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RtI in a Small School? It CAN Be Done!. Kris Elmshaeuser, ESU 16 Sandra Peterson, ESU 3 Ellen Stokebrand, ESU 4. Inside the Triangle from Outside the Box…. Moving from the Box to the Triangle: Starting An RtI Evolution. Random thoughts from random people The RtI Pyramid… Focus on Tier 1

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RtI in a Small School? It CAN Be Done!

Kris Elmshaeuser, ESU 16

Sandra Peterson, ESU 3

Ellen Stokebrand, ESU 4



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Moving from the Box to the Triangle: Starting An RtI Evolution

  • Random thoughts from random people

  • The RtI Pyramid… Focus on Tier 1

  • Phases of Implementation?

  • One Initiative - Many Approaches

  • Big Ideas

  • Your Questions*

  • Resources


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Implementing RtI is like eating an elephant… Evolution

It’s HUGE and can only be done one bite at a time!

But be warned…

“your eyes may be bigger than your stomach!”


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Some thoughts as we get started… Evolution

  • About 60% of our students will learn, no matter what we do.

  • About 40% will learn with solid core instruction.

  • Of the small percentage who do not learn with solid core instruction, many will respond to specific interventions ALONG WITH the core instruction.

  • Those who don’t respond to those interventions are students are are truly disabled.


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The way to get real traction for ALL students is to beef up core instruction in your classrooms!If we teach, kids will respond.

Sharon Vaughn, University of Texas


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The Pyramid of RtI core instruction in your classrooms!

As we begin RtI, our tendency is to start with working on Tier 2 and 3 interventions…

In reality we should start our focus with Tier 1 and identify what it is that we are already doing and how we can better focus that instruction for ALL students.

Tier 3

Intensive, individualized Interventions

Intensity

Tier 2

Targeted Interventions

Tier 1

Comprehensive School-Wide Interventions


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Three Phases of Implementation core instruction in your classrooms!

  • Consensus Building… (Fist or Five?)

    • Shared understanding of the relationship and commitment of all implementing staff

    • Shared understanding of the rules, requirements, best practices, beliefs, and personal experiences

    • Process of building understanding and support

  • Infrastructure Development (skills, practices, tools, structures)…

    • Assess what you already have in place

    • Determine what you need to put into place

    • Set up the structure

  • Implementation…

    • Adjustments and ongoing support of the structure to sustain RtI


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What we know today does not make yesterday wrong… core instruction in your classrooms!It makes tomorrow better.-- Carol Commodore


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A random thought from K-S-E… core instruction in your classrooms!

It’s not about doing things wrong up to now, but it is about taking the new research and using it to impact what we are already doing well and making what we do better.


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Admiring the view before jumping off the cliff… core instruction in your classrooms!

One cliff… three vistas!


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ESU 3 core instruction in your classrooms!

RtI Taskforce

Futures Planning for Professional Development and Initiation of Process


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RtI Task Force core instruction in your classrooms!


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RtI Task Force core instruction in your classrooms!

  • Professional Development Lead

  • Information Sharing

    - RtI Overview

    - Consistent Update – National/State/Local

    - Materials Overview/Delivery

    - SharePoint Site – Materials and Communication

  • Planning for ESU #3 Support


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Year One core instruction in your classrooms!

A series of workshops throughout the year that will provide information about what RtI is, how to get started with implementation, the problem solving model, progress monitoring, classroom interventions and more.


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First Session core instruction in your classrooms!

An overview of what RtI is all about and a look at how several schools and districts have implemented the philosophy. One of the day’s presenters will be Frances Bessellieu, a national RtI consultant. She will share her district’s RtI journey as they progressed through implementation, and will be available to consult with school or district teams during work time.

  • RtI Toolkit: A Practical Guide for Schools willbe given to each team attending.

  • September 24, 2007

  • 8:30-3:30


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ESU 16 core instruction in your classrooms!

  • Benchmarking and Progress Monitoring


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Where we have come from core instruction in your classrooms!

  • 10 years ago had 1 large and 1 small district doing R-CBM benchmarking

  • Staff Developers began about 5 years ago holding DIBELS workshops for classroom teachers

  • 3 years ago began the push to get all districts benchmarking 3 times a year had 8 schools plus resource teachers

  • 2 years - switch from the DIBELS site to AIMSweb with

    • 1,000 students on the system free to the districts,

    • 8 schools on AIMSweb,

    • starting to Progress Monitor

  • Current year - have all districts benchmarking on the AIMSweb except the largest and smallest district. Schools began paying for AIMSweb.


