Introduction to RtII Sustainability Module

1. Introduction to RtII Sustainability Module • The RtII Sustainability Module provides a comprehensive set of materials to assist staff development professionals and school districts implement a Response to Instruction and Intervention (RTII) framework that is both effective and sustainable. • This Module is most appropriate for building and district teams that have been implementing RtII over a number of years, and are at the point of planning for long-term implementation. It is not an introduction to RTII. • The module is designed to guide a collaborative effort between a school district and Intermediate Unit Consultants. • The activities in this module will be most effective and schools will derive the most benefit if the school building and school district secure the assistance of an external facilitator. • School districts are encouraged to contact their local Intermediate Unit for assistance with this module.

2. RtII and School Organizational Change: Promoting Sustainability and Shared Leadership PaTTAN 2011-2012

3. The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN’s Mission

4. Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

5. Training Objectives Participants will be able to: • Describe connection between RtII, SAS and comprehensive school improvement • Assess current status of implementation of RtII in your school/district • Describe the role of leadership in implementing and sustaining RtII as a comprehensive school reform effort • Describe how sustainability would look within effective RtII implementation • Identify critical areas of focus for improvement and sustainability

6. Before we get started…Thinking about Sustainability Sustainability is: • “...the ability of a staff to maintain the core beliefs and values (culture) of a program • ...and use them to guide program adaptations over time...” • ...while maintaining improved or enhanced outcomes. adapted from Century and Levy (2002) RMC Research Corporation

7. Before we move forward… • Please take a few moments to complete: • We will debrief later in the morning. Instruction and Intervention Survey Located in theRtII Toolkit

8. Establishing the ContextRtII and SAS in PARtII and School ImprovementNational Trends RtII & School Organizational Change: Promoting Sustainability and Shared Leadership

9. Beginning with the end in mind… We strive to ensure that each student in Pennsylvania: • Is proficient in core subjects • Graduates from high school, ready for post-secondary education & career • Achieves equitable outcomes, regardless of background, condition or circumstances

10. A Definition of RtII • Response to Instruction and Intervention (RtII) in Pennsylvania refers to the use of a standards-aligned, comprehensive school improvement and multi-tiered system of support for implementing PA’s Standards Aligned System (SAS). • The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students,including English language learners and students with disabilities.

11. Response to Instruction and Intervention Framework Tier 3: Interventions for A Few Students Continuum of Time, Intensity and Data Increases Percentage of Students Requiring Intensive Supports Decreases Tier 2: Interventions for SomeStudents Tier I: Foundation Standards Aligned Instruction for All Students

12. Pennsylvania’s Secondary RtII Framework Examples of Relevant Data Current/Projected Academic Performance Data: *PVAAS Projections *Performance: PA Keystone exams *ACCESS for ELLs Data *Performance: Classroom Diagnostic Tools *4Sight *Common Summative Assessments *STAR *Formal instruments or informal observations used to inform instruction and enhance student learning outcomes. *Individually and/or group administered diagnostic measures Existing Data (Use to establish career and college risk and readiness) *PSSA * End of Year (EOY) Failing Grades in core subjects as early as 4th grade *Failing Grades in beginning and end of 9th grade fall semester courses *Earning Fewer than 2 credits; lack of promotion to 10th grade * <70-80% Attendance (5 weeks or more of missed school)(>10 days in first month of 9th grade) *Mobility between 8th and 10th grade *Retention in elementary or middle grades *Intervention history *Poor final grades in behavior/disengagement *Abuse/neglect Progress-Monitoring Tools: Maze passages, written expression prompts, vocabulary matching, ORF, Test of Contextual Silent Word Reading Fluency (TOCSWRF); Test of Word Reading Efficiency (TOWRE); CORE Phonics Survey. CORE Phoneme Segmentation Test • Tier 3: • Supplemental Small Group Instruction/Intervention Period for • a FEW Students (5-10%) • Daily for an extended period of time • Instructional Focus: Basic Skill Deficiencies • Tier 2: • Supplemental Instruction/ Intervention Period for SOME Students (15-20%) • 3-5 times per week or cycle • Lower class size • Instructional Focus: Extended core instruction in subject area content and/or targeted instruction/intervention • Tier I: • High Quality Standards-Aligned Core Instruction for ALL students (100%) • English and Math Courses aligned to PA/Common Core standards and Keystones • ESL Core Instruction aligning ELP and Content Standards • Content literacy focus within all courses & use of evidenced-based strategies • Instructional Focus: Subject Area Content (e.g., 9th grade Algebra I & • 9th grade English Composition)

