April Leadership Institute Jefferson County Schools The Schools Built by RtI

April Leadership Institute Jefferson County Schools The Schools Built by RtI PowerPoint PPT Presentation


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Objectives. Look at successful schools that have implemented RtI.Explore the knowledge and skills necessary to implement RtI at the secondary level.Explore the necessity of examining core instruction in terms of good teaching first before moving students to higher tiers.Explore the concept of universal screening at the secondary level.Explore the levels and types of interventions.Look at the Problem Solving Team Process.Look at a variety of intervention schedules..

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April Leadership Institute Jefferson County Schools The Schools Built by RtI

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1. April Leadership Institute Jefferson County Schools The Schools Built by RtI Brenda LeBrasse, Executive Director, Instructional Services and RtI Dr. Christian Cutter, Executive Director K-12 Schools Jason Ter Horst, Principal Jenkins Middle School Larry Cutter, Principal, Mitchell High School Kathy Kane, Assessment and Intervention RtI Program Facilitator April 15, 2010

2. Objectives Look at successful schools that have implemented RtI. Explore the knowledge and skills necessary to implement RtI at the secondary level. Explore the necessity of examining core instruction in terms of good teaching first before moving students to higher tiers. Explore the concept of universal screening at the secondary level. Explore the levels and types of interventions. Look at the Problem Solving Team Process. Look at a variety of intervention schedules.

3. Before Implementing RtI Embrace the emergency and the need for change Assess current core programs in terms of PLC best practices Identify underrepresented students Brainstorm all the potential resources you might use for students who are struggling Identify all your resources and effective utilization of FTE Think outside the box Practice courageous scheduling and use of FTE

4. Holmes Middle School Story

6. Holmes MS Average % P&A in Math and Reading/FRL

7. Average % P&A in Reading Compared to Area Middle Schools

12. 12

13. RtI Building Blocks Six Components Leadership Curriculum and Instruction School Climate and Culture Problem Solving Process Assessment and Use of Data Family and Community Involvement

14. Organizational Structure & Processes Curriculum and Instruction Rigorous & Relevant Cooperative Learning Differentiated Instruction Word Walls McRel Strategies Cornell Note-taking IVF Summaries Pre-AP Curriculum Re-teaching Re-testing Reciprocal Teaching Horizontal & Vertical Curriculum Development & Articulation Curriculum Mapping Aligned to District/State Standards Common Assessments CBMs

15. Differentiated Instruction is an instructional model designed to guide teacher planning and implementation to address students’ varying readiness levels, interests, and learning profiles. DI is intended to address the learning needs of all students in a classroom. Tomlinson, Integrating Differentiated Instruction and Response to Intervention – From Theory to Practice Differentiated Instruction is a proactively planned, interdependent system marked by a positive community of learners, focused, high-quality curriculum, ongoing assessment, flexible instructional arrangements and respectful tasks. Tomlinson, The Differentiated Classroom

16. Organizational Structure & Processes Curriculum and Instruction AVID Program (Advancement via Individual Determination) First generation college students Support system for students in advanced classes Academic monitoring & tutoring Organizational & study skills help Core strategies Writing Inquiry Collaboration Reading Academic students 2.5 and up GPA

17. Organizational Structure & Processes Curriculum and Instruction Design of Instructional Minutes Organized around essential middle school components Team teaching Interdisciplinary collaboration Flexible scheduling Academic core block of time Shorter Exploratory periods Time for Essential Skills class in all grades Looping

20. Organizational Structure & Processes Assessment and Use of Data Student portfolios Quarterly common assessments in core content areas School-wide writing rubric CBM’s (Curriculum Based Measurements) used by teachers SuccessMaker Data Study Island Data

21. Organizational Structure & Processes Assessment and Use of Data CQI Principles/Data Driven Decision Making Student Data Folders Systematically analyze personal data Set goals Devise a plan of action Monitor progress & adjust accordingly Analysis of Data by Teachers Goal Setting w/ Plan-Do-Study-Act Cycle Getting to the Root Cause Teacher meetings with principal individual

22. Organizational Structure & Processes Assessment and Use of Data Teacher Data Folders Longitudinal data of student work. To be reviewed by principal with each staff member quarterly. Based on reading writing, science and math scores.

