3/10/2015
Wisconsin RtI Center
Reviewing Your Selected and
Click
to edit
Master
style
Intensive
Levels
oftitle
Support
Facilitated by:
Click to edit Master subtitle style
Dana McConnell and Dan Seaman
March 26, 2015
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027)
acknowledges the support of the Wisconsin Department of Public Instruction
in the development of this PowerPoint and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal
funds when copying all or part of this material.
3/10/2015
1
Outcomes
Technical change*
Adaptive Change*
Click
to toedit Master
titleproblems
stylefor
Addressing
Putting
in solutions
problems for which you
already know the answers
What are the
essential
Click
to edit
components of selected
and intensive levels of
support? What are the
steps in the process? The
tools used?
which you don’t know
I LOVEthe
this…
answers (paradigm shift)
will our
selected and
Master How
subtitle
style
intensive levels of support
help to make our school
more responsive to all of
the students we serve?
Click to edit Master title style
• Our mission: The Center’s mission is to build
the capacity of Wisconsin schools to develop
and sustain
culturally
responsive
multi-level
Click toa edit
Master
subtitle style
system of support to ensure the success of all
students.
3/10/2015
2
The Work: Creating a Culturally
Responsive Multi-level System of Support
Click
toasedit
Master title style
“Seeds
are only
good as
the soil in which they are
planted; likewise; school
structures and practices
Click
to edit
Master subtitle style
are only
as good
as the
climate/culture in which
they are implemented.”
Anthony Muhammad
*Heifetz 3and Linsky, 2002
3/10/2015
• Our vision: ALL Wisconsin students will learn
and be successful in life.
Handouts and Resources
Presentation
Click to edit Master title style
Levels of Implementation
Module Descriptions
Click to edit Guide
Master subtitle style
Facilitators
Training & Supports Catalog
The Will to Lead, The Skill to Teach
3/10/2015
4
Overview of Wisconsin’s
RtI Framework
Click to edit Master title style
Click to edit Master subtitle style
Available electronically from conference website
3/10/2015
5
3/10/2015
6
1
3/10/2015
Multi-Level System of Support
Response to Intervention
Is
what?
Click
An organizational framework
that
to edit Master
title style
Click to edit Master title style
guides implementation of a
culturally responsive
Does
edit Mastersystem
subtitleof
style
what? Click tomulti-level
support
to
For
what?
3/10/2015
achieve academic and
behavioral success
for all 7
Click to edit Master subtitle style
3/10/2015
8
Cultural Competence
CULTURALLY RESPONSIVE PRACTICES
include the degree to which a school’s
programs,
practices,
procedures,
Click
to edit
Master
titleand
style
policies account for and adapt to the
broad diversity of students' race,
language, and culture.
Click to edit Master subtitle style
i.e., the students
and community
your school serves
• Understand that culture* impacts everything we do
(* our culture / school culture / student’s culture)
Click
to edit Master title style
• Believe that all students will learn at high levels
• Examine systems, structures, policies, and practices
for their impact on all students
Click to edit Master subtitle style
• Place the locus of responsibility on the professional
and the institution
• Promoting Excellence for ALL
3/10/2015
9
3/10/2015
10
http://www.wisconsinrticenter.org/educators/understanding-rti-a-systems-view/crp.html
What is the Process of Being Responsive?
1. Will Building (Desire to LEAD)
– Become Self-Aware
– Examine the System’s impact on families
and students
– Believe that ALL students will learn
Click to edit Master title style
Click to edit Master title style
2. Fill Building (Gain Cultural Knowledge)
– Understand that ALL people have a Unique
world view
– Stand up against prejudice and
discrimination
Click to edit Master subtitle style
Click to edit Master subtitle style
3. Skill Building (Apply Knowledge)
– Know the Community
– Accept Institutional Responsibility
– Teach with curricula that Respects and
3/10/2015
Validates your students’ culture
11
3/10/2015
12
2
3/10/2015
Multi-Level System
of Support
Promoting Excellence for ALL
Click to edit Master title style
Click to edit Master subtitle style
http://statesupt.dpi.wi.gov/excforall
13
3/10/2015
Universal Level:
Instruction, Assessments, &
Collaboration
FONT SIZE? Too small?
