parent rt i presentation

ELMBROOK RTI

Response to Instruction and Intervention

Edu-jargon CBM = Curriculum Based Measure

MLSS = Multi Level Systems of Supports

MTSS = Multi Tier Systems of Supports

PBIS = Positive Behavior Interventions and Supports

PLC = Professional Learning Community

PM = Progress Monitoring

PST = Problem Solving Team

RTI = Response to Intervention

RTII = Response to Instruction and Intervention

Outline:

1. Rationale for RtI 2. Goals ahead for education and Elmbrook3. Essential Elements of RtI4. How Elements incorporated5. Where to find RtI on our Site: http://www.elmbrookschools.org/rti

Why RtI?

• Increased accountability and demands for proficiency

• Special Education concerns

• Research into learning shapes practice

Accountability

• Need all students to be college and career ready

• Focus on outcomes rather than labels

Special Education

• Original Plan: Provide intensive intervention and remediate skills (1975)

• Over time: Paperwork, procedures, and significant increases in number of students involved

• Change to bureaucratic process vs. better outcomes• Now: Provide service, THEN Assess

Special Education

• 2010-2011 school year: 6.4 million students in the US were involved in special education services

• 13 percent of population

• Elmbrook special education in 2012-13 was 12%

Special Education Change

2000-2001 2009-10 Change % increase/ decrease

SLD 2859999 2430716 -429283 -15.01%% of Special Ed. 45.4 37.5 -7.9

OHI 302762 689267 386505 127.66%% of Special Ed. 4.8 10.6 5.8

Autism 92997 377909 284912 306.37%All Disability Areas 6295816 6480540 184724 2.93%

2007: 24% of districts reported using RTI2010: 61% of districts reported using RTI

Special Education

Elmbrook Data Review

2012 WKCE Math Adv/Proficient= 74.5%2012 WKCE Reading Adv/Proficient = 54.8%2012-13 ACT Participation= 87.4% (state=61.8% took ACT)

Elmbrook Average ACT= 24.9Benchmark District Average= 24.5

State Average= 22

Elmbrook, then and now…

2002-2003 2012-2013

Total Enrollment 7633 7030 (-603)

English Language Learners

2% 4% (37 Languages)

Economic Disadvantaged

6% 12%

Special Education 12% 12%

Elmbrook Data Review-cont

2012-2013:• 29.4 % of high school students took AP Courses• Elmbrook: 80% earn 3’s or higher on AP exams

• State: 68 % earn 3’s or higher on AP exams

2012-13:

• 85% of graduates planned to attend 4 year college• 8% of graduates planned to attend 2 year college

Comprehensive Analysis of Special Education in Elmbrook

From Executive Summary by Elise Frattura, PhD:• Students with disabilities, African American, Hispanic, and those of poverty

underperform, by significant margins, those students who are white, from families who are financially stable in advanced performance on state assessments – in all subjects in all grades. …

• Students who are African American, Hispanic, of poverty, students at across the district are over-identified in special education and underrepresented in gifted and talented.

• Only 10% of students with disabilities take the ACT

• Over 40% of students take AP courses, but only 1.3% of students with

disabilities take AP courses

From Strategy and Accountability area of district site

http://www.elmbrookschools.org/district/strategy/index.aspx?wp1246632694-tab=4

Goals for ALL

● Mastery of the curriculum● Growth for all students● Prepare students for college and career

What is RtI?

It is Not:● Resistance to Implementation● Rusted Toyota Impounded

● Repurposed Teacher Initiative● Refusal to Identify

…A curriculum …or purchased product

Response to Intervention is…

From the National Association of State Directors of Special Education (NASDSE):

● “Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. RtIshould be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data.”

RtI Framework- academics and behavior:

● Impacts all students with focus on early intervention● Applies to both academics and behavior● Requires data based decision making to manage by fact ● Involves continual monitoring of progress toward goals● Utilizes multiple measures to monitor progress

RtI Framework for academics and behavior:

● Is only successful through collaboration and a continuum of services

● Relies on the concept that the most powerful instruction is in the classroom

● RtI is a process not a product● Emerges from and supports research and evidence-based

practice

Successful RtI:Characteristics:• Leadership• Professional Development• System Supports

Successful RtI:Major Components:• Universal Screening• Tier 1 Instruction with Fidelity• Identifying Tier 2-3 Interventions• Creating Instructional Groups• Progress Monitoring (with fidelity)• Grade Level Meetings (Professional Learning Communities)• Fidelity of Interventions

RTI Framework

Universal Level

Elements of Academic Universal Tier

● High quality instruction ● Balanced assessment ● Collaboration

Elements systemically interact to create a multi-level system of supports to provide structure to increase success for every student.

