September 4, 2012- 12:30-3:30 PMShirley Jirik, Ed.D

SVVSD RtI Coordinator

Welcome RtI Liaisons!

AgendaBlog10-2 Rule- Be prepared to share!

Gaining your attention & timer

Overall Information

12:30-1:00 PM- Introductions & General Information

1:00-2:30- Common language, common process, and common understanding

2:30-3:00 PM- Essential Agreement3:00-3:30 PM- Implementation data

Take care of yourself—if you need a break, take one

Agenda

“That’s me”I am a special educatorI am a general educatorI am new to this district teamI have taken professional

development on RtII am a new teacher (less than 3

years experience)

Introductions

A Teacher’s Guide to RtITier 1 work

Teaching and Learning CycleTier 1 Best Practices

RtI BlogBuilding level workHow can we get better?

Honor the work that has been done!!

Wordle Example: Call of the Wild by Jack London

Wordle Fun

Feedback was collected during spring 2012

What are your buildings greatest needs around RtI?Predict what words will stand out the most on the Wordle

Which words were used the most?

Table Talk

What are your buildings greatest needs around RtI?

Discuss what ‘pops out’ at you about this Wordle?

What surprises you?What action can we take to make some of these needs become a reality?

Be prepared to share with the larger group

Table Talk

To get to “all”, we must first pay attention to “every”. We must pay attention to the system first, and then we move to small groups and individuals.

Dave Tilly

To provide professional development support, & guidance for building level leaders in the RtI process

To provide consistency with RtI implementation across the district

Purpose of these meetings

Why? Why are we leading this RtI thing again?

Common Language, common process, common understanding

Essential AgreementsImplementation Rubric

Goals for Today:

Data, Data, Data!!! November 7th for secondaryNovember 14th for elementary

We know what, but how? What does it look like?January 29th for secondaryFebruary 7th for elementary

Continued Consistency Across the district (differentiated professional development based on your buildings needs)April 9th with all groups

Goals for Future Meetings

Question: Can all students learn? University of Southern Florida Study

Asked teachers in their first 3 years of service

Predict the % who answered yes vs. no

What do you believe?

Teacher BeliefsAll Students Can Learn

Disagree40%

Agree60%

National Perspective on RtI Implementation

• 71% of districts are in some stage of implementing RtI – up from 60% in 2008 and 44% in 2007

• RtI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008

(Batsche, 2011; www.spectrumk12.com)

• Of districts with enough data, 83% indicated RtI has reduced the number of referrals to special education

• Districts reported the primary obstacles to implementing RTI as: insufficient teacher training, lack of intervention resources, lack of data, lack of background knowledge, skills for tracking/charting

(Batsche, 2011; www.spectrumk12.com)

National Perspective on RtI Implementation

John Hattie- Synthesis of 800 Meta-Analysis relating to AchievementHinge point of .40 which is equated to

a year’s growthAbout half of what we do to all

students has an effect of greater than .40

So about half of our students are in classes that get less than the .40 effect

Hattie found RtI to have an effect size of 1.07!!!!!!!

Effect size for RtI

Longmont High School has implemented RtI with the grade level team approach- started with all 9th grade core teachers meeting weekly for 30 minutes

It is working at SVVSD too!!!

‘Know they impact!’ John HattieIn your table group, spend a few minutes with this documentShare ‘ahas’ and other ideas about how these strategies

can be utilized.

Top 22 Research-based Instructional Strategies

If we are not excited about our work, then who will be?

Leadership lessons from dancing guy

It takes leadership!

Why? Why are we leading this RtI thing again?

Common Language, common process, common understanding

Essential AgreementsImplementation Rubric

Goals for Today:

Common Understanding

RTI procedures are specifically mentioned in both

NCLB and IDEA 2004. RTI data can be used as part of the evaluationprocedure for determining the presence of aspecific learning disability. IDEA 2004 requires that students receivescientifically/researched based instruction andintervention before special education referrals canbe made.From R. Brown-Chidsey and M.W. Steege, Response to Intervention: Principles and Strategies for EffectivePractice, 2005.

