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USING RTI FOR DISTRICT IMPROVEMENT. Heidi McGinley , RtI Support System Project Director, Syntiro Gloria Jenkins , Assistant Superintendent, RSU 10 Ryan Casey , Mountain Valley Middle School Principal, RSU 10 Pia Holmes , Manchester Elementary and Mount Vernon Elementary Principal, RSU 38.
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USING RTI FOR DISTRICT IMPROVEMENT Heidi McGinley, RtI Support System Project Director, Syntiro Gloria Jenkins, Assistant Superintendent, RSU 10 Ryan Casey, Mountain Valley Middle School Principal, RSU 10 Pia Holmes, Manchester Elementary and Mount Vernon Elementary Principal, RSU 38
Rti Support System Demonstration Districts Two demonstration/pilot RSU’s (RSU 10 and RSU 38): • 8 elementary schools • 4 high schools • 3 middle schools • 1 7-12 school August 2009 – June 2011
WHAT IS RESPONSE TO INTERVENTION AND WHY IS EVERYONE WORKING ON IT? State requirements: • By the fall of 2012 all school administrative units shall develop and implement general education interventions kindergarten to grade 12 that provide each child who is not progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements with different learning experiences or assistance to achieve the standard. The interventions must be specific, timely and based upon ongoing formative assessments that continuously monitor student progress. • Every child . . . provided with appropriate instruction in reading, appropriate mastery based instruction in math, appropriate instruction in the writing process, and positive behavioral supports.
TIER 1: 80% OF STUDENTS REACH STANDARDS AND GRADE LEVEL BENCHMARKS IN THEIR REGULAR CLASSROOMS
7 RTI FOUNDATIONS • Ensure leadership, structure, coordination, and continuous improvement. School and district RtI Leadership Teams • Know what all students need to know and be able to do and how well. State standards and the Common Core 3. Use assessment data. Screen all students & learn what each needs 4. Target interventions (evidence-based strategies and programs). Focus on the essential skills students need 5. Track response to the intervention (progress monitoring). Assess often to see student progress 6. Strengthen the core program. 7. Build shared responsibility. Not just specialists!
SOME RISS HIGHLIGHTS: Supporting continuous improvement: • Classroom, school & district needs assessments • Leadership Teams • Collaborative review • Noticeable results Supporting student learning: • The Common Core & power standards • What is an intervention? • Intervention lesson planning
RTI Tools and Processes • Needs Assessment • Classroom • School • District
RTI Tools and Processes D. Assessment I know what universal screening assessments are used to identify students who need instructional intervention. I know how to use the data from universal screening assessments to identify students needing instructional intervention. I know how to use the data from universal screening assessments to identify targeted interventions for individuals and small groups of students.
RTI Tools and Processes D. Assessment 1.The same universal screening assessments are used at prescribed intervals throughout the system. 2. Universal screening assessments are valid measures. They are: a. Aligned with outcomes and benchmarks in the written curriculum. b.Uniformly administered.
RTI Tools and Processes District Leadership Teams Research RTI Requirements Universal Screeners Resources Vocabulary Tool Boxes Recommendations Flow Chart Assessment Calendar Curriculum Frameworks
RTI Tools and Processes Noticeable Results Observable: Concrete and specific evidence Measureable: Can be measured (may not have been, but could be). Significant: Would not have happened without the initiative
RTI Tools and Processes Noticeable Results RtI committee met monthly to take a comprehensive look at RtI across the regions with regards to literacy. We developed a Progress Monitoring Intervention sheet. We developed a matrix that addressed 5 elements of literacy. (Yet to be completed.) We developed an RtI protocol flowchart. We agreed upon an RtI pyramid – 3 tiers. We set district DRA2 benchmarks.
RTI Tools and Processes Noticeable Results We set district DRA2 benchmarks. We researched and selected universal screeners. We created a district-wide assessment calendar.
The Goal • The goal of our RTI plan for the 2010-2011 school year was to provide structure and professional development that prepared teachers to continue and improve the program in the future. • The ultimate goal was that our students would be better prepared to be successful in high school and life in general when they leave our doors.
