RTI: Response-

RTI: Response-

To-Instruction

To-Instruction

Madison Elementary School

Madison Elementary School

Three PhasesThree Phases Three PhasesThree Phases

• Consensus Building (Commitment)Consensus Building (Commitment)

• Infrastructure Infrastructure

DevelopmentDevelopment

• Implementation Implementation

CONSENSUS

Consensus Is…Consensus Is…

derived from Latin roots meaning derived from Latin roots meaning

““shared thought”shared thought”

a process for group decision-makinga process for group decision-making

a gathering and synthesis of ideas a gathering and synthesis of ideas

arriving at a final decision acceptable to arriving at a final decision acceptable to allall

achieving better solutionsachieving better solutions

Consensus BuildingConsensus Building

Objectives for Schools:Objectives for Schools: Schools have times and support available Schools have times and support available

to build consensusto build consensus

Schools need access to consensus building Schools need access to consensus building toolstools

Schools understand the process and Schools understand the process and importance of building consensus before importance of building consensus before moving forward with infrastructure building moving forward with infrastructure building and implementationand implementation

NASDSE

Effective Consensus ProcessEffective Consensus Process

All group members contribute - All group members contribute - everyone’s opinions are voiced, everyone’s opinions are voiced, heard and encouragedheard and encouraged

Differences are viewed as helpfulDifferences are viewed as helpful

Everyone agrees not to sabotage Everyone agrees not to sabotage the action or decision made by the action or decision made by the groupthe group

Members agree to take Members agree to take responsibility for implementation responsibility for implementation

I believe the group has heard me; andI can actively support the group's decision as the best possible at this time, even if it is not my first choice.

Achieving ConsensusFROM:

• Why do I have to do it this way?• Why do we have to go through all

this change?• Who dropped the ball?• Why can’t they communicate

better?• Who’s going to solve that problem?• How do you expect me to do my job

when I have to do everyone else’s?• Am I going to have a job?• Where is the box?

Achieving ConsensusTO:“What” or “How” and should include

“I”1. How can I become better at doing things in

this way?2. What role will I create for myself in this

process of change?3. How can I improve the communication

events in which I participate?4. How can I grow in my job performance as I

collaborate with others?5. How can I improve outcomes for students?

Consensus does NOT mean:Consensus does NOT mean:A unanimous voteA unanimous voteA majority voteA majority voteResult is everyone’s first Result is everyone’s first choice choice

Everyone agreesEveryone agreesConflict or resistance will be Conflict or resistance will be overcome immediately overcome immediately

Consensus-Building Consensus-Building Tools At-A-GlanceTools At-A-Glance

1.1.Building Consensus (Fist-to-Building Consensus (Fist-to-Five)Five)

• Process/steps to reach consensus- GenericProcess/steps to reach consensus- Generic

1.1.Managing Complex ChangeManaging Complex Change• Tool to begin addressingTool to begin addressing

elements of complex changeelements of complex change

2.2.Shared RtI Vision: PATHShared RtI Vision: PATH• Multiple options to accomplish this Multiple options to accomplish this

goal:goal: Initial DevelopmentInitial Development On-going CommitmentOn-going Commitment

Change is

Hard

Change is

Hard

fo

r Som

efo

r Som

e

Managing Complex ChangeManaging Complex Change

Vision Skills

Incentives ResourcesActionPlans

CHANGE

+ +

++

Consensus-Building Tool #3

Managing Complex ChangeManaging Complex Change

= Change

Confusion=

=

=

=

=

+ + + +Vision Skills Incentives ResourcesAction Plan

+ + + +Skills Incentives Resources Action Plan

+ + + +Vision Incentives ResourcesAction Plan

+ + + +Vision Skills ResourcesAction Plan

+ + + +Vision Skills IncentivesAction Plan

+ + + +Vision Skills Incentives Resources

Adapted from Knoster, T.

Anxiety

Resistance

False Starts

Frustration

Consensus-Building Tool #3

Consensus-Building ToolsConsensus-Building Tools

1.1. Building Consensus Building Consensus

2.2. Managing Complex ChangeManaging Complex Change

3.3.Shared RTI VisionShared RTI Vision

• Multiple options to accomplish this Multiple options to accomplish this goalgoal

• PATHPATH

RtI Vision: PATHRtI Vision: PATH

PATH Allows BLT Teams to:PATH Allows BLT Teams to:◦ Focus on the “desired state of affairs that Focus on the “desired state of affairs that

induces commitment among those working induces commitment among those working in the organization”in the organization”

• Make a commitment that change will be Make a commitment that change will be accomplishedaccomplished

• Develop an action plan of steps that need to Develop an action plan of steps that need to take place in order to insure changetake place in order to insure change

PATH is Not:PATH is Not:• The answer to all problemsThe answer to all problems• A quick fix solution to complex human and/or A quick fix solution to complex human and/or

organizational problemsorganizational problems

QuestionQuestion

Has your team engaged in RtI related Has your team engaged in RtI related visioning activities (time to think, visioning activities (time to think, interact and dream together about the interact and dream together about the desired state) prior to today?desired state) prior to today?IF NO, put that

in your action plan!

