overview: reviewing your selected and intensive levels of support

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Overview: Reviewing Your Selected and Intensive Levels of Support

Facilitated by:Sara Summ & Kao Moua Her

Regional Technical Assistance CoordinatorsLeslie Connors

Principal – Franklin Elementary August 19, 2014

Participant Outcomes

• Understand the essential components of Selected and Intensive levels of support

• Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels

Wisconsin’s Framework for RtI

Overview of Wisconsin’s RtI Framework

Response to Intervention

Is what?

An organizational frameworkthat

guides implementation of a culturally responsive

multi-level system of support Does what?

toachieve academic and

behavioral successfor all

For what?

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf


CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture.

i.e., the students and community

your school serves

Multi-Level System of Support

Balanced Assessment

Universal PLUSProgress

monitoring

Formative, benchmark &

summative assessments

Universal PLUSProgress

monitoring

Collaboration

Universal PLUSCollaboration

Regular ongoing

collaboration

Universal PLUSProblem-

solving team

Instruction

Universal PLUSIntervention or add’l challenge

High quality instruction

Universal PLUSIntervention

(well below)or

IN LIEU OF Universal (well above)

College & Career Readiness Outcome

Wellbelow or above

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Moderately below or above

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On track

Universal Level: Instruction, Assessments, & CollaborationProvided for and about all students in the school Also referred to as core or tier one

UNIVERSAL LEVEL OF SUPPORT

Ongoing team collaborationData drivenGuided by protocolsCultural competenceFamily engagement

Driven by CCR/CCSSResearch-based practicesDifferentiatedCulturally responsiveFidelity implementation

Screening processSummative, benchmark, and formative assessmentsMultiple measuresCulturally relevantFidelity implementation

Balanced Assessment

High Quality Instruction

Collaboration

Culturally Responsive Practices

UNIVERSAL LEVEL OF SUPPORT All learners have

access to Universal level of support

Goal = 100% proficiency with grade level standards/College and Career Readiness

RtI premise: In a healthy system, 80-90% of students’ needs can be met by Universal supports alone

Balanced Assessment


CollaborationCulturally

Responsive Practices

Selected Level: Instruction, Assessment, & Collaboration

Provided for and about students:With moderate learning needsAbove or below benchmarksIn addition to universal

Also referred to as Tier 2, supplementary, secondary

SELECTED LEVEL OF SUPPORT

Regular collaborationGuided by protocolsContent area expertiseCultural competenceStudent and family engagement

Driven by CCR/CCSSMenu of evidence-based interventions and add’l challengesCulturally responsive

Digging deeper Progress monitoringMultiple measuresCultural relevanceStudent and family engagement

Balanced Assessment


Collaboration Culturally Responsive Practices

SELECTED LEVEL OF SUPPORT

Provided in addition to the Universal level of support

Think “groups” and common needs above and beyond the Universal reach

RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level

Below benchmark: Goal is success at the Universal

Above: Goal is accelerated growth

Balanced Assessment


Collaboration


Intensive Level: Instruction, Assessment, & CollaborationProvided for and about students:•With significant learning needs•Well below or well above benchmarks•In addition to (below) or may be in lieu of (well above) universalAlso referred to as Tier 3, targeted, tertiary

INTENSIVE LEVEL OF SUPPORT

Frequent collaborationHigh level of expertiseGuided by protocolsCultural competenceStudent, family, community engagement

Highly focused interventions and additional challengesDriven by CCR/CCSSHigh level of expertiseCulturally responsive

Digging deeper and diagnostic Frequent progress monitoringMultiple measuresCultural relevanceStudent and family engagement

Balanced Assessment


Collaboration Culturally Responsive Practices

INTENSIVE LEVEL OF SUPPORT

Think “individualized” and integratedRtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level

Below benchmark:• Provided in addition to

the Universal level of support

• Goal is success at the Universal

Above benchmark: • Provided in lieu of the

Universal level of support

• Goal is accelerated growth

Balanced Assessment


Collaboration


Squares with your thinking

New idea or way of thinking

Still a conflicting concept for you

Reflection: Think, Pair, Share

Plan logisticsThen, at the start of each school year:

Evaluate and refine the process

At the end of each school year:

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Multiple times throughout each school year: Screen students

and organize data

Review data and set goals

Dig deeperMatch supports to needs

Monitor progress and adjust accordingly

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Outcomes Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and Additional

Challenges

Before beginning to collect data, first establish:

Handout

Creating and Sustaining Selected and Intensive Levels of Support

Franklin Elementary School Multi-Level System of Support

Building Our Future...One Child at a Time

About Franklin

Need for Action

Encouraging Results


Plan logisticsThen, at the start of each school year


Ongoing Process

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Multiple times throughout each school year Screen students

and organize data


Dig deeperMatch needs to supports


WH

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Interventions and additional

challenges

Before beginning to collect data, first establish

Developing Cultural Competence

“Seeds are only as good as the soil in which they are planted; likewise; school

structures and practices are only as good as the

climate/culture in which they are implemented.”

Anthony MuhammadThe Will to Lead, The Skill to Teach

Our Vision Drives our System and Practices

The school expectation is that all students must be successful academically and behaviorally.

