wisconsin rti framework: a school-wide approach to … · 2019. 9. 4. · • student and family...

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Wisconsin RtI Framework: A School-Wide Approach to

Implementation

Source: University of Wisconsin-Madison School of Education American Indian Curriculum Services

There is great diversity among the American Indian Nations in Wisconsin — diversity in their language, cultures, histories, and governments.

Each of the nations has a distinct and unique cultural heritage contributing to Wisconsin’s past and present.

www.wisconsinrticenter.org/ft

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction (DPI) in the development of this presentation 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.

Purpose and Outcomes

Purpose

• Consistent foundation

• Purpose building and empowerment

• Finding a place to start or continue

Outcomes – Leave With:

Shared understanding of

Strategies to increase buy in

Baseline of implementation level

Identified priority and next steps

Increased awareness of the need for Equity

Wisconsin’s Framework for Equitable Multi-Level System of Supports Who is Here Today?

TeachersBuilding AdministratorsCoachesDistrict Office AdministratorsCESA/StateInterventionistsCounselors/School PsychologistsParentsStudentsAnd more

http://www.wisconsinrticenter.org/ft

2

Facilitator Recorder

Spokesperson Timekeeper

Team Roles

Notice moments of discomfort and stay

curious

Listen fully, with your ears, eyes and heart

Speak your truth without blame or judgment

Be open to the experience and each other

Can we commit to…

Source: National Equity Project

Norms for Our Time Together

Our plan…Warning – then “Welcome Back.”

Attention Signal Description Teacher raises hand. Students raise hands and give attention to teacher.

Call – Response“When I say peace, you say quiet.”

Attention Signals at Your School Clock Partners Find four discussion partners

HANDOUT 1.1

Discuss With Your 12:00 Partner…

What do you already know about Wisconsin’s Equitable Multi-Level Systems of Support framework?

What question(s) do you hope to have answered today?

HANDOUT 1.1

Wisconsin RtI Center

Vision: All Wisconsin students will learn and be successful in life.

Our mission is to build the capacity of Wisconsin schools to develop and sustain an equitable multi-level system of support to ensure success for all students.

3

*Heifetz and Linsky, 2002

Two-Day Training Outcomes Magnitude of Change

Agreed upon problem

Clearer path to solution

Responds to traditional management approach

Leader guides process

Leader is ”in charge”

Varied views of problem

Different perspectives of solution

Requires learning by all

Often requires leadership at many

levels

Technical Adaptive

Source: http://implementation.fpg.unc.edu/module-2/leadership-drivers

Handout 1.2Today’s Agenda

Resource Exploration

• Fewer failures – no longer “wait to fail” model

• Increased instructional quality & equitable access

• Higher academic achievement due to evidence-based focus

• Fewer office referrals – more instruction time

• Improved school climate

• Hattie’s RTI effect size - 1.29

What the Research says about a Multi-Level System of Support?

RtI = Response to Intervention

PBIS = Positive Behavior Intervention Supports

CRP = Culturally Responsive Practices

MLSS/MTSS = Multi-Level (Tiered) System of Support

Acronyms in the Field

4

Equitable Multi-level System of Support

+ CRP RtI (reading/math)

+ PBIS(behavior)

Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention.

Putting it All Together in Wisconsin

Put Wisconsin’s Vision of College and Career Readiness INTO ACTIONby Implementing an Equitable Multi-Level System of Supports

KNOWLEDGE: Students receive equitable access to the academic content

SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

Putting It All Together In Wisconsin…

Handout 1.3

Equitable Multi-Level System of Supports

Key Features of an

All of these key features inform and impact each other.

Handout 1.3

Entry Points

• Read selected Entry Point

1. Equity2. High Quality Instruction3. Strategic Use of Data4. Collaboration5. Continuum of Supports6. Strong Universal Level of Support

7. Systemic Implementation8. Strong Shared Leadership9. Positive Culture10. Evidence-based Practices11. Family and Community Engagement

• Discuss section in small group

Entry Points

Share Out:

Something that you have seen in action

and/or a question you may have

Handout 1.3

5

Equitable Multi-Level System of Supports

Key Features of an

All of these key features inform and impact each other.

