solving process.

Meeting the Challenges

How strong is the current core instruction and does it meet the needs of at least 80% of our students?

Which student groups are at risk for failure?

Does any over-representation of particular student groups exist in those students identified at-risk?

How can existing resources be reallocated to support RtI?

Elementary Reading AYP Data

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140

20

40

60

80

100

Total 84 78 84

White 88 82 89

Econ Disadv

71 61 73

Students w/ Disabilities

61 48 64

Expected Reading Level

51 58 65 72 79 86 93 100

Perc

en

t A

ch

ievin

g L

evel 3

or

Hig

her

Expected Reading Level

Elementary Math AYP Data

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140

20

40

60

80

100

Total 71 69 73

White 77 72 76

Econ Disadv

48 38 47

Students w/ Disabilities

44 38 47

Expected Math Level

56 62 68 74 80 86 93 100

Perc

en

t A

ch

ievin

g L

evel 3

or

Hig

her

Expected Math Level

Problem ID

In order to identify a problem, you’ve got to start with three pieces of data- Benchmark level of performance Student level of performance Peer level of performance

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

Core Reports Is the Grade Level healthy?

Is the core meeting the needs of 80% of the students?

Are we meeting the needs of our

SUBGROUPS?

Student Performance Report Is the Core Healthy?

What does this graph tell you about the problem?

Student

Peers

Student Performance ReportIs the Core Healthy?

Teacher Data Team

MEMBERS

Administrator Instructional

Coach(es): Elementary –

Grade Level Teams

Guidance Counselor/Service Provider

FUNCTION

Utilize the problem solving process to meet needs of students

Analyze data from Tier 1 and Tier 2 assessments to monitor the effectiveness of core instruction (Tier 1) and supplemental instruction (Tier 2) across the grade level or department

Monitor fidelity of core Tier 1 instruction

Fish Tank Model

Are we diagnosing a lot of fish or does the water in the fish tank need to be re-evaluated?

Examine the grade level… what trends do we see?

How can we best examine the needs of the students who have a skill deficit?

Individual Problem Solving Team (IPST)(Formerly CST)

MEMBERS

Administrator (s) Guidance

Counselor/Service Provider

School Psychologist Classroom Teacher(s) Parents ESE contact/teacher Interventionist/Title 1

Teacher

AS NEEDED MEMBERS

Speech/Language Pathologist

Staffing Specialist Instructional Staff

(coaches) Gifted Teacher Behavioral Analyst Occupational

Therapist Physical Therapist Social Worker

Intervention Support from All Team Members

Intervention plans should be developed based on student need and skills as well as availability of staff.

Teachers and other interventionists should not be expected to implement plans for which there is no support.

Role of IPST members is to provide needed support.

TABLE TALK

Discuss who will be on each of the three teams.

When will each team meet?

Where will each team meet?

Who will be the facilitator for each team?

What is the Role of the Principal?

Challenges to Implementation

Principal’s Role RtI

Building ConsensusHave conversations about Student

Achievement

Present current Best Practices

Lead teachers to discover the benefits of RtI

Communicate expectations

Principal’s Role in Tier 1

Monitors curriculum, instruction, and

assessment practices

Guides staff to focus on student learning

Provides leadership for effective instructional practices & positive behavior supports

Principal’s Role Between Teacher Data Team Meetings

Plan follow-up meetings discussing implementation agreed upon strategies.

Conduct observations to ensure strategy

implementation. Include fidelity checks.

Support professional learning. Assist

teachers to learn new strategies (peer coaching, modeling, shadowing, etc.)

What Makes a Good Coach?

NBA Coach, Mo Cheeks and thirteen year old singer, Natalie Gilbert

Implementation

Putting The RtI Model into Practice: Recommended ‘Next

Steps’ for Schools

TIMELINE: YEAR 1

TIMELINE: YEAR 1

Implementation of RtI will require:

1. Consensus among key players2. Establishing Problem Solving Teams at

all levels3. Infrastructure to support RtI and

problem solving processes and procedures

4. Monitoring Implementation of RtI and Problem Solving processes

5. Leadership and support of the school principal is essential to implementation success

The CommitmentThe Commitment

Set up systems that support:

Collection and use of student

data

A multi-tiered model of

interventions

Data-based decision making

Key Issues to be Addressed for Teachers

Differentiating instruction

Ongoing data collection and

analysis

Evidence-based intervention

strategies

Progress monitoringProblem-solving methods to

facilitate data-based instructional decision making

Professional collaboration skills

What do schools have to do differently under the RtI model? To implement RtI effectively, schools

must develop a specialized set of tools and

competencies, including:

A structured format for problem-solving

The use of evidence-based interventions that address common reasons for school failure

The ability to use various methods of assessment to monitor student progress in academic and behavioral areas

Just remember…RtI is a process, not a set curriculum

It’s a roadmap with a set of guiding

principles…

RtI Implementation Starts From Where You Are…

Questions