23. Data Folder Contents Student Friendly State Assessment Indicators Student Continuous Quality Goal Sheet Student State Assessment Data Action Plan Sheet or Plan/Do/Study/Act Chart Continuous NWEA-MAP Testing & Quarterly Assessments State Assessment Prediction Sheet State Assessment Testing Rubric

27. Implementation of RtI when your school is a PLC PLC Essential Characteristics RtI Fundamental Elements Focus on Learning and Collaborative Culture Focus on Results Action Experimentation Collective Inquiry Collective Responsibility Universal Screening and Progress Monitoring Systematic Interventions and Decision Protocols Research-Based Core Program and Interventions

29. Organizational Structure & Processes - Professional Learning Community Professional Development Aligned to School Improvement Plan (SIP) Differentiated to meet staff needs Embedded at bi-monthly grade level team meetings & monthly staff meetings “Peer Observation” model used by teachers Building level mentorship program Teachers look at student work to enhance their practice

30. Sharing information on RtI Problem-solving process Celebrating student success Central to effective partnership is the recognition of shared responsibility and shared ownership of student challenges and successes.

32. Tier One Core Curriculum: not just the reading series or textbook; an aligned, standards-based curriculum delivered through a coherent use of textbook/reading series, supplemental materials, etc. Best Practices: Culturally Responsive instruction, McRel’s Classroom Instruction that Works, SIOP (Sheltered Instruction Operational Protocols), Pikes Peak Literacy Strategies, Robert Marzano Strategies, AVID Strategies, i.e. Cornell Notes, WICR (Writing Inquiry Collaboration Reading), Socratic Seminars.

33. Tier One

36. Problem Solving Process What does it look like? Show Holmes RtI video. Traditional Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Problem Solving Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Elements of the Team Meets every other week Evaluating and refining RtI processes Discussion & Problem-solving regarding specific students that have been referred to the team Individual plans for students are devised, revised, communicated, monitored, etc. Recommendations for altering Tier II interventions or consideration for Tier III Show Holmes RtI video. Traditional Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Problem Solving Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Elements of the Team Meets every other week Evaluating and refining RtI processes Discussion & Problem-solving regarding specific students that have been referred to the team Individual plans for students are devised, revised, communicated, monitored, etc. Recommendations for altering Tier II interventions or consideration for Tier III

38. Problem Solving Team Comprised of teachers (classroom and special education), specialists, and parents Partner with parents Plan prescriptive interventions for students Promote shared responsibility for student learning Collect and review data Evaluate responsiveness to intervention

39. Roles of the Team Coordinator Consultant Recorder Timekeeper Parent Persons with Expertise in: Data Interventions (Academic/Behavioral) Parent Partnerships Community Resources

43. Jenkins Middle School Story Putting It All Together RtI, New BLT, Walkthroughs and the Coaching Model

44. Demographics Enrollment 912 Attendance Rate 94% Racial/Ethnic Distribution American Indian 1% Asian 5% Black 8% Hispanic 12% White 74%

45. Demographics Attendance Rate 94% FRL 22% ELL 2.4% IEP 6.0%

47. Best Practices Learning Objectives (stated and revisited) Monitoring/Individual Assistance Rubrics Teaching to Advanced Dignifying Student Responses Evidence of Planning and Preparation Exemplars (posted and used by students) Assessment Matrix SBE Reporting Use of Physical Space (Purposeful and Effective) Leading to Learning Through Questioning Nonverbal Feedback Pace of Instruction Engagement Strategies (choice, novelty, variety, relevancy, etc)

48. Best Practices Continued Essential learnings Higher Level Thinking Skills Checking for Understanding (thumbs up/down, etc.) Modeling Overall Environment / Tone of Classroom Varying Student Response for Engagement Cueing Specific Feedback Classroom Assessment Strategies Bringing Back Previous Learning Differentiation

49. Marzano's Essential Nine Identifying similarities and differences Summarizing and Note taking Reinforcing and Providing Feedback Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions and Advanced Organizers

50. Team Level RtI Once a week, the grade level teams will have meeting to discuss kids on the team. We will start as a whole group ant then move to small groups. (Monday 5,6,7 ) Administrators will also be present whenever available. The data collection page will be used to chart progress on probes that are not in the AIMS web system. SPED can attend when requested. The data collection page and any other information gathered will be added to the Learning Plan Tab of EASy system.