Use of EVIDENCE-BASED PRACTICES to ensure that school and district efforts positively impact learner outcomes

STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation

SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports;

…starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base;

A CONTINUUM OF SUPPORTS for learners……among staff, learners, families, and communities

COLLABORATION to make the complex work of system change possible….

We believe in the STRATEGIC USE OF DATA for CONTINUOUS IMPROVEMENT

Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and emotional teaching and supports are delivered.

EQUITY is at the center of the framework and is embedded into all other key features.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools.

Wisconsin’s Framework for Equitable Multi-Level System of Supports

Positive Culture

Positive Culture

Positive Culture = Leading Adaptive Change

1 2

3 4

Variations on a Theme:

“All Children Can Learn”

HANDOUT 1.4

NOTE: This is Anonymous!

School One: Survival of the Fittest

HANDOUT 1.4

We believe all students can learn, based on their ability.

6

School Two: BootstrapHANDOUT 1.4

We believe all students can learn if they take advantage of the opportunities we give them to learn.

We teach, it’s the students’ responsibility to learn.

HANDOUT 1.4

School Three: Peace Over Truth

HANDOUT 1.4

We believe all students can learn something, and we will help all children experience academic

growth in a warm and nurturing environment.

School 4: Whatever it TakesHANDOUT 1.4

School Four: Whatever It Takes

HANDOUT 1.4

We believe all students can learn…and we will work and support all students

to achieve high standards of learning.

School you attended

1. Even though the underlying assumptions and beliefs are not written anywhere, what would be some tell-tale practices that you would observe in this school?

2. Based on the assumptions and beliefs of this school, how would this school respond when a student is not learning?

A

HANDOUT 1.4

The school you currently work in

1. Notice if the distribution of people at the different types of schools has changed.

2. Hypothesize why you think there was or wasn’t a change.

B

HANDOUT 1.4

The school you want to work in

1. Notice the distribution of people around the room.

2. What conclusions can you draw from the way people are distributed now compared to before?

C

HANDOUT 1.4

7

1. How can beliefs about learning impact a school culture and student outcomes?

2. Does your mission and vision align with your policies and practices?

3. How could you engage your staff in this activity?

HANDOUT 1.2

Team Time

Leading Adaptive Change

Continuum of Supports


• Multiple tiers

• Multiple layers

• Multiple options

Deliver high quality instruction, formally collaborate, and use multiple assessments

AT EACH AND EVERY LEVEL

Continuum of Supports Increasing Intensity

Systematically providing differing levels of intensity of supports based upon learner responsiveness to instruction and intervention.

Intensive/

Tier 3

Selected/

Tier 2

Universal/ Tier 1

What do you call your levels of

support?

Systemic Implementation


8

Relating to the system as a whole

According to a plan; methodical

Systemic Systematic

Intensity of Need

Am

ou

nt

of

Res

ou

rces

Nee

ded

to

Su

pp

ort

Stu

den

ts

From Fragmented Services…

General Education

Title I

Special Education

Gifted/Talented

?Ineligible

General + Intensive Resources

General Resources

General + Supplemental Resources

…to a System of Supports

Intensity of Need

Am

ou

nt

of

Res

ou

rces

Nee

ded

to

Su

pp

ort

Stu

den

ts

Team Talk

When thinking about the school/s you work in, which picture best depicts the system?