LJ
Click to edit Master title style
• Provided for and about
all students in the school
• Consider how supports
(ELL, SpEd,
Title
etc) Master subtitle style
Click
toI,edit
are an EXTENSION of the
Universal
Also referred to as core or
tier one
3/10/2015
15
UNIVERSAL LEVEL OF SUPPORT
3/10/2015
Intensity
Systematically
Click to edit Master titleIncreasing
style
providing
differing levels of
intensity of
Click to edit Master subtitle style
supports based
upon student
responsiveness
to instruction
and intervention
14
• Ongoing team
collaboration
• Data driven
• Guided by protocols
• Cultural competence
• Family engagement
• Screening process
•
Summative, benchmark, and
formative assessments
• Multiple measures
• Culturally relevant
• Fidelity implementation
Click to edit Master title style
Culturally
Responsive
Practices
Collaboration
Balanced
Assessment
Click to edit
Master
subtitle style
High Quality
Instruction
• Driven by CCSS, Behavior
Matrix/Expectations
• Research-based practices
• Differentiated, Universal
Design for Learning
• Culturally responsive
• Fidelity implementation
3/10/2015
16
SELECTED
LEVEL OF SUPPORT
Selected Level:
Instruction, Assessment, &
Collaboration
Click to edit Master title style
Provided for and about SOME
students:
• With moderate learning
needs
edit Master
• Above orClick
belowto
benchmarks
• In addition to universal
Regular collaboration
Guided by protocols
Content area expertise
Cultural competence
Student and family engagement
Click to edit Master title style
Collaboration
subtitle style
Balanced
Assessment
Click to edit Master subtitle style
High Quality Instruction
Driven by CCR/CCSS
Menu of evidence-based
interventions and add’l challenges
Culturally responsive
Shared with parents/family
Also referred to as Tier 2,
supplementary, secondary
3/10/2015
Digging deeper
Progress monitoring
Multiple measures
Cultural relevance
Student and family engagement
17
3/10/2015
18
3
3/10/2015
INTENSIVE
LEVEL OF SUPPORT
Intensive Level:
Instruction, Assessment, &
Collaboration
Click to edit Master title style
Provided for and about FEW
students:
• With significant learning
needs
• Well below
or well
Click
toabove
edit Master
benchmarks
• In addition to (below) or may
be in lieu of (well above)
universal
Also referred to as Tier 3,
targeted,
tertiary
3/10/2015
Digging deeper and diagnostic
Frequent progress monitoring
Multiple measures
Cultural relevance
Student and family engagement
Frequent collaboration via
problem-solving teams
High level of expertise
Cultural competence
Student, family, community
engagement
Click to edit Master title style
Collaboration
subtitle style
19
Balanced
Assessment
Click to edit Master subtitle style
High Quality Instruction
3/10/2015
Highly focused interventions and
additional challenges
Driven by CCR/CCSS
High level of expertise
Culturally responsive
20
INTENSIVE
LEVEL OF SUPPORT
Think “individualized” and
integrated
Below benchmark:
• Provided in addition to the
universal level of support
• Goal is success at the universal
level
Click to edit
Master title style
Balanced
Collaboration
Assessment
TClick
he finer
points
of atitle
multi-level
to edit
Master
style
system of support
Above benchmark:
• Provided in lieu of the universal
level of support
• Goal is accelerated growth
Click to edit Master subtitle style
Click to edit Master subtitle style
High Quality
Instruction
3/10/2015
21
3/10/2015
22
Even with Strong Universal Supports…
Fine Click
Point #1:to
edit Master title style
A strong core is necessary,
Click to edit Master subtitle style
but not
sufficient
3/10/2015
23
So long as school is organized as age-based with
Click
to edit
titleofstyle
limits
on numbers
of Master
days and hours
instruction…
• Some students will still need additional
Click
to edittoMaster
subtitle style
support
in order
be successful
• A few students will need intensive support to
be successful
Source:
Adapted from , Melissa Nantais & Wendy Robinson, RtI Innovations
Conference, 2012
3/10/2015
24
4
3/10/2015
“Placement in RtI”
Fine Point #2:
Click to edit Master title style
RtI ≠ Refer to Interventionist
Click
to editforMaster
title
style
“Not eligible
additional
support”
“Too young to be identified as
gifted…”
to edit
subtitlefor
stylethe old
(RtIClick
is not
a Master
new name
way of doing business)
3/10/2015
25
3/10/2015
From Fragmented Services…
26
…to a System of Support
Bridging the Gap
Special Education
General +
Intensive
Resources
Amount of Resources
Needed to Support Students
Amount of Resources
Needed to Support Students
Title I
Click to edit Master subtitle style
“We only have enough spots for…”
Sea of Ineligibility
General +
Supplemental
Resources
General Resources
G/T
General Education
Intensity of Need
Intensity of Need
Systematic
Systemic & Systematic
Click to edit Master title style
Click to edit Master subtitle style
Think Continuum of Supports
In addition to
Instead of
Click to edit Master title style
More than a
year behind,
Gaps and
gaps and
misconceptions
misconceptions
disrupt
from many
participation
years
Struggles
with some
assignments
Keeps up
Thrives
Excels
Years
ahead
Click to edit Master subtitle style
What will be needed to
support each student
along this continuum?
