Diane Katakowski, Speech & Language Consultant
Susan Koceski, School Psychology Consultant
PLCi Network 11/30/2011
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What we know…
• Data driven
• Universal screening
• Tier model
• Targeted teaching- data helps identify student needs
• Team approach
What we wonder…
• What people are using as universal screener?
• What it looks like at each level?
• What resources are available to create your systems?
• How to merge competing initiatives?
• How do we prioritize?
• Schedule, schedule, schedule!!!!
• What is the difference between an intervention and accommodations?
• Empower educators to take on
RtI and interventions while working within a traditional timeframe.
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• Unaligned, nonsensical delivery systems (title-one, general education, special education)
• Low achievement, especially in lower poverty areas
• Over-representation of minorities in special education
• Poor growth when students with special education are compared with their non-disabled peers (AYP)
• Disproportionate numbers of high incident disabilities (LD, SLI) and inconsistencies from states to states, county to county, district to district
• Philosophy that is overly dependent on student processing problems
Desired
State
Current
State
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1. Data trends indicate a compelling needo Data indicates unacceptable percentages of students failing reading or math
2. Administrative mandate to change service delivery system
3. Legal mandates – o Desire to Use RTI option for Special
Education Eligibility for students with learning disabilities (IDEA 2004) o Out of compliance with special education and cited for corrective action o Corrective action from AYP status
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1.
Shared responsibility for student achievement in which general and special educators collaborate and support one another across all tiers.
2.
RTI is a framework, not a program. The ingredients can be combined in many ways so that implementation may look different in different buildings, even within the same district.
3.
Early Intervention as soon as the student’s performance indicates that they are “off track”.
4.
Problem-Solving focused on curriculum, instruction, environment, and learner variables that can be controlled (in contrast to student deficits).
5.
Using school-wide and grade-level data to evaluate
instructional effectiveness.
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Universal Screening at regular intervals for all students using curriculum-based measurement
TIER 3
(5% of Students)
Intensive Intervention
TIER 2
(15% of Students)
Strategic Intervention
Problem Solving occurs at all Tiers of Instruction and involves collaborative , databased decision making
TIER 1
(80% of Students)
Core Instruction
RTI Model:
TIER I - 80%
TIER II - 15%
TIER III - 5%
Scientifically researchbased instruction that is matched to student need to promote attainment of grade-level benchmarks
Oakland Schools
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• Given what we know so far, examine the images on the next slides.
• What connection can you make between the image and the RtI framework?
• Turn and talk to your partner for about 30 seconds and respond.
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• Equal numbers of students at all tiers of support.
• Lack of focus at increasing effectiveness of core instruction.
• Difficulty examining core because it is working, just for not a high percentage of students.
• Difficulty getting targeted, intensive instruction to the at-risk and some risk students because the number of students are so great.
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• The “haves” and the have- nots” in a district.
• Large number of students meeting core instruction and an equally large number of students requiring intensive support.
• Lack of shared responsibility for students –usually a division between general education, special education and title one service providers.
• Difficult to establish consensus about the needs of students.
• Difficult to get targeted, intensive instruction to the at-risk students because the number of students are so great.
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Tier Three
Tier Two
Tier One
• Large numbers of students requiring intensive interventions.
• Emphasis on Tier three and special education eligibility.
• Teams less focused on examining the core instruction.
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• Focused on casting and catching students that are not making progress, but not making instructional adjustments.
• Screen, test, and admire the problem.
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• All students receive core instruction high quality core instruction and emphasis is on the core.
Tier One
Tier Two
• Predictable interventions, well articulated processes and supports with increasing level of intensity and progress monitoring for students at tier two and tier three.
Tier Three
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• Multi-Tiered Continuum of Support (Models have 3-5 tiers)
• Universal Screening/Progress Monitoring for Slow Responders
• Problem-Solving Process: Implemented at grade level, small groups, individual students
• Scientifically-Based Core Curriculum: Evaluation of the effectiveness of core curricula
• Research-based Interventions: Instructional strategies and supplemental interventions based on empirical research studies on effectiveness
• Professional Development: Ongoing and embedded to the school improvement plan and goals
Why RTI is not spelled D-I-B-E-LS … Screening/progress monitoring is only one of many essential ingredients
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• Continuous professional learning focused on improving student achievement is essential for school-wide success.
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DuFour Quote: “…exploration of three crucial questions … drive the work of … professional learning communities: o What do we want each student to learn?
o How will we know when each student has learned it?
o How will we respond when a student experiences difficulty in learning?
o (How will we respond when a student has clearly achieved the intended outcomes?”)
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DuFour Quote: “The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning.
