RTI: All the Basics and
Advanced
Shannon Harken & Dave Tilly
Heartland AEA11, Johnston, IA
Where is Iowa?
IOWA
Iowa, January 6, 2010
Introduction: Details Give Insight
 Wife: Married 21 yrs to Brian
(teaches 5th grade)
– Not afraid of commitment
 Mother: 3 Kids- Maddie (14), Mac
(11), Mitch (7)
– Busy
– A little CRAZY (We are outnumbered!)
– INVESTED in quality education
 Teacher Background
– Understand classroom & challenges
VISUAL LEARNER=
– Work must be “doable”
 PLLC for Heartland AEA 11
–
–
–
–
Passionate about RTI
Full TIME job
INVESTED in quality education
Work must be “doable”
Many Handouts &
Slides!
Introduction: Details Give Insight
 Husband: Married 16 yrs to Rebecca
(CPA: Cut, Paste and Assemble)
– Not afraid of commitment
 Dad: 14-year old daughter (Elaine),
which is enough!
– Busy
– INVESTED in quality education
 Costa Mesa High School, UC Irvine
grad….
 School Psychologist By Training, a
Teacher by Vocation
– Come at RtI from an assessment lens,
but only as it improves instruction
– If RtI isn’t doable, it won’t be done!
 Work for Heartland AEA 11 in
Johnston, Iowa
– Been doing RtI stuff for over 20 years
– Know it makes a huge difference for kids
Like Me
 I am a teacher
 I am a school
counselor
 I am a building
administrator
 I am a central office
administrator
 I am a related
services professional
(SP, SLP, SSW, OT,
PT, etc.)
 I am a parent
 I participated in
(Sugai, Elliott, Tilly)
previous
presentations
Acknowledgements
In all the stuff we are going to present, we are indebted to
the thinking of lots of people








Drs. Joe Witt and Amanda VanDerHeyden, from the STEEP project at
Louisiana State University for some of the logic in the
Universal Screening Illustration.
Dr. George Batsche from University of South Florida as well as Dr. Joe
Kovaleski and Dr. Ed Shaprio from PA contributed both excellent thinking and
on the ground experience to some of the case study logic.
We are also indebted to the work of Drs. Ed Kame’enui, Deb Simmons, Roland
Good, George Sugai and Rob Horner from the University of Oregon.
Dr. Mark Shinn’s thinking over the years and his practical approach to problem
solving has contributed greatly to the translation of research to practice in RtI.
Gary German has also played a significant role in the development of RtI over
the years as the leaders of perhaps the first and longest-standing RtI
implementation in the country.
Lots of the NICHD researchers, e.g., Drs. Jack Fletcher, Sharon Vaughn, Sally
and Bennett Shaywitz, Joe Torgeson, Reid Lyon, Debbie Speece, among many
others have laid the foundation for making much of this possible.
Also, Dr. Martin Ikeda from the Iowa Department of Education assisted in
designing and implementing some of the data displays.
Additionally, Sharon Kurns, Randy Allison, Brad Niebling, Sarah Brown,
Angelisa Braaksma, Alecia Rahn-Blakeslee and the Heartland crew significantly
contributed to many parts of this presentation.
House Keeping






50 minutes On, 10 minutes Off
Take care of yourself
Lunch
Bathrooms
Honesty
Asking Questions (We expect that you
will!)- Parking Lot
 Suffering is OPTIONAL!
Outcomes
 Explore the core components and
essential elements of RtI
 Learn tools for getting staff buy-in,
building consensus and
implementation
 Learn strategies to collect and use
assessment data to effectively
implement instruction programs
RtI: Are You Fired Up?
A Confession
 We have way more material here than
we can cover in 2 days.
 We wanted you to have it
 All of it is useful
 You have the choice of what to use
11
Activity:
3 Stars and a Wish
 Individually Complete the 3 Stars and a
Wish Sheet
– Stars:
 3 RtI Celebrations/Positives
 3 RtI Positive Characteristics
– Wish: RtI related “wish/concern”
 Briefly share with your partner
Now, TIME TO GET TO KNOW EACH
OTHER….
Stranger Danger!
Activity: Continued…
3 Stars and a Wish
 TIME TO SHARE
– No “stranger danger” here!
1. Find a “stranger”
2. Introduce yourself
3. Share 3 stars and wish sheets
AND… IF California all of a sudden had
tons of money for schools, what would be the
one thing you would do in your schools?
1. Go back to your seat
Activity 1: Continued
3 Stars and a Wish
 TIME TO SHARE
– No “stranger danger” here!
1. Find a “stranger”
2. Introduce yourself
3. Share 3 stars and wish sheets
AND… IF California all of a sudden had tons of money
for schools, what would be the one thing you would
do in your schools?
4. Go back to your seat
I LIKE TO MOVE IT!
Pillars of Sustainability
 Consensus Phase
– Guiding Principles
– Consensus Building Tools
– Vision – sustained commitment
– Communication with stakeholders
 Infrastructure Building
– Ten Question Framework
– Resource Allocation
– Action plan
 Implementation
– Ongoing monitoring of implementation
– Ongoing action and instructional planning based on data
at the building, grade, classroom, small group and individual
level
Foundation Pillars
The significant problems we have
cannot be solved at the same level of
thinking with which we created them.
Albert Einstein (1879 – 1955)
A Bias We Have
 In our current contexts, we ALL need to talk about
ALL kids
 Part of why we’re here is that despite our best
efforts, there are still MANY students not making it
academically and/or behaviorally as a result of core
instruction alone
 These kids historically have fallen into lots of
different adult-created and instructionally irrelevant
“categories” (Title 1, SPED, Gifted, etc.)
 We will not make these distinctions for instructional
purposes. We will talk about all of the parts of the
system as one system
 The key to ALL is EVERY and we’ve got to look at
kids uniquely
Vocabulary – Convergence of
Thinking

Problem Solving Model (PS): Proposed, implemented and refined since the early ’80s
in special education as an alternative system to the traditional Refer-Test-Place
system. It encompasses both general education and special education systems.
Initially was individual student focused.

Response To Intervention (RTI) – Also called a Standard Treatment Approach (STA):
Being proposed by researchers across the country as an alternative method for
identifying individuals with Learning Disabilities. An opportunity to link IDEA thinking
with NCLB thinking.

School-Wide Model (SWM): An integrative way of thinking logically and rationally
about meeting All childrens’ needs in a school. It represents a promising way for
schools to comprehensively draw together and allocate their resources to meet
children's educational needs.

Positive Behavior Supports: An integrative and proactive approach to systematically
meeting all learning needs in social-emotional and behavioral areas.

Instructional Decision Making (IDM): A descriptive term used in a small number of
states to identify their initiatives that employ PS, RtI and SWM concepts.
Important Point
 They are not different
 The represent
different spins on the
same core thinking by
different people
 The same “big
components” are
there
Important Point!
 Everything from here on out represents
guidelines, not absolutes
 The problems are the same everywhere you go
 The principles for solving them are the same
 The SPECIFICS will be different in each school
setting
 Your solutions will differ from
other school’s solutions!!!!!!
So, LIKE
How’d
We Get
Here?
Some Points Along the Way: What
Got Us Here (This’ll Go Quickly)
 60s – Civil Rights Movement
 1965 Elementary and
Secondary Education Act
 1975 PL 94-142 Education
of the Handicapped Act is
Passed
 1983 A Nation at Risk
 Regular Education
Initiative
(REI - 1986)
Some Points Along the Way: What
Got Us Here
 ESEA Reauthorization ‘94
Biggest Changes
– Standards Based Reform – at
a state level
– Accountability
 Reporting
 Assessment
– States were required to
develop state standards,
benchmarks and assessments
 IDEA Reauthorization ‘97
Some Points Along the Way: What Got Us
Here
 Elementary and Secondary
Education Act 2002 aka:
NCLB
The Themes
– To hold states, school
districts and schools
accountable for educating all
children to high academic
standards – Kid level – Every
Child
– Greater parental and student
choice
– Flexibility for educators and
administrators
– A focus on “scientificallybased research”
Current Realities: We Can View Them As
Obstacles or Opportunities
 Major Reform
 Federal Law
Changes
 Few Precedents
Leading to the
Future
 High Stakes
 Ready or not, Here
We Come
Big Picture Context (NCLB)
Activity #1
 Question: Pick a
grade: what
percentage of
students in your
school are
proficient in
mathematics and
reading?
It Can No Longer Be Business As
Usual
So Where Do We Start?
Richard Feynman has
said:
“The best way to predict
the future is to invent it”
It is Also True That...
If we don’t learn from the
past, we’ll repeat it
One Perspective on History
 Our education system has grown up through a
process of “Disjointed Incrementalism” (Reynolds,
1988)
Gifted
The current
Education
System’s
Programmatic
Evolution
SPED
K-12 Education
Migrant
Title 1
At Risk
ELL
Unintended Effects
 Conflicting programs
 Conflicting funding
streams
 Redundancy
 Lack of coordination
across programs
 Nonsensical rules about
program availability for
students
 Extreme complexity in
administration and
implementation of the
programs
A Smart System Structure
Enter a School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
10-15%
75-85%
5-10%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
75-85%
Universal Interventions
•All settings, all students
•Preventive, proactive
We Have Got To Get More Systematic and
Simplify – Especially in High Stakes Areas
(RMS)
Core
Instruction
Supplemental Intensive
Instruction Instruction
Strategic
Instruction
Intensive
Instruction
This Sounds Good, But….
 Our hands are tied
 Federal law
prescribes lots of how
we’re organized
 Especially with
Special Education
and NCLB, there are
lots of things we have
to do
 How can we get them
all done?
Forces Underlying Our Assessment
and Instructional Systems For Kids
 Aspirational
Reasons
 Legal Reasons
 Professional
Reasons
 Socio-Political
Realities
Aspirational Reasons
Why Did
You Go
Into
Educatio
n?
Legal Reasons: Purpose of
NCLB – Title 1
 P.L. 107-110 (1001). The purpose
of this title is to ensure that all
children have a fair, equal, and
significant opportunity to obtain a
high-quality education and reach, at
a minimum, proficiency on
challenging State academic
achievement standards and state
academic assessments.
Legal Reasons: The Purpose of
IDEiA ‘04

