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School Improvement and Response to Intervention: One Common Voice—One Plan. May 4, 2010. Response to Intervention (RtI) . Ingham ISD County-Wide Initiative . Our Journey 2007-2009. Focused work on mission, vision, values and goals

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response to intervention rti

Response to Intervention (RtI)

Ingham ISD County-Wide Initiative

our journey 2007 2009
Our Journey 2007-2009

Focused work on mission, vision, values and goals

  • Collaborative PLC with local district special education and curriculum directors
  • Failure is NOT an Option
response to intervention rti1
Response to Intervention (RtI)

We began with general education.

  • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al., 2005)
creating consensus building infrastructure and implementation of rti across iisd
Creating Consensus, Building Infrastructure and Implementation of RtI across IISD

Intensive Intervention

Individualized, functional

assessment, highly specific

Targeted Intervention

Supplemental, some

students, reduce risk

Universal Intervention

Core Instruction,

all students







components of rti
Components of RtI

All students receive…

  • high quality, research-based instruction
  • universal screening to establish their academic and behavioral baseline data three to four times a year to identify vulnerable learners who need additional support
  • increasingly intensive instruction with frequent monitoring to determine progress (progress monitoring)
  • data based decision making by a collaborative team that use a problem solving method to increase achievement (Collaborative Teams, Data Based Decision Making)
why rti
Why RtI?

Emphasizes prevention and early intervention. (80% of our students are not being successful)

Based on the premise of data-based decision-making for all learners within the system. (missing data to drive instructional decision making)

Requires research based instructional practices. (few core programs)

Provides the framework and systems. (no consistent process or practices across the county)

arra opportunity
ARRA Opportunity

IDEIA (Special Education) funds can be spent on educational change initiatives

as long as it supports reducing the achievement gap between special educationstudents and their general education peers.

arra opportunity1
ARRA Opportunity

PLAN Early


Identify your greatest challenges


Substantial reform

Establish the Foundation––Build Capacity

our local rationale
Our Local Rationale

Increased accountability for all students to meet rigorous state standards

Achievement gaps with student subgroups

Dwindling resources

Increasing student subgroup populations

arra accountability
ARRA Accountability

Short term investment, long term gains

Building capacity, not providing direct services

Focused on systemic change

Efforts must be sustainable, not person driven

100 of districts agreed to support response to intervention rti
100% of Districts Agreed to Support Response to Intervention (RtI)

Districts chose to fund RtIwith…

School based coach/coaches

PD series for identified school based leadership teams

Ongoing training and school based support for leadership teams, principals and coaches

how did we get to 100
How Did We Get To 100%?

Meetings…meetings…more meetings!

  • Superintendent meetings
  • Curriculum Director meetings
  • Special Education Director meetings
  • Saturday meetings
  • Individual District Administrative Meetings
  • Business Official meetings
rti change model
RtI Change Model

Three Phases

Consensus Building (Commitment)

Infrastructure Development





rti processes building consensus creating infrastructures implementation

RtI ProcessesBuilding Consensus, Creating Infrastructures, Implementation

Ingham ISD Leadership Team

This team provides key representatives from all local districts with support and guidance in creating consensus, resources, and the infrastructure necessary to implement a Response to Intervention framework county wide.

Guide local districts to develop their own district level leadership teams.

Meets 4 times per year


District Level RTI Leadership Function

Political Support



District School Leadership Team: Managing RtI





Building Level School Implementation

Adapted from Horner, Sugai

district leadership team dlt membership

Assistant Superintendent

Curriculum Director

Special Education Director


Human Resource/ Personnel Director

GE teachers

SE teachers

Title I/ELL staff

G/T staff


District Leadership Team (DLT) Membership
district leadership team dlt roles
District Leadership Team (DLT) Roles
  • Assess needs
  • Building Consensus and Commitment
  • Allocate Resources and Build Infrastructure
  • Support Systems Change and Implementation Components
district leadership team dlt specific responsibilities
District Leadership Team (DLT) Specific Responsibilities
  • Provide clear expectations for RtI implementation
  • Provide supports to ensure sustainability of RtI district-wide
  • Develop a multi-year district implementation plan
  • Monitor progress of and adjust implementation of RtI
michigan behavior learning support initiative miblsi schools
Michigan Behavior Learning Support Initiative (MiBLSi) Schools
  • These schools have been accepted to participate in this statewide initiative by securing at least 80% commitment from their building staff to implement the structures and processes necessary to implement a response to intervention model.
  • The following schools within IISD are participating:
    • Cohort 5 – Gier Park Elementary/Lansing, New City Academy and Smith Elementary/Stockbridge
    • Cohort 6 – Marble Elementary/East Lansing, Aurelius and Alaiedon Elementary/Mason, Cornell and Edgewood Elementary/Okemos Murphy, Ralya, Wilkshire/Haslett
targeted response to intervention schools
Targeted Response to Intervention Schools
  • 100% of local districts within IISD, have committed a significant portion of their stimulus dollars to support their efforts to implement a Response to Intervention model.
  • Each district has identified Response to Intervention coaches designated to support individual schools and their school based leadership team.
  • The building teams and RtI coaches will be guided by the Response to Intervention Blueprints for Implementation guidance document.
why school based leadership teams top 7
Why School Based Leadership Teams? Top 7

