Elementary RtI Liaisons April 9, 2013
Elementary RtI LiaisonsMay 1, 2013Shirley Jirik, Ed.D.SVVSD RtI Coordinator
PurposeTo learn from each other as we implement Response to Intervention
2 Learning TargetsBe able to understand the difference between tight vs. loose implementationBe able to define Multi-Tiered System of Support (MTSS)Be able to use the Defining the Tiers document to better support implementationContinue 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 AgreementLimit side Conversations & technology distractionsCollaboration NormsBreaksRegaining your attention
5IntroductionsComplete 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 ImplementationYour model is too loosely defined if:Results are inconsistent across schoolsThere are long delays between decisionsThere are cases without a final decision
David Tilly III and Amanda VanDerHeyden
As evidenced by:CDE disproportionate identification citationOffice of Civil Rights
How to repair and prevent:Agree on a planDedicate a coach to each siteFollow the dataWork toward one goal
David Tilly III and Amanda VanDerHeyden
Balance is the key!
Agree on a PlanWhat, when, where, who detailsDistrict Leadership Team for RtIWorking on a tighter plan for implementationProfessional DevelopmentAccountability
Dedicate a Coach to Each SiteThere 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, 2010In order to follow the dataWe need to collect it!!!
CDE School Level RtI Implementation RubricsApprox. an hour to complete as a teamDevelop goals to help your building move to the next levelRtI Action Network for additional resources- linkWork Toward One GoalImplementation of Tier 1 Best PracticesDepartment of Learning Services Wildly Important Goal (WIG)If we dont 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.Its like watering the grass when it is already rainingyou dont need to do it!
Table TalkLook at Table 2.2 in your handoutWould 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, 2012MTSSIntegrated ContinuumSugai, 201223Academic ContinuumBehavior ContinuumNOTICE GREEN GOES IS FOR ALL20Sugai, 2012Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008)Teacher presents student with grade level academic taskStudent engages in problem behaviorTeacher removes academic task or removes studentStudent escapes academic taskStudents academic skills do not improveSo, which is itAcademic problems lead to behavior problems?orBehavior problems lead to academic problems? Not sure Probably a combination of both
McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit.
Many students struggle academically and exhibit problem behaviors.Some students will misbehave because they wont do it,Others will misbehavior because they try and cant do it.
Social behaviour 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 modelAcademic problems may lead to behavior problems (Lee et al., 1999; Roberts et al.,2001)
22Elbow Partner ShareShare one aha you had
Share one wondering you still have
23Defining the Tiers of instruction & interventionContinuum of Support for Every StudentHomelessnessLiteracyFamily IllnessMathSoc skillsLanguage DifferencesSportsTiers are Fluid, Focusing on Student SuccessLabel supportsnot people.Sugai, 201225This slide is animated. Developed by George Sugai
A student does not live in one area they have skills that span the continuum of interventions and needs.
Another reminder and correction: Label behaviornot people. Weve gotten into the habit or had a lethal mutation (Kent McIntosh) where weve started labeling students according to the triangle Thats our red-zone student.. Just because a student needs intensive intervention for reading, does not mean they need intensive support for all academic content areas in fact, they will probably be very successful in other areas! Instead, we need to shift our language to labeling the type of supports the student needs.
25Definition of InterveneTo interfere with the outcome or course especially of a condition or process (as to prevent harm or improve functioning)
Merriam-WebsterPrevention before intervention26
Another example of intensity.If you havent seen thisIn this case time = intensityMy neighbor however, leaves their light display up year round. In that case, time doesnt equal intensity27Proceed 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
So, for us to ensure the appropriate level of intensity, we must also be looking at fidelity- are we doing what we said we would do?Cleaning services analogy28Ways to Intensify Instruction/InterventionReducing the group sizeIncreasing the durationIncreasing the frequencyNarrowing the focus of the intervention
30Tier 1 Instruction & Intervention
Key PointsInterventions happen at Tier 1ELL is tier 1Need to push teachers sometimes to see this31Tier 2 Intervention
Key PointsCan happen in the classroom or an outside settingDoesnt necessarily mean someone else is responsibleCommunication and collaboration with grade level teams and specialists32Tier 3 Intervention
Key Points1. Not just special ed33
Decision RulesPart of the work of the district RtI leadership team more tightly defining the RtI model will be to define decision rules for movement between tiersfor example, 6-9 data points showing slow growth (along with other data sources) could be used as a decision point to move the student to the next tier34At your table groupDoes 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?
35Problem-solving process Case Study
At your table groupUse 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 22Effect Size= .73Most 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.