‘‘(1)
–
–
–


(A) to ensure that all children with disabilities
have available to them a free appropriate
public education that emphasizes special
education and related services designed to
meet their unique needs and prepare them for
further education, employment, and
independent living;
‘‘(B) to ensure that the rights of children with
disabilities and parents of such children are
protected; and
‘‘(C) to assist States, localities, educational
service agencies, and Federal agencies to
provide for the education of all children with
disabilities;
‘‘(2) to assist States in the implementation of
a statewide, comprehensive, coordinated,
multidisciplinary, interagency system of early
intervention services for infants and toddlers
with disabilities and their families;
‘‘(3) to ensure that educators and parents
have the necessary tools to improve
educational results for children with
disabilities …; and
Legal Reasons: The Purpose of
IDEA ‘04
 (4) To assess
and ensure
the
effectiveness
of efforts to
educate
children with
disabilities
Professional Reasons:
Professional Judgment
 Determines how
we carry out and
meet our legal
and aspirational
purposes.
– Assumptions
– Practices
Activity: Name the Assumptions
 Think about your
experience.
 What are one or more
assumption about
struggling learners
inherent in our
system?
If We Assume
 Assumption 1: Existing and widely used educational assessment
procedures are sufficient and valid for differentiating instruction for
students
 Assumption 2: Thorough understanding of the intrapersonal (within
person) cause of educational problems is the most critical factor in
determining appropriate treatment
 Assumption 3: Sufficient resources and meaningful strategies for
providing differentiated instruction are available within a large
majority of schools.
 Assumption 4: Matching treatments to underlying characteristics of
students will result in maximally effective interventions.
These Were The Assumptions
 Based on the best
information we had
at the time
 Based on
structures
designed to
promote efficient
organization of
schools
Logical and Rational System
Structure

If these assumptions are true,
then, from the standpoint of
meeting our professional and legal
purposes
– The historical system is
structured appropriately to
meet our purposes
– Nationally-normed,
standardized tests are all we
need to meet our purposes.
– Effectiveness of service
delivery could be determined
by examining how many
children we are helping.
The System Worked
 Children were placed
in special programs
 Services were
delivered
 An ever increasing
number of
professionals were
involved
 We got really efficient
at the process!
Until… Activity
 Talk at your table
about some of the
challenges (practical,
professional, ethical,
and/or political) to
education that you
have experienced
throughout the past
10 years….
Until...
 Increases in SPED incidence (particularly in Specific
Learning Disabilities and recently in Other Health
Impaired)
 Increases in English Language Learners
 Changes in Family Demographics
 National Academy of Science Reports (1984, 1996,
2002)
 Inclusion
 Undocumented Effectiveness of many programs
 Fordham Foundation Report “Rethinking Special
Education for the New Millennium”
 National Movement Toward Better Educational Results
(e.g., Nation at Risk leading to Standards-Based
Reform)
Until...





Increasing 504 Awareness
Increased Poverty
The Americans with Disabilities Act
IDEA ’97
ESEA 2002 (aka No Child Left Behind)
Implications
 Poor/lack of instruction must be ruled out
 Curricular access blocked by any of the following
must be addressed
– Attendance
– Health
– Mobility
 Sufficient exposure to and focus on the
curriculum must occur
 Frequent, repeated assessment must be
conducted
Should We Change the Way We Do
Business?
 We're all looking for new ways to
do things, but how do we do this
within the context of NCLB and
IDEA? What are the
parameters?
– Legal Standards (shifting)
– Professional Knowledge (evolving)
IMPORTANT POINT
 There is tremendous
flexibility within Federal Law
 One of Iowa’s greatest
learnings as a state was
that “we did it to ourselves”
 That is, most of the
restrictions we perceived as
barriers to changing what
we were doing – they were
self imposed by our state’s
interpretation of the Federal
Law and Regulations
 IDM/RtI has been allowable
under Federal Law since
1975
Professionally, we now
have many years
experience implementing
our systems for
supporting struggling
learners
Our Professional Obligation
 Review practice and assumptions
related to accomplishing our purposes
of improving teaching and learning for
all children.
Professionally, after 30 years we
know
 Existing and widely used
educational assessment
procedures are sufficient
and valid for differentiating
instruction for students.
 Many assessment devices
used for differential
diagnosis and programming
are not reliable and valid
enough for use with
individuals (e.g., Salvia and
Ysseldyke, 1991; Witt,
1986).
Professionally, after 30 years we
know
 Thorough understanding
of the intrapersonal
(within person) cause of
educational problems is
the most critical factor in
determining appropriate
treatment
 Learning problems
results from a complex
interaction between
curriculum, instruction,
the environment and
learner characteristics
(e.g., Howell, 1993)
Professionally, after 30 years we
know
 Sufficient resources and
meaningful strategies for
providing differentiated
instruction are available
within schools.
 Changing learning
trajectories for all students
requires sustained, ongoing
and focused efforts beyond
what traditionally has been
available in most of our
schools. (Simmons,
Kuykendall, King,
Cornachione & Kame’enui,
2000)
Professionally, after 30 years we
know
 Matching treatments to
underlying characteristics
of students will result in
maximally effective
interventions.
 Aptitude-by-treatment
interactions (ATIs) have
not been proven (e.g.,
Arter & Jenkins, 1979;
Cronbach, 1975; Good, et
al., 1993; Teeter, 1987,
1989; Ysseldyke & Mirkin,
1982).
The Reality
 The effectiveness of any
educational strategy for an
individual can only be
determined through its
implementation.
In Short: We Need A Different Instruction,
Assessment and Intervention System
 We need a system:
– For identifying problems
more specifically and earlier
– That allows for a broader
range of explanations of
why problems are occurring
– Emphasizes assessment for
Screening, Skills
Diagnostics, Treatment
Planning
– and; Evaluating whether our
teaching is being effective
In Short: We Need
 An
Instructional
Decision
Making/Reall
y Terrific
Instruction
(RtI) System
So How Do We Get There?
 We need to
create a new
box, outside of
our historical
paradigm?
But How?
 The Feds don’t know how
to do this
 Our state departments
don’t know how to do this
 But…
 We on the ground have
the tools, the experience
to get this done
 It has been demonstrated
over and over
Elevator Talk
 You get on an elevator with a
colleague
 They turn to you and say “Why should
we do this RtI thing anyway?”
 What’s your answer?
 You have 30 Seconds
 Go!
Some Basic Truths About
Implementation
 There is a predictable pattern of
challenges and experiences in RtI
buildings
 The problems are the same
everywhere you go
 The principles for solving them are the
same everywhere
 The specifics of the solutions will vary
67
Translated
 Your solutions will differ from ours!
 Your solutions will differ from the
building down the road’s solutions
 Your solutions will be right for your
building
 And, if everyone owns them and
implements them with fidelity, there is
a really good chance that they’ll work
68
Another Iowa Video
What about the video represents the job of
sustaining RtI in your building?
Implementing RtI is Like Eating
an Elephant
 You can start anywhere you like
 You have to eat the whole thing
 You aren’t going to eat it all in one
sitting
 It is going to take a whole lot of friends
to help get the job done
 And sometimes you just want to throw
up (Shannon Harken, 2010)
70
And….
 If your schools are like our schools…
 You’ve each eaten different parts of
the elephant!
 Yet, each of you needs to determine
your next steps to take you to the next
level.
71
So….
 How are we going to try to make
today’s presentation relevant to each
of you?
72
Enter the Blueprint (Redprint?)
73
There Are 3 Blueprints
 Created across the last 3 years
– One State (Literally in press)
– One District
– One Building
 Published by NASDSE
 The one you have is the building level
one
 Turn to page 49
74
Planning Format
What:
Who:
When:
What:
Who:
When:
Whatsablueprint? Activity




