Consultant Day

RtI for Related Services and Itinerant Professionals

February 16th, 20101Why are we here and what do we need?How do we build a system of excellence?How do we take all the resources we have in a district/building and match them to the instructional needs of the students all the way from the highest performing students to the lowest performing students?How do we do that in a practical and doable manner?2OutcomesParticipants will be able to:State the guiding principles for RtIState how the guiding principles apply to support personnelImpact of systems level implementation of RtI impacts the role of support personnel in the systemTroubleshoot demands of direct service (IEP instructional needs) and proactive, early intervention3How is this video like implementing RtI in your role?4Challenges to Support Personnel in RtI ModelsNeed to be open to changeNeed to be involved in professional developmentNeed a more systemic approach to serving schools and students, including a flexible workload that reflects less individual pull-out support and more consultation and collaboration in core and supplemental instruction.5ChallengesNeed to reallocate time in the work day the point of an RtI system is not too add more tasks but to reallocate more time to better address prevention and early intervention and to serve more students up front rather than at the point of special education evaluation and service.6What is the Rationale for Response to Intervention? We need one process in our schools to make instructional decisions that are:EfficientProactiveBased on early interventionUsed to match resources to needsIntegratedFocused on student learning 7Our processes must be:

Efficient: We need to organize our resources so that we dont have to solve the same problem over and over on an individual basis.Proactive: we need to prevent problems whenever possible.Early Intervention: we need to get resources to student needs immediatelyMatch: We need to make sure that the strategies we select are directly related to the nature of student challenges. This is only now emerging in the literature. NCLB gave us Research-based practices but did not give us a way to match these to student needs. Chemotherapy is a validated medical treatment, but we dont use it for the common cold. In the same way, we need to be sure that the strategies we use are applied directly to the type of student problem they were designed to address.Achievement focused: We have to evaluate EVERYTHING we do through the filter of student achievement data and be willing to change.Response To Intervention:(Really Terrific Instruction)Response to intervention is the practiceof providing high quality instruction andintervention matched to student needs,monitoring progress frequently to makedecisions about changes in instruction or goals and applying child response data toimportant educational decisions.8Response to InterventionIs NotIsAn instructional programA framework to implement effective practicesIntended to encourage placement of studentsMatching needs and resourcesPossible to implement aloneA collaborative effortThe same for every schoolUniquely designed for each buildingA special education, a general education, a Title 1, a Talented and Gifted initiativeAn Every Education Initiative9In recent years in Iowa, we have talked a lot about the concepts of Data based decision making, improving instruction etc. What is different about IDM?

Basically, IDM does not tell you what to think, it tells you what to think about. It is a framework.Different Schools,Different Journeys10

Different Schools, Different Journeys11

How healthy is the core?

Guiding Principles of RtIALL students are part of ONE proactive educational systemBelief that ALL students can learnUse ALL available resources to teach ALL students

Proactive approach uses data early to determine student needs and intervene.Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning flat lines due to lack of challenge.13I really feel like this proactive/preventative approach needs to be included as a guiding principle in order to accurately represent behavior.

Instead of waiting for behaviors to escalate and reacting to them, we are going to try to set up the environment to prevent them in the first place. In addition, we are going to use data to quickly and proactively identify students in need and respond to those needs instead of waiting for behaviors to escalate.

All children need the opportunity to learn.Reactive or ProactiveThe unit pre-test shows the majority of the student are missing key enabling skills. The teacher adjusts the unit to include more teaching on enabling skills.Teacher teaches the unit. At the end of the unit the majority of the students failed the test. 14Reactive or Proactive?Begin the first week of school with intervention support for students in need.Assess students after the first month of school. Begin intervention support after one month of school has gone by.15

Guiding Principles of RtI2. Use scientific, research-basedinstructionCurriculum and instructional approaches must have a high probability of success for most students. Use instructional time efficiently and effectively.

16Activity 1:Compare RtI Guiding Principles to Current Educational Philosophy and PracticesReview the Guiding Principles of RtI: 1 and 2Individually complete:Compare RtI Guiding Principles to Your Buildings Current Practices sheetShare and discuss with your partner

17Guiding Principles of RtI3. Use instructionally relevant assessmentsReliable and valid Multiple purposesScreening- Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs metDiagnostic- Gathering information from multiple sources to determine why students are not benefiting from instruction Formative- Frequent, ongoing collection of information including both formal and informal data to guide instruction

18Domains of Importance in Data CollectionInstruction

Curriculum

Environment

LearnerHow we teach

What we teach

Where learning occurs

Characteristics of student19What happens when a school does not have a problem solving process?Guiding Principles of RtI4. Use a problem-solving method to make decisions based on a continuum of student needs:Provides strong core curriculum, instruction, and assessment (Core Tier 1)Provides increasing levels of support based on intensity of students needs (Tier 1 and Tier 2, Tier 1 and Tier 3)21Purpose of an InterventionTo provide immediate assistance to the studentTo continue to gather information and learn how to best meet the educational needs of the studentTo solve the problemTo determine the conditions that best enable the student to learn22

In The PastGeneralEducationTitle Reading or Other Reading SupportSpecial EducationSome FellThroughSome FellThroughRtI: Full Continuum of SupportGeneralEducationTitle and/or Support,Gifted Ed.Special Education,Gifted Ed.IIIIIIIIall along the continuum!