Every child - - no matter who they are - - learns

Examples in

Action!




Ongoing Process

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challenges


“We all have a hand in making Franklin a great school.”

Wisconsin’s Vision for RtI


• Structures to regularly review, analyze, and act on student data and adult practices

• Cultural competence

• Student and family engagement

• Multiple types of measures: quantitative and qualitative

• Student and implementation data

• Screening and progress monitoring

• Culturally relevant

• Student and family engagement


Essential Elements for Successful Team Collaboration

Schedule times to collaborate and decide on an agenda before meetingTeams based on trustEstablish group normsHold each other accountableShift thinking from “my students” to “our students”Divide responsibilities and meet deadlines

Staff Collaborative Team ScheduleMondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetingsTuesdays – professional development on the week’s focus Wednesdays – analysis of student workThursdays – designing instruction and assessments




Ongoing Process

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challenges



• Based on CCSS • Research- and evidence-based practices• Engaging• Differentiated• Culturally responsive

Wisconsin’s Vision for RtI


Continuum of Supports

*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

Tier 3More than a year behind,

gaps and misconceptions

from many years

Tier 2Gaps and

misconceptions disrupt

participation

Urgent Care Keeps up

ThrivesTier 1 ½ Excels

Tier 2GCTYears ahead

In addition to Instead of




Interventions and additional challenges


Tier 1

Tier 175 minute blockInclusive, team teachingTechnology-enhanced personalized learningDifferentiated Use balanced instructional model:

•shared large group learning, •small guided groups, •and workshop experiences that

engage students through rigorous collaborative and independent practice using a variety of venues

Tier 1 Mathematics

Urgent Care – Tier 1 Double DosingExamplesStudent A

Area of Need – Number sense• Dose 1 = Guided math at grade level• Dose 2 = Guided math at instructional

levelStudent B

Area of Need – Reasoning• Dose 1 = Guided math at grade level• Dose 2 = Dream Box

• Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice

• Tier Two deep focus on application of skills to real life, relevant situations

GCT

Digging Deeper

ALL •NWEA MAP Assessment (grades 1-5)•Number Sense Screener•District Formative Assessment

Some •Analysis of Qualitative Data

Few •Diagnostic Assessments

Matching Needs

and Supports

“We evolve as the kids evolve.”

Finding time to meet a range of learner needs

beyond Universal

30 minute math breakout

Purpose and Goals of Math Breakout

To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level

To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning

Math “Breakout”All students have math breakout 4 times a week for 30 minutesTeachers group students according to need, based on common assessments, and

separate into groups for 4-6 week sessionsSpecific differentiated instruction based on research, focused on number

relations/operations and spiraling math strandsProgress is monitored by the child-teacher team daily and by a collaborative teacher

team weekly and monthly

Constant Evolution…

If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.

Wrapping Up an InterventionTeachers reassess their homeroom students beginning where they left off.

Purpose:Ensure the transfer and mastery of skills acquired during intervention

Encouraging Results: Intervention Assessment Data

Year One 2010-11Mid Year Check

Year Three 2012-13Mid Year Check

Foundations of Number Sense (Numbers up to 10)

5% of students (7) 2% of students (3)

Completion of Number Sense Screener

2% of students (3) 18% of students (35)

Students Achieving MASTERYWKCESame cohort group

MAPMet growth target

2009 3rd – 79% (K-5) Less than 70%

2010 4th - 80% (K-5) 79.1%

2011 5th - 80.9% (K-5)79.5%

2012 (K-5) 77.7%

Plan logisticsThen, at the start of each school year:


At the end of each school year:

CU

LTU

RA

L CO

MP

ET

EN

CE

CO

LLA

BO

RA

TIO

N

Multiple times throughout each school year: Screen students

and organize data


Dig deeperMatch supports to needs


WH

ILE D

EM

ON

STR

AT

INGA

CC

OM

PLI

SH T

HR

OU

GH




Interventions and Additional

Challenges

Before beginning to collect data, first establish:


Upcoming RtI Events

http://www.wisconsinrticenter.org/event/all.html

Wisconsin RtI Center Professional Developmentwww.wisconsinrticenter.org Upcoming Events

Wisconsin RtI Framework Training (Elementary & Secondary) (2 days)Screening & Progress Monitoring (2 days)Reviewing Universal K-5 Reading Instruction (3 days)Reviewing Universal K-12 Math Instruction (3 days)Leadership & Coaching for RtI Implementation (6 days)Integrated Networking and Technical Assistance Universal Design for Learning Overview (1 day)Reviewing Selected & Intensive Levels of Support (1 day)Culturally Responsive Classroom Practices (4 days)

http://www.wisconsinrticenter.org/

http://www.wisconsinrticenter.org/regional-coordinators.html

Heidi Erstad, Liz Gaebler Kao Moua Her, Lynn Johnson

Jill Koenitzer, Sarah NelsonDan Seaman, Sara Summ

Contact your Technical Assistance Coordinator for more information:




Thank You!

overview: reviewing your selected and intensive levels of support

Documents

support levels

school system

wisconsins definition

rti systems

continued support

wi rti framework

wisconsins framework

support of federal funds