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Benefits of Data Collection System (AIMSWEB) core instruction in your classrooms!

  • Put all school districts under ESU #16 umbrella so we can aggregate and disaggregate data

  • User friendly for teachers to enter data and print charts

  • Variety of probes for progress monitoring and benchmarking in reading, math, spelling and writing

  • Data import of existing DIBELS data


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Benefits core instruction in your classrooms!

  • Web based so psychologists could bring up any student’s data from their offices

  • Administrators can look at ESU-wide data for comparisons to use for program planning

  • Administrators can track each individual student in their districts

  • Parents can understand progress of their child by viewing visual graphs

  • Capability of sending progress monitoring graphs to parents via email


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Benefits core instruction in your classrooms!

  • Potential to transfer student’s data to new schools if child moves

  • Keep RTI consistent across districts

  • Data available to use in the SAT process


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Making it work core instruction in your classrooms!

  • General Education vs. Special Education**

  • Trust by Superintendents and principals in Staff at ESU #16 (Key for us)

  • School Psychologists ability to get into each school district to train, give probes, and enter data the first time (they were driving the bus)

  • Pilot Districts supported the process and encouraged others


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ESU 4 core instruction in your classrooms!

  • Data Retreat for ALL ESU 4 districts

    • From NRT to CRT to Intervention

  • School Improvement

  • Problem Solving/SAT process

    • April 2006: SAT Upgrade at ESUs 4 & 6

    • August/November 2006: On-Site training in 3 districts in ESU 4

    • Follow-Up: Still a work in progress

    • Action Research is just beginning…



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Data Retreat results.

  • Every June

  • For the past two years, we’ve been able to ‘drill down’ to individual student data

  • Many districts have the data… but don’t know what to do with the information

  • This year… we were able to have districts ask that question and discuss the interventions within their districts

  • We included “RtI 101 for Data Teams”

  • RtI is included in the School Improvement discussion


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SAT Upgrade… results.‘Houston, we have a problem!’

  • SATs - Past, Present and Future!

  • Used information from Lisa Kelly-Vance, UNO including works from George Batsch, USF

  • “Classroom Instruction that Works” by Robert Marzano

  • “Whatever It Takes” by Rick & Becky DuFour

  • Ken Howell - Progress Monitoring

  • Planning…


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Thoughts to remember as you proceed… results.

No matter how far you’ve gone on the wrong road, turn back.

-- Turkish Proverb

If we don’t change the direction we’re going, we’re likely to end up where we are headed.

-- Chinese Proverb


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So, where do we begin? results.

  • A Blueprint to design the future?

  • NASDSE document is coming…

  • The Big Ideas…


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6 Big Ideas for RtI results.(Adapted from “The Special Educator,” 6/22/07)

  • Go slow to go fast… experts recommend a 4 to 6 year window for complete implementation

  • Cultivate a shared vision and create ownership for student success (a.k.a. School Improvement)

  • Create a culture of collaboration (PLCs, WFSGs, etc.)

    • Study options… instructional strategies, curriculum and/or curricular alignment, differentiation, …


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6 Big Ideas, continued results.

  • Celebrate your success

  • Get out of the box as you look at your resources…

  • Administrative support is crucial for creating the vision and developing the collaborative environment


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What’s on your mind? results.

What questions do you have as start to think about next steps in implementing RtI?


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Inside the triangle from outside the box results.

RtI

Get Creative...


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Even if you are on the right track, you will get run over if you stay in place!

Judy Elliott, Portland Public Schools


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Resources* you stay in place!

  • RTI and the Classroom Teacher, LRP Publications (2006)

  • “Response to Intervention: Policy Considerations and Implementation,” NASDSE (2005)

  • “Whatever It Takes,” DuFour, DuFour, Eaker and Karhanek (2004)

*This list will never be complete.


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Web-based Resources* you stay in place!

  • Nebraska Department of Education

  • Florida Center for Reading Research

    www.fcrr.org

  • Intervention Central (www.interventioncentral.org)

  • progressmonitoring.net

  • www.Texasreading.org

  • California Department of Education videos @ http://www4.scoe.net/rti

  • www.ncld.org

  • Reading.uoregon.edu (Big Ideas in Beginning Reading

*This list will never be complete.


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