Get in groups of 3
Number off from 1 to 3
Turn to page 4
Number the paragraphs on the page 1 to
3
 Numbers 1 read paragraph 1, numbers 2
read paragraph 2, numbers 3 read
paragraph 3
 Identify major points in each paragraph
76
When Each is Done
 In turn, share your major points with
your team (start with 1, then 2, then 3)
 Answer this question: How could you
use such a document in your school,
given where you are in your
implementation development?
77
Three Phases
• Consensus Building (Commitment)
• Infrastructure
Development
• Implementation
CONSENSU
S
Consensus Building:
Guiding Principles
 From Effective School Research
– Many to choose from
– #1 Walk Away Point: Pick the Guiding
Principles from the research that best fits
your situation. These are VITAL to RtI
 FOUNDATION to Build Upon
 Strong believers in the importance of
Guiding Principles
Consensus Building:
Guiding Principles
 From Effective School Research
– Many to choose from
– #1 Walk Away Point: Pick the Guiding
Principles from the research that best fits
your situation. These are VITAL to RtI
 FOUNDATION to Build Upon
 Strong believers in the importance of
Guiding Principles
Guiding Principles of RtI
1. ALL students are part of ONE
proactive educational system
–
–
Belief that ALL students can learn
Use ALL available resources to teach
ALL students
•Proactive approach uses data early to determine student
needs and intervene.
•Reactive approach intervenes after students have shown a
history of failure to meet expectations/or when learning “flat
lines” due to lack of challenge.
Guiding Principles of RtI
1. ALL students are part of ONE
proactive educational system
–
–
Belief that ALL students can learn
Use ALL available resources to teach
ALL students
•Proactive approach uses data early to determine student
needs and intervene.
•Reactive approach intervenes after students have shown a
history of failure to meet expectations/or when learning “flat
lines” due to lack of challenge.
MUST ADDRESS ALL STAFF
 Not all staff may believe
– Meeting the needs of ALL students is
EVERYONE’s JOB!
 CLARIFY expectations from the start
“It’s not my job.”
It’s NOT MY JOB!
Guiding Principles of RtI
2. Use scientific, research-based
instruction
•
•
Curriculum and instructional approaches
must have a high probability of success for
most students.
Use instructional time efficiently and
effectively.
Guiding Principles of RtI
2. Use scientific, research-based
instruction
•
•
Curriculum and instructional approaches
must have a high probability of success for
most students.
Use instructional time efficiently and
effectively.
Activity 1:
Compare RtI Guiding Principles to Current Educational
Philosophy and Practices
 Review the Guiding Principles of RtI:
– 1 and 2
 Individually complete:
Compare RtI Guiding Principles to Your
Building’s Current Practices sheet
 Share and discuss with your partner
Guiding Principles of RtI
3. Use instructionally relevant assessments
• Reliable and valid
• Multiple purposes
– Screening- Collecting data for the purpose of identifying
low and high performing students at-risk for not having their
needs met
– Diagnostic- Gathering information from multiple sources to
determine why students are not benefiting from instruction
– Formative- Frequent, ongoing collection of information
including both formal and informal data to guide instruction
Guiding Principles of RtI
3. Use instructionally relevant assessments
• Reliable and valid
• Multiple purposes
– Screening- Collecting data for the purpose of identifying
low and high performing students at-risk for not having their
needs met
– Diagnostic- Gathering information from multiple sources to
determine why students are not benefiting from instruction
– Formative- Frequent, ongoing collection of information
including both formal and informal data to guide instruction
Guiding Principles of RtI
4. Use a problem-solving method to
make decisions based on a continuum
of students needs
• Provides strong core curriculum, instruction,
assessment (core cycle)
• Provides increasing levels of support based on
intensity of student needs.
Problem Solving
 NO FAIL MODEL
1. Problem Identification- What’s the problem?
Tier I
Tier II
Tier III
4. Response to
InterventionIs it working?
2. Problem
AnalysisWhy is it
occurring?
3. Intervention Design/ImplementationWhat are we going to do about it?
What happens when one does not
have a problem-solving process?…
The 3 Tiers (TEARS)
of the Past
General
Education
Some “Fell’”
Through
Title and/or
Other
Support
Special
Education
Some “Fell’”
Through
The 3 Tiers (TEARS)
of the Past
General
Education
Some “Fell’”
Through
Title and/or
Other
Support
Special
Education
Some “Fell’”
Through
A Smart System Structure
Enter a School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
5-10%
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
75-85%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
75-85%
Universal Interventions
•All settings, all students
•Preventive, proactive
RtI: Full Continuum of Support
General
Education
I =
I
I
I
I
Title and/or
Support,
Gifted Ed.
I
I
I
I
Special
Education,
Gifted Ed.
all along the continuum!
RtI: Full Continuum of Support
General
Education
I =
I
I
I
I
Title and/or
Support,
Gifted Ed.
I
I
I
I
Special
Education,
Gifted Ed.
all along the continuum!
Activity :
Compare RtI Guiding Principles to Current Educational
Philosophy and Practices
 Review the Guiding Principles of RtI
– 3 and 4
 Individually complete:
Compare RtI Guiding Principles to Your
Building’s Current Practices sheet
 Share and discuss with your partner
Guiding Principles of RtI
5. Data are used to guide instructional
decisions
• To match curriculum and instruction to
assessment data
• To allocate resources
• To drive professional development decisions
Guiding Principles of RtI
5. Data are used to guide instructional
decisions
• To match curriculum and instruction to
assessment data
• To allocate resources
• To drive professional development decisions
Guiding Principles of RtI
6. Quality professional development
supports effective instruction for all
students.
• Provide ongoing training and support to
assimilate new knowledge and skills
• Anticipate and be willing to meet the newly
emerging needs based on student performance
Guiding Principles of RtI
6. Quality professional development
supports effective instruction for all
students.
• Provide ongoing training and support to
assimilate new knowledge and skills
• Anticipate and be willing to meet the newly
emerging needs based on student performance
Guiding Principles of RtI
7. Leadership is vital
•
•
•
Strong administrative support to ensure
commitment and resources
Strong teacher support to share in the common
goal of improving instruction
Building leadership team to build internal
capacity and sustainability over time
Guiding Principles of RtI
7. Leadership is vital
•
•
•
Strong administrative support to ensure
commitment and resources
Strong teacher support to share in the common
goal of improving instruction
Building leadership team to build internal
capacity and sustainability over time
Activity :
Compare RtI Guiding Principles to Current Educational
Philosophy and Practices
 Review the Guiding Principles of RtI
– 5, 6, and 7
 Individually complete:
Compare RtI Guiding Principles to Your
Building’s Current Practices sheet
 Share and discuss with your partner
Consensus Building
Consensus Building
Don’t Commit Assume-i-side
 Don’t “assume” we
can SKIP this phase
 Don’t “assume” we
have enough
commitment to go
forward
 Don’t “assume” the
staff will just be
compliant
Consensus Is…
 derived from Latin roots meaning
“shared thought”
 a process for group decision-making
 a gathering and synthesis of ideas
 arriving at a final decision acceptable
to all
 achieving better solutions
Consensus does NOT mean:





A unanimous vote
A majority vote
Result is everyone’s first choice
Everyone agrees
Conflict or resistance will be overcome
immediately
School Level ConsensusBuilding Assumptions
 Schools have time and support available
to build consensus.
 Schools understand the process and
importance of building consensus before
moving ahead with infrastructure and
implementation.
 Schools need access to consensus
NASDE/CASE Blueprint:
building tools.
Response to Intervention
Effective Consensus Process
 All group members contribute - everyone’s
opinions are heard and encouraged
 Differences are viewed as helpful
 Everyone agrees not to sabotage the
action or decision made by the group
 Members agree to take responsibility for
implementation.
Consensus-Building Tools
Introduction
1.
2.
3.
4.
Fist-to-Five
Formula for Success
Managing Complex Change
Shared RtI Vision
C
Consensus-Building Tools:
At-A-Glance
1.
Fist-to-Five
•
2.
Process/steps to reach consensus- Generic
C
Formula for Success
•
3.
Tool to begin analysis of key RtI components
Managing Complex Change
•
4.
Tool to begin addressing elements of complex change
Shared RtI Vision
•
Multiple options to accomplish this goal