13. School-Wide Positive Behavior Support Model 13

14. Elements of RtII in PA • Standards-aligned Instruction • Universal Screening • Shared Ownership • Data-based Decision making • Tiered Interventions • Parental Engagement RtII Toolkit: PA RtII Readiness and Implementation: Self Assessment Tool

15. Toward Coherence: SAS-RtII Connection Tier I of the RtII framework provides access to high quality standards based curriculum and instruction for all students. RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, PVAAS, ACCESS for ELLS Benchmark: 4 Sight Diagnostic: GRADE, GMADE, W_APT Formative: Formal and Informal (progress monitoring, ticket out the door) Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment in order to maximize student learning. DRAFT of Revised SAS graphic 12-2011 RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum. ALL staff (Gen, Sp. Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition. High quality instruction is at the heart of RtII. The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity. Research-validated interventions are implemented based on the type, level and intensity of student need

16. Pennsylvania’s SAS Web Portal

17. RtII and School Improvement Plans BOTH: • Analyze data to determine alignment and quality of curriculum. • Analyze data to ensure effective, differentiated instructional practices. • Require major modification in the infrastructure and logistics of the school. • Require collaborative planning.

18. RtII and School Improvement Plans BOTH: • Develop interventions for the school, groups of students in the school and for individual students. • Implement these interventions with fidelity. • Use data to monitor and adjust these interventions on a regular basis. • Provide a roadmap toward implementation fidelity and sustainability. • Others?

19. Team consideration… • Is RtII included in your strategic plan?

20. Aligning Our Beliefs: Survey RtII Toolkit: Instruction and Intervention Survey- Tilly

21. Toward a Common Understanding Selected Readings Packet: The Why Behind RTI + Guided Reading Notes

23. 21st Century Skills/Global Economy

24. 21st Century Learning Skills • Core academic subjects- “The Three Rs” • 21st century interdisciplinary themes • Learning and Innovation Skills - “The Four Cs” • Critical Thinking and Problem Solving Skills • Communication Skills • Creativity and Innovation Skills • Collaboration Skills • Information, Media and Technology Skills • Life and Career Skills

25. 21st Century Teaching & Learning • Where are we going? • How do we get there? 21st century

26. Predictors of Future Job Success Skills valued by today’s employers: • Work Ethic 80% • Collaboration 75% • Good Communication 70% • Social Responsibility 63% • Critical Thinking & Problem Solving 58%

27. Common Areas of Deficiency Areas of deficiency noted by employers: • Written Communication 81% • Leadership 73% • Work Ethic 70% • Critical Thinking & Problem Solving 70% • Self-Direction 58%

28. National Trends How are we doing in preparing our students to compete in a global environment? Do they have 21st Century Skills? Are they ready?

29. More low-income students are performing at higher levels today than in 1996 29 NAEP Data Explorer, NCES

30. Record Achievement for All Groups, but Gaps Just as Wide as in 1990 *Denotes previous assessment format 30 NAEP 2008 Trends in Academic Progress, NCES

31. Flat Achievement in Mathematics * Denotes previous assessment format 31 National Center for Education Statistics, NAEP 2008 Trends in Academic Progress

32. PISA PerformanceU.S. Ranks Low but has Risen Since 2006 Note: Rankings are for the 26 countries that were members of the OECD and participated in PISA in 2000, 2003, 2006, and 2009. 2006 results for U.S. reading performance are not available. 32 Source: PISA 2009 Results, OECD