A B

Systemic AND SystematicWisconsin’s Framework for Equitable

Multi-Level Systems of Supports

HANDOUT 1.5 and Poster

9

Strong Universal Level

Strong Universal Level


Universal/Tier 1

-Provided for and about all students in the school

-In a healthy system, 80-90% of students’ needs can be met by universal supports alone

HANDOUT 1.5 and PosterHIGH QUALITY INSTRUCTION

STRATEGIC USE OF DATA

COLLABORATIONLEADERSHIP AND ORG

STRUCTURESU

NIV

ERSA

L /

TIER

1• Driven by WI

Standards for ELA & Math, CCR, ELDS

• Evidence-based practices

• Instructional Framework

• Differentiated

• Culturally responsive

• With fidelity

• Screening Process

• Emphasizes existing data, especially for older students

• Formative, Benchmark or Interim, and Formative assessments

• Multiple measures

• Culturally relevant

• With fidelity

• Ongoing team collaboration

• Data driven

• Guided by protocols

• Cultural competence

• Family engagement

• Shared vision & success for all

• Principal commitment to implementation

• Leadership team

• Positive culture

• Collaboration built into schedules & expectations

• Accessible data system

• Budget, schedules, personnel alignment

• Use of student outcome and system assessment data to monitor plan effectiveness

SELE

CTE

D /

TI

ER 2

INTE

NSI

VE

/

TIER

3

HANDOUT 1.5

What’s our school’s Universal/Tier 1 Current Reality?


A strong universal level is necessary, but not sufficient

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Source: Alan Ripp, Patrick Jean-Pierre, and Edward Fergus, Promising Examples of RtI Practices for Urban Schools, RtI Action Network.

“Like all good pyramids, RtI should build from the ground up to guarantee fidelity to a common cause and to ensure the maximum achievement of all students. Any tier is only as strong as the tier below it.”

Even With Strong Universal Supports…

So long as school is organized as age-based with limits on numbers of days and hours of instruction…

• Some students will still need additional support in order to be successful

• A few students will need intensive support to be successful

Source: Adapted from, Melissa Nantais & Wendy Robinson, RtI Innovations Conference, 2012.


Continuum of Supports Think Continuum of Supports

What will be needed to support every student in

our school?

In addition to Instead of

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

More than a year behind,

gaps and misconceptions

from many years

Gaps and misconceptions

disrupt participation

Struggles with some

assignmentsKeeps up Thrives Excels

Yearsahead

High Quality Instruction: Below and Well Below

Interventions• Matched to needs

• Provided in addition to Universal

Purpose: To provide underlying supports needed to meet/exceed grade-level benchmarks

Universal

Intensive

Selected

High Quality Instruction: Above and Well Above

Additional Challenges • Beyond grade-level ceiling

• In addition to or in lieu of Universal level instruction

• Purpose: To enrich/accelerate growth (at least one year of growth in one year’s time) Universal

Intensive

Selected

11

Incr

eas

ing

Inte

nsi

ty


Selected/Tier 2• Provided in addition to Universal• Think “groups” and common needs• In a healthy system, 10-15% of students are in need of support at the

Selected level


HIGH QUALITY INSTRUCTION


COLLABORATIONLEADERSHIP AND ORG STRUCTURES

UN

IVER

SAL

/ TI

ER 1

• Driven by standards

• Menu of evidence-based interventions and additional challenges


• With fidelity

• Digging deeper

• Progress -monitoring


• Cultural relevance

• Student and family engagement

• With fidelity

• Regular collaboration

• Data driven


• Able to access needed expertise



• All items listed in Universal

• Training and coaching aligned to staff success with goals/plan

• Universal level of support recognized as most important to success

• School-wide actions and results shared regularly with stakeholders

SELE

CTE

D /

TI

ER 2

INTE

NSI

VE

/

TIER

3 HANDOUT 1.5

Incr

easi

ng

Inte

nsi

tyHANDOUT 1.5 and Poster

Intensive/Tier 3

• Think “individualized” and integrated

• In a healthy system, 1-5% of students are in need of support at the Intensive level

HANDOUT 1.5 and Poster HIGH QUALITY INSTRUCTION


COLLABORATIONLEADERSHIP AND ORG STRUCTURES

UN

IVER

SAL

/ TI

ER 1

• Driven by standards

• Highly focused interventions & additional challenges

• High level of expertise


• With fidelity

• Digging deeper and diagnostic

• Frequent progress monitoring


• Cultural relevance


• With fidelity

• Frequent collaboration

• Data driven

• High level of expertise



• Student, family, community engagement

• All items listed in Universal

• Training and coaching aligned to staff success with goals/plan

• Universal level of support recognized as most important to success

• School-wide actions and results shared regularly with stakeholders

SELE

CTE

D /

TI

ER 2

INTE

NSI

VE

/ TI

ER 3 HANDOUT 1.5

12

What’s our school’s Selected and Intensive Current Reality?