3/10/2015
29
3/10/2015
30
*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics
5
3/10/2015
Increased Intensity
Research and Evidence Based practices based on standards
Instead of
Click to edit Master title style
In addition to
Interventions
• Frequency and duration
• Group size
• Focus of instruction
• Personalization/Learner Variability
• Expertise
• Multiple means of Access,
Assessment & Engagement
• Goal setting, data collection and
analysis
Additional Challenges
• Pacing and compacting
• Depth, complexity, abstraction
• Personalization/Learner Variability
• Specialization
• Expertise
• Multiple Means of Access,
Assessment & Engagement
• Goal setting, data collection and
analysis
Click to edit Master subtitle style
3/10/2015
High Quality Instruction + Collaboration + Balanced Assessment
31
Culturally Responsive Practices + Family Engagement
Regularly review and refine your system
Implementation
Effectiveness &
Analysis
Click to edit Master title style
• Are students responding
• How are we measuring
to our supports? - How
our implementation of
do you know?
Academic & Behavioral
• Equitably
RtI?
Click to edit Master
subtitle across
style
demographic groups? –
• What’s working?
How do you know?
• Where are our gaps?
• How do we support staff? • How does this link back
to our Vision, Mission, &
• How do we know what
Goals?
the staff need?
3/10/2015
32
Academic and Behavior
Tier 2/
Selected level
5-15%
Click to edit Master title style
Fine Point #3:
One Click
sizeto edit
does
fitstyleall
Masternot
subtitle
3/10/2015
33
Tier 3/
Intensive level
1-5%
Click to edit Master title style
Tier 1/
Universal
80-90%
Click to edit Master subtitle style
3/10/2015
34
One size does not (cannot!) fit all
School A
Above
benchmark
School B
Click to edit Master title style
At
benchmark
Click to edit Master subtitle style
Below
benchmark
A model. Not a hammer. Not a saw.
Well below
benchmark
3/10/2015
36
6
3/10/2015
Fine Click
Point #4:to
edit Master title style
Have clear and agreed-upon definitions for
common terms – especially those with
multiple meanings
Click to edit Master title style
What you call things
Click to edit Master subtitle style
matters
3/10/2015
37
Fine Point #5:
Keep the SLD eligibility
Click
edit
Master title style
ruletoin
perspective…
But don’t let it drive the
Click to edit Master subtitle style
car.
Click to edit Master subtitle style
“RtI”
3/10/2015
38
The weight of mandates can create
distortions to systems and practices
Click to edit Master title style
Everything
else
Click to edit Master subtitle style
Does it
“count?”
“Does it count?” is not as important as
“What does this student need?”
3/10/2015
39
3/10/2015
Image source: minutes.wpengine.netdna-cdn.com/wp-content/uploads/2010/12/Balance.jpg
40
Specific Learning
Disability
your fingers…
Click to edit MasterUsing
title
style
Click to edit Master title style
At what level do you initiate
the specified requirements
identified in the SLD rule?