Initial Development

On-going Commitment
SEE Consensus Building
Packet
Consensus-Building Tools
1.
Fist-to-Five
•
Process/steps to reach consensus- Generic
2. Formula for Success
3. Managing Complex Change
4. Shared RtI Vision
C
Consensus-Building Tool #1
Building Consensus
Fist-to-Five
 Building Consensus – How to Do It Handout
 Fist-to-Five
Consensus-Building Tool #1
Fist-to-Five Quick Check
5 fingers
4 fingers
3 fingers
All for it…I can be a leader for
this decision
All for it…You can count on me
to support this no matter what.
For the idea…I will support it in
concept but may not be out in front
of the gang leading in
implementation.
Consensus-Building Tool #1
Fist-to-Five Quick Check
2 fingers I’m not sure…But I trust the
group’s opinion and will
not sabotage the decision.
1 finger I’m not sure…Can we talk
some more?
Fist
No…We need to find an
alternative.
Consensus-Building Tool #1
Building Consensus How To Do It
 If anyone holds up a fist, or only one or
two fingers, the group has not reached
consensus. You will need more
discussion or dialogue.
 If you get all three, four, or five fingers
showing, you can declare consensus.
Building Consensus: Fist to Five
 Example Statement:
– Associates will cover all recesses to
provide time for teachers to collaborate.
 FIST TO FIVE
Consensus-Building Tools
1. Fist-to-Five
2. Formula for Success
•
Tool to begin analysis of key RtI
components
3. Managing Complex Change
4. Shared RtI Vision
C
Consensus-Building Tool #2
Formula for Success
BI + CC + 3A + SC+ IC = Success
BI (Big Ideas)
CC (Core Cycle)
3A (Three Assessments)
SC (Supplemental Cycle)
IC (Intensive Cycle)
+
= SUCCESS
KUDOS to Joe Torgesen!
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
+
Core Cycle
CC
Core Cycle
3
+
Assessments
(screening, diagnostic,
progress)
SC
+
3
+
Assessments
(screening, diagnostic,
progress)
SC
+
3
+
Assessments
(sireening, diagnostic,
progress)
Assessments
(screening, diagnostic,
progress)
+
Assessments
(screening, diagnostic,
progress)
+
Assessments
(screening, diagnostic,
progress)
Supplemental
Cycle
SC
+
3
+
Supplemental
Cycle
SC
3
+
Supplemental
Cycle
SC
3
+
Supplemental
Cycle
Supplemental
Cycle
SC
+
Supplemental
Cycle
IC
+
Intensive
Cycle
=
IC
+
Intensive
Cycle
IC
+
Intensive
Cycle
=
Intensive
Cycle
+
Intensive
Cycle
+
Intensive
Cycle
Overall low
achievement. Student
learning problems
across all subgroup
areas.
Lack of direction to
know what needs to be
improved, which
students need
intervention, and
whether or not
interventions have
been effective.
SEE HANDOUT
=
IC
+
Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
=
IC
=
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through strategic
interventions.
Gap increases between
average and "at risk
students" Continued
low performance for
some subgroups.
IC
=
Success
Consensus-Building Tool #2
Rationale for Use
Gives your team:
 an opportunity to revisit the essential
elements of RtI
 an opportunity to define these terms for
your local site
 a tool to begin identifying areas of
strength and need in your school.
Consensus-Building Tool #2
Formula For Success
 As a table group examine the Formula for
Success.
 Discuss the impact each component would
be likely to produce in practice if it were
missing from RtI implementation.
 One group member records responses on
his/her activity page.
 Large group share
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
5
Big Ideas
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
+
Core Cycle
CC
Core Cycle
3
+
Assessments
(screening, diagnostic,
progress)
SC
+
3
+
Assessments
(screening, diagnostic,
progress)
SC
+
3
+
Assessments
(sireening, diagnostic,
progress)
Assessments
(screening, diagnostic,
progress)
+
Assessments
(screening, diagnostic,
progress)
+
Assessments
(screening, diagnostic,
progress)
Supplemental
Cycle
SC
+
3
+
Supplemental
Cycle
SC
3
+
Supplemental
Cycle
SC
3
+
Supplemental
Cycle
Supplemental
Cycle
SC
+
Supplemental
Cycle
IC
+
Intensive
Cycle
=
IC
+
Intensive
Cycle
=
IC
+
Intensive
Cycle
=
IC
+
Intensive
Cycle
+
Intensive
Cycle
+
Intensive
Cycle
=
IC
=
Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
Overall low
achievement. Student
learning problems
across all subgroup
areas.
Lack of direction to
know what needs to be
improved, which
students need
intervention, and
whether or not
interventions have
been effective.
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through strategic
interventions.
Gap increases between
average and "at risk
students" Continued
low performance for
some subgroups.
IC
=
Success
5
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
CC
+
Core Cycle
ii
+
Initial Instruction
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
+
Core Cycle
CC
+
+
+
+
+
+
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
SC
+
SC
+
3
Assessments
(sireening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
(screening, diagnostic,
progress)
Supplemental
Cycle
SC
+
Supplemental
Cycle
si
+
Strategic
Instruction
SC
+
3
Assessments
Supplemental
Cycle
Supplemental
Cycle
SC
+
Supplemental
Cycle
+
+
+
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
+
Intensive
Cycle
+
Intensive
Instruction/
Intervention
+
Intensive
Cycle
=
=
=
=
iii
IC
Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
Overall low
achievement. Student
learning problems
across all subgroup
areas.
Lack of direction to
know what needs to be
improved, which
students need
intervention, and
whether or not
interventions have
been effective.
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through supplemental
interventions.
=
Gap increases between
average and "at risk
students" Continued
low performance for
some subgroups.
=
Success
CC
+
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
Core Cycle
+
+
CC
+
Core Cycle
CC
+
+
Core Cycle
CC
+
Core Cycle
+
Core Cycle
CC
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
+
+
+
Supplemental
Cycle
SC
+
Supplemental
Cycle
SC
+
+
SC
+
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
(screening, diagnostic,
progress)
+
+
+
+
SC
+
Supplemental
Cycle
+
Supplemental
Cycle
3
Assessments
Supplemental
Cycle
+
SC
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
Intensive
Cycle
+
+
IC
Intensive
Cycle
=
=
=
=
Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
Overall low
achievement. Student
learning problems
across all subgroup
areas.
Lack of direction to
know what needs to be
improved, which
students need
intervention, and
whether or not
interventions have
been effective.
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through supplemental
interventions.
=
Gap increases between
average and "at risk
students" Continued
low performance for
some subgroups.
=
Success
Measure, Monitor and Adjust





More Advanced/Concrete Content
Walking around
More work time with each other
Hearing more from other schools
Could we please have real Cream for
Our Coffee?
Ready Set Recall
 On the back of your consensus
building packet Individually write down
as many “key points” from yesterdays
presentation as you can remember
 When done, share round robin at your
table
 Only share points in your round robin
that haven’t been said yet.
CONSENSU
S
Consensus-Building Tools:
At-A-Glance
1.
Fist-to-Five
•
2.
Process/steps to reach consensus- Generic
C
Formula for Success
•
3.
Tool to begin analysis of key RtI components
Managing Complex Change
•
4.
Tool to begin addressing elements of complex change
Shared RtI Vision
•
Multiple options to accomplish this goal