RTI and Educational Policies

Successful Student Outcomes

Individuals with

Disabilities Education Act

(IDEA)

Positive Behavior

Intervention and

Support (PBIS)No Child

Left Behind (NCLB/ESEA)

Response to Intervention (RtI)

Unified Improvement Planning (UIP) Colorado Basic

Literacy Act (CBLA)

Response to Intervention

Data-based Decisions

Using Assessments to guide Instructional Decisions

Standards-Based Instruction

Progress Monitoring

Formative Assessment

Problem-Solving Process

Leadership Parent Involvement

Positive School Climate

Providing Effective Education for ALL Students

Universal Screening (Benchmarks)

Research-Based Instructional Practices

Collaboration

The ‘Core’ is so important because it is our foundation

Accommodations

Level the playing field

Modifications

Change the game entirely

InterventionsBatting practice

Game TimeAccommodation, modification or intervention?

Ways to Intensify InstructionInstruction can be intensified in the

following ways:Reducing the group sizeIncreasing the durationIncreasing the frequencyNarrowing the focus of the intervention

FidelityIntegrityDid we do what we said we would do?Did we measure to see if what we are

doing is effective?

Neural Response to Intervention

Does the pattern of brain activation change in response to intervention?

8 children with severe dyslexia8 week intense phonologically-

based intervention (2 hours a day= up to 80 hours of instruction)

Simos et al., Neurology, 2002

Study by Dr. Marianne WolfRepetitions for Success

•Gifted/Talented Readers 1 to 4 Repetitions•Average Readers 4 to 14 Repetitions•Struggling Readers 14 to 40 Repetitions•Disabled Readers 40 to 200 and up!

If not now, when? If not you, who?

Prevention Before InterventionWhy?Intervention takes more time,

intensity, resources!Kindergarten – 10-30 minutes over a

short amount of time to close the gap.1st Grade – 30 – 45 minutes over a

short amount of time to close the gap.2nd grade – 60 minutes per day!3rd and up 90 minutes to 3 hours a day

over a longer period of time to close the gap!

Resisting Change—Are you Ansgarr?

Why do people resist change?Human natureLacking the necessary skills to do

what is being asked Lacking training in the materials to

do what is being askedNot sure what will need to be given

up to implement the change“I’m not sure how the change will impact me.”

Myth of ChangePeople who introduce a change are

typically very far removed from it The perception is there will be

immediate gain when the reality is-by definition the gains are not immediate

Herold & Fedor, 2008, cited in Fullan, 2010

Change is Hard!!

Ways to build consensus:Explanation of ‘why’

Provides the foundation for all workIncreases sustainabilityIs a combination of vision and support

Intended BenefitsIncreases personal investment

Validation of concernsProvides information to decrease

anxiety and support change

Building Consensus helps us deal with change

Grade level team meetingsFocus areas for research-based instruction through PLCs

Staff meetings or professional development for building knowledge and consensus

Building a Culture of Collaboration

A Partnership between general education and

special education

RtI is written into major education laws (NCLB, IDEA)

RtI is not just another initiativeWe start with Tier 1 because that changes the

most practices which will impact the most students

Instruction can be intensified by: increasing duration, frequency, or decreasing group size

The brain can actually change in response to intervention

Prevention before interventionChange is hard!

Review-Common Understanding

Table TalkPartner Turn & Talk

What surprises you about these common understandings?

What do you disagree with?

What do you agree with?

