Kudo’s

1. What Parents Need to know about the MPS Response to Intervention (RtI) FrameworkAcademics District (Parent) Advisory CouncilMilwaukee Public SchoolsDecember 1, 2011

2. Kudo’s • Know- What Response to Intervention is within Milwaukee Public Schools and the strategies that the district has put in place to engage parents within the Response to Intervention framework. • Understand- The next phase of implementation of the Response to Intervention framework that the district is moving toward for the 2011-2012 school year.

3. Kudo’s • Do- Participate in a group/table activity and provide parental input for improvement of the district’s RtI processes by reflecting on: ► the information presented today on RtI, ► your experiences at other district presentations or events related to RtI, ►and your experiences at your child’s school during which you received information and/or resources related to RtI.

4. RtI Life Analogy: Health

5. What is Response to Intervention (RtI): Tier 3: Individualized Strategies 1-5% Tier 2: Effective, Strategic Interventions and Progress Monitoring 5-15% Tier I: Research Based Core Programs, Universal Screening 80-90% SwD Using a tiered approach to meet the needs of all students

6. What is Response to Intervention (RtI): • Universal Core Curriculums and Practices (Tier 1) • Comprehensive Literacy Plan (CLP) • Comprehensive Math & Science Plan (CMSP) • Positive Behavior Intervention and Supports (PBIS) Providing high quality instruction to all students through the use of differentiated instruction.

7. How we are going in deeper: 1.) Comprehensive Literacy Plan (CLP): -Fidelity of Implementation Walks (FOI) - Tier 2 Reading Interventions 2.) Comprehensive Math & Science Plan (CMSP) -District Professional Development • Fidelity of Implementation Walks (math) • -Tier 2 Math Interventions 3.) Positive Behavior Intervention and Supports (PBIS) - Tier 2 Interventions

8. What is Response to Intervention (RtI): Applying assessment data to make educational decisions Screeners and other classroom assessments in reading and math are used to inform teachers’ instructional decisions. • Screeners are given 3 times per year to measure growth as well as identify skill strengths and deficits for every student. • Classroom assessments can be given daily, weekly and/or at the end of a chapter or unit

9. Universal Screening & Assessments (Tier 1) • Measures of Academic Progress (MAP) given 3 times a year Grades K5-12 • Indicadores Dinamicos del Exito en la Lectura (IDEL) Grades K5-2 Bilingual LAU Level 1 & 2 Students • Student Academic Indicators for Learning (SAIL) High School Academic Indicators (GPA, Attendance, Suspensions, Total Credits Earned)

10. How we are going in deeper: • Universal screening data (MAP, IDEL, SAIL): - District Professional Development around Data Analysis - Data is being used to make decisions about Tier 2 intervention services

11. What is Response to Intervention (RtI): Tier 3: Individualized Strategies 1-5% Tier 2: Effective, Strategic Interventions and Progress Monitoring 5-15% Tier I: Research Based Core Programs, Universal Screening 80-90% SwD Using a tiered approach to meet the needs of all students

12. How do students move to Tier 2?

13. How will parents be informed about Tier 2 services? • Teachers will be expected to contact parents by phone, letter, or through face-to-face contact to inform of Tier 2 intervention services. Sharing of progress monitoring data with parents can include, but is not limited to, sharing through notes and at parent-teacher conferences.

14. Parental Involvement at Tier 1 How to get involved? • Frequently communicate with the teacher • Attend school functions, such as back to school night and parent‐teacher conferences. • Ask your child about their school day • Monitor and assist with homework assignments • Support and reinforce the classroom teacher • Meet with the teacher if your child starts to experience difficulties • Praise your child for good work and discuss issues that are problems • Participate on school governance/action teams/committees • Participate on district teams and district committees • Participate in District trainings on curriculum and behavior

15. Parental Involvement at Tier 2 • parent-teacher collaborate to set goals for students receiving interventions • participate in parent academic support groups • participate in district trainings that provide information on interventions • Set up a schedule to discuss progress with classroom teacher on the Tier 2 interventions

16. What is Response to Intervention (RtI): Tier 3: Individualized Strategies 1-5% Tier 2: Effective, Strategic Interventions and Progress Monitoring 5-15% Tier I: Research Based Core Programs, Universal Screening 80-90% SwD Using a tiered approach to meet the needs of all students

17. Group/Table Activity: • Do- choose a recorder for your group/table, and someone who can report out for the group. • Reflect on the following: ► the information presented today on RtI, ► your experiences at other district presentations or events related to RtI, ►and your experiences at your child’s school during which you received information and/or resources related to RtI. Chart: What was effective, ineffective, areas for improvement? Contribute a response, contribute your name for the drawing!

18. Q & A Parental Input

19. Thank you! One Team, One Goal, One MPS!