Research shows that schools with strong collaborative leadership are the most successful in supporting student achievement.

Experience tells us that those closest to the students are most capable of making the best, most meaningful educational decisions.

Shared leadership and decision making enables the school to increase its leadership capacity in order to manage change.

Broad involvement helps foster ownership; a commitment to the systems change on the part of the entire school community.

Organizing a small group makes it easier to move the process forward in an efficient fashion.

Team structures ensure effective communication in planning for improvement of school programs.

Team leadership helps to facilitate rapid and sustained change.

National Institute for Urban School Improvement

professional development series for school based leadership teams sblt
Professional Development Series for School Based Leadership Teams (SBLT)

A three day series is being offered for elementary and secondary building leadership teams across IISD to increase their understanding of implementing Response to Intervention.

  • Dr. Mark Shinn is presenting to secondary SBLT and facilitating ongoing technical support.
  • Dr. George Batsche is our elementary RtI facilitator focusing on RtI at the elementary level.
  • All targeted buildings completed self assessments to track progress in the process of implementation of RtI. Teams will be developing on-going action plans to support implementation.
principal academy
Principal Academy

Half-day trainings were held for both elementary and secondary principals from IISD. The purpose of this academy was to provide an overview of the IISD Response to Intervention Initiative, facilitate a deeper understanding of RtI structures and processes and clarify the principal’s role. This academy was offered in mid-August.

leadership is vital
Leadership is Vital

Leaders set the tone, provide the necessary resources, and create reinforcement and accountabilitysystemsfor teachers and staff to be successful.

The implementation and sustainability of RtI will not be successfulwithout your strong leadership and administrative support.

Have you ever been part of “something” that has FAILED

because of a lack of leadership?


Building Based Supports

Coaching Supports & Processes

Intensive Coach Institute

Monthly Meetings with Coaches and Principals

Monthly Meetings with Building Based Leadership Teams

Coach Cluster Meetings

Ongoing Job Embedded Technical Assistance

kick off intensive coaches training 9 8 11 09
Kick off Intensive Coaches Training: 9/8-11/09
  • Attendees:
    • All RtI and MiBLSi coaches county-wide

(approx. 50 per day with 100% of districts represented)

  • Purpose:
    • To provide an in-depth training to prepare the coaches for their roles and responsibilities
  • Agenda included:
    • Day 1: Setting the Context and Overview of the RtI Initiative
    • Day 2: Coaching RtI: Establishing a Successful and Sustainable Framework
    • Day 3: Managing Change and Transitions to Improve Student Learning: A Focus on RtI
    • Day 4: Response to Intervention: Focus on Coaching
responsibilities of the rti coach
Responsibilities of the RtI Coach

Knowledge/Skills/Organizational/Professional Development/Responsive Coaching

Develop deep understanding of the RtI initiative

Become knowledgeable of the principles of effective coaching

Understand adult learning

Acquire knowledge of the change process

Learn the steps of building consensus

Learn the components of the Positive Behavior Support (PBS) model

Gain knowledge and expertise in evidence-based reading research- materials, assessments and instruction/intervention strategies

Develop expertise in collecting, organizing, displaying, analyzing, and interpreting data

Develop technology skills as needed

Participate collaboratively on the school RtI leadership team

Communicate regularly and effectively with principal and staff

Attend required external coach professional development sessions/meetings

Plan and conduct ongoing school professional development sessions

Maintain documentation of meetings, interactions and other coaching activities

Order, organize, and deliver assessment and instructional materials as needed

Develop assessment schedules for screening and progress monitoring

Assist in administering assessments and collecting, organizing and reporting data results

