RTI: Response-To-Instruction

1. RTI: Response-To-Instruction Madison Elementary School

2. IMPLEMENTATION CONSENSUS INFRASTRUCTURE Three Phases • Consensus Building (Commitment) • Infrastructure Development • Implementation Three Phases

3. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE

4. derived from Latin roots meaning “shared thought” • a process for group decision-making • a gathering and synthesis of ideas • arriving at a final decision acceptable to all • achieving better solutions Consensus Is…

5. Objectives for Schools: • Schools have times and support available to build consensus • Schools need access to consensus building tools • Schools understand the process and importance of building consensus before moving forward with infrastructure building and implementation Consensus Building NASDSE

6. All group members contribute - everyone’s opinions are voiced, heard and encouraged • Differences are viewed as helpful • Everyone agrees not to sabotage the action or decision made by the group • Members agree to take responsibility for implementation I believe the group has heard me; and I can actively support the group's decision as the best possible at this time, even if it is not my first choice. Effective Consensus Process

7. Achieving Consensus • FROM: • Why do I have to do it this way? • Why do we have to go through all this change? • Who dropped the ball? • Why can’t they communicate better? • Who’s going to solve that problem? • How do you expect me to do my job when I have to do everyone else’s? • Am I going to have a job? • Where is the box?

8. Achieving Consensus • TO: • “What” or “How” and should include “I” • How can I become better at doing things in this way? • What role will I create for myself in this process of change? • How can I improve the communication events in which I participate? • How can I grow in my job performance as I collaborate with others? • How can I improve outcomes for students?

9. A unanimous vote • A majority vote • Result is everyone’s first choice • Everyone agrees • Conflict or resistance will be overcome immediately Consensus does NOT mean:

10. Building Consensus (Fist-to-Five) • Process/steps to reach consensus- Generic • Managing Complex Change • Tool to begin addressing elements of complex change • Shared RtI Vision: PATH • Multiple options to accomplish this goal: • Initial Development • On-going Commitment Consensus-Building Tools At-A-Glance

11. Change is Hard for Some

12. Consensus-Building Tool #3 Vision Skills + + Incentives Resources Action Plans + + CHANGE Managing Complex Change

13. Managing Complex Change Consensus-Building Tool #3 Action Plan + + + + Vision Skills Incentives Resources = Change Confusion = Incentives Resources Action Plan + + + + Skills = Anxiety Action Plan + + + + Resources Vision Incentives = Action Plan Resistance + + + + Resources Vision Skills = Action Plan Frustration + + + + Vision Skills Incentives = + + + + False Starts Resources Skills Incentives Vision Adapted from Knoster, T.

14. Building Consensus • Managing Complex Change • Shared RTI Vision • Multiple options to accomplish this goal • PATH Consensus-Building Tools

15. PATH Allows BLT Teams to: • Focus on the “desired state of affairs that induces commitment among those working in the organization” • Make a commitment that change will be accomplished • Develop an action plan of steps that need to take place in order to insure change • PATH is Not: • The answer to all problems • A quick fix solution to complex human and/or organizational problems RtI Vision: PATH

16. Has your team engaged in RtI related visioning activities (time to think, interact and dream together about the desired state) prior to today? Question IF NO, put that in your action plan!

17. Consensus-Building Tool #3 Vision Skills + + Incentives Resources Action Plans + + Managing Complex Change FALSE STARTS

18. Our vision for RTI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students. • July 8, 2009 MESMission Statement

19. IMPLEMENTATION CONSENSUS INFRASTRUCTURE • Consensus Building (Commitment) • Infrastructure Development • Implementation Three Phases

20. Staffing • Training and Professional Development • Scheduling • Data Collection and Record Keeping • Decision-making Process • Universal Screening and Progress Monitoring • Evaluation and Fidelity • On-going Improvement Model Infrastructure

21. Essential Components

22. Objectives for Schools: • Schools identify and appoint a building leadership team • Leadership teams receive appropriate training and skill development to lead the RtI Initiative • The building works systematically through the guiding questions and build the RtI infrastructure along the way Infrastructure Building NASDSE

23. There are more skills required to do this work than any one person alone can provide. • As a team you will fill the needed roles/skills. • It is helpful to talk about them and understand who is going to do what. • One person may fill multiple roles. • Roles may be filled by multiple people. BLT: Roles/Skills

24. Ann Bartlett Nurse • Christine Zimmer Grade 1 • Karen Coyle Grade 2 • Brian Ernest Administration • Linda Haver Special Education • Mary Pat Devine SAU 13 Psychologist • Donna McDougal SAU 13 Consultant • Pat Kehoe SAU 13 Sp. Ed. Director • Ali Janowicz Guidance • Pam Beck Reading Specialist Team Members

