RtI /MTSS Updates and Reminders

1. RtI/MTSS Updates and Reminders Superintendent’s meeting December 4th, 2013

2. Definitions and Vocabulary… RTI – Response to Intervention MTSS – Multi-Tiered System of Supports • RtI/MTSSin Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education.

3. AEA 267’s Phase 1 Implementation Sites (Fall 2013) • BCLUW CSD, Elementary • Cedar Falls CSD, Cedar Heights Elementary • East Marshal CSD, Elementary and Preschool • Hampton-Dumont CSD, Southside Elementary • Hubbard-Radcliff CSD, Elementary • Mason City CSD, Harding Elementary, Lincoln Intermediate, Roosevelt Elementary • Cedar Valley Catholic School System, St. Edward School Selection Process

4. RtI: Key Components • Robust Universal Instruction at Universal Tier (Content/Instruction) • Universal Screening (Assessment) • Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction) • Progress Monitoring (Assessment) • Data-Based Decision-Making (System) December 2011, Iowa DE, Response to Intervention Guidance Document CIA

5. Robust Universal Instruction in the Iowa Core/Early Learning Standards Reverse Jeopardy – School Improvement for $500 Question: How do we begin implementing RtI/MTSS processes? Answer: By establishing solid Universal Tier/core instruction. We cannot intervene our way out of a core instruction problem RtI/MTSS is a proactive and preventive process

6. RtI: Key Components • Robust Universal Instruction at Universal Tier (Content/Instruction) • Universal Screening (Assessment) • Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction) • Progress Monitoring (Assessment) • Data-Based Decision-Making (System) December 2011, Iowa DE, Response to Intervention Guidance Document CIA

7. Critical Features of Universal Screening and Progress Monitoring Assessments • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

8. FAST: K-6 Universal Screening and Progress Monitoring Tools (Formative Assessment System for Teachers) • Phonemic Awareness – Onset Sounds and Word Segmenting • Phonics and Decoding – Letter Names, Letter Sounds and Nonsense Words • Word ID – Sight Words • Rate with Connected Text – Sentence Reading and Oral Reading Fluency • Concepts of Print – Concepts of Print • Comprehension – aReading Adaptive Assessment

9. IGDIs: Pre-K Universal Screening and Progress Monitoring Tools (Individual Growth and Development Indicators) • Oral Language: Picture Naming • Phonological Analysis: Rhyming and First Sounds • Alphabetic Knowledge: Sound Identification • Comprehension: Which One Doesn’t Belong

10. Key Features of Iowa TIER(Tool for Innovation and Educational Results) • Accepts and displays universal screening and progress monitoring assessments and data • Supports tracking individual student interventions • Provides secure access to data at all levels – teacher, building, district, AEA, state • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

11. Screening Data – Grade view

12. Percent of Students Meeting Benchmark Goal

13. Intervention Tracking Example Report

14. Progress Monitoring Example Report

15. RtI: Key Components • Robust Universal Instruction at Universal Tier (Content/Instruction) • Universal Screening (Assessment) • Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction) • Progress Monitoring (Assessment) • Data-Based Decision-Making (System) December 2011, Iowa DE, Response to Intervention Guidance Document CIA

16. Standard Treatment Approach(Coming Spring of 2014??) Standard Treatment Protocol • Research tells us what works – so why not start there • Simple rules for selecting students for interventions based upon screening data • Implementation protocol to improve fidelity • Simple rules (guide points) for examining progress and moving students to more intensive or less intensive interventions if needed. • The standard protocols are intimately linked with PD efforts • Iowa will recommend that this approach be used for targeted (tier 2) instruction.

17. Standard Treatment Approach(Coming Spring of 2014??) Identifying evidenced-based STP will be part of the work completed by the Iowa Reading Research Center Standard Treatment Protocol in Iowa – from a recent DE FAQ document “A Standard Treatment Protocol (STP) would include a combination of skills such as decoding, fluency, spelling, vocabulary, and comprehension. The skills are bundled together across activities so students have multiple opportunities to practice the skills…. ….Regardless of the specific area of need most students will make gains because the STP will cover multiple skills and bundles them together to provide meaningful opportunities to practice. This is in contrast to identifying one skill area and teaching it in isolation without connecting it to other skills”.