Initial Development

On-going Commitment
SEE Consensus Building
Packet
Consensus-Building Tool #1
Let’s Take Fist-To-Five
for a Test Drive
 As a building leadership team or individually,
look at the Formula for Success Activity in
your packet
 Complete activity steps 1 and 2.
 Share with a partner
 If you identify actions that you need to take,
record these on your action plan.
QUOTE
 “If we could first know where we are…we
could then better judge what to do and
how to do it.”
– Abraham Lincoln
5
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
BI
Big Ideas
CC
+
Core Cycle
ii
+
Initial Instruction
CC
+
Core Cycle
CC
+
Core Cycle
CC
+
Core Cycle
+
Core Cycle
CC
+
+
+
+
+
+
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
SC
+
SC
+
3
Assessments
(sireening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
3
Assessments
(screening, diagnostic,
progress)
(screening, diagnostic,
progress)
Supplemental
Cycle
SC
+
Supplemental
Cycle
si
+
Strategic
Instruction
SC
+
3
Assessments
Supplemental
Cycle
Supplemental
Cycle
SC
+
Supplemental
Cycle
+
+
+
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
Intensive
Cycle
IC
+
Intensive
Cycle
+
Intensive
Instruction/
Intervention
+
Intensive
Cycle
=
=
=
=
iii
IC
Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
Overall low
achievement. Student
learning problems
across all subgroup
areas.
Lack of direction to
know what needs to be
improved, which
students need
intervention, and
whether or not
interventions have
been effective.
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through supplemental
interventions.
=
Gap increases between
average and "at risk
students" Continued
low performance for
some subgroups.
=
Success
Consensus-Building Tools
1. Fist-to-Five
2. Formula for Success
3. Managing Complex Change
•
Tool to begin addressing elements of
complex change
4. Shared RtI Vision
C
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
CHANGE
+
Action
Plans
Consensus-Building Tool #3
Managing Complex Change
Vision
+
+
Vision
Vision
Vision
Vision
Skills
Skills
+
+
+
+
+
+
+
+
Skills
Skills
Skills
+
+
Incentives
Incentives
Incentives
Incentives
Incentives
+
+
Action
Plan
+
Resources
+
Action
Plan
=
=
+
Resources
+
Action
Plan
=
Anxiety
+
Resources
+
Action
Plan
=
Resistance
+
Action
Plan
=
Frustration
=
False Starts
Resources
+
+
Resources
+
Adapted from Knoster, T.
Change
Confusion
Consensus-Building Tool #3
Formula for Managing Complex Change
 Why?
– To review the processes necessary for complex
change and begin to identify areas to address in
your building.
 What?
– Review the complex change formula as a team or
individually.
– Identify your biggest challenges.
– If you identify actions that you need to take,
record these on your action plan.
Predicting our Greatest Challenges
 Find Managing Complex Change pg. in
packet.
 Today, rank greatest challenges
individually
 Share with a partner
 During work time or later with your
leadership team, complete steps 1-3.
– Ranking challenges from biggest to
smallest. (1=greatest challenge)
– Reach consensus (Fist-to-Five)
Why Consensus Building…
Consensus-Building Tool #3
Managing Complex Change
Vision
+
+
Vision
Vision
Vision
Vision
Skills
Skills
+
+
+
+
+
+
+
+
Skills
Skills
Skills
+
+
Incentives
Incentives
Incentives
Incentives
Incentives
+
Resources
+
Resources
+
Resources
+
Resources
+
+
Resources
+
Action
Plan
Change
Action
Plan
=
=
Action
Plan
=
Anxiety
+
Action
Plan
=
Resistance
+
Action
Plan
=
Frustration
=
False Starts
+
+
+
Adapted from Knoster, T.
Confusion
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
CONFUSION
Consensus-Building Tools
1.
2.
3.
Building Consensus (Fist-to-Five)
Formula for Success
Managing Complex Change
4. Shared RtI Vision
•
C
Multiple options to accomplish this goal
Vision
…is the capacity to create and
communicate a view of a desired
state of affairs that induces
commitment among those working in
the organization.
Thomas Sergiovanni, 1984
Having a Shared Vision
 Shared vision provides incentive to all
involved.
 Shared vision provides coordination
and focus to your actions. (Drives your
decisions!)
 Shared vision promotes sustainability.
Vision for RtI
 The RtI vision for your school/district must be
specific but connected to your district mission,
vision, values, etc.
 The RtI vision for your school/district needs to be
shared.
 Having a shared vision makes the work easier and
more meaningful.
 Think about who needs to be part of your “vision”
conversation.
 Who needs to be part of the shared vision?
ExampleLynnville-Sully RtI Vision:
Meeting all kids’ needs in a
timely, proactive manner.
Connecting Processes
Assumptions:
• Shape beliefs; guide decision-making and action
• Drive behavior and level of commitment to vision
Visioning: doing
Vision: result
 A structured process
causing people to think
differently and be
creative
 Provides time for people
to talk about hopes and
dreams
 Specific and detailed
picture of a preferred future
 Written in statement form
Creating the RtI Vision:
Two Options
 Option One
– Focus on the “desired
state of affairs that
induces commitment
among those working in
the organization”
– Write a vision
statement
Good option for teams
that have consensus
on a clearly defined
“desired state.”

Option Two
–
Four step process that
systematically addresses
assumptions, visioning,
and then writing a visions
statement.
Best option for teams
needing to:
1) Explore and address
assumptions of members
of the team
2) Engage in visioning to
determine “desired state”
Question
 Has your team engaged in RtI related
visioning activities (time to think,
interact and dream together about the
desired state) prior to today?
– If yes, one could try to write and come to
consensus on a vision statement.(Option
1)
– If no, one should try the 4 steps to build a
shared RtI vision. (Option 2)
Consensus-Building Tool #4
Building a Shared RtI Vision
Step 1:
If you could create the school of your dreams, what
would it look like? (Individually)
Step 2:
Share out and note commonalities.
Step 3:
Brainstorm possible vision statements.
Step 4:
Come to consensus on an RtI vision statement.
(Fist-to-Five)
Consensus-Building Tool #4
Building a Shared RtI Vision
Step 5:
Celebrate!
Step 6:
Discuss options.
– Repeat this process w/ staff OR keep
vision and gain staff consensus
Consensus-Building Tool #4
Building a Shared RtI Vision
Step 7:
Measure consensus among staff on
vision statement.
Step 8:
Determine other constituents.
Consensus-Building Tools
1.
2.
3.
Building Consensus (Fist-to-Five)
Formula for Success
Managing Complex Change
4. Shared RtI Vision
•
C
Multiple options to accomplish this goal
Consensus-Building Tool #3
Managing Complex Change
Vision
+
+
Vision
Vision
Vision
Vision
Skills
Skills
+
+
+
+
+
+
+
+
Skills
Skills
Skills
+
+
Incentives
Incentives
Incentives
Incentives
Incentives
+
Resources
+
Resources
+
Resources
+
Resources
+
+
Resources
+
Action
Plan
Change
Action
Plan
=
=
Action
Plan
=
Anxiety
+
Action
Plan
=
Resistance
+
Action
Plan
=
Frustration
=
False Starts
+
+
+
Adapted from Knoster, T.
Confusion
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
FALSE STARTS
Reminder:
Use the Action Plan
•Action Plan:
–Ensures mindful planning for consensus
building
–Captures the infrastructure development
steps
– Is the “Road Map” for Implementation
Three Phases
• Consensus Building (Commitment)
• Infrastructure
Development
• Implementation
Quote
Even if you are on the right track, you’ll
get run over if you just sit there.
Will Rogers
Time to Add Infrastructure
Development
• Consensus Building (Commitment)
• Infrastructure
Development
• Implementation
Infrastructure
Development
Objectives for Schools:
– Schools identify and appoint a building
leadership team
– Leadership teams receive appropriate
training and skill development to lead the
RtI Initiative
– The building works systematically through
the guiding questions and build the RtI
infrastructure along the way
NASDSE
IMPORTANCE of Using an Action
Plan Throughout the RtI Phases
• Follow-up and Accountability
• Action Plan:
–
–
–
Ensures mindful planning for consensus building
Captures the infrastructure development steps
Is the “Road Map” for Implementation
NASDSE
Don’t Commit Assume-i-side
 Don’t “assume” all
details will be worked
out in one day
 Don’t “assume” that
EVERYTHING must
change
 Don’t “assume” one can
all do the same thing in
different buildings
Change is Hard for Some
REMEMBER Consensus Building Tools!
Infrastructure Development
 “Where sites examine their
implementations against the critical
components of RtI, find aspects that
are being implemented well and gaps
that need to be addressed.
Infrastructure building centers around
closing these practice gaps”
NASDSE School Building Level
Blueprint
Guiding Principles of RtI
7. Leadership is vital
•
•
•
Strong administrative support ensures
commitment and resources
Strong teacher support means sharing in the
common goal of improving instruction
A leadership team builds internal capacity and
sustainability over time
A leader is a person you will follow to a
place you would not go by yourself.
Joel Barker, Future Edge,
Leadership is Vital
Leaders set the tone, provide the
necessary resources, and create
reinforcement and accountability
systems for teachers and staff to be
successful. The implementation and
sustainability of RtI will not be
successful without strong leadership
and administrative support.
Have you ever been part of “something” that has FAILED
because of a lack of leadership?
MR.PRINCIPAL
Even Super Administrator has
his/her limitations…
 Leadership is
more than one
person
 It takes a team to
get the work
done
Leadership Team
 Team is representative of staff
 Administrator is an active member of
the team
 Team members are invested in the
school culture and the change
 Coordinate efforts and provide
organization
Leadership Team
 Adapt the features of RtI to local
school
 Team members already know what is
happening at the building (never give
up something that already works)
 Enhance sustainability over time
(multiple people hear the same thing)
 We learn from each other!
Building Leadership Team
Responsibilities at Heartland
RtI Building Leadership Team
Consensus Building
Infrastructure Development
Implementation
BLT Responsibilities:
1)Take LEAD in evaluation of
Core, Supplemental, Intensive
Cycles (C-I-A)
2)Take LEAD in deepening
knowledge of essential
components
3)Take LEAD in assessing staff
development needs
4)Take LEAD in building a
“system” that allows
implementation
Infrastructure Development
 Activity 1: Find in your packet!
– Establishing Leadership Team
 Elementary: Often Grade Level Teams
 MS/HS: Content Teams, “At-Risk/Core”
Combo. Teams, Other
– Establishing Constituents (Ensure
Communication with All)
– Establish Roles
– Set Meeting Dates/Times/Agendas
– Establish Professional Development
Needs
Infrastructure Development
Once the leadership team is
established…
 The infrastructure can be built by
answering a series of questions.
 These questions become the
framework.
 The questions guide the work.
 The process is continuous.
To do this work..it takes a
TEAM!
Question OPTIONS
Activity 2: Infrastructure Development
1. NASDSE School Building Level Document
– Component 2: Infrastructure Building

