School Improvement and Response to Intervention: One Common Voice—One Plan. May 4, 2010. Response to Intervention (RtI) . Ingham ISD County-Wide Initiative . Our Journey 2007-2009. Focused work on mission, vision, values and goals
May 4, 2010
Ingham ISD County-Wide Initiative
Focused work on mission, vision, values and goals
We began with general education.
assessment, highly specific
students, reduce risk
All students receive…
Emphasizes prevention and early intervention. (80% of our students are not being successful)
Based on the premise of data-based decision-making for all learners within the system. (missing data to drive instructional decision making)
Requires research based instructional practices. (few core programs)
Provides the framework and systems. (no consistent process or practices across the county)
IDEIA (Special Education) funds can be spent on educational change initiatives
as long as it supports reducing the achievement gap between special educationstudents and their general education peers.
Identify your greatest challenges
Establish the Foundation––Build Capacity
Increased accountability for all students to meet rigorous state standards
Achievement gaps with student subgroups
Increasing student subgroup populations
Short term investment, long term gains
Building capacity, not providing direct services
Focused on systemic change
Efforts must be sustainable, not person driven
Districts chose to fund RtIwith…
School based coach/coaches
PD series for identified school based leadership teams
Ongoing training and school based support for leadership teams, principals and coaches
Consensus Building (Commitment)
Ingham ISD Leadership Team
This team provides key representatives from all local districts with support and guidance in creating consensus, resources, and the infrastructure necessary to implement a Response to Intervention framework county wide.
Guide local districts to develop their own district level leadership teams.
Meets 4 times per year
District Level Implementation of RtI across IISDRTI Leadership Function
District School Leadership Team: Managing RtI
Building Level School Implementation
Adapted from Horner, Sugai
Superintendent Implementation of RtI across IISD
Special Education Director
Human Resource/ Personnel Director
Title I/ELL staff
ParentsDistrict Leadership Team (DLT) Membership
Research shows that schools with strong collaborative leadership are the most successful in supporting student achievement.
Experience tells us that those closest to the students are most capable of making the best, most meaningful educational decisions.
Shared leadership and decision making enables the school to increase its leadership capacity in order to manage change.
Broad involvement helps foster ownership; a commitment to the systems change on the part of the entire school community.
Organizing a small group makes it easier to move the process forward in an efficient fashion.
Team structures ensure effective communication in planning for improvement of school programs.
Team leadership helps to facilitate rapid and sustained change.
National Institute for Urban School Improvement www.urbanschools.org
A three day series is being offered for elementary and secondary building leadership teams across IISD to increase their understanding of implementing Response to Intervention.
Half-day trainings were held for both elementary and secondary principals from IISD. The purpose of this academy was to provide an overview of the IISD Response to Intervention Initiative, facilitate a deeper understanding of RtI structures and processes and clarify the principal’s role. This academy was offered in mid-August.
MR.PRINCIPAL Implementation of RtI across IISD
Leaders set the tone, provide the necessary resources, and create reinforcement and accountabilitysystemsfor teachers and staff to be successful.
The implementation and sustainability of RtI will not be successfulwithout your strong leadership and administrative support.
Have you ever been part of “something” that has FAILED
because of a lack of leadership?
Building Based Supports Implementation of RtI across IISD
Coaching Supports & Processes
Intensive Coach Institute
Monthly Meetings with Coaches and Principals
Monthly Meetings with Building Based Leadership Teams
Coach Cluster Meetings
Ongoing Job Embedded Technical Assistance
(approx. 50 per day with 100% of districts represented)
Knowledge/Skills/Organizational/Professional Development/Responsive Coaching
Develop deep understanding of the RtI initiative
Become knowledgeable of the principles of effective coaching
Understand adult learning
Acquire knowledge of the change process
Learn the steps of building consensus
Learn the components of the Positive Behavior Support (PBS) model
Gain knowledge and expertise in evidence-based reading research- materials, assessments and instruction/intervention strategies
Develop expertise in collecting, organizing, displaying, analyzing, and interpreting data
Develop technology skills as needed
Participate collaboratively on the school RtI leadership team
Communicate regularly and effectively with principal and staff
Attend required external coach professional development sessions/meetings
Plan and conduct ongoing school professional development sessions
Maintain documentation of meetings, interactions and other coaching activities
Order, organize, and deliver assessment and instructional materials as needed
Develop assessment schedules for screening and progress monitoring
Assist in administering assessments and collecting, organizing and reporting data results
Participate in school data meetings and child study team meetings
Collaborate in organizing a system of supplemental and intensive intervention
Develop trust and maintain professional relationships with all staff
Facilitate grade level meetings and problem solving actions with teachers
Engage in individual focused conversations with teachers
Assist teachers with interpreting and using data to inform instruction/intervention
Assist teachers in planning and delivering evidenced-based behavioral and instructional interventions
Provide differentiated coaching support to teachers:
Leadership is more than one person
It takes a team to get the work done
Fiscal support for districts to purchase AIMSweb through the RDI Grant
Educators will embrace new ideas when two conditions exist:
REMEMBER Consensus Building Takes Work!
Lack of ongoing communication
Unrealistic expectations of initial success
Lack of screening data
Participants not involved in planning…
School culture/ religion wars
Failure to achieve CONSENSUS
Dealing with change resisters
We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.
The Conundrum of American
Ron Edmonds, 1982 in DeFour et al., 2004
The overall evaluation design for this RtI initiative includes both formative and summative approach with focus on the:
Measuring Progress Toward an RtI Model whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.
Indicators and Evidence
Indicators and Evidence
Indicators and Evidence
Example whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.
Implementation whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.
InfrastructureResponse to Intervention (RtI):Overall SMART Goal
After the change becomes sustainable, (3 years),6% to 8% gains in student achievement will be attained.
A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.
WE BELIEVE ALL CHILDREN CAN LEARN curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.
One of the major reasons why schools don’t change much is that change needs leadership. It needs committed, intelligent leadership, an agenda, an awareness of the conditions that have to be in place and a grasp of the strategies that one has to use to effect change. John Goodlad, 2000
The most important outcome of any fundamental change process must be a change in the stakeholders’ mindsets and beliefs about education. Without changes in the users’ mindsets, no fundamental change is likely to succeed. Squire & Reynolds, 2000