Secondary RtI LiaisonsMay 2, 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

http://www.youtube.com/watch?v=inWKw8nqQlI

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.