Improving RtI Implementation Through Collaboration and Communication

1. NHSAU#9 Conway School District Elementary-Level NH Responds Model Demonstration Site John Fuller Elementary School & Pine Tree Elementary School

2. Where we started…Discoveries about our systems • There was a lack of solid communication between schools and the district office. • There was no systematic method for providing interventions for students. • Our schedules did not include time for interventions. • We had lots of programs but didn’t have the professional development time to learn how to use them. • We needed a broader view of whole-school approach to RtI. • We needed to identify roles and responsibilities of staff. • We did not have a solid, comprehensive oversight team. • We needed more of a data-focused approach to classroom instruction. • Our PLC’s were in place, but not working with fidelity. • There was a lack of family involvement. • There was a lack of communication in each building around curriculum and what was needed for the following year for students. • We were unsure how to use data that was being collected.

3. First Steps… • Make sure the SAU#9 Administration was on board • Create a Leadership Team at each school to ask the hard questions: • What is it we want all students to learn? • How will we know when each student has acquired the essential knowledge and skills? • What happens in our schools when a student does not learn? • Create mission statements, goals of the team • Re-evaluate all current systems/teams, their purpose, memberships, and overlap of responsibilities – Work Smarter, Not Harder! • Research and agree on a screening tool to use school-wide • How to restructure services and resources in our schools? • Train team members on “What is RtI?” • Provide training around RtI for all staff • Schedules! Create a designated intervention block of time in the master schedule for interventions • Strengthen and rejuvenate PLC practices and meeting schedules

4. Where we are now as a result of NH Responds… • Regularly scheduled meetings with principals and the SAU take place quarterly • Each school has a Leadership team that focuses on interventions at each tier for literacy, math, and behavior. Sub groups are created and report back to the Leadership Team as needed for more in depth planning/research. • Screening tools and intervention tools have been agreed upon and are in place • Master schedule for Screenings and Assessments for each school year has been created. This includes: • Math, Literacy, and Behavior Benchmarks • District Assessments • State Assessments • “Data Days” - review of data by grade level • Master schedule for Teams for each school year is created. This includes: • PLC meetings • Leadership Team • Staff Meetings • Core Meetings • Collaboration Meetings • Professional Development • Master schedule for grade level intervention times are created each school year. This helps to allocate staff time more efficiently and effectively, to increase individualized/small group instruction and supports for students in Tiers 2 and 3.

5. Positive Results from our hard work: • PLC’s are more effective • We are able to respond to student and teacher needs more quickly and more efficiently. • Increase in collaboration between staff in addressing student needs • Better communication between all staff on expectations • Interventions are being used with fidelity due to increased professional development and identification of local “experts” to call on for assistance • Improved communication with parents on their child’s academic, behavior, and emotional well being. • Improved learning results for all students with a structured, problem solving process • Improved communication between elementary schools in our district to make sure all students are receiving the same high quality instruction and support • Cross-grade communication has improved. End of year Data Days now include the next year’s teachers • Improved communication and team work within each school, between schools, and with the SAU office

6. Where do we go from here? • Focus more on core instruction and differentiation in the classroom to ensure that tier 1 supports are implemented with fidelity. • Continue professional development and self-assessment of skills • Continue to improve the master schedule so that it is the best fit for the RtI model currently in place. • Continue to fine-tune what is relevant data in determining intervention needs of our students. More is not always better! • Do we need a tier 2 oversight team that is separate from the Leadership team already established? • Improve our skills for using informal diagnostic assessments to pinpoint what skills students need to improve on to be successful

7. SAMPLES

8. Sample letter of Parent Notification of RtI Services sent to families following Data Days.

9. RtI Parent Brochure

10. Meeting Protocols The Meetings Grade Level Progress Monitoring Team (monthly) Main Purpose: To review current programming and adjust as needed according to data, and observations. Grade Level Common Planning Meetings Weekly • Grade Level Progress Monitoring Team Attendees: • Classroom teachers • Support staff • Service providers • Others as needed Grade Level Progress Monitoring Team Meetings Once monthly • Review relevant core and intervention data gathered since last meeting 3 times per year before Benchmark meetings Data Prep Team Meetings • Problem-solve; make adjustments to service as needed Benchmark Team Meetings 3 times per year • Record minutes; share/communicate using “Grade Level Meeting Minutes” with principal and relevant team members

11. Behavioral Structure PBIS (Positive Behavior Intervention Supports) ~ Emphasis is at the Tier I level ~ Clear Behavior Expectations  Teach, Observe & Monitor Universal Screenings (with protocols in place) Aimsweb/Pearson Tools Behavior Emotional Screening System and Social Skills Improvement System (Pro Social Behavior and Motivation to Learn) Progress MONITORING-SUPPORTS AND INTERVENTIONS-CORE TEAM ~ Tier II & Tier III Parent Communication ~ Parent Presentations & Newsletter (Tier I) ~ Counselor Contact (Tier II & Tier III) RTI Behavior