Click to edit Master subtitle style
Click to edit Master subtitle style
1. Core/Universal/Tier 1
2. Selected/Tier 2
3. Intensive/Tier 3
3/10/2015
41
3/10/2015
42
7
3/10/2015
C r e ating and Sustaining
Selected and Intensive Levels of Support
Steps to
creating a
Click to edit Master title style
sustainable
and effective
multi-level
Click to edit Master subtitle style
system of
support
Before beginning to collect data, first establish:
Screening
measures
Outcomes
Progress
monitoring
measures
Decision rules
and protocols
Interventions
and Additional
Challenges
AC C O M P L I S H T H RO U G H
Plan logistics
Multiple times throughout each
school year:
Screen students
and organize data
Click
toprogress
edit Master subtitle style
Monitor
Review data and
set goals
and adjust
accordingly
Match supports
to needs
Dig deeper
W H I L E D E M O N S T R AT I N G
C O L L A B O R AT I O N
Then, at the start of each school year:
C U LT U R A L C O M P E T E N C E
Click to edit Master title style
At the end of each school year:
3/10/2015
43
3/10/2015
Cr e ating and Sustaining
Needs Assessment
Selected and Intensive Levels
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Interventions
and additional
challenges
Decision rules
and protocols
AC C O M P L I S H T H RO UG H
Plan logistics
Multiple times throughout each
school year
Screen students
and organize data
Monitor
Click
toprogress
edit Master subtitle
style
Review data and
and adjust
set goals
accordingly
Match needs to
supports
Dig deeper
• Review
of Implementation
Click
toLevels
edit
Master( 1.3)title style
W H I L E D E M O N S T R AT I N G
C O L L A B O R AT I O N
Then, at the start of each school year
C U LT U R A L C O M P E T E N C E
Click to edit Master title style
44
Evaluate and refine the process
1
2
• Review SIR Levels of Implementation for Selected and Intensive
Levels or SIR Alignment Document (1.4)
• Review Module Descriptions to find starting point (1.5)
3
• Select starting point in process as WORK ON NOW (place post-it green
on poster)
• Select next module in process as
(place yellow post-it
on poster)
Click to edit Master subtitle style
Ongoing Process
Evaluate and refine the process
3/10/2015
45
3/10/2015
Cr e ating and Sustaining
46
Where is Your Critical Eye?
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Interventions
and additional
challenges
Decision rules
and protocols
AC C O M P L I S H T H RO U G H
Plan Logistics
Multiple times throughout each
school year
Screen students
and organize data
Monitor
Click
toprogress
edit Master subtitle
style
Review data and
and adjust
set goals
accordingly
Match Needs to
Supports
Dig Deeper
W H I L E D E M O N S T R AT I N G
C O L L A B O R AT I O N
Then, at the start of each school year
C U LT U R A L C O M P E T E N C E
Click to edit Master title style
Math or Reading
Math
Click
to
Reading
edit Master title
style
Selected Level of Support
Click to edit Master subtitle
style
Selected
Selected
Intensive Level of Support
Intensive
Intensive
Ongoing Process
3/10/2015
Systemic and systematic? Effective and responsive?
47
3/10/2015
48
8
3/10/2015
Levels of Implementation
Handout 1.3
Selected and Intensive
Levels of Support
Click to edit Master subtitle style
Refining
3/10/2015
•
•
•
•
Systemic
Systematic
Effective
Responsive
Infrastructure
Initial Implementation
Full
Implementation
Sustainability
• Scheduling
Purpose Building
Not in Place
• Planning
Click to edit Master
title style
Creating •• Gathering
Organizing
 3-5 years 
49
SIR Levels of Implementation
Score Range of 0-100%
80-100 Full Implementation
Click to edit Master title style
60-80 Initial Implementation
40-60 Infrastructure
Click to edit Master subtitle style
20-40 Purpose Building
0-20
3/10/2015
Not in Place
51
School SIR Report-Overall
Module
Descriptions
Click to edit Master title style
Click to edit Master subtitle style
3/10/2015
54
9
3/10/2015
Site Exploration
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
http://www.wisconsinrticenter.org/selected-intensive
3/10/2015
55
3/10/2015
56
Cr e ating and Sustaining
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Decision rules
and protocols
Strategies
and supports
AC C O M P L I S H T H RO UG H
C O L L A B O R AT I O N
Multiple times throughout each
school year
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match needs to
supports
Review data and
set goals
Dig deeper
Click to edit Master title style
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year
Click to edit Master subtitle style
Ongoing Process
Evaluate and refine the process
3/10/2015
STEP ONE: Select a module and scenario(s)
Module
58
STEP TWO: Read the module narrative
Scenario
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
59
3/10/2015
60
10
3/10/2015
STEP THREE: Review vocabulary with team
STEP FOUR: Guiding questions and current status
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
61
STEP FIVE: Read and analyze scenario
3/10/2015
62
STEP SIX: Identify desired future
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
63
STEP SEVEN: Identify priorities requiring action
3/10/2015
64
STEP EIGHT: Explore resources for priorities
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
65
3/10/2015
66
11
3/10/2015
STEP NINE: Create a plan of action
SLO Process
This final step brings all of the pieces together!