20 minutes

Incr

easi

ng

Inte

nsi

ty


”Dangerous Detours and Seductive Shortcuts”

Critical Point:

What you call things matters

Have Clear and Agreed-Upon Definitions for Common Terms –

Especially Those With Multiple Meanings

“intervention”

“collaboration”

“research-based”

“differentiation”

“RtI”

Intervention means the systematic use of a technique, practice, or program designed and shown to improve learning in specific areas of student need.

Definition approved by Wisconsin DPI, Nov 2015.

Choose Your Terms Wisely:Watch for Contradictions in Meaning

“Doing RtI”

“RtI time”

“RtI referral”

“RtI = pathway to SLD”

“No new learning during RtI”

13

Choose Your Terms Wisely:

“Intervention”

“RtI time”

“Remedial”

“College Prep”

“Advancement”

“Enrichment”

http://www.bestevidence.org/word/secondary-reading-08-03-17.pdf

Attendance

Math (Acceleration)Reading

(Intervention)

PE

HallwayBehavior

Language Arts

Science

Label Levels of Supports... Not People

Here’s Deion

Here are his needs

Critical Point:

RtI does NOT mean“Refer to Interventionist”

(RtI is not a new name for the old way of doing business)

“Placement in RtI”

“Not eligible for additional support”

“Too young to be identified as gifted…”

“We only have enough spots for…”

Critical Point:

One size does not fit all

Tier 1/Universal 80-90%• All students

Tier 2/Selected 5-15%• Some students (at-risk)

Tier 3/Intensive 1-5%• Individual students

14

One Size Cannot Fit All

Above benchmark

Atbenchmark

Belowbenchmark

Well belowbenchmark

School A School B

NOT a hammer. A model. NOT a saw.

80/15/5 is…

Critical Point:

Keep the SLD eligibility rule in perspective

“Does it count?” is not as important as“What does this student need?”

Does it “count?”

Everything else

The Weight of This Mandate can Distort Systems and Practices

How are Students with IEPs considered in our system?

Incr

easi

ng

Inte

nsi

ty


Family and Community Engagement

Engaging Families and

Communities

15

Partnering with FamiliesWithin an Equitable Multi-Level System of Support

Lower Impact Higher Impact

Celebrations

Embrace Engage Empower

P-T conferences to set goals

Monthly positive phone calls/contacts

Positive phone call

Home visits

PotlucksBack to school nights

Data sharing folders

Regular, personalized communication

Read with child at home

Literacy/math nightsPBIS/RtI family

brochures, website

Share academic and behavioral expectations

Fundraisers

Class parties

Using family surveys and feedback

Parent representative(s) on PBIS/RtI universal team

Modeling learning support strategies

Adapted from the Class-wide Family Engagement Rubric created by Flamboyan Foundation. http://flamboyanfoundation.org/resources_and_publications/school-wide-family-engagement-rubric/

Communications done In home language

Family resource room

Acknowledgement system

Performances

Feature photos that represent families in

your school

Strategies highlighted in

How is Your School Engaging Families and the Community?

Incr

easi

ng

Inte

nsi

ty

Poster

Equity

Equity means that every student has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income (CCSSO, 2017).

Culturally responsive practices consider the degree to which the

school’s programs, practices, procedures, and policies account for

and adapt to the students and community your school serves.

Cultural Responsiveness Extends Through All Levels of Support

Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

What is the nature of the conversation in your school about disproportionality?

Underserving

Underperforming

Inspect and reflect

Describe and deflect

Anthony Muhammed

16

When a flower doesn’t bloom you fix the environment in which it grows, not the flower.