District Initiatives to Support Universal Academic Tier ● Collaborative Time● Continuous Improvement

○ Decision Making for Results ○ Building Data Teams○ Instructional Data Teams

● Literacy and Numeracy Alignment

● School Leadership Model ● Technology Integration● Art & Science of Teaching

Screening: Targets and Triggers

Targets:● Aligned with expected proficiency● Provide guidelines for expectations● Able to modify or increase based on graduated levels

Triggers:● Based on research of learning difficulties● 25th percentile is often where difficulties arise

Tables of PerformanceFound at: www.elmbrookschools.org/rti then MLSS (Universal Screening)

Reading (achievement tests)

Reading (Teachers’ College levels)

Math

Language Usage

Elements of Behavior PBIS: Universal Tier

● School Leadership and/or PBIS Team ● PBIS Self-Assessments/Measures Conducted● School-Wide Expectation Developed● Expectations Taught● Continuum of Reinforcements● Continuum of responses to Negative Behaviors● Procedures for Data Collection and Use

District Initiatives to Support Universal Behavior Tier

● District level PBIS Leadership Team● Internal and external coaches at each level ● Deployment of universal tier at all district schools

● Quarterly coaches meetings ● Consistent behavioral recording● K-8 Bus Intervention Group (BIG)

Universal Expectations

Data Collection

By Location

By Behavior

By time: (When’s lunch??)

Problem Solving Teams (PST)

Problem Solving Teams (PST)

● Universal Screening ● Targets and Benchmark● RtI Tab to “Trigger” Students

● Interventions Selected based on Data● Additional Screening to Target● Monitoring of Progress- CBM

What is an Intervention?

Anything a school does, above and beyond what all students receive, that helps a child succeed in school. However, effective interventions contain the following elements: ● Research-based● Directive

● Administered by trained professionals● Targeted● Timely

Intervention Recommendations:

DPI recommends that intensive interventions are:● Systematic● Used with individuals or small groups

● Focus on single skills or small groups of targeted skills● Substantial number of minutes (core general ed. + 30, 60, 90

minutes)

Interventions also should be:● Delivered in a manner consistent with design

● Be aligned to student need (based on data)

● Be culturally appropriate

Interventions

● RtI Steering Committee selected interventions in the areas of reading, math, and behavior

● Updated information maintained on websitehttp://www.elmbrookschools.org/teaching-and-learning/curriculum/response-to-intervention/multi-level-systems-of-support/index.aspx?wp1071201657-tab=7

Meeting Needs- Student Plans

● Emphasis to drive process through use of data● Data based decision making through entry,

monitoring and exit criteria ● Student plans developed in team setting

PST Steps:

● Statement of Problem: ● Root Cause (attendance, behavior, math, reading,

written expression, oral expression, listening comprehension)

● Goal: data based (CBM)● Intervention and data collection● Decision- continue, change, exit

Monitoring Progress

Curriculum Based Measures (CBM)● Quick, repeatable measures (1-5 minutes)● Reading, math, writing● Outcome measures● Norm and criterion referenced● Sensitive to change● Standardized

Curriculum Based Measures (CBM)

Clear, Visual Graph of Progress

Example of first grade letter sounds

Important to monitor rate and accuracy

Systems Change

We want you to become like master jazz musicians: able to play the correct RTI melody, but also to improvise and, ultimately, create your own music (Buffum, Mattos & Weber, 2012).

The RTI Vision for Buildings

What’s next?

● Continue refinement of processes ● Evaluate effectiveness● All updates posted on RtI site● Professional Development continues

Questions?

Chris Birr, RtI Coordinator262-781-3030 ext. 1118birrc@elmbrookschools.orgElmbrookschools.org/rti