RtI: Keeping It Simple…

1. RtI: Keeping It Simple… Jenn Sheldon Amy Galicia

2. Agreements • Our Finest Hour • One Fine Team • Reflect • Personal Needs • Blast off!

3. RtI in PSD

4. Big Question • RtI: How do we make connections, make it simple, and make it work?

5. Objectives • What is the RtI framework and how do we make it simple? • How do we connect all that we do in the RtI Framework? • How do we effectively implement the Problem Solving Process? • What are our next steps?

6. What is the RtI framework and how do we make it simple? What is the RtI Framework?

7. Video

8. What is a system? A system is a collection of parts that interact to function as a whole.

9. Keeping it Simple… • RtI is a system for meeting all students’ needs. • It requires us to think like a system!

10. Think like a system! The Handbook for SMART School Teams, Conzemius and O’Neill 2002 Solution Tree pp.180-8

11. Feedback Loops The Handbook for SMART School Teams, Conzemius and O’Neill 2002 Solution Tree p. 181

12. Learning Process

13. Keep it EASy… • Establish All Systems! • The A Team • The B Team • Grade Level Content Area Teams • Student Success Teams

14. The A Team Purpose: Set School-wide Academic Goals and identify strategies for achieving them

15. The B Team Purpose: Set School-wide Behavior Goals and identify strategies for achieving them

16. Grade Level/Content Area Teams Purpose: Work collaboratively to examine instruction and ultimately meet all students’ needs.

17. Student Success Teams Purpose: Assist teams through the problem solving process

18. Inspection Before take-off let’s do one last inspection and brainstorm approaches.

19. Space Walk

20. How Do We Connect All That We Do?

21. Connect the System • Using the terms given to your group, create a graphic that represents the connections that can be made to a systems approach to Response to Intervention • You may add additional “components” if you need to. • You may replicate slips of paper. • You should try to use as many of these terms as possible.

22. Integrated Elements of RtI:A RtI:B Outcomes: academic and behavior targets identified by school OUTCOMES Data: Information used to make accurate and appropriate decisions Practices: strategies & interventions that are evidence- based PRACTICES DATA SYSTEMS Systems: supports needed to ensure accurate, durable implementation of practices Adapted from a slide by George Sugai and Rob Horner PBIS

23. PLC Questions What do we want our students to know? (Outcomes) How will we know they are learning it? (Data) How will we respond if students don’t learn? (Systems and Practices) How will we respond if they already know it? (Systems and Practices) How do we effectively teach what we want them to know? (Systems and Practices)

24. What do we want students to learn?

25. How will we effectively teach it?

26. The Teaching and Learning Cycle

27. Reflect • What conditions are supporting or hindering effective universal instruction for all students? (Think both academics and behavior)

28. Integrated Elements of RtI:A RtI:B Outcomes: academic and behavior targets identified by school OUTCOMES Data: Information used to make accurate and appropriate decisions Practices: strategies & interventions that are evidence- based PRACTICES DATA SYSTEMS Systems: supports needed to ensure accurate, durable implementation of practices Adapted from a slide by George Sugai and Rob Horner PBIS

29. How will we know they have learned it?

30. Screening – Quick efficient measures of overall ability and critical skills known to be strong indicators that predict student performance Progress monitoring – Also brief, given periodically to determine whether students are making adequate progress Assessments

31. Diagnostic – Provide in depth, reliable assessment of targeted skills Outcome – Given at the end of the school year used for school, district, and state reporting purposes Assessments continued…

32. Reflect • What systems are in place to assess and use data to inform our decisions?

33. Integrated Elements of RtI:A RtI:B Outcomes: academic and behavior targets identified by school OUTCOMES Data: Information used to make accurate and appropriate decisions Practices: strategies & interventions that are evidence- based PRACTICES DATA SYSTEMS Systems: supports needed to ensure accurate, durable implementation of practices Adapted from a slide by George Sugai and Rob Horner PBIS

34. What do we do if they don’t know it? What do we do if they already know it?

35. Intervention is… the systematic and explicit instruction provided to accelerate growth in an area of identified academic and/or behavioral need.

36. Intervention is not… a person a place a modification an accommodation progress monitoring an assessment

37. Intervention is • Focused on a specific area of concern • Provides direct explicit instruction in a timely manner related to the area of concern • Can be adjusted by frequency, duration and intensity

38. How Do We Implement the Problem Solving Process?

39. What is the Problem Solving Process? • Systematic • Data-driven • Collaborative • Approach for supporting all students. Identification Prevention

40. How do we effectively implement the Problem Solving Process? • Defined Protocol and Process • Solution focused • Used with the grade level/content area teams and Student Success Teams • Fluid Kranz at his console on May 30, 1965, in the Mission Operations Control Room, Mission Control Center, Houston

41. Evaluate the plan and the student’s response End the plan, create a new one or adjust intensity, frequency, duration Directly Measure the behavior/skill Analyze and validate the problem Identify variables Determine Root Cause Target the area of concern Determine intensity, frequency and duration Implement the plan as intended Progress monitor Modify as necessary

42. What is the purpose of SST?? Assist teams through the problem solving process by collaboratively creating and implementing targeted and intense interventions, progress monitoring and the evaluating the effectiveness and fidelity of the plan

43. Progress Monitoring • Essential to determine effectiveness of instructional programs and interventions • Data is used to determine movement of students within the tiers • Used to make decisions during problem solving process • Varies depending on the level of intensity

44. Progress Monitoring at the Tiers • Tier I- provided to all students using on going universal screeners and assessments aligned with instruction • Tier II and Tier III- more strategic and targeted • Focus on current levels of performance • Tools should be flexible, efficient, accessible, and informative

45. Progress Monitoring Tools Available… Curriculum Based Measurement (CBM) • Standard direction, materials, scoring rules, and is a timed assessment • Examples included MBSP (Math Basic Skills), DIBELS, Jim Wright, probes from Aimsweb, etc.

46. Designated Consultant • Informs and supports the teacher • Communicates regularly with the teacher Astronaut Alan B. Shepard Jr., prime crew commander of Apollo 14, monitors communications between the Apollo 13 spacecraft and the Mission Control Center. http://www.jsc.nasa.gov/jscfeatures/articles/000000363.html

47. Reflect • What have you found effective and what challenges are you facing?

48. Team Time • Work with your team/colleagues to review your action plan based on the RtI Indicators. • How will you prioritize your work? • Please be prepared to share: • What have you gotten today that you will share back at your school? • What are you committing to do when you return to your building?

49. A Safe Landing…

50. Objectives • What is the RtI framework and how do we make it simple? • How do we connect all that we do in the RtI Framework? • How do we effectively implement the Problem Solving Process? • What are our next steps?