25. Formation of the RTI School-wide Team • Consensus Building • Mission Statement/Belief System • Training and PD NHDOE Cohort 1 2009 • Begin the application of data-based decision-making principles Implementation Year 1

26. ALL students are part of ONE proactive educational system. • Scientific, research-based/ evidence-based instruction is used. • Instructionally relevant, valid and reliable assessments serve different purposes. • A systematic, collaborative method is used to base decisions on a continuum of student needs. • Data guide instructional decisions. • Staff receive professional development, follow-up modeling, and coaching to ensure effectiveness and fidelity at all levels of instruction. • Leadership is vital • Adapted from Heartland (Iowa) Area Education Agency 7 Guiding Principles

27. Objectives for Schools • Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring). • Scheduled dates are identified for decision-making about students’ instruction • Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction. • Successes, no matter how small, are celebrated by all involved. • A project-level evaluation plan is created and put in place. Data are collected over time.

28. Objectives for Schools • Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring). • Scheduled dates are identified for decision-making about students’ instruction • Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction. • Successes, no matter how small, are celebrated by all involved. • A project-level evaluation plan is created and put in place. Data are collected over time.

29. Team Building • Consensus • Infrastructure • Implementation • Sustainability • Evaluation • Action Plans Process

30. School-wide RTI Coordinator • Renewed Commitment to Excellence • On-going PD provided by the DOE • Focus on Strengthening the CORE!!! • Improve Efficiency of Data Meetings • Integration of Special Education/RTI • Integration of the PBIS Model Implementation Year 2

31. Where are we Now! • What has changed ? • Sustainability • Available Resources Implementation Year 3

32. NH is one of 9 states selected by the National Center on Response to Instruction NCRTI to be part of the Pilot Program • Madison is one of 6 schools in NH to be selected as a Pilot School. • Research, Terminology What’s New !

33. Training and Support from the DOE and NCRTI (Approved Pilot Site June 2011) • Scheduling Changes for Tertiary (Tier 3) • Before and After School Interventions and Supports through Title 1 and 21C • Terminology New This Year

34. Primary (Tier I): This represents the core instructional group. When adequately differentiated instruction is applied 80 - 90% of these students will achieve established benchmarks. Assessments occur 3 times per year. • Secondary (Tier II): More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks. • Tertiary (Tier III): for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized , intensive, interventions targeted to specific skill deficits. Terminology

35. Site Visitations from DOE, NCRTI • Cohort Supports from 6 NH Schools • PLC’s held monthly at the DOE • Training Modules from the NCRTI • Increased Support in Core Instruction: DI, Peer Coaching from the New England Comprehensive Center Supports

36. Brian Ernest - Principal • Christine Zimmer - RTI Coordinator • Pam Beck - Reading Specialist • Ali Janowicz – Guidance • Linda Haver – Special Education • Karen Coyle – Grade 2 Team Members

37. Increased Staffing: We now have in place a full-time RTI Coordinator, .5 HQT, 3 full-time Paraprofessionals. • Programs: Mini Mustangs PM Kindergarten for students struggling in math/reading. • Before and afterschool supports for students including transportation • PD funding at the district level • Supplies, Equipment, and technology funding from local budget resources Local Support

38. Increased Technical Assistance from the DOE and NCRTI • Strengthen Core Instruction • Incorporate the Behavior Component • Increased PD • Improve Data Analysis, Progress Monitoring , Reporting • Fidelity Monitoring • Streamline Data Meetings (Efficiency) • Increase Staff and Supports FOCUS Year 3

39. Continued Trainings and Supports from the DOE, NCRTI • Reduction in Staffing • Re-Designed Schedules for Data Meetings , Testing and PD (Common Calendar) • Adjustments in Assessment Tools for Screening and Progress Monitoring (Star Math,) • Addition of Diagnostic Tools for “Digging Deeper” Key Math, DIBELS DEEP • Inclusion of the Behavior Component and SST • Reflection and Action Planning for the RTI Leadership Team to complete the process of becoming a Demonstration Site MES Year 4

40. Challenges • Scheduling, Calendar • Fidelity Monitoring • Behavior Component • Blending of Services, Special Education/RTI • Reduced Staffing • Honoring District Initiatives • Public Relations

41. Resources • ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell • Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege • RTI Tackles Reading featuring Karen Norlander, Esq. (DVD) • RTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann Eaton • RTI Toolkit: A Practical Guide for Schools by Jim Wright • Power of RTI: Classroom Management Strategies K-6 featuring Jim Wright (DVD) • RTI Data Collection Forms & Organizer: Classroom Starter Kit by Jim Wright • RTI: The Classroom Connection for Math and Literacy by Karen A. Kemp, Mary Ann Eaton, & Sharon Poole

42. Web Links • http://www.ed.state.nh.us/education/programs/ResponsetoInterventionRTI.htm • http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf • http://nhrti.pbworks.com/ • http://www.rti4success.org/