I=Interventions24

Neither lone hero,

Nor unwilling to go out of way

A Team Of Uniquely Talented Individuals with Unifying PurposeActivity :Compare IDM Guiding Principles to Current Educational Philosophy and PracticesReview the Guiding Principles of RtI3 and 4Individually complete:Compare IDM Guiding Principles to Your Buildings Current Practices sheet

Share and discuss with your partner

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Reflect and AssessGuiding Principles of RtI5. Data are used to guide instructional decisionsTo match curriculum and instruction to assessment dataTo allocate resources To drive professional development decisions

30Date Indicates Need: Where is your response targeted?Building levelGrade levelClassroom levelSmall group levelIndividual31Building Level DataKnoxville Middle SchoolData driven decisions2007-08 High number of inaccurate readers provided supplemental assistanceFall, 2008 Inaccurate readers now accurate but not automaticToo many for intervention groupsDecided to provided distributed model beef up coreProfessional development for all teachers

32Building Level DataData results from comprehension-focused fluency instructional routine

33GradeORF Growth from Fall to WinterMAP test Made growth Fall to Winter6th94%83%7th80%76%8th80%69%Guiding Principles of RtI6. Quality professional development supports effective instruction for all students.Provide ongoing training and support to assimilate new knowledge and skillsAnticipate and be willing to meet the newly emerging needs based on student performanceDifferentiate professional development based on knowledge and expertise needed34Theory, demonstration, coaching, practice and feedbackGuiding Principles of RtI7. Leadership is vital Strong administrative support to ensure commitment and resourcesStrong teacher support to share in the common goal of improving instructionBuilding leadership team to build internal capacity and sustainability over time

35Guiding Principles of RtI7. Leadership is vital Strong administrative support to ensure commitment and resourcesStrong teacher support to share in the common goal of improving instructionBuilding leadership team to build internal capacity and sustainability over time

36Even Super Administrator has his/her limitationsLeadership is more than one person

It takes a team to get the work done37

Building Leadership TeamTeam is representative of staffAdministrator is an active member of the teamTeam members are invested in the school culture and the changeCoordinate efforts and provide organizationAdapt the features of RtI to local schoolTeam members already know what is happening at the building (never give up something that already works)Enhance sustainability over time 38Activity :Compare RtI Guiding Principles to Current Educational Philosophy and PracticesReview the Guiding Principles of RtI5, 6, and 7Individually complete:Compare RtI Guiding Principles to Your Buildings Current Practices sheet

Share and discuss with your partner

39How Does it Fit Together?RtI At A Glance Addl.DiagnosticAssessmentInstructionResultsMonitoringIndividualDiagnosticIndividualizedIntensiveAll Students at a grade levelFallWinterSpringUniversalScreeningNoneContinueWithCoreInstructionGradesClassroomAssessmentsYearly ITBS/ITEDGroupDiagnosticSmallGroupDifferentiatedBy SkillStep 1Step 2Step 3Step 4CSI1-5%80-90%5-10%weekly2 times/month40Wanted to show a visual representation of IDM. We will continue to revisit this. Walk through briefly.. Shows the relationship between assessment-throughout the process.Core InstructionCore instruction is designed to provide the literacy diet that should be sufficient to ensure good literacy outcomes for the majority of the students. The core literacy diet will benefit all, but will not be sufficient for some students.41The Water

ICAFocus on the water- Curriculum Instruction Assessment42THE WATER ANALOGY COMES FROM OUR DEAR FRIENDS IN PASCO COUNTY FLORIDA. AMELIA HAS EMBEDDED IN HER TRAINING THE VISUAL OF CLEAR/HEALTHY WATER THAT ALLOW FISH TO GROW THE BALANCES WITHIN THE WATER MUST REMAIN JUST RIGHT, FOR THE FISH TO HAVE A HEALTHY ENVIRONMENT CHILDREN ARE THE SAME WAY INSTEAD OR WORRYING ABOUT THE INDIVIDUAL FISH , ONE SHOULD FIRST START WITH THE WATER TO MAKE SURE IT IS BALANCED AND CONTAINS EVERYTHING IT SHOULD! :) IN MY OPINION, THE IOWA CORE CURRICULUM IS GOING TO HELP US CONCENTRATE ON THE WATER! :) Food PyramidHealthy, balanced diet to ensure good physical healthOils, butterDairy, meat, fishFruits and vegetablesBread, cereal and grainsWhen eating out of the food pyramid is not enough Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. The iron pill alone will not accelerate student growth.

