Collecting &Using Data to Guide RtI Implementation:

1. Collecting &Using Data to Guide RtI Implementation: Satisfaction Surveys & Implications Bill Trant, Executive Director of Special Education and Related Services william.trant@nhcs.net Leigh Gates, RtI Liaison leigh.Gates@nhcs.net

2. RtI in NHCS • Began in 2004-05 with 7 elementary schools • 6 additional schools were trained each year • Currently, 32 elementary & middle schools • Ongoing Training • Central Review Process

3. Question for Discussion: Please Discuss with 2-3 Neighbors What makes RtI an effective approach for classrooms, grade levels, schools, districts, and states?

4. According to NCRtI… • Universal Screening • (to identify who we work with), • Multi-level Prevention System • (to identify what we do), • Progress Monitoring • (to identify if what we are doing is working), and • Data-Based Decision Making • (to make use of the assessment data in meaningful ways that will benefit students).

5. What’s Good for the Goose… Mary Boscardin (2007) applied RtI and Problem Solving to district/school leadership practices. Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts. Boscardin, M. L. (2007). What is special about special education administration? Considerations for school leadership. Exceptionality, 15(3), 189-200.

6. We wanted to know… • What is the general consensus about RtI from a personnel and parent perspective? • What is working well? • What needs to work better?

7. We Modified an Existing Survey • The Florida Project Problem Solving and Response to Intervention: School Personnel Satisfaction Survey • And, we modeled a Parent/Guardian Satisfaction Survey after it. • For more evaluation tools

8. NHCS School Personnel Problem Solving Model (PSM)/ Response To Instruction (RTI) Satisfaction Survey

9. NHCS Parent/Guardian Problem Solving Model (PSM)/Response to Instruction (RTI) Satisfaction Survey

10. Timeline

11. PersonnelRTI Satisfaction Survey:Who Responded?

12. ParentRTI Satisfaction Survey:Who Responded? • 68% had 1 child in the RTI process. • 70% had children in the 3rd-5th grade. • 60% had children in academic interventions.

13. Survey Results: 72% of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Reading.

14. Survey Results (continued): 68%of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Math.

15. Survey Results (continued): 55% of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Behavior.

16. Survey Results (continued): 73% of parentswere overall satisfied (or very satisfied) with the RTI process used with their children.

17. Areas of Strength: Personnel & Parents were MOST satisfied with: • Data-based Decision Making • Progress Monitoring

18. Areas for Future Growth: Personnel & Parents were SLIGHTLY LESS SATISFIED with: • Identifying struggling students in behavior • Providing interventions in behavior

19. Results Flyer

20. Where are we in the process? Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts.

21. Developing/implementing plans of action consistent with empirically supported practices Now that we’ve surveyed, what do you think we should focus on next based on the results? Why? Discuss with 2-3 Neighbors. • 72% personnel satisfied with reading • 68% personnel satisfied with math • 55% personnel satisfied with behavior • 73% parents satisfied with RtI process

22. Developing/implementing plans of action consistent with empirically supported practices As a result, behavior became a MAJOR focus: • Improvement Group Part 1 • Improvement Group Part 2 • Rollout Overview • Rollout Practical Application Part 1 • Rollout Practical Application Part 2 RtI and Behavior Session on Wednesday.

23. Evaluating outcomes and impacts. After briefly hearing about the RtI and Behavior Improvement Process, how can we evaluate outcomes and impacts? Discuss with 2-3 Neighbors. • Improvement Group Part 1 • Improvement Group Part 2 • Rollout Overview • Rollout Practical Application Part 1 • Rollout Practical Application Part 2

24. Evaluating outcomes and impacts. Here’s what we have in place. How can we improve on in? Discuss with 2-3 Neighbors. • Central Review Process for Individual Eligibility Cases • Seminar PD Sessions for New Material and Updates from the Field

25. What have been your experiences with… Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts.

26. Areas for Continuous Improvement: • An RTI & Behavior Process Improvement Group has been working since September to improve this process. • A Fidelity Project is underway using Teachscape to strengthen instructional integrity. • An ad-hoc committee was formed to strengthen the process for English Language Learners. • Content Literacy Continuum project to strengthen secondary RTI • A detailed analysis of the survey is underway by school & by process for targeted professional development.

27. Collecting &Using Data to Guide RtI Implementation: Satisfaction Surveys & Implications Bill Trant, Executive Director of Special Education and Related Services william.trant@nhcs.net Leigh Gates, RtI Liaison leigh.Gates@nhcs.net