FALSE STARTS

Managing Complex ChangeManaging Complex ChangeConsensus-Building Tool #3

Vision Skills

Incentives ResourcesActionPlans+ +

++

MES

MES

Mis

sion

Mis

sion

Sta

tem

ent

Sta

tem

ent

Our vision for RTI is that

Our vision for RTI is that

all students can achieve

all students can achieve

with the right supports.

with the right supports.

We will work together as

We will work together as

a whole school to create

a whole school to create

a systematic framework

a systematic framework

of providing high quality

of providing high quality

instruction and

instruction and intervention matched to

intervention matched to

student needs. We will

student needs. We will

use scientific-research

use scientific-research

based programs and valid

based programs and valid

and reliable assessments.

and reliable assessments.

Ongoing professional

Ongoing professional

development and

development and leadership will be

leadership will be

provided to ensure the

provided to ensure the

success of our students.

success of our students.

July 8, 2009July 8, 2009

Three PhasesThree Phases

◦Consensus Building Consensus Building (Commitment)(Commitment)

◦Infrastructure Infrastructure DevelopmentDevelopment

◦ImplementationImplementation

InfrastructureInfrastructureStaffingStaffing

Training and Professional DevelopmentTraining and Professional Development

SchedulingScheduling

Data Collection and Record KeepingData Collection and Record Keeping

Decision-making ProcessDecision-making Process

Universal Screening and Progress Universal Screening and Progress MonitoringMonitoring

Evaluation and FidelityEvaluation and Fidelity

On-going Improvement ModelOn-going Improvement Model

Essential ComponentsEssential Components

Infr

ast

ruct

ure

Infr

ast

ruct

ure

B

uild

ing

Build

ing

Objectives for Objectives for Schools:Schools: Schools identify and Schools identify and

appoint a building appoint a building leadership teamleadership team

Leadership teams receive Leadership teams receive appropriate training and appropriate training and skill development to lead skill development to lead the RtI Initiativethe RtI Initiative

The building works The building works systematically through the systematically through the guiding questionsguiding questions and and build the RtI infrastructure build the RtI infrastructure along the wayalong the way

NASDSE

BLT: Roles/SkillsBLT: Roles/Skills There are more skills required to do There are more skills required to do

this work than any one person alone this work than any one person alone can provide. can provide.

As a team you will fill the needed As a team you will fill the needed roles/skills.roles/skills.

It is helpful to talk about them and It is helpful to talk about them and understand who is going to do what.understand who is going to do what.

One person may fill multiple roles. One person may fill multiple roles. Roles may be filled by multiple people.Roles may be filled by multiple people.

Team

Mem

bers

Team

Mem

bers

Ann Bartlett

Ann BartlettNurseNurse Christine Zimmer

Christine ZimmerGrade 1Grade 1 Karen Coyle

Karen CoyleGrade 2Grade 2 Brian Ernest

Brian ErnestAdministration

Administration Linda Haver

Linda Haver

Special Special

EducationEducation Mary Pat Devine SAU 13

Mary Pat Devine SAU 13

Psychologist

Psychologist Donna McDougal SAU 13

Donna McDougal SAU 13

ConsultantConsultant Pat Kehoe SAU 13 Sp. Ed.

Pat Kehoe SAU 13 Sp. Ed.

DirectorDirector Ali Janowicz

Ali Janowicz

GuidanceGuidance

Pam BeckPam Beck

Reading

Reading

SpecialistSpecialist

Imple

menta

tion

Imple

menta

tion

Year

1Ye

ar

1

Formation of the RTI

Formation of the RTI

School-wide Team

School-wide TeamConsensus Building

Consensus BuildingMission

Mission Statement/Belief

Statement/Belief SystemSystemTraining and PD

Training and PD NHDOE Cohort 1 2009

NHDOE Cohort 1 2009Begin the application

Begin the application

of data-based decision-

of data-based decision-

making principles

making principles

7 G

uid

ing

7 G

uid

ing

Prin

ciple

sPr

inci

ple

s

ALL students are part of ONE proactive

ALL students are part of ONE proactive

educational system.

educational system. Scientific, research-based/ evidence-based

Scientific, research-based/ evidence-based

instruction is used.

instruction is used. Instructionally relevant, valid and reliable

Instructionally relevant, valid and reliable

assessments serve different purposes.

assessments serve different purposes.