Common Process

Standard Protocol Approach

Problem-Solving Approach

•Pre-established qualification criteria

•More specific student plans, created with more staff input

•Limited number of intervention programs

•Multiple intervention program options

•Straightforward staff training, progress monitoring, and decision-making

•More complex training, progress monitoring and decision-making

The Problem-Solving ProcessPage 19 in Teacher’s Guide for RtI (blog)

Page 2 of your handout Some of the elements must look the same from building to building to ensure we are creating an effective RtI system across the district

Problem-Solving Process

Defining the ProblemWe use:

DataTeacher ObservationWork samplesData Element Checklist, Pg. 6

Intervene at the lowest level possible for that concern

Limit it to 2-3 areas of concernUse problem-solving checklist in

handout—page 4

Developing the PlanUse Alpine AchievementUse data- AIMSweb when possible

All plans will be frozen at the end of each school year

Ask for help if you need it

FidelitySupport the implementersCollect the dataSend progress notes to parentsSchedule the re-meet for approximately the time we expect to see gains

Implementing the Plan

Re-meet in 3-9 weeks to determine if the intervention was successful

Data, Data, Data! Progress Monitoring- AIMSweb

Decision Rules:Keep itChange itStop it

Evaluating the Plan

“Insanity is doing the same thing over and over again and expecting different results.”

Albert Einstein

Use these guiding questions to talk with your table group:What does your building need to do in order to have this process in place or to make it better?

Who do you need support from?

Table Talk

Common LanguageWhat we hear, what we say

Common LanguageCreates a united frontCauses less confusion for staff and

students

What you hear… what needs to be heard.

What You Hear…. What Needs to be Heard….

I don’t know why we are doing RtI, probably because _____ says we have to do it.

• RtI is about meeting the needs of all students• RtI is not Sp Ed, General Ed, ELL, Title, School Improvement, or way to identify – it is an “Every Ed”• RtI is not a program, it is a change in our system

We’ve made AYP every year, I don’t know why we need to change anything.

• AYP is one measure, does not tell the whole story. • Need to utilize data in ways to improve instruction and learning (setting goals)

Interventions? Good teachers have been doing interventions forever, we’re already doing this stuff.

• Teachers have and will continue to do good things for kids – RtI does not mean what was done before was “wrong”• Sustainability is goal, RtI cannot hinge on a few teachers, a building principal, etc.

What You Hear…. What Needs to be Heard….So, my experience doesn’t matter when it comes to the decisions now because it is all about hard data…..

• Your experience does matter.• The data we collect does matter.• It is our responsibility to create a solid understanding of both in order to know how to proceed.

Our curriculum doesn’t teach _________, but that is what seems to matter – does that mean I change what I teach?

• With our screening and progress monitoring tools, the alignment is by the big idea, not individual questions or the format of the test.

When do I have time to teach? • The data we are collecting help us with our teaching.• Revisit required assessments versus those we choose to do.

In your table groups…Brainstorm ‘what you hear’ and some

ideas for what you should hearPage 7 in handout

After you have 3, post your paper on the wall and we will do a gallery walk

Why? Why are we leading this RtI thing again?

Common Language, common process, common understanding

Essential AgreementsImplementation Rubric

Goals for Today:

Monitor and organize problem-solving process, including scheduling meetings

Attend district RtI meetingsDisseminate district information to the

schoolCollect documentation forms and data to

support the processAssign case manager/consultant/coach if

this is a different personAttend problem-solving team meetings

Key Expectations of RtI Liaison

“District standardize the process and buildings customize implementation.” Dr. Kim St. Martin

Consistency without dictatorshipThese are the core pieces of RtI that

are essential to our work together

Essential Agreement around RtI

Which of these essential agreement items are already in place?

Which ones do we need to get in place?

How do we do that?Be prepared to share out with the larger group

Table Talk

Why? Why are we leading this RtI thing again?

Common Language, common process, common understanding

Essential AgreementsImplementation Rubric

Goals for Today:

District 11CDE RtI Implementation Rubrics1 Pager from National Center for RtI

Handout pages 9-10Please fill out with your team and

return to me by October 15th

We will do it again in the springBe honest!

Implementation Rubrics

Protocols for MeetingsCollaborative Learning Cycle for

Data DialoguesGrade level team meeting agendasProblem-Solving Meetings

See Handout for examples

Reflection timeTake a minute and think about your building

What pieces do you have in place?What do you still need to tackle?What resources will it take?

Feel free to share with your table group or work independently

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.

Thank you!!!