Participate in school data meetings and child study team meetings

Collaborate in organizing a system of supplemental and intensive intervention

Develop trust and maintain professional relationships with all staff

Facilitate grade level meetings and problem solving actions with teachers

Engage in individual focused conversations with teachers

Assist teachers with interpreting and using data to inform instruction/intervention

Assist teachers in planning and delivering evidenced-based behavioral and instructional interventions

Provide differentiated coaching support to teachers:

ongoing coaching support
Ongoing Coaching Support
  • Coach principal meetings (monthly)
  • Coach cluster meetings (monthly)
  • Individualized support from ISD
  • Ongoing professional development to build skills
  • Focus on working with SBLT
even super coach has his her limitations
Even Super Coach has his/her limitations…

Leadership is more than one person

It takes a team to get the work done

universal screener aimsweb

Universal Screener/AIMSweb

Fiscal support for districts to purchase AIMSweb through the RDI Grant

regional data initiatives grant
Regional Data Initiatives Grant
  • Two year grant
  • Cover costs for AIMSweb
    • Began with the winter benchmark
  • Professional development regarding using data to improve instruction and student outcomes
in the beginning consensus building
In the beginning….Consensus Building

Educators will embrace new ideas when two conditions exist:

  • They understand the NEED for the idea
  • They perceive that they either have the SKILLS and PRACTICES to implement the idea OR they have the SUPPORT to develop the skills
change is hard for some
Change is Hard for Some

REMEMBER Consensus Building Takes Work!

what were some of our obstacles or barriers and how have we overcome them
What were some of our obstacles or barriers and how have we overcome them?

Purpose unclear

Lack of ongoing communication

Unrealistic expectations of initial success

Lack of screening data

Participants not involved in planning…

School culture/ religion wars

Failure to achieve CONSENSUS

Dealing with change resisters

We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

The Conundrum of American

Public Education

Ron Edmonds, 1982 in DeFour et al., 2004

program evaluation for rti initiative
Program Evaluation for RtI Initiative

The overall evaluation design for this RtI initiative includes both formative and summative approach with focus on the:

  • Beliefs, knowledge, skills and satisfaction of educators. (Consensus)
  • Infrastructure development for RtI structures and processes. (Developing Infrastructure)
    • Impact of the RtI Initiative on student academic and behavioral outcomes as well as on special education outcomes. (Implementation)

Measuring Progress Toward an RtI Model










Indicators and Evidence

Indicators and Evidence

Indicators and Evidence

indicators and evidence how will we know
Indicators and EvidenceHow will we know?


  • Building Self-Assessment
  • Belief Survey, Perception of Skills and Practice Survey
  • Documentation of professional development:
    • Coaches
    • Principals
    • Building-based Leadership Teams
  • Surveys and Focus Groups: Coaches, Principals, Staff, Parents, Students
  • Coach’s Log
  • Universal screening data
  • Progress monitoring data
  • Documentation of problem-solving process
  • Documentation of intervention strategies used with students
  • School Improvement Plans

and more…

response to intervention rti overall smart goal




Response to Intervention (RtI):Overall SMART Goal
  • By the fall of 2011, 75% of local districts will develop a Response to Intervention (RtI) multi- tiered system of prevention and intervention in a minimum of one school per level (elementary and secondary).
  • Evidence of development will be measured in three key areas:
    • consensus,
    • infrastructure, and
    • implementation.
improving student outcomes
Improving Student Outcomes
  • Research on change initiatives says…

After the change becomes sustainable, (3 years),6% to 8% gains in student achievement will be attained.

early reports of success
Early Reports of Success
  • Reduction of special education referrals
  • Districts exploring core programs to align
  • Great interest in intervention training and supplementing the core
  • Change re: behavior
  • Positive response to screener and alignment to more time consuming assessment
infrastructure restructuring the work
Infrastructure Restructuring the Work
  • Align job descriptions and responsibilities to this work
  • Changing job expectations
  • Re-prioritizing resources
  • Data driven decision making

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.










One of the major reasons why schools don’t change much is that change needs leadership. It needs committed, intelligent leadership, an agenda, an awareness of the conditions that have to be in place and a grasp of the strategies that one has to use to effect change. John Goodlad, 2000


The most important outcome of any fundamental change process must be a change in the stakeholders’ mindsets and beliefs about education. Without changes in the users’ mindsets, no fundamental change is likely to succeed. Squire & Reynolds, 2000



  • Roberta Perconti
    • or (517) 244-1213


  • Ingham Intermediate School District
  • RtI Ingham County Blog Site