A systematic, collaborative method is used

A systematic, collaborative method is used

to base decisions on a continuum of student

to base decisions on a continuum of student

needs.needs. Data guide instructional decisions.

Data guide instructional decisions.

Staff receive professional development,

Staff receive professional development,

follow-up modeling, and coaching to ensure

follow-up modeling, and coaching to ensure

effectiveness and fidelity at all levels of

effectiveness and fidelity at all levels of

instruction. instruction. Leadership is vital

Leadership is vital

Adapted from Heartland (Iowa) Area Education Agency

Adapted from Heartland (Iowa) Area Education Agency

Objectives for Schools

Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).

Scheduled dates are identified for decision-making about students’ instruction

Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction.

Successes, no matter how small, are celebrated by all involved.

A project-level evaluation plan is created and put in place. Data are collected over time.

Objectives for Schools

Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).

Scheduled dates are identified for decision-making about students’ instruction

Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction.

Successes, no matter how small, are celebrated by all involved.

A project-level evaluation plan is created and put in place. Data are collected over time.

Proce

ssPr

oce

ss

Team Building

Team BuildingConsensusConsensusInfrastructure

InfrastructureImplementation

ImplementationSustainability

SustainabilityEvaluationEvaluationAction Plans

Action Plans

Imple

menta

tion

Imple

menta

tion

Year

2Ye

ar

2

School-wide RTI

School-wide RTI Coordinator

CoordinatorRenewed Commitment

Renewed Commitment

to Excellence

to ExcellenceOn-going PD provided by

On-going PD provided by

the DOEthe DOEFocus on Strengthening

Focus on Strengthening

the CORE!!!

the CORE!!!Improve Efficiency of

Improve Efficiency of

Data Meetings

Data MeetingsIntegration of Special

Integration of Special

Education/RTI

Education/RTIIntegration of the PBIS

Integration of the PBIS

ModelModel

Imple

menta

tion

Imple

menta

tion

Year

3Ye

ar

3

Where are we Now!

Where are we Now!What has changed ?

What has changed ? Sustainability

Sustainability

Available Resources

Available Resources

What’

s N

ew

!

What’

s N

ew

!

NH is one of 9 states

NH is one of 9 states

selected by the

selected by the National Center on

National Center on Response to Instruction

Response to Instruction

NCRTI to be part of the

NCRTI to be part of the

Pilot Program

Pilot ProgramMadison is one of 6

Madison is one of 6 schools in NH to be

schools in NH to be selected as a Pilot

selected as a Pilot School.School.Research, Terminology

Research, Terminology

New

This

Year

New

This

Year

•Training and Support from

Training and Support from

the DOE and NCRTI (Approved

the DOE and NCRTI (Approved

Pilot Site June 2011)

Pilot Site June 2011)•Scheduling Changes for

Scheduling Changes for

Tertiary (Tier 3)

Tertiary (Tier 3)•Before and After School

Before and After School

Interventions and Supports

Interventions and Supports

through Title 1 and 21C

through Title 1 and 21C•Terminology

Terminology

TerminologyTerminology

• Primary (Tier I)Primary (Tier I): This represents the core : This represents the core instructional group. When adequately instructional group. When adequately differentiated instruction is applied 80 - 90% of differentiated instruction is applied 80 - 90% of these students will achieve established these students will achieve established benchmarks. Assessments occur 3 times per year. benchmarks. Assessments occur 3 times per year.

• Secondary (Tier II)Secondary (Tier II): More intensive services and : More intensive services and interventions, usually in small groups and are interventions, usually in small groups and are provided in addition to general instruction. Bi-provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 researched-based interventions last typically 6-10 weeks.weeks.

• Tertiary (Tier III)Tertiary (Tier III): for students who do not : for students who do not adequately respond to targeted Tier II adequately respond to targeted Tier II interventions. Eligibility for special education interventions. Eligibility for special education services under IDEA would be considered. services under IDEA would be considered. Additional testing may be warranted and students Additional testing may be warranted and students would receive individualized , intensive, would receive individualized , intensive, interventions targeted to specific skill deficits.interventions targeted to specific skill deficits.

