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Elementary RtI LiaisonsMay 1, 2013
Shirley Jirik, Ed.D.SVVSD RtI Coordinator
Purpose
• To learn from each other as we implement Response to Intervention
Learning Targets
• Be able to understand the difference between tight vs. loose implementation
• Be able to define Multi-Tiered System of Support (MTSS)
• Be able to use the ‘Defining the Tiers’ document to better support implementation
• Continue to refine our skills in the Problem-Solving Process through case studies
Essential QuestionHow do Positive Behavior Intervention & Support (PBIS) and Response to Intervention (RtI) fit together?
Working Agreement
• Limit side Conversations & technology distractions• Collaboration Norms• Breaks• Regaining your attention
Introductions
• Complete this sentence stem and share them at your table as you introduce yourselves.– If I could travel anywhere in the world, I
would visit_______________ because___________________.
TIGHT VS. LOOSE IMPLEMENTATION
Your model is too loosely defined if:
• Results are inconsistent across schools• There are long delays between decisions• There are cases without a final decision
David Tilly III and Amanda VanDerHeyden
As evidenced by:– CDE disproportionate identification citation– Office of Civil Rights
How to repair and prevent:
• Agree on a plan• Dedicate a coach to each site• Follow the data• Work toward one goal
David Tilly III and Amanda VanDerHeyden
Balance is the key!
Agree on a Plan
• What, when, where, who details• District Leadership Team for RtI
– Working on a ‘tighter’ plan for implementation– Professional
Development– Accountability
Dedicate a Coach to Each Site
“There is no substitute for an individual who will follow through and follow up on all the dynamic components of RtI implementation in a school. It is an investment you must make if you want your system to attain strong results.”
Tilly III, VanDerHeyden, 2010
In order to follow the data…
We need to collect it!!!
• CDE School Level RtI Implementation Rubrics– Approx. an hour to complete as a team– Develop goals to help your building move to
the next level• RtI Action Network for additional resources-
link
Work Toward One Goal
• Implementation of Tier 1 Best Practices–Department of Learning Services Wildly
Important Goal (WIG)– If we don’t have ‘best first’ instruction in
place in Tier 1, we will continue to waste resources on unwarranted targeted (Tier 2) and intensive (Tier 3) interventions.
It’s like watering the grass when it is already raining—you don’t need to do it!
Table Talk
• Look at Table 2.2 in your handout– Would it be helpful to have these questions
more clearly answered?– Have you already answered these questions at
your building?
MULTI-TIERED SYSTEM OF SUPPORT (MTSS)
What is MTSS?
• Share what you know with your table group.• What words would you use to define and/or
describe MTSS?
“Multi-Tiered Systems of Support”….
Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems
George Sugai, 2012
MTSSIntegrated Continuum
Sugai, 2012
Academic Continuum
Behavior Continuum
MTSSUniversal Screening, Continuous Progress Monitoring, Continuum of Evidence-
based Support, Implementation Fidelity, Team-Based Implementation, Data-based Decision Making, Outcome Oriented
BehaviorSWPBS/PBIS
School-wide Discipline & Climate, Classroom
Management, Function-based
Support,
AcademicsInstruction & Curriculum
Literacy, Numeracy, Social Studies, Physical
Sciences, History, Physical Education,
Art, etc.
Other
Family Engagement, Community Participation,
School Mental Health
Sugai, 2012
Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008)
Teacher presents student with grade
level academic task
Student engages in problem behavior
Teacher removes academic task or removes student
Student escapes academic task
Student’s academic skills do not improve
So, which is it…
Academic problems lead to behavior problems?
or
Behavior problems lead to academic problems?
Not sure…
Probably a combination of both
Elbow Partner Share
• Share one ‘aha’ you had
• Share one ‘wondering’ you still have
DEFINING THE TIERS OF INSTRUCTION & INTERVENTION
Universal
Targeted
IntensiveContinuum of
Support for Every StudentHomelessness
Literacy
Family Illness
Math
Soc skills
Language Differences
Sports
Tiers are Fluid, Focusing on Student Success…
Label supports…not people.
Sugai, 2012
Definition of Intervene
• To interfere with the outcome or course especially of a condition or process (as to prevent harm or improve functioning)
Merriam-Webster
Proceed with Caution!
“These distinctions are troubling, because they are indicative of intensity or at least create greater opportunity for intensity, but they do not guarantee that the intervention will be more intensive.”
VanDerHayden & Tilly, 2010
Ways to Intensify Instruction/Intervention…
Reducing the group size Increasing the duration Increasing the frequency Narrowing the focus of the
intervention
Handout…
Tier 1 Instruction & Intervention
Tier 2 Intervention
Tier 3 Intervention
At your table group…
• Does this document help more clearly define the tiers of intervention and instruction?
• What support do you need at your school to build a firm understanding?
PROBLEM-SOLVING PROCESS CASE STUDY
At your table group…
Use the flip easel to work your way through the problem-solving process for your case study student.
We will share out as a larger group.
Feedback• #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.
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