Alexander Den Heijer

Reviewing Your Multi-level Systems of Supports Through a Culturally Responsive Lens

Team Time

HANDOUTS 1.5, 1.6, and Poster

15 minutes

School Stories of Successful Implementation

Continuous Improvement



We prepare our students for active citizenship through self-developmentin an environment that fosters inquiry, flexibility and responsibility.

Fernwood Montessori SchoolMilwaukee Public School District

Vision

Students Served

Amer Indian

Asian

Black

Hispanic

Pacific Is

White

Two or more

Students with an

IEP

Students without

an IEP

F/R eligible

Not eligible

782 students grades K3 - 8

17

Problem Identification: Overall

Forward Performance Category by [All Students] (2016-17)(Mathematics)

38.9% advanced or proficient

Changes in Adult Practices

KEY SYSTEM FEATURES AT WORK

Collaboration


Equity

Evidence-Based Practices

Family & Community Engagement

High Quality Instruction

Positive Culture

Strategic Use of Data

Strong Shared Leadership

Strong Universal Level of Support


Learning Team or BIT Task for February

Transformation Network Goal: Reduce the number of students scoring in the significantly below category by 33%.

Learning Team or BIT TaskLook at the specific students in each grade

What is your plan to reduce the percentage of students in the significantly below category? How will you address specific trends or student needs? How will you share the plan with the rest of the staff?

The plan should be added as an Action Plan with specific Tasks in the SIP under Academic Systems by February 28th. The Tasks should be updated every 6 weeks.

ResultsSTAR Screening Results for Math, Fall 2016 through Winter 2018

Screeningwindow

% significantlybelow

# significantlybelow

% reduction compared with Fall

Fall 16-17 7% 34

Winter 16-17 6% 28 17.6%

Spring 16-17 6% 27 20.6%

Fall 17-18 6% 33

Winter 17-18 4% 18 45%

Problem Identification: Disaggregated

Forward Performance Category by [Economic Status] (2016-17)(Mathematics)




• Provide additional Montessori lessons to strengthen algebra readiness skills, including:

– focused small-group lessons, real-world applications

– discourse including higher-order thinking and strategies for problem solving

• Cross-team planning to explore best-practices


Collaboration


Equity




Positive Culture





ResultsSTAR Math Screener Economic DisadvantagedFall 2017 to Winter 2018

Winter LevelSig below

N=6Well below

N=20BelowN=67

On targetN=0

Sig aboveN=5

Fal

lLev

el

SigbelowN=11

3 5 3

Well belowN=23

1 7 15

BelowN=64

2 8 49 5

98 students

below proficient

in Fall

28 students (almost 1/3) moved up a

level in Winter

18

• Identify your problem• Focus on adult practices• Implement with fidelity measured

through system assessments• See the changes in student outcomes

To educate the individual to live as an intellectually empowered,socially responsible member of the global community.

North Middle SchoolMenomonee Falls School District

Mission

Students Served

900 students grades 6 - 8

Students with anIEP

Students withoutan IEP

F/R eligible

Not eligible

Amer Indian

Asian

Black

Hispanic

White

Two or more

Problem Identification

incidents resulting in in- or out-of-school suspensions in the 2011-12 school year

Our Big Aims• All students transition to

college and work after high school prepared for their future.

• All students and families feel they belong in our school community.

• All students and adults are engaged, learning and improving.

• All students, families and staff members feel we are a School District of Choice

Our Strategic Goals • Increase college and career

readiness.

• Improve the culture of learning and engagement for all students.

• Improve the development and engagement of all staff.

• Build and sustain safe, effective and efficient operations.

• Engage our parents and community in our progress.

• Build the capacity to adapt to and embrace the changing technology.