Click to edit Master title style
Click to edit Master title style
Evaluate
Establish the
SLO Goal


Click to edit Master subtitle style



Assess students
Choose a specific
area of need
Select targeted
student population
Establish a goal
Create a plan to
reach the goal
Gather Evidence of
Practice



Plan for instruction
Deliver instruction
Assess mastery of learning
goals and instructional
practices using multiple
ongoing formative
assessments
Revise instructional
practices based on student
performance within the
context of the SLO
67
Turn & Talk!
3/10/2015

Review and
refocus
Make necessary
changes
Continue to Gather
Evidence



Plan for instruction
Deliver instruction
Assess mastery of learning
goals and instructional
practices using multiple
ongoing formative
assessments
Revise instructional
practices based on student
performance within the
context of the SLO


Mid-Year or Mid-Cycle
Progress over time
Results and
Score SLO



Assess students
Reflect on
instructional
practices
Score the SLO
End of the Year or Learning Cycle
68
In action: AASD’s Continuous School Improvement Plan
• With an elbow partner, discuss how your
school could benefit from this process?
Click to edit Master title style
• What are elements that you like?
• What additional questions do you have?
Click to edit Master title style
Click to edit Master subtitle style
• How would this resource compliment what
your school/district is already doing?
3/10/2015

Click to edit Master subtitle style
Beginning of the Year or Learning
Cycle
3/10/2015
Mid-Cycle
Review
69
Selected and Intensive Levels of Support
Click to edit Master subtitle style
3/10/2015
70
Highlands Demographics
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
71
3/10/2015
72
12
3/10/2015
Steps 2-4:
Step 1
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
73
Steps 5-7:
3/10/2015
74
Steps 8-9:
Click to edit Master title style
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master subtitle style
3/10/2015
75
3/10/2015
Johnston Demographics
Step 1
Click to edit Master title style
Click to edit Master subtitle style
3/10/2015
76
77
Click to edit Master title style
● Building PLC understanding
● CultureClick
and to
Climate
Survey
edit Master
subtitle style
3/10/2015
78
13
3/10/2015
Next Steps
Final Outcomes
● Advertising the opportunity
Click to edit Master title style
Click to edit Master title style
● Working through the module
Click
to edit
Master
subtitle
style
● Creating
more
time
to work
together
3/10/2015
79
Enduring Understandings
Effective systems of support…
• need to be responsive.
Click to edit Master title style
• provide support to students as soon as possible.
• require a shift in mindsets, roles, schedules, and
use of resources.
Click
to editaccess
Master
stylestudents
• provide
equitable
tosubtitle
the support
need, when they need it.
• require collaboration around data and systematic
processes.
3/10/2015
81
Click to edit Master subtitle style
3/10/2015
80
Reflect to Move Forward
• What can we celebrate?
• Where do we need to put
Click to edit Master title style
our energy? Gaps?
• Where
specifically
Click to edit Master subtitle style
do we
want to see growth?
(What SIR line items?)
3/10/2015
82
SHARE OUT…
Click to edit Master title style
Share Out
Click to edit Master subtitle style
“Adopting an RtI model is about
adopting best professional
Click to insisting
edit Master
style
practice,
thattitle
we do
what is best and necessary for all
students
inedit
ourMaster
schools,
Click to
subtitleand,
style
finally, rising to the challenge of
doing that which is socially just.”
– David P. Prasse, Ph.D., Loyola University, Chicago
3/10/2015
83
3/10/2015
84
14
3/10/2015
Click to edit Master title style
Dana McConnell, Coordinator of
Supports for Students with
Disabilities
mcconnelld@wisconsinrticenter.org
Click to edit Master subtitle style
Dan Seaman, Regional Technical
Assistance Coordinator
seamand@wisconsinrticenter.org
3/10/2015
85
15