When instruction in the literacy diet is not enough Add intensiveinstruction (iron pill)in addition to teacher-directed core instruction(literacy diet)targeting area(s)of need.Phonemic AwarenessAlphabetic PrincipleAccurate and Fluent Reading of Connected Text VocabularyComprehension

Established - BenchmarkEmerging - StrategicDeficit - IntensiveFor struggling readers, just making progress isnt good enough.TimeBenchmark 1Benchmark 2Benchmark 3Trajectory- the path a projectile makes under the action of given forces such as thrust, wind and gravity. --Encarta World English DictionaryScore4636Once that we use your data to identify those students who are benchmark, supplemental, and intensive that is just not enough.These lines are called trajectories and project rate of learning. If students would continue to stay at the same rate of learning or slope you will notice that the strategic and intensive students will NOT reach benchmark. When curriculum, instruction, and assessments are working togetherEstablished - BenchmarkScoreTimeBenchmark 1Benchmark 2Benchmark 3Close the gap!GOAL:4736What we need to do is after the first benchmark, identify those strategic and intensive students and then make some instructional changes (teach the missing skills) to these students so that they can reach benchmark. With NCLB we are looking for ALL students to be proficient. Meeting your benchmarks will lead to students being proficient.For students with supplemental and intensive needs the goal is to accelerate student learningTo accelerate student learning:Instruction must be provided in smaller groups (resources)More time spent in instruction (increase opportunities to learn) (resources)Explicit and systematic instruction in the area of need (professional development)48Make it reasonable and doable!Provide a menu of powerful instructional changes that are reasonable and doableAnticipate and provide trouble shooting guide for small group instruction progress differences, scheduling49Secret to Supplemental Interventions (Tier 2)Class-wide instructional routines around high priority skills by grade level and time of yearUse same routine in instructional interventions; narrow the focusExample: Story retell to enhance listening and reading comprehension, SLP models how to provide more support or scaffolding for students who are struggling with this task.50Secret to Supplemental Interventions (Tier 2)Example: Teacher uses a handwriting curriculum that focuses on letter formation. OT models or consults on how to modify or accommodate forstudents who are struggling with handwriting.

Example: Teacher uses a proactive classroom management plan to provide efficient transitions. Social worker or school psychologistmodels or consults on how to instruct or provide incentives for students who are struggling with transitions.51It is all about mii!Read designated article about your role within RtI.

Complete 3-2-1 sheet.

Find two other people in your job-alike category and share insights.52Role of Support Personnel in RtISupport personnel have expertise in their field that uniquely qualifies them to serve in a variety of roles:Program designCollaborationDirect services to IEP students

53Program DesignExplain the role that your targeted domainplay in curriculum, instruction and assessmentHelp identify systematic patterns of student needIdentify screening tools that help pinpoint high probability referral areas54Program DesignAssist in the selection of evidence-based interventionsPlan for and participate in professional developmentInterpret a schools progress in meeting the intervention needs of students5556

It is all about mii! Comprehension What Students Need to LearnHow to read both narrative and expository textsHow to understand and remember what they readHow to use strategies to improve their comprehensionHow to relate their knowledge and experiences to text

Adapted from Vaughn Gross Center for Reading and Language Arts, 2005Helpful to reduce and prioritize or task of ALL kids quickly becomes overwhelming5758

Listening ComprehensionK-2 likely that listening comp. is higher than ability to decipher text, remember and think deeply.Remember to feed brains through alternate routes. Consider previous slide altered a bit----58Comprehension What Students Need to LearnListen to both narrative and expository textsHow to understand and remember what they have heardHow to use strategies to improve their listening comprehensionHow to relate their knowledge and experiences to what they hear

Adapted from Vaughn Gross Center for Reading and Language Arts, 200560

Power of Prioritizing and Using Common Language across settings----usefuljust a poster no -magic bullet no;Reading little more challenging more isolated to classroom but maybe, consider this60

61Non-Negotiable? Travels? Routine?CORE Focus: are there -----across subjects, grade levels, buildings???? Routine to support (focus on the content not the what is next)61CollaborationAssist general education staff with universal screeningsParticipate in the development and implementation of progress monitoring systems and the analysis of student outcomesServe as a member of intervention or building leadership teams, sharing your expertiseConsult with teachers to share expertise for differentiation within the core and for supplemental interventions62CollaborationWork with other support personnel in implementation of RtI modelsAssist building leadership teams in RtI design Help families understand the link between the identified concerns for students and academic or social/behavior outcomesUse flexible service delivery options for students6364