Action 3: The leadership team will work through 10
basic questions to develop action plans.
2. Heartland AEA 11 Framework Questions
3. Hint: It’s Kinda the same thing…..
Question OPTIONS
The RtI questions DO NOT tell the schools
“What to think”
The RtI questions provide the schools with
“What to think about”
Each building needs to choose the questions that
best assists their building leadership team.
TIME to REVISIT those RtI Guiding Principles…
Guiding Principles of RtI
4. Use a problem-solving method to make
decisions based on a continuum of student
needs.
 Provides strong core curriculum, instruction,
and assessment (Core Cycle)
 Provides increasing levels of support based
on increasingly levels of student needs.
Core
 Core is designed to provide the
“diet” that should be sufficient to
ensure good outcomes for the
majority of the students. The core
diet will benefit all, but will not be
sufficient for some students.
When eating out of the food
pyramid is not enough …
 Need to add
iron pills, or
vitamins, but
do not stop
eating from the
food pyramid.
When instruction in
the core diet is not enough …
 Add supplemental
or intensive
instruction (iron pill)
in addition to core
instruction (core diet)
targeting
area(s) of need.
Guiding Principles of RtI
3. Use instructionally relevant assessment
 Reliable and valid
- Screening- Collecting data for the purpose of identifying low
and high performing students at-risk for not having their
needs met
- Diagnostic- Gathering information from multiple sources to
determine why students are not benefiting from instruction
- Formative- Frequent, ongoing collection of information
including both formal and informal data to guide instruction
Assessment Analysis
 Activity 2: Step 2
 Regardless of Framework Option
 Leadership teams will need to determine
– What data do you currently have?
– What kind of data do you have?
 Screening
 Diagnostic
 Formative
Goal of Screening
Schools should adopt a screening process
that
allows them to identify all or nearly all of the
students at-risk while maintaining a minimum
number of over identified students in need in
order to effectively manage supplemental and
intensive support resources.
10 Question RtI Frameworks:
Begin Spinning Two Plates
 Infrastructure Building has
to have two focuses:
– Core: Looking at the core
(Questions 1-5)
– Supplemental/Intensive:
Determine students’ needs
and plan for additional levels
of support (Questions 6-10)
10 Framework Questions
 1) Is our core sufficient?
– OVERALL HEALTH
– Do you have screening data to answer this
question?
– Typically want 80% of students needs met
with CORE ALONE
 REMEMBER THE CYCLES
– Do you have the data to answer this
question?
10 Framework Questions
 Is our core sufficient? Continued
 Do 80% of your students meet the screening
assessment(s) proficiency cut score?
– If so, do any of those students receive
additional intervention to meet that proficiency?
 If no, then core is sufficient.
 If yes, then discuss whether or not you can
“truly” answer, is your Core sufficient
10 Framework Questions
 Is our core sufficient? Continued
Turn to your partner and discuss:
 Based on what you know now, Is your Core
sufficient? (Pick a content area: Reading
,Math, Behavior, etc.)
 What “data” will your team need to look at
to find out for sure?
10 Framework Questions
 Question 2 - If the Core is not sufficient, determine
why?
– Look for patterns within your students’ gaps
between what is expected and how they are
performing.
– Turn to experts in the field (NASDSE Blueprint
Example, see page 22 for more)


The Planning and Evaluation Tool-Revised
(PET-R) and the Elements of a Healthy Grade-Level System Checklist
can be used to evaluate the system. Available at
http://oregonreadingfirst.uoregon.edu/inst_tools.html
10 Framework Questions
 Question 2 - If the Core is not sufficient, determine
why?
– Review Curriculum, Instruction, and Assessments
 Alignment
 Technical Adequacy
 Implementation integrity
 Etc.
Dave’s 11th Commandment: “Thou shall not address
inadequate core, through supplemental and
intensive supports alone!”
Digging into Question #2: If the
Core is not sufficient, why?
 Patterns in data often indicate possible
“weaknesses” within the system
– Are essential components of the content area
present? (C-I-A)
 Intended, Taught, and the Assessed Curriculum
 Are there gaps in the scope and sequences?
– Are the students actually engaged?
 FACT= It doesn’t matter if we teach all of the
essential components/content, if the students
do not engage with learning.
Digging into Question #2: If the
Core is not sufficient, why?
 Active Engagement
– Important at all grade levels
– VITAL to adolescents
 Professional Development
– Turn to your partner and answer the
following question: “In the past 3 years, how
many professional development opportunities
have been provided to staff in the area of
increasing active engagement with
students?”
Digging into Question #2: If the
Core is not sufficient, why?
 Active Engagement Professional
Development
– Handout- Active Participation: Tools for Your
Engagement Tool Kit
– Sample of wonderful PD available
 Archer, Feldman, Kinsella
– Many others
 Active Engagement is just another
IMPORTANT component to analyze
Question Number 2 Data
Considerations
 State Assessments
 District
Assessments
 Benchmark
Assessments
 Grades
 Formative
Assessment data
 Attendance
Information
 Credit information
(HS): Students ontrack or off-track for
graduation
 Homework
Completion
 Behavior Reports
Digits Correct Two Minutes
70
60
50
40
30
20
10
0
Sean
Karly
Joseph
Cassanda
Valentine
Mgan
Eric
Nick
Marian
Dave
Chankce
Briann
Tim
Alex
Carl
Sam
Mkie
Kim
Cheyenne
Gina
Destine
Jacque
Jamie
Alex
Spencer
Kyle
Chuck
Brad
Renee
Mel
Alyssa
Mariano
Andy
Amy
Sarah
Briann
Shantel
Katie
Dominic
Devon
Isabella
Kelly
John
Bob
Marla
Calliandra
Diana
Steve
Alex
Kadon
Steve
Jon
Dave
sky
Larr issa
Larissa
Shane
Becky
Wes
Gaby
Sue
Lau
Alex
Matt
Luke
Jasmine
Taylor
Emmie
Bryce
Amelia
Dav
Brnadon
Ty
Heather
Autin
Ben
Dean
Jas
Alex
Harr y
Kay
Matt
Elias
Andy
Barb
Roxy
Becky
Cdy
Bran
Erik
Nikki
Cheri
Nikki
Carmen
Briann
Madi
Bill
Ty
Dave
Mark
Aaron
Mandy
Courtney
Docy
Arr on
Skye
Jar ed
Zane
Dustin
Evan
Screening Indicates
Math Problem Grades 3 to 5
Do We Have a Problem With Our
Core?
Third Grade Math
Addition and Subtraction
3rd Grade Math
Addition & Subtraction
About 21% Meeting minimum proficiency
10 Framework Questions
 Turn to your partner and discussAre there any “patterns” or concern
areas in your core that you know of?
– Pick one area (reading, math, writing,
behavior)
 How do you know?
Professional Development
Resources
 Joyce, B., Showers, B., & Rolheiser-Bennett, C. (1987).
Staff development and student learning: A synthesis of
research on models for teaching. Educational
Leadership, 45 (2), 11-15.
 Joyce, B. (1988). Training Research and Preservice
Teacher Education: A Reconsideration, Journal of
Teacher Education, Vol. 39, No. 5, 32-36.
 Joyce, B., and Showers, B. (2002). Student
achievement through staff development (3rd ed.).
Alexandria, VA: Association for Supervision and
Curriculum Development.
 Joyce, B. & Showers, B. (2002). Student Achievement
Through Staff Development(3rd ed.). Alexandria, VA:
ASCD.
Activity: Screening Assessments
Sharing with Each Other: Screening
Assessments
 MS/HS
– Literacy, Math, Behavior
 Elementary
– K-2nd and 3-5th
– Literacy, Math, Behavior