RTI Coach • Gather Screening Data • Complete individual or missed screenings • Provide professional development in administering and using screening information. • Present RTI data to Grade Level Team • Provide progress monitoring and teaching strategy ideas for intervention purposes to the Grade Level Team • Present RTI data to the Leadership Team.
Grade Level RTI Teams • Discuss screening data and student needs • Design student long-term/short-term goals • Design interventions and progress monitoring devices • Decide on timeline, frequency, duration, person responsible for providing intervention, and adequate progress.
Present data collection (Progress Monitoring) on interventions every 6 weeks • Decide if adequate, some, or no progress is made in the designated time period • After three intervention cycles refer to SAT Team (SAT Team will extend parent involvement, refer for further testing or refer for Tier 2 intervention).
Leadership Team • Review data as presented by the CIPS team, RTI Coach and PBIS Team • Determine Professional Development needs of staff • Create a culture in which staff and students work together to develop goals in order to have the greatest impact on achievement. • Provide parents with opportunities to become involved in student learning.
Time and Scheduling • 6th and 7th Grade have a universal RTI time embedded in their schedule. • 30 minutes three times per week – Literacy • 30 minutes three times per week – Math • 8th Grade has a differentiated foundations course in math and literacy.
Professional Development • RTI coach modeled and provided information and scientifically based research to drive this professional development. • The gradual release model of less support given to staff and more ownership taken by staff creates sustainability.
Professional Development -- Screening • Teachers were provided with professional development in the area of giving screening devices, accessing and grouping data for use. -- Interventions • Teachers were provided with literacy and math strategies and activities they can use to provide interventions to students who require them
Professional Development -- Progress Monitoring • Teachers were provided with professional development in the use and creation of Progress Monitoring devices. -- Record Keeping • Inform Data Management System will be used in the 2011-2012 school year to keep records
Professional Development -- Visiting leaders in Math and Literacy to help us continue to develop teaching strategies. -- Opportunities to participate in professional development and receive graduate credits.
Student Role • Students write their screener scores on an index card, then use the scores to set goals for achievement. • One year growth is expected to be about 3-5 points.
Student Role • Students set individual skill goals. • Students graph their achievement data • They make judgments about whether they are staying above their aim line • Growth and achievement are celebrated. • Students understand if they do not make adequate growth the proper intervention for them has not been applied and there must be a change. Achievement Aim Line Goal
Evening the Playing Field Students • Caleb (7th Grade) – “RTI helped me because I learned some stuff I didn’t know.” • Makayla (7th Grade) - “I was bad at multiplication and I got better at it. Sometimes we did fun stuff and it helped us to get better at math.” • Mike (8th Grade) – RTI has made certain things easier to do with the skills you learn. It breaks down problems and makes math simple.” • Claudia (8th Grade) – “RTI is helping me learn things I don’t know. I was having troubles with fractions and now I know how to add, subtract, multiply and divide and stuff.”
Evening The Playing Field Teachers • Empowerment • Students who had not volunteered now had the confidence to actively join in discussions and large group activities. • Growth • Data showed growth and a shifting of students from Tier Two to Tier One. • More students were being successful in the regular classroom. • Behavior • Fewer behavior issues during regular classroom lessons.
USING THE COMMON CORE IN MATH Which standards are essential for all students? Doug Reeves’ (2005) three criteria: • Endurance – Does the standard address knowledge and skills that will endure throughout a student’s academic career and professional life? • Leverage – Does it address knowledge and skills that will be of value in multiple content areas? • Necessity – Does it provide the essential knowledge and skills students need to succeed in the next grade level?
2. Are research-based interventions available? • Used a research-based lesson planning framework 3. 5 E lesson plans: Diagnostic assessment & Student Self-assessment ENGAGE the student(s) in learning. EXPLAIN -- use a direct approach. EXPLORE -- try the direct approach together. ELABORATE – practice using a step-by-step approach. EVALUATE – assess (progress monitoring)