It is all about mii! Do Strategies and Routines Travel?school-wide, class-wide, intensifiedclass-wide, small-group, individuals 6565

Should be traveling across Supplemental and Intensive and extended learning---different level of difficulty or concepts but consistent language expectations.65Strategy Example: SummarizingSummarizing requires students to determine what is Important and to put it into their own words. Summarizing helps students:

Identify or generate main ideasConnect the main or central ideasEliminate unnecessary informationRemember what they readDiscuss/Share with others

Non-negotiable66Travels and routines availableSkill-Strategy ExampleSequencing of eventsDetermining main ideaMaking judgmentsNoting detailsUsing text structure ParaphrasingSummarization

67Juggling multiple skills to perform strategy well (cannot practice skills in isolation and hope that struggling students will adapt into strategy)68

It is all about mii! IEP ServicesLinked to impact on student performance in curriculum and classroomCommon language, common understanding between IEP services and general education servicesDetermine duration, intensity and type of service that indentified students may needCollaborate with teachers and other professionals to provide necessary supports for students69IEP ServicesIdentify, use and disseminate evidence-basedpractices or accommodations that provide access to the core curriculum for students on IEPs70

Designing Interventions or Writing Goals for IEP Students

Are there Non-Negotiable Strategies that ALL kids have to know and useAre there class-wide routines in place?

7171

Intensifying Instruction

The Big Five More Explicit More Modeling More Systematic More Opportunities to Respond More Review

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It is all about mii! Alterable ComponentsTimeInstruction

Practice

Distribute across the day74Alterable ComponentsTeachingInstructional priority

Instructional focus

Instructional strategy75Alterable ComponentsPracticePractice what is taught

Must be accurate at practice skill/strategy

7677

Most start with template or structure------language, avoid confusion, increase success but end goal is not cookie cutter.Used basic strategy ---here is my summary of what we have covered so farGet outside take in sights, learn about pigeons, chase with wild abandon ---however, do not get obsessed with capturing every bird7778

FocusFocus on non-negotiables and pounce on every opportunity to teach and practice 7879

PackMentalityBut also work together to have pack mentality ---know target and plan accordingly79Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansCHANGE++++Consensus-Building Tool #380Managing Complex Change=Change

Confusion

=====++++VisionSkillsIncentivesResourcesAction Plan++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #381WE WOULD NEED TO MAKE A COPY FOR EACH PARTICIPANT IF WE USE THIS SLIDE> TOO SMALL TO SEE WITHOUT IT>

I MOVED THIS SLIDE to AFTER IDM/PBS CONSENSUS BUILDING ? ON The first SLIDE the last bullet deals with Validation of CONCERNS. If this was the next slide we could provide an OVERVIEW of this Managing Complex Change, then discuss how the team will be provided training in dealing with complex change and VALIDATING THESE COMMON FEELINGS-to the far right-that staff often feel when working through the change process????? Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansCONFUSION++++82Managing Complex Change=Change

Confusion

=====++++VisionSkillsIncentivesResourcesAction Plan++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #383Use this as an visual representation of the direction of the next several slides. We wont discuss all of these today. Well Keep coming back to this document in future sessions.Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansAnxiety++++84Managing Complex Change=Change

Confusion

=====++++VisionSkillsIncentivesResourcesAction Plan++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #385Use this as an visual representation of the direction of the next several slides. We wont discuss all of these today. Well Keep coming back to this document in future sessions.Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansResistance++++86Managing Complex Change=Change

Confusion

=====++++VisionSkillsIncentivesResourcesAction Plan++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #387Use this as an visual representation of the direction of the next several slides. We wont discuss all of these today. Well Keep coming back to this document in future sessions.Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansFrustration++++88Managing Complex Change=Change

Confusion

=====++++VisionSkillsIncentivesResourcesAction Plan++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #389Use this as an visual representation of the direction of the next several slides. We wont discuss all of these today. Well Keep coming back to this document in future sessions.Managing Complex ChangeVisionSkillsIncentivesResourcesActionPlansFALSE STARTS++++9091

Future Direction K-3 similar but (retell) or listening comp.?; teaching Prioritized Strategies ----shift end of 3rdPassages, rubrics and anchors for scoringPilot -----does this seem to work when kid-testedAre Box 2 and 3 numbers looking good? How are your Resources doing?Lunch and then answer questions with your group.Core Focus first ----Ask Questions91Three Stars and a WishThree StarsWish9293

Final Thoughts

RtI provides a vehicle for general and special education to operate as a seamless unified system not the dual system currently in operation in most schools.It allows districts to focus more on results and outcomes and less on eligibility and proces.

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Final Thoughts

It is proactive and allows schools to increase achievement of students and to prevent learning difficulties.