Hinsdale Township High School District 86

1. Hinsdale Township High School District 86 Process & Structures of Implementation April 15, 2011 Presented by: Deanne Doherty, Ed.S., N.C.S.P. & Daniel Singer, Ed.S., N.C.S.P.

2. Overview Historical Context Committee Structures District and Building Challenges and Solutions Next Steps

3. Historical Timeline • How RTI began in Dist. 86: • Approximately 2005 • Demographic changes • Curriculum changes • 2005-07 HSHSbegins initiatives to help struggling students meet AYP goals • 2007- HCHS formal steering committees formed to discuss existing data as part of ISBE RTI Self-Assessment

4. Historical Timeline • Created programs in both buildings- English/Math Blocks • Fall 2008-Established District Steering Committee to assist in writing District RTI Plan • Used South’s previous AYP plan as guideline • 2009- State required district plan for RtI

5. Current School Year 2010-2011 Reading Academic Reading Classes Intervention programs “Excel” Math Math Blocks, Common Assessments “In Progress” Behavior PBIS/ Character Counts Discipline tracking

6. Committee Structures

7. District Work Group • Purpose: • Oversee district implementation of RTI initiative • Support & encourage development of new programs • Monitor legal compliance at building level • Composition: • Asst. Sup., District Director of Student Services, AP Central & South, SPED Dept. Chairs, School Psychs, Subcommittee chairs • Meeting Schedule: • Quarterly

8. Building Steering Committees Purpose: Manage implementation and communication of RTI at building Composition: Principal, AP, DC’s, Subcommittee Chairs, School Psych, School Support Personnel Meeting Schedule: Bi-Annually

9. Building Subcommittees • Purpose: • To implement response to intervention at building-level within reading, math and behavior • Composition: • Teacher representatives from most academic departments, administrators, support personnel • Meeting Schedule: Every 4-6 weeks

10. Special Education • Compliance with IL mandate creates shift in procedures and service delivery • Renewed effort to focus on skills instruction • Organized effort to collect progress monitoring data • Introduction of new reading curricula, math and writing interventions

11. District level RTI • District Challenges: • Balancing Autonomy v. Alignment • Sustainability • Compliance at state and federal level

12. Autonomy vs. Alignment of RTI HIGH LOW LOW HIGH

13. The Goal HIGH LOW LOW HIGH

14. Common Reality with RTI HIGH LOW LOW LOW HIGH

15. Autonomy Vs. Alignment • Solution: • Identify the key elements of process • Agree to the same outcomes • Example: • District Work Group • Specific Learning Disability Eligibility process HIGH LOW LOW HIGH

16. Leadership Turnover

17. Compliance with the law • Submitted District RTI plan to state January 2009 • Special Education Eligibility Decisions using RTI • New Territory • Legal implications? • Lack of case law • Demonstration site/districts? • Professional Development (LADSE) • Existing process and structures? • Resulted in comprehensive needs assessment and review of ongoing efforts, as well as professional development for staff. • Expansion of Tier II programming within General Education • Seven Feeder Districts • Lack of Consistency across feeder schools in process and practice

18. Building Level Challenges Professional Development Scheduling Resource Allocation Data Collection Demographics

19. Professional Development RTI Stakeholders attended trainings to increase knowledge and skills on issues related to implementation Targeted teachers receive professional development and trainings on specific intervention programs of RTI School Psychologists provide professional development on legislative changes specific to special education, progress monitoring, problem solving method, data analysis, use of software programs.

20. Scheduling Created additional block class for At-Risk students in math and reading Students involved in some RTI programs can receive elective credit Special Education provides tutorial time afterschool 2x/week

21. Resource Allocation Ongoing discussion of roles and responsibilities for data collection Continued assessment of needs within building FTE Distribution Decisions Investment in interventions with demonstrated effectiveness Example: Use of Excel Program

22. Data Collection Tier II General Education programs for English and Math administer progress monitoring probes Office Discipline Referral data are captured and analyzed monthly SPED students benchmarked in reading and math

23. Data Sources

24. Demographics Use of Universal Screeners to assist with placement decisions Transfer students enrolled in orientation program, assigned a student ambassador, and some are given adult mentors Off-Campus Excel program At-Risk program for attendance, emotional difficulties, medical needs

25. NEXT STEPSBuilding Level Continue Professional Development Continue Identification of Needs Explore new interventions System for fidelity/integrity monitoring Communication between School and Home Data collection accessibility

26. NEXT STEPSDistrict Level Continue RTI Work Group collaboration Alignment with State Common Core Standards Social/Emotional Learning initiative

27. Questions? • Contact Info: • Daniel Singer: dsinger@ladse.org • Deanne Doherty: ddoherty@ladse.org