51. Math Department

52. Language Arts Department

53. Science Department

54. Social Studies Department

55. Mastery

56. Special Education Department

57. 09-10 TESTING CALENDAR September 2009

60. PLC Movies http://www.teachertube.com/viewVideo.php?video_id=46926&title=Example_of_a_Bad_PLC_Meeting   http://www.teachertube.com/viewVideo.php?video_id=46928&title=Example_of_a_Good_PLC_Meeting  

61. MITCHELL HIGH SCHOOL STORY 2009-2010 Reading and Writing Achievement Plan LarryLarry

62. DEMOGRAPHICS Enrollment 1048 Racial/Ethnic Distribution American Indian 2% Asian 4% Black 15% Hispanic 32% White 47% LarryLarry

63. DEMOGRAPHICS Mobility Rate 41.50% 837 in/outs by 2-26-2010 Attendance Rate 91% Grad/Comp Rate 74% FRL 59% Drop Out 4.80% Stability 81.90% ILP 37.00%* ELL 15.00% IEP 10.00% *the number of ILP’s was reduced after winter MAP session LarryLarry

65. Gusty/LarryGusty/Larry

66. Focus On Freshmen …researchers have identified 9th grade as the most critical point to intervene and prevent students from losing motivation, failing and dropping out of school. Robin/Amy/PaulRobin/Amy/Paul

67. Common Sense – Focus on Literacy Underdeveloped literacy skills are the number one reason why students are retained, assigned to special education, given long term remedial services and why they fail to graduate from high school. Ferrandino and Tirozzi: presidents of NAESP and NASSP Robin/Amy/Paul Robin/Amy/Paul

68. MMA (Mitchell Millennium Academy) Humanities Learning Block (English / Social Studies) The MMA is a 9th Grade Humanities approach that integrates English, World History, Computer Applications, and Career Choices in an interdisciplinary and team-taught two or three-period learning block. Robin/Amy/Paul Robin/Amy/Paul

69. The MMA three-period section is exclusively for targeted students who are reading below grade level. This class requires a READING TEACHER. The student receives an elective credit in addition to the social studies and English credits earned. MMA (Mitchell Millennium Academy) Humanities Learning Block (English / Social Studies) Robin/Amy/Paul Robin/Amy/Paul

70. MMA Constitution Robin/Amy/Paul Robin/Amy/Paul

71. Eight Commitments Safe and Orderly Learning Environment High Expectations and High Support for Students and Educators Uncover the content through reading, discussion, and writing Continuous improvement through collaborative effort Engage student motivation Embed best literacy practices in a backwards-planning format Use technology to enhance instruction and learning The MMA Constitution is amendable Robin/Amy/PaulRobin/Amy/Paul

72. Why Career Choices? “The more the high schools personalize their work with students, the more effective they will be.” This curricula gives teachers the opportunity to support the counselors’ ICAP and guide the students toward future goals; students will see classroom time as a meaningful step toward their individual plans. Theodore Sizer, Horace’s Compromise: The Dilemma of the American High School Paul/Amy/RobinPaul/Amy/Robin

73. Projected Results (Career Choices) Integrates academics with career exploration Teachers are a part of the guidance team Relevant themes for literacy skill development Creates a student buy-in to the educational process Counselors are provided with more in-depth, meaningful data PaulPaul

74. MMA Results 30% of the freshman ILP students have been removed from the ILP program because of reading skill mastery. 12% of the sophomore ILP students have been removed from the ILP program because of reading skill mastery. *Historically, few ILP students have been removed Robin/Amy/Paul Robin/Amy/Paul