WEB leader programFlex curriculum lessonsPositive emails, calls, postcardsFlex Rep Council

Student feedback loops

Restorative circles7th grade health curriculumFalls Pride positive recognitionSocial thinkingKindness challenge

House system with weekly meetings: TEAM, SST, CST; Pupil services student meetingsPBIS framework: Weekly random rewards, positive referral cards, golden bus tickets, cool toolsCode of conduct; Classroom discipline cycle in all rooms in buildingTrauma-Informed Practices Professional Development

Continuum of Support

BASE

CST / SST meetings1-on-1 counselingVIPE behaviorCounseling SAIG groupsCICO

ALL

SOME

FEW

KEY SYSTEM FEATURES AT WORK Collaboration


Equity




Positive Culture





FBAsBIPsWrap Around

Huddles

19

Changes in Adult Practices: Student Feedback Loops

FLEX Council Reporting FormFor upcoming month: 1. Behavior focus options?2. Incentive options?3. What can students /

teachers do to help improve / focus on this behavior?

Monthly data shared with all

students during FLEX homeroom

Students discuss data

and choose rep to attend FLEX

Council meeting

Admins & counselors meet with

FLEX Reps to discuss student

input

The school follows a set

plan for improvement

in a PDSA cycle.

This process is completed monthly

Changes in Adult Practices: Student Feedback Loops

• Administration meets with group of students to find out what is going well and what changes are needed for students to feel they belong, feel supported, and are successfulat North Middle School

• The North Leadership Team and Behavioral Goal Team use this feedback to make adjustments in processes

Three times a year

Changes in Adult Practices: Huddles

• 10 minute meeting

• Provides staff with a quick and efficient way to collectively serve students in need at the intensive

• Form incorporates the same positive self-regulation language posted and used by staff throughout the school

Huddle Meeting

Date of meeting:Next meeting scheduled:Attendees:

Mission: The primary objective is to analyze the current state and make adjustments if necessary

What are we seeing? What is working well?(1 min)

What adjustments in strategies or scaffold supports need to occur? (3 min)

Anything else to communicate? Who needs this information? (2 min)

What challenges are being experienced? (3 min)

Next meeting topic (1 min)

256

93104 102

7699

64

0255075

100125150175200225250275

1 2 3 4 5 6 7 8

Year of Implementation

# of Incidents Resulting in ISS, OSS, or Both Year 8 Goal Long Term Goal

North Middle School Annual Suspension Rate

Results

Working together to ensure high levels of learning for ALL

Onalaska High SchoolOnalaska School District

Mission

Students Served

922 students grades 9 - 12

0%2%10%

3%

81%

4% Amer Indian

Black

Asian

Hispanic

White

Two or More

89.20%

10.80%

Studentsw/o IEP

Studentsw/ IEP

79.00%

21.00% Not F/RLunchEligibleF/R LunchEligible

20

Problem Identification

Of freshmen had failing grades at the end of Quarter One



Collaboration




Positive Culture




First implemented…

• Professional Learning Communities

• Pyramid of interventions: Failure is not an option

Led to changes in…

• Student schedules and Professional calendar

• Types of professional development and collaboration

• School improvement team focus

• Celebrations!

And a…

• Focus on freshmen

Year 1 Year 2 Year 3 Year 5 Year 6 Year 7 Year 4

75%

70%

79%

84% 85%

93%

90%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Percent of freshmen with no failing grades at the end of Q1

Results

Identify our Needs

HANDOUT 1.7 and 2.6

Transfer to Need

Statementon handout

2.6

Discuss With 3:00 Partner…HANDOUTS 1.1 and 1.2

Three minutes

What is one strength and one opportunity for growth from your school?

Discuss With Your 3:00 Partner…

https://www.youtube.com/watch?v=D102QSxBRHg

https://www.youtube.com/watch?v=D102QSxBRHg

21

Resource Exploration Evidence-Based Practices


Resource Exploration• Review questions from this morning and

throughout the day

• Identify key feature to explore evidence-based practices




Collaboration

Culturally Responsive Practices

Family Engagement

Positive Culture

www.wisconsinrticenter.org/ft

Today’s Agenda

Resource Exploration

Tomorrow’s Agenda See You Tomorrow!

http://www.wisconsinrticenter.org/ft

wisconsin rti framework: a school-wide approach to … · 2019. 9. 4. · • student and family...

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