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Martin County School District. MTSSS Leadership Institute June 2011 Tabathia Baldy, District RtI Coordinator Lynnette Hallonquist, District Reading Coordinator Paula Lewis, School Psychologist Liz Tetreault, Elementary School Assistant Principal. Located along the Treasure Coast.

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Martin County School District

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    1. Martin County School District MTSSS Leadership Institute June 2011 Tabathia Baldy, District RtI Coordinator Lynnette Hallonquist, District Reading Coordinator Paula Lewis, School Psychologist Liz Tetreault, Elementary School Assistant Principal

    2. Located along the Treasure Coast

    3. District Demographics • Approximately 18,000 Students • 11,577 Caucasian • 1408 African American • 4260 Hispanic • 53 Indian • 289 Asian • 406 Multi-Racial • 7 Pacific Islander

    4. Demographics

    5. Demographics Continued • 41% of students are Economically Disadvantaged • 13% of students are English Language Learners • 16% of students are Students with Disabilities

    6. Martin County Schools • 3 High Schools • 5 Middle Schools • 12 Elementary Schools • 2 Charter Schools • 4 Special Program Sites • Department of Juvenile Justice Site • Residential Hospital Setting • Alternative Education Setting • Separate Day School (ESE)

    7. District Organizational Chart

    8. Organizational Chart (continued)

    9. Why Instructional Services? • A paradigm shift is needed • In order for stakeholders to realize PS/RtI is not simply a “track” to ESE, they must see it as a General Education Initiative designed to ensure ALL students receive the support they need to meet expectations. • We want to send a clear message that PS/RtI is not about placing a student, it is about effective instruction for all.

    10. Funding Sources • 2009/2010 – ARRA • 2010/2011 – ARRA & CEIS • 2011/2012 – CEIS

    11. Rationale for Implementation • Our goal is to provide all students effective & appropriate instruction/intervention in a more timely manner using both historical and real time data.  • We hope to implement a streamlined system in which students are matched to an intervention which provides them with the level of intensity and duration necessary for them to accelerate their learning to achieve benchmark expectations.  • We hope that individuals and teams of personnel use the problem solving process to identify appropriate instruction for all students.

    12. Our Mission • The mission of the Martin County School District, in partnership with family and community, is to equip students with the skills and knowledge necessary to become responsible citizens through comprehensive learning experiences and innovative environments that extend beyond traditional walls.  • Implementation of RtI allows schools in Martin County to develop a framework for supporting the unique academic and behavioral needs of all students.  • It encourages instructional and support staff to collaborate on best instructional practices.

    13. District Expectations • It is the district expectation that ALL schools will use the problem solving process when developing their school improvement plans and reflect on how students are responding to instruction/interventions to inform their instructional decisions at an individual, classroom and school wide level.

    14. Development & Structure • Spring 2009 - Martin County formed a District PS/RtI Leadership Team which met periodically to develop our district RtI plan.  • Membership included the Assistant Superintendent, Executive Director of Instructional Services, Executive Director of Exceptional Student Education, Director of School Improvement, Reading and Math Curriculum Coordinators, School Psychologist, Behavior Analyst, teacher union representation, and others as interested participate in the process.  • The plan was structured using the “Response to Intervention Blueprints: District Level Edition”, NASDSE.

    15. Current District Based Leadership/Problem Solving Team

    16. Current Implementation Status • Martin County is at full implementation status. • All 12 Elementary Schools • All 5 Middle Schools • All 3 High Schools • All School Based Leadership/Problem Solving Teams have received training in PS/RtI and either have a coach assigned to their school or can request one as needed… • However, levels of implementation vary across schools.

    17. Integration of RtI: A & B • The School Based PS/RtITeam problem solves around ANY student in need of intervention, regardless of the need being academic or behavioral. • Teams are fluid. • Academic and behavioral specialists will participate in problem solving process depending on identified need. • Many PS/RtI team members are also PBIS team members. • We would like to move forward in blending these teams into one fluid team.

    18. Integration of RtI: A & B • Our goal is to always look at the “Whole Child” when problem solving.

    19. Integration of RtI: A & B School level teams are progressing faster than district level teams to integrate PS/RtI & PBIS.

    20. PS/RtI Supports • District Team provides Professional Development for all School Based Leadership/Problem Solving Teams. • RtI Coaches support School Based Leadership/Problem Solving Teams, classroom teachers, and students on a daily basis. • RtI Coordinator continuously arranges additional effective Professional Development.

    21. PS/RtI Supports • High Quality Progress Monitoring & Intervention Materials have been purchased. • Will be used in the future as well • High Quality Professional Development has been provided on how to effectively use these materials. • Coaches attend trainings alongside teachers to provide continuous support and coaching . • Teaming is often used as a system of supports.

    22. PS/RtI Supports • Coaches and Coordinator formally meet each month to problem solve and reflect on implementation. • Coaches give insight to the district coordinator about the actual implementation level of each school site. • RtI Bulletin • During Year 1 implementation, the RtI Coordinator would send out a bulletin periodically to address reoccurring concerns & to build a common language.

