Getting Started with RTI - eupschools.org

Getting Started with RTI - eupschools.org

Getting Started with RTI School-wide Assessment Tool for an RTI Model Implementation Starts with Leadership The significant problems we have can not be solved at the same level of thinking with which we created them. -- Einstein The critical feature of successful implementation of an intervention model such as RTI is effective leadership at the district, building, and instructional levels. Think

Different! Think Different Setting the Stage for RTI Stage 2 Identify district strengths and needs as well as changes to be made in the delivery of programs and services for all students. Stage 3 Develop action plan to include strategy for improvement, tasks, personnel, timelines, and resources. Begin working your plan!

Stage 1 Audit current district practices, programs, and procedures to decide on level of implementation for each RTI core principle using schoolwide assessment tool. Principle I We can effectively teach all children Use of collaborative, data-based decision making model Guaranteed and viable curriculum Curriculum alignment across grade levels and content areas Research based, differentiated classroom instructional practices Building-wide Positive Behavior Support (PBS)

strategies On-going professional development supports and enhances district curriculum implementation and delivery Active parent and family involvement Principle I We can effectively teach all children Leading RTI Les Cheneaux Community Schools District Administrator, Amy Scott Principle II

Intervene early Use of universal screening measures for reading, writing, and math Universal screening measures are administered and analyzed systematically Students are identified for and receive additional instruction based on screening results Supplementary instruction to the core curriculum is available for grades K-12 Principle II Intervene early Universal Screening Measures Amanda McCabe, EUPISD Curriculum Consultant

Principle II Intervene early Example School Comprehensive Literacy Literacy Assessment System 2008-2009 Grade Beginning of Year Reading K-5 DRA (for grades 3-5; below & approaching from Spring 09 and all new students) Comprehension Checklist Fluency (NAEP) Accuracy

SC Rate K-5 K-5 K-1 1-2 1-5 3-5 3-5 3-5 Observation Notes Observation Survey (for 1st grade: transfers and lowest 30% of class)

First Nine Weeks Reading Second Nine Weeks Reading Third Nine Weeks Reading Fourth Nine Weeks Reading Gentile Oral Language Acquisition Inventory (if needed) Observation Notes

Gentile Oral Language Acquisition Inventory (if needed) Gentile Oral Language Acquisition Inventory (if needed) Observation Notes Gentile Oral Language Acquisition Inventory (if needed) Observation Notes Observation Notes End of Year Reading

DRA (all students) Comprehension Checklist Fluency (NAEP) Accuracy SC Rate Observation Survey (K only) Benchmark Books Developmental Reading Checklist Comprehension Checklist

Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts Literature Discussion Rubric Independent Reading Rubrics Thoughtful Log Rubrics Benchmark Books Developmental Reading Checklist Comprehension Checklist Running Records and/or Conference Notes on Guided

Reading and/or Literature Discussion texts Literature Discussion Rubric Independent Reading Rubrics Thoughtful Log Rubrics Benchmark Books Developmental Reading Checklist Comprehension Checklist Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts Literature Discussion Rubric

Independent Reading Rubrics Thoughtful Log Rubrics Benchmark Books Developmental Reading Checklist Comprehension Checklist Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts Literature Discussion Rubric Independent Reading Rubrics

Thoughtful Log Rubrics Principle II Intervene early 3-5 3-5 K-5 Conference Notes Conference Notes Conference Notes Conference Notes GLAD ELA: 2008 Score

Writing Writing Proficiency Benchmark on Narrative Writing (K-1 Clays Writing Assessment) Writing Quarterly Checklist using Pieces from Writers Workshop 2-5 K-5 1-2 Observation Notes Gentry Diagnostic

Spelling Assessment 3-5 Bear Developmental Spelling Assessment 3-5 GLAD 2009: Score (if tested) Observation Notes Buddy Check Writing Quarterly Checklist using Pieces

from Writers Workshop Expository Descriptive Writing Rubric Observation Notes Gentry Diagnostic Spelling Assessment Bear Developmental Spelling Assessment Writing Quarterly Checklist using Pieces from Writers Workshop Writing Quarterly Checklist using

Pieces from Writers Workshop Observation Notes Buddy Check Observation Notes Buddy Check GLAD ELA: 2010 Score Writing Writing Proficiency Benchmark on Narrative Writing (K:

Clays Writing Assessment) Gentry Diagnostic Spelling Assessment Behr Developmental Spelling Assessment GLAD 2010 Score Principle III A multi-tier model of service delivery supports student learning

The district has identified and implemented a continuum of interventions that include at least 3 tiers Criteria exist for movement of students among the tiers Interventions are identified at each tier and aligned with the district curriculum Interventions are selected to meet specific identified student needs Fidelity measures ensure that interventions are delivered as intended Principle III A multi-tier model of service delivery supports student learning Strategic Instruction Model

Instructional Interventions Angela Nettleton, EUPISD CPMDC Nichole Martin, St. Ignace Schools Principle IV Use a problem-solving model to make decisions Use of problem solving model to design and evaluate effectiveness of instruction at each tier Use of problem-solving model is supported by training, implementation, and monitoring Problem solving teams use a variety of data to align needs and interventions

A process exists to guide the team in determining when a student should be evaluated for a suspected disability Principle IV Use a problem-solving model to make decisions Meeting Mechanics Stacey Miller, EUPISD Behavior Specialist Meeting Mechanics Stacey Miller Behavior Specialist EUPISD

What is Meeting Mechanics The Meeting Mechanics module presents a problem solving format that can be applied to all team decision making efforts. ABC paradigm for problem solving Team Accountability This process can be readily applied to child study teams, caseload teams, and behavior planning efforts. 45 MINUTE BEHAVIOR SUPPORT PLAN DEVELOPMENT MEETING MECHANICS PROCESS

Problem Identification: (5 minutes) IDENTIFY the problem Open-ended format Democratic (all participate) Prioritize concerns, if needed Problem Specification: (15 minutes) More SPECIFICALLY understand the problem Operational definitions Data analysis Antecedent variables focus Brainstorm: (6-8 minutes) Brainstorm possible solutions/strategies to address the problem ALL ideas are good ideas Dont explain, defend, convince Professional role elimination

Focus on developing the best idea in the room Cluster/Prioritize: (6 minutes) CLARIFY ideas CLUSTER similar ideas (3 primary) PRIORITIZE ideas though sequencing Implementation Variables: (6 minutes) Identify possible BARRIERS to implementation (brainstorm solutions if necessary) Identify RESOURCES needed to implement plan Determine DATA COLLECTION methods for evaluation Assign Responsibilities: (5 minutes) Team process Roles and functions

Develop ACTION PLAN WHO IS DOING WHAT BY WHEN Why Use Meeting Mechanics? Increase time on task Positive problem solving Team Effort Meeting Mechanics Manual Great Lakes Printing Company 1-800-530-9876 Principle V Use research-based, scientifically validated

instruction / interventions Instructional personnel understand and can access scientifically based research A process exists for the review of new literature to ensure continuous improvement Instructional personnel have been trained in the interpretation of research literature Principle V Use research-based, scientifically validated instruction / interventions What Works Clearinghouse

Research-Based Strategies Amanda McCabe, EUPISD Curriculum Consultant Principle VI Monitor student progress to inform instruction Use of scientifically-based assessment tool for progress monitoring Student progress monitoring occurs as need indicates Data is displayed graphically to support interpretation and document student performance Decision rules are used to evaluate

student progress and adjust Principle VI Monitor student progress to inform instruction Assessment Wall MiBLSI Team Pickford Elementary School Principle VI Monitor student progress to inform instruction Principle VII Use data to make decisions Use of effective and efficient district data

management system Personnel are trained in the administration of assessments Special education eligibility decisions and decisions to move students among tiers are made by a qualified team of professionals Personnel are trained in the analysis of data Data is collected from several sources and compared to objective criterion when determining the presence of a disability and the need for services Principle VII Use data to make decisions School-wide Information Systems (SWIS)

Data Management for PBS MiBLSI Team Principle VII Use data to make decisions SWIS Demo https:// app.swis.org/swis.php?pid=1000 Principle VIII Use assessment for three different purposes Written district assessment plan identifying assessments used for screening, diagnosis, and progress monitoring

Assessment plan addresses time, utility, content, and process for review District decision rules address criteria for special education eligibility Principle VIII Use assessment for three different purposes Balanced Assessment Valerie Masuga, EUPISD Curriculum Consultant Taking it to the next level -- Tools School-wide Assessment Tool

Sample Indicator Evidence resource Scoring Rubric Sample Multi-year Plan for RTI Implementation Action Planning Template

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