75. MAP results are a predictor. This year, more of our 9th grade students will be proficient or show significant growth on the March 2010 CSAP test than in any previous year. Robin/Amy/Paul Robin/Amy/Paul

76. What improvement assistance do we need? FTE Implement the full MMA model in the 9th grade, including an additional reading period for students who are below grade level ability. Expand the MMA model to 10th grade, including an additional reading period for students who are below grade level ability.   LarryLarry

77. Professional Development PLC Release Time Team teaching SIOP Strategies Differentiation Tier One Intervention Literacy Strategies    LarryLarry

78. Accountability for Building-wide Instructional Practices Incoming new teachers and returning teachers receive well-defined expectations and directives: lesson plans Tier One interventions parent communication professional development requirements LarryLarry

79. Accountability for Substantial Change Larry/PaulLarry/Paul

80. Organizational Structure & Processes Response to Intervention Provides all students performing below grade level with interventions and supports A well-integrated system connecting general, compensatory, gifted and special education Provides high quality, standards-based instruction and interventions to match student need Proactive, 3-tiered approach to address academic and behavioral difficulties

81. Core Instruction at Tier 1 Sharing our experiences… Key questions: How is the “core” defined at the secondary level? What constitutes a core at the secondary level? Is it different at the MS and HS levels? If so, how? Why? What does it mean in regard to consistency and teaming at the secondary level? First, Brenda and I share our experiences – Each group discusses among themselves, with one recorder. have this as a worksheet on their laptops/CD and they simply have one recorder who records their responses. Then we can discuss as group, but also collect all recorded ideas and distribute later) – see separate word document – Worksheet #3First, Brenda and I share our experiences – Each group discusses among themselves, with one recorder. have this as a worksheet on their laptops/CD and they simply have one recorder who records their responses. Then we can discuss as group, but also collect all recorded ideas and distribute later) – see separate word document – Worksheet #3

82. Tier 2 Interventions Common features: Reading (NASDE, 2005) Small group interventions, 20 -30 min., 3Xweek (minimum) Progress monitoring to inform instruction (formative assessments) Yes – supplement; No - supplant supplant Math (Fuchs, 2007 – Mathematics Intervention…..) Instructional explicitness Instructional design that eases the learning challenge Strong conceptual base for procedures taught Emphasis on drill and practice Cumulative review Motivators to help regulate attention, work ethic, behaviors Brenda’s tools? Need to lay out what we see as common features…with resources/articles as back-up MINE THE AUDIENCE HERE!!!!Brenda’s tools? Need to lay out what we see as common features…with resources/articles as back-up MINE THE AUDIENCE HERE!!!!

83. Things to consider with Tier 2 Is this different at MS and HS? If so, how and why? How should instruction be organized? What should the focus of these interventions be? How is this accomplished logistically? Batsche’s “time, what, who, where” progression – what does this look like at MS? HS? Divide into groups –do jigsaw and have them read various articles/excerpts/info – as they read, answer these questions – each group reports out on their article – summarizing article. Then, collectively, we pose each question, and group discusses in light of what they’ve read in small groups. Build a listing – The research isn’t out there – we don’t have the answers here – what ARE the options? Measure, monitor, and adjust Basic skills approach – or – content approach Divide into groups –do jigsaw and have them read various articles/excerpts/info – as they read, answer these questions – each group reports out on their article – summarizing article. Then, collectively, we pose each question, and group discusses in light of what they’ve read in small groups. Build a listing – The research isn’t out there – we don’t have the answers here – what ARE the options? Measure, monitor, and adjust Basic skills approach – or – content approach

84. Tier 3 Interventions in Secondary Think about what interventions are appropriate at Tier 3? Describe the intervention Focus, what, how, time allocation, cost, training requirements, etc. Brenda and I talk about what we use in our schools for Tier 3 10th grader who reads like a 2nd grader, what you going to do?Brenda and I talk about what we use in our schools for Tier 3 10th grader who reads like a 2nd grader, what you going to do?