 Task: One group per poster
– Brainstorm all possible screening
assessments
– Pick a recorder to capture your
10 Framework Questions
 Question 3- How will needs identified in Core be
addressed?
– Content knowledge and understanding is a prerequisite in order to answer this question.
– Seek assistance, and professional development
for materials and instructional routines to fill in
any gaps found in Core. ADD TO YOUR ACTION
PLAN
 Indianola Elementary Buildings Example
 Knoxville, Iowa MS Literacy Example
– LEADERS: “Inspect what you Expect”
 Author Unknown
10 Framework Questions
 Question 4: How will the sufficiency and
effectiveness of the Core be monitored over time?
MAKE YOUR EVALUATION PLAN
– Determine key indicators of “success” and gather
the “baseline” on how your kids are currently
performing toward those indicators
10 Framework Questions
 Question 4: How will the sufficiency and effectiveness
of the Core be monitored over time?
– Determine a “desired” goal and your data
collection procedures on those key
indicators.
10 Framework Questions
 Question 4: How will the sufficiency and effectiveness
of the Core be monitored over time?
– Watch the data and make decisions based on the
response of the kids.
 EXAMPLE: DIBELS as the Key Indicator
 Current Baseline Performance: 75% of the
Students receiving Core Instruction Alone are at
Benchmark.
 Goal is to have 80-85% of the students
receiving Core instruction alone at benchmark
at each benchmarking period.
10 Framework Questions
 Question 4: How will the sufficiency and effectiveness
of the Core be monitored over time?
Turn to your partner and discuss, how do
you plan on monitoring the sufficiency and
effectiveness of the core?
(Pick a content area: Reading, Math,
Behavior)
10 Framework Questions
 Question 5: Have your improvements to the
Core been effective? CHECK YOUR
RESULTS
– Leadership team should make this one of
their activities as well as the teachers within
the classrooms.
– Leadership team would take responsibility
to develop an action plan especially if the
results were not desirable.
RtI:
Begin Spinning Two Plates
 Infrastructure Building has
to have two focuses:
– Core: Keep working on our
core (Questions 1-5)
– Supplemental/Intensive:
Determine students’ needs
and plan for additional
levels of support (Questions
6-10)
10 Framework Questions
 Question 6: For which students is the Core NOT
sufficient, and why?
– The key to this question is not just stopping with
the “who” is not proficient, but to move on to the
“why are they not proficient?” OR “who” is not
having their needs met, due to being so far
above grade level performance.
– This question requires “DIAGNOSTICS” or a
“DIAGNOSTIC PROCESS”
10 Framework Questions
 Question 6: For which students is the
Core cycle sufficient NOT sufficient,
and why?
– Determine as a team or individually, what
diagnostic assessment(s) do you have in
order to determine “WHY” a student is not
having his/her needs met?
 Think back to all of the assessments one
uses in your building.
Guiding Principles of RtI
4. Use a problem-solving method to make
decisions based on a continuum of student
needs
 Provides strong core curriculum, instruction,
and assessment (core cycle)
 Provides increasing levels of support based
on increasingly levels of student needs.
RtI: Full Continuum of Support
General
Education
I =
I
I
I
I
Title &
Support,
Gifted Ed.
I
I
I
I
Special
Education,
Gifted Ed.
all along the continuum!
Core Principles of RtI
3. Use instructionally relevant assessments
 Reliable and valid
- Screening- Collecting data for the purpose of identifying low
and high performing students at-risk for not having their
needs met
- Diagnostic- Gathering information from multiple sources to
determine why students are not benefiting from instruction
- Formative- Frequent, ongoing collection of information
including both formal and informal data to guide instruction
How Does it Fit Together?
RtI At A Glance
FOCUS
Step 2
Step 1
All Students at
a grade level
Universal
Screening
Fall
Winter Spring
C
80-90%
Addl.
Diagnostic
Assessment
Instruction
None
Continue
With
Core
Instruction
S
5-10%
I
1-5%
Step 3
Group
Diagnostic
Individual
Diagnostic
Step 4
Results
Monitoring
Grades
Classroom
Assessments
Yearly ITBS/ITED
Small
Group
Differentiated
By Skill
2
times/month
Individualized
Intensive
weekly
Screening AssessmentsNot Always Enough
 Screening assessments often do not
go far enough in answering the
question:
– “Why is the student not performing at
the expected level?”
– We will need to “DIG DEEPER!”
Diagnostic Assessments
• The major purpose for administering diagnostic tests is to
provide information that is useful in planning more
effective instruction.
• Diagnostic tests should only be given when there is a
clear expectation that they will provide new
information about a child’s difficulties learning to
read that can be used to provide more focused, or
more powerful instruction.
For non-proficient students, just making
progress isn’t good enough.
Benchmark 1
Benchmark 2
Benchmark 3
Score
Time
Trajectory- “the path a projectile makes under the action of given forces such as
thrust, wind and gravity.”
--Encarta World English Dictionary
The greatest danger for most
of us is not that our aim is too
high and we miss it, but that
it is too low and we reach it.
Michelangelo
When curriculum, instruction, and
assessments are working together…
Benchmark 1
Benchmark 2
Score
Time
Benchmark 3
Activity: Understanding “Why”
Diagnostic Assessments
 Share with your partner
– State one of your building’s screening
assessments
– Give 3 possible reasons a student may
fail to meet minimum proficiency criteria
Reading Example
 ITBS (Iowa Tests of Basic Skills):Reading
Comprehension
– Timed test
– Multiple Choice - transfer to a bubble sheet
 Diagnostic Questions
– Is there a history of difficulty?
– Did he/she guess or try?
– Did the student finish the test?
– Can the student read accurately grade level text?
– Others
Diagnostic Assessment
Questions
 “Why is the student not performing
at the expected level?”
 “What is the student’s instructional
need?”
Enabling Skills
 Enabling skills are skills that could be considered
prerequisite skills for the demonstration of
proficient performances on larger assessments
measures
 They represent the sub-skills of higher order
performance demonstration
 Deficiencies in enabling skills will often result in
lower performance on assessments
TO assess enabling skills, it takes a diagnostic
process.
Digging Deeper
 In order to be “diagnostic”
– Teachers need to know the sequence of
skill development
– Content knowledge may need further
development
– Assessing the “enabling skills” only
makes sense when one understands
“WHY?”
Organizing Fluency Data:
Making the Instructional Match
Group 1:
Accurate
and Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate
and Slow
Rate
Group 4:
Inaccurate but
High Rate
Regardless of the skill focus,
organizing student data
by looking at
accuracy and fluency will
assist teachers in making
an appropriate instructional
match!
Checking “Enabling Skills”: Begin
with Reading Fluency and Accuracy
Remember Framework Questions:
6) For which students is the core cycle
sufficient and not sufficient, and why?
7) What specific supplemental
and intensive instruction/curriculum
is needed?
Digging Deeper Data
 Is the student fluent? Must define fluency expectation
– Fluency Measuring Tools:






Curriculum-Based Measures (CBM)
AIMSWeb (grades 1 - 8)
Fuch’s reading probes (grades 1 - 7)
Jamestown reading probes (grades 4 and up)
DIBELS (grades K - 6)
Make your own reading probes
 Is the student accurate?
– Must define accuracy expectation
 Consensus in reading research is 95%
Organizing Fluency Data:
Making the Instructional Match
Group 1:
Accurate
and Fluent
Group 2:
Accurate
but Slow
Rate
Group 3:
Inaccurate
and Slow
Rate
Group 4:
Inaccurate
but High
Rate
Group 1: Dig Deeper in the areas of
reading comprehension, including
vocabulary and specific comprehension
strategies.
Group 2: Build reading fluency
skills. (Repeated Reading, Paired Reading, etc.)
Embed comprehension checks/strategies.
Group 3: Conduct an error analysis to
determine instructional need. Teach to the
instructional need paired with fluency building
strategies. Embed comprehension checks/strategies.
Group 4: Conduct Table-Tap Method. If student
can correct error easily, teach student to selfmonitor reading accuracy. If reader cannot selfcorrect errors,complete an error analysis to
Determine instructional need. Teach to the
instructional need.
Reading Fluency
Dimensions of Reading Fluency:
Accuracy
Rate
Quality
Why focus on fluency?
Reading Fluency
Labored, inefficient reading
Declining Comprehension
Limited knowledge
of academic
language
A
SelfPerpetuating
Lack of Fluency
Lack of
motivation
Cycle
Smaller Vocabulary
Lack of Practice
Fluency
Fluency is not an end to itself but is the
“gateway to comprehension.”
Accurate and Fluent
Reading of Connected Text
 Comprehension is hindered by low
accuracy.
CBM
IF Criteria is Set for Desired Fluency and
Accuracy
Group 1:
Accurate and Fluent
Group 2:
Accurate but Slow
Rate
Group 3:
Inaccurate and Slow
Rate
Group 4:
Inaccurate but High
Rate
CBM Practice Activity
Data Summary
3rd Grade Class- Fall DIBELS: ORF=>
77
Accuracy
Tommy
Words per
Minute Correct
60 wpmc
Jane
80 wpmc
85%
Mac
65 wpmc
98%
Claire
90 wpmc
98%
Liz
67 wpmc
100%
Student
80%
Day 4’s
Activity 5
Group 1:
Accurate
and Fluent
Group 2:
Accurate
but Slow
Rate
Group 3:
Inaccurate
and Slow
Rate
Group 4:
Inaccurate
but High
Rate
ACTIVITY:
•Based on criteria for the grade level,
place each student’s name into the
appropriate box.
•Organizing data based on
performance(s) assists in grouping
students for instructional purposes.
•Students who do not perform well on
comprehension tests, have a variety of
instructional needs.
Organizing Data
>77 wpmc
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
And
95% acc.
Organizing Fluency Data:
Making the Instructional Match
Group 1: Dig Deeper in the areas of
reading comprehension, including
vocabulary and specific comprehension
Group 1:
Group 2:
strategies.
Accurate
Accurate but
Group 2: Build reading fluency
and Fluent
Slow Rate
skills. (Repeated Reading, Paired Reading, etc.)
Embed comprehension checks/strategies.
Group 3: Conduct an error analysis to
determine instructional need. Teach to the
Group 3:
Group 4:
instructional need paired with fluency building
strategies. Embed comprehension checks/strategies.
Inaccurate
Inaccurate but
Group 4: Conduct Table-Tap Method. If student
and Slow
High Rate
can correct error easily, teach student to selfRate
monitor reading accuracy. If reader cannot selfcorrect errors,complete an error analysis to
SEE HANDOUT!
Determine instructional need. Teach to the
REMINDER: 2 DAY CLASS! instructional need.
Other Diagnostic Tools
 3 Column Chart
– Used with K-1 teachers
– Math Skills
– ? Behavior Skills
 IMPORTANCE
– Tools/visuals help empower teachers to
address the different needs of individual
students
SPECIFIC SKILL SORTER
Accurate at
Skill
Fluent at
Skill
Able to
Apply Skill
IF no, teach
skill.
If yes, move
to fluency
If no, teach
fluency/
automaticity
If yes, move
to
application
If no, teach
application
If yes, the
move to
higher level
skill/concept
Math: Simple Diagnostics
 Give a Task that measures a
concept/skill
 Based on those that were NOT
accurate
– Separate into 2 piles
– 1)Have understanding but made
computation errors
– 2) Didn’t have understanding
 Based on those that were accurate
– Maybe worth your time to “interview” and
check for depth of understanding
Assessment
Assessment should be the servant of teaching
and learning. Without information about their
students’ skills, understanding, and
individual approaches to mathematics,
teachers have nothing to guide their work.
Mokros, Russell, and Economopoulos (1995)
Van De Walle
Chapter 6
Scoring with a Four-Point Rubric
Not Yet
Got It
Evidence shows
essentially has the target
concept or idea
4
Excellent:
Full
Accomplishment
3
Proficient:
Substantial
Accomplishment
Evidence shows major
misunderstanding, incorrect
concept or procedure, or
failure to engage the task.
2
Marginal:
Partial
Accomplishment
1
Unsatisfactory:
Little Accomplishment
p. 83
Adolescents
 Review ALL Data
– Files
 Check Student:
– Academic History
– Grades
 Tests
 Daily Work
– Attendance
– Engagement
– Behavior Records
 At Risk Categories
1) Academic
2) Behavior
3) Combination
 Diagnostic
Processes needed
to guide
instructional
response plan
ACADEMIC:
Adolescent Less than Proficient Diagnostic Process
Determine Students Below 50th%ile
ITEDS Reading Comprehension
Give 3 Min. Maze Passage
& 4 Retell Questions
PASS on
Both
No enabling
reading skill deficit
detected, check
performance
issues.
Pass Maze,
Fail Questions
Place student into
Box 1
No PASS Maze
Give 3 (1min.) ORF
Probes & Place
Students
Into 4 Boxes
Box 1
Box 2
Box 3
Box 4
Checking Enabling Skills
 Data Gathered Through RIOT Procedures
– R: Review
– I: Interview
– O: Observations
– T: Tests
 Partner Share: Discuss- Do you believe that
teachers/staff have the knowledge and skills to
be “diagnostic”?
Activity: Sharing Diagnostic
Assessments/Processes
 Same groups as Screening
Assessments
 Share what you do, or what you are
now thinking about doing! 
 Move through 3 Posters on Command
10 Framework Questions
 Question 7: What specific supplemental or
Intensive instruction is needed?
– Based on the diagnostics, an instructional match
is determined.
– As a leadership team, what will be the process to
get diagnostic assessments in place?
– Determine if there are professional development
needs in this area.
10 Framework Questions
 Question 8: How will supplemental and/or Intensive
be delivered?
– Group students with similar needs whenever
possible for efficiency.
– Determine the instructional materials/strategies
and the amount of time it will take to teach those
materials/strategies with integrity.
– Determine WHO will teach
– Develop a schedule to enable additional
instructional opportunities to occur
– Find locations
10 Framework Questions
 Question 8: How will supplemental and/or Intensive
be delivered?
 Partner Work: Brainstorm for 2 minutes how
one might provide different levels of support
within your building?
10 Framework Questions
 Question 9: How will the effectiveness of the
supplemental and/or intensive supports be measured
over time? (MAKE YOUR EVALUATION PLAN)
– Determine what progress monitoring data will be
kept on these students
– Make a progress monitoring plan (who, what, when)
including baseline and goal line data
– Determine who will evaluate and use that data to
make instructional changes if needed. (set decision
making rules)
– Determine what formal “documentation” you will
require in your building for these students.
10 Framework Questions
 Question 10: How will you determine which students
need to move to a different cycle of instruction? (USE
YOUR DATA)
– As a team, develop an implementation plan for WHO
is to evaluate the data and WHEN. Then, ensure that
these plans are done with integrity.
10 Framework Questions
 Question 10: How will you determine which students
need to move to a different cycle of instruction? (USE
YOUR DATA)
– Having “Exiting” criteria/goal for each group allows
the teacher and students to know what is expected
and when a student needs to move groups.
 Keep in mind, the decision making rules are vital,
so that students do NOT stay in interventions that
are NOT successful for them.
– Student movement through the different groups/Tiers
should be based on data and can be frequent.
Step 2
Step 1
C
80-90%
All Students at
a grade level
Fall
Winter
Teacher will make sure:
1. All students have been
given the _____assessment
2. All data has been entered
3. A copy of the class-wide
data is printed
Questions/concerns: Contact
Building Principal
Addl.
Diagnostic
Assessment
Instruction
None
Continue
With
Core
Instruction
S
5-10%
I
1-5%
Universal
Screening
Spring
Teacher will:
1.Calculate what percent
of the class is at benchmark
2. If below 80%, determine
“core” instructional needs
(Beef-up based on data)
Questions/Concerns:
K-3 Contact _____
4-6 Contact_______
SAMPLE
Step 3
Group
Diagnostic
Individual
Diagnostic
Teacher will:
1.Review all student data
2.Determine if there is a
need for additional
diagnostic assessment(s)
3.Ensure diagnostic
assessments are given
4.Bring all data to
grade level meetings
Questions/Concerns:
K-3 Contact_______
4-6 Contact _____
Small
Group
Differentiated
By Skill
Individualized
Intensive
Step 4
Results
Monitoring
Grades
Classroom
Assessments
Yearly ITBS/ITED
2 times/month
weekly
Grade Level Data Meetings:
1.Discuss briefly additions/changes
made to core
2.Share data
3. Group kids with similar instructional
needs.(COMPARE TO PRIOR GROUPING- IF
AVAILABLE)
4. Complete the group intervention
Plan form.(one per group)
-Who, what, when, where of instruction
-Who, what, when, where of monitoring
-Who and when of parent notification
NOTE: if any changes are made during
Intervention period, document on form.
5. Attach an implementation log
and graphs
6. Set date to meet back for check-in
(4-6 weeks)
Questions/Concerns: District Based
Team& IDM Team, Content Specialist
Data Day Video
 Lynnville-Sully Elementary
 K-1 Data Day Captured on Video
 Discuss ALL KIDS
 Held 3 Times a Year
– GRADE LEVELS MEET MORE OFTEN
 Document Decisions
 Time Provided by Hiring Floating Substitutes
 Child Find Process Embedded
Quote
In absence of clearly defined goals, we
become strangely loyal to performing
daily acts of trivia..
-Author unknown
Words From Experience
 In my best David
Letterman
Fashion…
 Dave’s top 10 ways
to mess up RtI
Top Ten Ways To Mess Up RtI Revised
10. Be “THE” expert
9. Demand agreement “My way or no way:
Top Ten Ways To Mess Up RtI Revised
8. Put down past practice and procedures
It is better to light one candle than
to curse the darkness.Adlai Stevenson
Top Ten Ways To Mess Up RtI Revised
7. Reinforce the wrong
things
– success vs. effort
– proceduralism vs.
professionalism
– compliance vs. best
interest of kids
Top Ten Ways To Mess Up RtI Revised
5. Talk only
about the
what.
Top Ten Ways To Mess Up RtI Revised
5. Don’t publicize your success
4. Change the focus of your innovation year
after year. The “inservice” model.
– People going in multiple directions
– Awareness level training
– Competing purposes vs. unified plan
Top Ten Ways To Mess Up RtI Revised
3. Be closed minded about criticism.
“Chair the Solution”
2. Plan it, but don’t do it
1. Start too big, without laying the
groundwork
Top Ten Ways To Succeed with RtI Revised
10. Start Small - Don’t kill yourself
9. Invest the resources to know what you’re
doing
8. Be supportive of failure – no one fails
alone!!!!
7. Promote it, don’t sell it - competing
contingencies work best
Top Ten Ways To Succeed with RtI Revised
6. Let innovation spread naturally. If it is
better than what came before, it will be
naturally reinforced.
5. Change how you think
– Know the “Whys” as well as the “Whats”
– “How can we?” vs “Why we can’t”
Top Ten Ways To Succeed with RtI Revised
4. Be in for the long haul, not the short burn
– 3 to 5 year process
– include stakeholders
3. Give away credit
–
–
–
–
Reinforce participation
Support participation
Do it as a team, not an individual
Make sure all contributors are recognized
Top Ten Ways To Succeed with RtI Revised
2. Pick a safe leader to work with
1. Work smart - not just hard
Activity Last
 Individually, identify one
idea that “made you
think – HMMM”
 Individually identify one
thing you want to know
more about.
 Individually identify one
question that you have.
 Share these out at your
table