18. RtI: Key Components • Robust Universal Instruction at Universal Tier (Content/Instruction) • Universal Screening (Assessment) • Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction) • Progress Monitoring (Assessment) • Data-Based Decision-Making (System) December 2011, Iowa DE, Response to Intervention Guidance Document CIA

19. Building Leadership Team Processes • Membership • Internal Coach • Data Coach • Content Specialist • Instructional Leader – Building • External Coach (AEA staff) Training and ongoing support being facilitated by the DE (face to face training, coaches webinars, team meeting structures, knowledge base on TIER) • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

20. Data Based Decision-Making -Collaborative Inquiry: “Asking the Right Questions at the Right Time” Q1. Is the Universal Tier Sufficient Q2. If the Universal Tier is not sufficient, what are the needs that must be addressed? Q5. Have Universal actions been effective? Q3. How will the Universal Tier needs be addressed? Q4. How will the implementation of Universal Tier action be monitored over time?

21. Collaborative Inquiry Questions: Operationalizing RtI Practices- Universal Tier Instruction • Is the Universal Tier sufficient? • If the Universal Tier is not sufficient, what are the needs that must be addressed? • How will Universal Tier needs be addressed? • How will the implementation of the Universal Tier actions be monitored over time? • Have Universal Tier actions been effective?

22. Collaborative Inquiry Questions: Operationalizing RtI Practices - Targeted /Intensive Tiers • Which students need support in addition to the Universal Tier? • Which of the Targeted and/or Intensive Tier options is needed to meet the needs of identified students? • How will the Targeted and/or Intensive Tier options be implemented? • How will the implementation of the Targeted and Intensive Tiers be monitored over time • Using the data and information, which students need changes to the Tiers they are receiving?

23. Collaborative Inquiry Question # 1: Is the Universal Tier Sufficient? • Big Idea- Use data (Universal Screening data) to determine if universal tier instruction is meeting the needs of students and to begin identifying students who are at-risk for not meeting end of year outcomes • Connection with CIP - Needs Assessment

24. Intensive Tier: Individualized, intensive, evidence-based instruction for a few students RtI ~1-5% Targeted Tier: Small group, targeted, evidence-based instruction for some students ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students http://www.youtube.com/watch?v=nkK1bT8ls0M

25. Preliminary Phase 1 State Results (Fall 2013)

26. Preliminary Phase 1 State Results(Fall 2013)

27. State-Wide Needs Distribution (Phase 1 Schools – fall 2013) % of schools needing intensive universal support 33% 29 Schools % of schools needing targeted universal support 60% 53 Schools % of schools needing no additional universal support 7% 6 schools

28. Collaborative Inquiry Question # 2: If Universal Tier is not sufficient, what are the needs that must be addressed? • Big Idea: Multiple sources of data are used to determine the root cause as to why universal tier is not sufficient. • Connection with CIP - Needs assessment

29. Words of Wisdom • Einstein is quoted as having said that if he had one hour to save the world he would spend fifty-five minutes defining the problem and only five minutes finding the solution. • This quote illustrates an important point: before jumping right into solving a problem, we should step back and invest time and effort to improve our understanding of it.

30. Collaborative Inquiry - Question #2: Digging Deeper – K-6 Building Blocks - Thematic Organizers - Desired Practices

31. Collaborative Inquiry – Question #2 Digging Deeper – K-6 Leveled Questions - What questions leading to Why questions and next steps - Progression of advances in practice (Level 1 questions will be focused on during the 2013-14 school year) **Currently, there are up to 4 levels of questions developed for each building block

32. What is coming next??? • Standard Treatment Protocol (tier 2) • Collaborative Inquiry for Question 2 – Levels 2, 3 and 4 • Diagnostic Assessment Processes • Intensive intervention resources (tier 3) • Implementation monitoring • Next “roll out” phase

33. RtI/MTSS Questions to Consider???? • Given the current emphasis on Universal Tier instruction (and at least initially away from the development of individual interventions), how might the RtI conversations in your district change? • How can we improve our conversations around Universal Tier content, instruction and assessment issues? • What data do we currently use to answer the question: Is our Universal Tier Sufficient? How could we get even better at using these data? • How do our staff currently use the “collaborative inquiry questions”? What could be done to make these questions become more central to our data-based decision-making discussions?