33. Outcomes for Students with Disabilities Labor Force Participation • People with disabilities: 20.7%People without disabilities: 69.3% Unemployment Rate • People with disabilities: 13.5%People without disabilities: 8.1% US Dept. of Labor, Office of Disability Employment Policy, December 2011

34. How Are We Doing with Equity? Video clip: 2 schools Grant McClure http://opportunityequation.org/teaching-and-leadership/common-core-math-teacher-preparation 34

35. Moving Towards Equity:Consistently High Standards Across All States Step 1: Adoption of the Common Core Standards Step 2: Systemic and Systematic Implementation High-quality assessments Effective systems of accountability Engaging and rigorous curricula and materials Focused teacher preparation with knowledge of reading and writing relative to content area, and which skills to emphasize and how to teach them depending on the individual needs of learners K-12 continuum of comprehensive literacy support 35

36. Realizing the Potential of RtII Selected Readings Packet: Realizing the Potential: How Comprehensively Are Schools Implementing RTI? Allsopp Focus: RTI Intent: Common responses to RTI, p. 2-3 and worksheet In your group, read and summarize assigned paragraph. Share out in your group. 36

37. Where Are We Now? • Now, briefly consider current status of implementation in your district/school RtII Toolkit: Compare RTI Guiding Principles to Your Building’s Current Practices 37

38. Leadership:The Challenges of Change and Sustainability Every system is perfectly aligned for the results that it gets…. RtII & School Organizational Change: Promoting Sustainability and Shared Leadership

39. MemoTo: Building AdministratorsFrom: District Administrators In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!! 39

40. Dealing with Change Change(video clip) What are some changes that have affected you professionally over the past 3 years?

41. Why Do Innovations Come and Go? • In education, innovations come and go in 18-48 months. Latham (1988) • Optimally, sustainability should be a focus from the day a project is implemented. With most projects, the pressure of just becoming operational often postpones such a focus until well into the 2nd year. Alderman & Taylor (2003)

42. From Implementation to Sustainability NIRN Stages of Implementation • Sustainability • Innovation • Full Implementation • Initial Implementation • Installation • Exploration NASDSE : stages of RtII implementation: • Implementation • Infrastructure Development • Consensus Building Fixsen, et al. (2005) NASDSE (2005) 42

44. Myths and Realities of Organizational Change Jerry Patterson • Coming Clean About Organizational Change: Leadership in the Real World (1997) • Coming Even Cleaner About Organizational Change (2003)

45. Why do you think these are myths? • People want to understand the what and why of organizational change. • People act first in the best of interests of the organization • People engage in change because of the merits of the change.

46. Personal and Organizational Myths (cont’d.) 4. People opt to be architects of the change affecting them. • Organizations are rationally functioning systems. • Organizations are wired to assimilate systemic change.

47. Personal and Organizational Myths (cont’d.) 7. Organizations operate from a value-driven orientation. 8. Organizations can affect long-term, systemic change even with short-term leadership. 9. Organizations can achieve systemic change without creating conflict in the system

48. Realities about People - Summary • Most people act first in their own self-interest. • Most people don’t want to genuinely understand the what and why of organizational change. 3. Most people engage in organizational change because of their own pain. • Most people expect to be viewed as having good intentions, even though they are suspicious of the intentions of those introducing change. 5. Most people opt to be victims of change-- not the architects of it.

49. Realities about Organizations - Summary • Most organizations operate “non-rationally” rather than rationally. • Most organizations are wired to protect the status quo. • Most organizations initiate change with an event-driven rather than value-driven mentality. 4. Most organizations engage in long-term change with short-term leadership.

50. Realities about Organizations and People • Most people and organizations deny that the other realities are, in fact, their own realities. • Most people and organizations do have the capacity to develop resiliency in the face of the other realities. (For more information, see Jerry Patterson’s Coming Clean About Organizational Change)