Support

sSupport

s

Site Visitations from

Site Visitations from

DOE, NCRTI

DOE, NCRTI Cohort Supports from 6

Cohort Supports from 6

NH SchoolsNH Schools PLC’s held monthly at

PLC’s held monthly at

the DOEthe DOE Training Modules from

Training Modules from

the NCRTIthe NCRTI Increased Support in

Increased Support in

Core Instruction: DI,

Core Instruction: DI,

Peer Coaching from the

Peer Coaching from the

New England

New England Comprehensive Center

Comprehensive Center

Team

Mem

bers

Team

Mem

bers

• Brian Ernest - Principal

Brian Ernest - Principal

• Christine Zimmer - RTI

Christine Zimmer - RTI

Coordinator

Coordinator• Pam Beck - Reading

Pam Beck - Reading SpecialistSpecialist• Ali Janowicz – Guidance

Ali Janowicz – Guidance

• Linda Haver – Special

Linda Haver – Special

EducationEducation• Karen Coyle – Grade 2

Karen Coyle – Grade 2

Loca

l Support

Loca

l Support

• Increased Staffing: We now

Increased Staffing: We now

have in place a full-time RTI

have in place a full-time RTI

Coordinator, .5 HQT, 3 full-

Coordinator, .5 HQT, 3 full-

time Paraprofessionals.

time Paraprofessionals.

• Programs: Mini Mustangs PM

Programs: Mini Mustangs PM

Kindergarten for students

Kindergarten for students

struggling in math/reading.

struggling in math/reading.

• Before and afterschool

Before and afterschool

supports for students

supports for students

including transportation

including transportation

• PD funding at the district

PD funding at the district

levellevel• Supplies, Equipment, and

Supplies, Equipment, and

technology funding from

technology funding from

local budget resources

local budget resources

FOC

US Y

ear

3

FOC

US Y

ear

3

Increased Technical

Increased Technical Assistance from the DOE and

Assistance from the DOE and

NCRTINCRTI Strengthen Core Instruction

Strengthen Core Instruction

Incorporate the Behavior

Incorporate the Behavior

ComponentComponent Increased PD

Increased PD Improve Data Analysis,

Improve Data Analysis,

Progress Monitoring ,

Progress Monitoring ,

Reporting Reporting Fidelity Monitoring

Fidelity Monitoring Streamline Data Meetings

Streamline Data Meetings

(Efficiency)(Efficiency) Increase Staff and Supports

Increase Staff and Supports

MES Y

ear

4M

ES Y

ear

4

Continued Trainings and

Continued Trainings and

Supports from the DOE, NCRTI

Supports from the DOE, NCRTI

Reduction in Staffing

Reduction in Staffing

Re-Designed Schedules for

Re-Designed Schedules for

Data Meetings , Testing and PD

Data Meetings , Testing and PD

(Common Calendar)

(Common Calendar)

Adjustments in Assessment

Adjustments in Assessment

Tools for Screening and

Tools for Screening and

Progress Monitoring (Star

Progress Monitoring (Star

Math,)Math,) Addition of Diagnostic Tools for

Addition of Diagnostic Tools for

“Digging Deeper” Key Math,

“Digging Deeper” Key Math,

DIBELS DEEP

DIBELS DEEP Inclusion of the Behavior

Inclusion of the Behavior

Component and SST

Component and SST Reflection and Action Planning

Reflection and Action Planning

for the RTI Leadership Team to

for the RTI Leadership Team to

complete the process of

complete the process of

becoming a Demonstration Site

becoming a Demonstration Site

CHALLENGESS

cheduling, Calendar

F

idelity Monitoring

B

ehavior Component

B

lending of Services, Special Education/RTI

R

educed Staffing

H

onoring District Initiatives

P

ublic Relations

Resources

ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell

Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege

RTI Tackles Reading featuring Karen Norlander, Esq. (DVD) RTI: The Classroom Connection for Literacy by Karen A.

Kemp & Mary Ann Eaton RTI Toolkit: A Practical Guide for Schools by Jim Wright Power of RTI: Classroom Management Strategies K-6

featuring Jim Wright (DVD) RTI Data Collection Forms & Organizer: Classroom Starter

Kit by Jim Wright RTI: The Classroom Connection for Math and Literacy by

Karen A. Kemp, Mary Ann Eaton, & Sharon Poole

Web Links

http://www.ed.state.nh.us/education/programs/ResponsetoInterventionRTI.htm

http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf

http://nhrti.pbworks.com/

http://www.rti4success.org/