This process, in turn, leads to higher levels of student achievement…
Collaborative conversations call on team members to make public what has traditionally been private-- goals, strategies, materials, pacing, questions, concerns, and results.”
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DuFour Quote: “The teachers share their results from all of these assessments with their colleagues, and they quickly learn when a teammate has been particularly effective in teaching a certain skill. Team members consciously look for successful practice and attempt to replicate it in their own practice; they also identify areas of the curriculum that need more attention…
Educators must begin to embrace data as a useful indicator of progress. They must stop disregarding or excusing unfavorable data and honestly confront the sometimes-brutal facts. They must stop using averages to analyze student performance and begin to focus on the success of each student.”
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• Complete the handout activity on your table as a pair or table team
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Making the connection between
Professional Learning Communities (PLC) and the fundamental principles of
Response to Intervention (RTI)
Desired State-
What is our vision?
Ensure that all kids can learn
Culture of collaboration
Focus on results
Current State –
What is the problem?
Must be Data driven & answer:
What do kids need to learn?
How will we know?
How do we respond when students have difficulty in learning?
How will we respond if a student already knows?
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DuFour Quote: “The professional learning community model has now reached a critical juncture …. in this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass.”
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http://www.oakland.k12.mi.us/Departments/EarlyChildhood/RTIand3Tier/tabid/2483/Default.aspx
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• Exploring and adopting is a very important stage in the implementation process.
• Exploring includes attended workshops, overviews, book studies, etc. Raising the awareness of administration and staff in order to make decisions about moving forward.
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Establishing consensus among stakeholders of a need to improve reading achievement for all students by adopting/implementing RTI
 Until stakeholders are clear about what is being implemented and why it is being implemented, many may be reluctant to support implementation efforts.
 Some sites fail to plan or move too quickly through the consensus process.
 They fail to take stock of competing initiatives for staff time, resources and attention.
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 Establish a compelling need for school-wide RtI framework in reading. This includes site and district needs.
 Establish building leadership team and rationale for adoption of RTI framework.
 Create alignment between the building culture and the culture required to successfully implement RTI.
 Establish district leadership commitment.
 Make an action plan which involves a clear vision, mission and measureable goals of RtI implementation.
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Develop clear plans, processes, and procedures that lead to successful implementation and to construct the infrastructure and structural supports necessary to support RTI implementation.
 Teams general jump into screening, progress monitoring and intervention without developing the plans, processes and procedures.
 Poor planning can lead to frustrated administrators and teachers, wasted resources, and ineffective implementation.
 By establishing infrastructure prior to implementation, sites are more likely to experience increased practitioner support, more timely student benefit, and more efficient use of resources.
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Examples of activities at the Infrastructure phase:
 Reengineer resources (e.g., staff, time, funds) to provide sufficient support for the long term implementation of this framework.
 Train and implement reliable and valid screening and progress monitoring tools.
 Institute a problem solving process at grade level meetings for grade level, small groups, individual student data.
 Evaluate effectiveness of core curriculum and make adjustments based on ongoing data.
 Review current interventions and incorporate Instructional strategies and supplemental interventions based on empirical research studies on effectiveness.
 Make a professional development plan for the building and for individuals to fill essential knowledge.
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 Implementing a plan for scalingup RtI and adjusting programs and resources to institutionalize practices.
 RtI is not something that is “done” but is something that is a part of the fabric of the school.
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Examples of activities at the
Implementation phase: o Add additional grade levels, classrooms, and or content areas over time o Delivering evidence based assessments, core curriculum and interventions.
o Evaluating the fidelity of RtI implementation. o Refining procedures and guidelines based on
“lesson learned.” o Plan for new staff orientation and training o Report progress to stakeholders o Attend to school culture and sustained consensus.
Action planning- review, modify, and recommit annually based on data and SIP
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Inside your table envelope you will find color-coded descriptions of RTI implementation. The colors correspond to various components of RTI infrastructure (grade-level data meetings, core instruction, intervention continuum, professional development). As a table group:
1. Read the various descriptions
2. Group them by color/ component
3. Order them according to the following continuum:
 Gold standard implementation/ Component fully in place
 Adequate implementation/ Component in process
 Poor implementation/ Component not in place at all
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http://www.oakland.k12.mi.us/Departments/EarlyChildhoo d/RTIand3Tier/tabid/2483/Default.aspx
• OS RTI website and links
• MDE Guidance Document 2011
• National Center on RTIRTI Placemat
• OS Leadership Readiness Survey
• OS Non-Negotiables of Sustained RTI Implementation
Michele.Farah@oakland.k12.mi.us
Joan.Firestone@oakland.k12.mi.us
Diane.Katakowski@oakland.k12.mi.us
Susan.Koceski@oakland.k12.mi.us
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