85. RtI Assessment and Progress Monitoring Guidelines How Does it Fit Together?

86. Universal Screening and the Core Concept of universal screening What is it at the secondary level? Basic skills or more? Universal screening tools and processes Level of performance for proficiency? Data sources? What percentage of students need to be proficient in order to confirm sufficiency of core? With this one, I think one question at a time would be best – i.e., small group identify their ideas/thoughts – report out, come to group consensus – move to next question -Use the article from RTI Action Network, titled Universal Screening for Reading Problems…With this one, I think one question at a time would be best – i.e., small group identify their ideas/thoughts – report out, come to group consensus – move to next question -Use the article from RTI Action Network, titled Universal Screening for Reading Problems…

87. Secondary Schedules Consider how might MS and HS schedules be arranged to maximize multi-tier model of support/interventions?

89. Tutoring Schedules

97. Barriers to Secondary RtI Implementation Consider what are the barriers? What are the enablers? How can you move forward to overcome the challenges? T-chart Barriers and Enablers Small groups work, then whole group share ----Judy and Brenda would do this alone; Dave somewhere else; Cindy on airplane T-chart Barriers and Enablers Small groups work, then whole group share ----Judy and Brenda would do this alone; Dave somewhere else; Cindy on airplane

98. 98 Exploration - Begins research in SPED office by Dr. Howell Begins with Pilot sites for RtI & PBS Installation - BOE under direction of Dr Bishop earmarks $500,000 to begin full implementation of schools (continue 2 more years) Program Manager assigned to oversee RtI Initial Implementation - Dr Dwight Jones mandates each district to prioritize RtI 2nd year of implementation (50%in implementation phase) There is more work to do. Now have district – wide forms. All schools must use approved forms. Although this stage approach may seem linear, Fixsen et al. (2007) are clear that it is actually more recursive. What happens in one stage affects another stage. Fixsen et al. are also clear that implementation is not an overnight process. Fixsen’s suggestion that it may take 3-5 years to fully implement a human services innovation is consistent with my observation that most schools require at least 3 years to implement RTI. Exploration - Begins research in SPED office by Dr. Howell Begins with Pilot sites for RtI & PBS Installation - BOE under direction of Dr Bishop earmarks $500,000 to begin full implementation of schools (continue 2 more years) Program Manager assigned to oversee RtI Initial Implementation - Dr Dwight Jones mandates each district to prioritize RtI 2nd year of implementation (50%in implementation phase) There is more work to do. Now have district – wide forms. All schools must use approved forms. Although this stage approach may seem linear, Fixsen et al. (2007) are clear that it is actually more recursive. What happens in one stage affects another stage. Fixsen et al. are also clear that implementation is not an overnight process. Fixsen’s suggestion that it may take 3-5 years to fully implement a human services innovation is consistent with my observation that most schools require at least 3 years to implement RTI.

99. RtI References Intervention Central; www.interventioncentral.com AIMSweb Progress Monitoring and RtI System; www.aimsweb.com Doing What Works; www.dww.ed.gov Discipline Help: You Can Handle Them All; www.disciplinehelp.com The Pikes Peak Literacy Strategies Project; www.pplsp.org The National Center on Student Progress Monitoring; www.studentprogress.org Positive Behavioral Interventions and Support; www.pbis.org RtI Action Network; www.rtinetwork.org Colorado Department of Education/Response to Intervention; www.cde.state.co.us/RtI/ToolsResourcesRtI.htm IDEA Partnership; www.ideapartnership.org/ NASDSE; www.nasdse.org Florida Center for Reading Research; www.fcrr.org Colorado Springs School District 11/RtI; www.d11.org/rti Derry Township School District; http://www.hershey.k12.pa.us/derrytownshipsd/site/default.asp PA Training and Technical Assistance Network; http://www.pattan.net National Center on Response to Intervention; www.rti4success.org

100. Contact Information Brenda LeBrasse [email protected] 719-520-2033 Dr. Christian Cutter [email protected] 719-520-2116 Jason Ter Horst [email protected] 719-328-5302 Larry Cutter [email protected] 719-328-6602 Kathy Kane [email protected] 719-520-2240 www.d11.org/rti/

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