    23. PS/RtI Supports • Collaboration is key • School Psychologists • ESE Specialists • Reading, Writing, & Math Coaches • Behavior Specialists • Guidance Counselors • Administrators • Teachers • Parents • Outside Agencies

    24. PS/RtI Coaches • Act as liaisons between SBLT & District • Facilitate the Problem Solving Process at the school level • Provide consistent coaching and modeling for teachers • Analyze academic and behavioral data • Conduct non-threatening observations and provide timely feedback and suggestions

    25. RtI Coaches • Display student responses to instruction/intervention graphically for SBLT team • Maintain accurate records of all students receiving interventions and their responses • Consult with & support teachers in identifying appropriate interventions • Are a consistent presence at the schools

    26. School Based PS/RtI Teams • Principal • Assistant Principal • RtI Coach • Reading Coach • Writing Coach • School Psychologist • Guidance Counselor • Behavior Specialist • Math Specialist • ESE Teacher/Team Leader • Parent Liaison • Classroom Teacher(s)

    27. SBLT Organizational Structure • Each school has a set day, time, & place for PS/RtI Meetings (e.g. Tuesdays @ 2:20 in the conference room) • Usually when the School Psychologist is available • This works best when administration ensures this time remains “sacred,” and does not allow for other events to be scheduled during this time. • It becomes part of the school’s organizational structure. • Of course, many teams need to meet in addition to these regularly scheduled times.

    28. Ensuring fidelity of the process? • Coaches facilitate most meetings • A common language is encouraged • Avoid admiring the problem • Paperwork & Procedures follow the 4 steps of Problem Solving and guide teams • Form #194 (academic interventions & SOME behavioral interventions) • Form #196 (behavioral interventions when an FBA/BIP is needed)

    29. Form # 194 • Available on Outlook Forms to any district employee • Schools have copies available in specified location • Used to problem solve around academic concerns and behavioral concerns that donot require an FBA/BIP

    30. Page 1: Summary of Concerns

    31. Page 2: Gap Analysis

    32. Page 3: Problem Identification & Analysis

    33. Page 4: Intervention Design

    34. Page 5: Response to Intervention

    35. Page 6: Signatures & Parent Contact

    36. Form # 196 • Available on Outlook Forms to any district employee • Used to problem solve around behaviors that require intensive intervention • Aligns a Functional Behavior Analysis/Behavior Intervention Plan (FBA/BIP) with the Problem Solving Process • Adapted from the ERASE form (PBIS)

    37. Page 1: Problem Identification

    38. Page 2: Problem Analysis (FBA)

    39. Page 3: Intervention Design (BIP)

    40. Page 4: Intervention Design (BIP) (continued)

    41. Page 5: Response to Intervention

    42. Facilitators of Success • Unwavering Support from District Superintendent, Assistant Superintendent & Directors • Size of District • Not too big, not too small • Allows for infrastructure conducive to implementation • Allows for relationships to be built among school level & district level staff

    43. Facilitators of Success (continued) • ARRA funds • Purchase of high quality intervention materials as well as PD for implementation • Salaries for personnel to facilitate implementation • Allowed for layers of Professional Development based on need and target audience • teachers, support staff, administrators, etc.

    44. Facilitators of Success • Internal coaches to support schools on a consistent basis • Effective and ongoing Professional Development • People with open minds ready to embrace a true paradigm shift • Department of Education Monitoring Visit • Opportunity to reflect on our practices & identify strengths and needs • Continuous support from USF/RtI Project

    45. Facilitators of Success • Administrators who are active participants in the Problem Solving Process & set the expectation for all teachers to be active participants as well • Collaboration at the school level for streamlining initiatives • Conducting “Planning for Next Year Meetings” • Ensures students in need receive interventions from day one • Emphasizes the importance of using careful thought when placing students for next school year

    46. Barriers to Success • Lack of true understanding by Key Stakeholders • More opportunities for learning for all stakeholders are needed • Old procedures still exist that prohibit true paradigm shifts from occurring • All departments should reassess & reflect on all policies, procedures, and practices yearly

    47. Barriers to Success • Overcoming the mindset of “A label = Help” • Poorly designed interventions lead to poor responses • This leads to a lack of buy-in • Over or Under Problem Solving • A balance is needed

    48. Barriers to Success • Lack of collaboration among some district level teams • “Us vs. Them” mentality • Professional conversations must happen • We must be willing to step out of our comfort zones and truly assess where we are and where we need to be

    49. Barriers to Success • Loss of ARRA Funds • We must be creative with funding • Continue to conduct needs assessments to determine where funds are best utilized

    50. We are addressing… • And monitoring the progress of: • Leadership • K-12 Alignment • Coaching • Evaluation/Accountability • Data-Based Problem Solving/Data Systems • Sustainability • Our goal is to always reflect on our progress and look for means of improvement.