Overview: Reviewing Your Selected and Intensive Levels of Support

1. Overview: Reviewing Your Selected and Intensive Levels of Support Facilitated by: Sara Summ & Kao Moua Her Regional Technical Assistance Coordinators Leslie Connors Principal – Franklin Elementary August 19, 2014

2. Participant Outcomes • Understand the essential components of Selected and Intensive levels of support • Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels

3. Overview of Wisconsin’s RtI Framework Wisconsin’s Framework for RtI

4. Response to Intervention Is what? An organizational frameworkthat guides implementation of a culturally responsive multi-level system of support Does what? toachieve academic and behavioral success for all For what?

5. http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdfhttp://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

6. CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policiesaccount for and adapt to the broad diversity of students' race, language, and culture. i.e., the students and community your school serves

7. Multi-Level System of Support Intensive Selected Universal

8. College & Career Readiness Outcome Instruction Collaboration Balanced Assessment SCREENIs student on track to meet or exceed outcome? MATCH SUPPORTS TO NEEDS What level and type of support does student need? High quality instruction Regular ongoing collaboration Formative, benchmark & summative assessments On track UNIVERSAL DIG DEEPER Can we verifyneed? If so, what is underlying need? Universal PLUS Intervention or add’l challenge Universal PLUS Collaboration Universal PLUS Progress monitoring Moderately below or above SELECTED Universal PLUS Intervention(well below) or IN LIEU OF Universal (well above) Universal PLUS Problem-solving team Universal PLUS Progress monitoring INTENSIVE Well below or above

9. Universal Level: Instruction, Assessments, & Collaboration Provided for and about allstudents in the school Also referred to as coreor tier one

10. UNIVERSAL LEVEL OF SUPPORT Screening process Summative, benchmark, and formative assessments Multiple measures Culturally relevant Fidelity implementation Ongoing team collaboration Data driven Guided by protocols Cultural competence Family engagement Some items we may need to add somewhere: Fidelity Families Culturally Responsive Practices Balanced Assessment Collaboration High Quality Instruction Driven by CCR/CCSS Research-based practices Differentiated Culturally responsive Fidelity implementation

11. UNIVERSALLEVEL OF SUPPORT All learners have access to Universal level of support Goal = 100% proficiency with grade level standards/College and Career Readiness RtI premise: In a healthy system, 80-90% of students’ needs can be met by Universal supports alone Balanced Assessment Collaboration Culturally Responsive Practices High Quality Instruction

12. Selected Level: Instruction, Assessment, & Collaboration Provided for and about students: With moderate learning needs Above or below benchmarks In addition to universal Also referred to as Tier 2, supplementary, secondary

13. SELECTED LEVEL OF SUPPORT Regular collaboration Guided by protocols Content area expertise Cultural competence Student and family engagement Digging deeper Progress monitoring Multiple measures Cultural relevance Student and family engagement Culturally Responsive Practices Balanced Assessment Collaboration High Quality Instruction Driven by CCR/CCSS Menu of evidence-based interventions and add’l challenges Culturally responsive

14. SELECTED LEVEL OF SUPPORT Provided in addition to the Universal level of support Think “groups” and common needs above and beyond the Universal reach RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level Below benchmark: Goal is success at the Universal Above: Goal is accelerated growth Collaboration Balanced Assessment Culturally Responsive Practices High Quality Instruction

15. Intensive Level: Instruction, Assessment, & Collaboration Provided for and about students: With significant learning needs Well below or well above benchmarks In addition to (below) or may be in lieu of (well above) universal Also referred to as Tier 3, targeted, tertiary

16. INTENSIVE LEVEL OF SUPPORT Digging deeper and diagnostic Frequent progress monitoring Multiple measures Cultural relevance Student and family engagement Frequent collaboration High level of expertise Guided by protocols Cultural competence Student, family, community engagement Culturally Responsive Practices Collaboration Balanced Assessment High Quality Instruction Highly focused interventions and additional challenges Driven by CCR/CCSS High level of expertise Culturally responsive

17. INTENSIVE LEVEL OF SUPPORT • Think “individualized” and integrated • RtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level • Below benchmark: • Providedin addition to the Universal level of support • Goal is success at the Universal • Above benchmark: • Provided in lieu of the Universal level of support • Goal is accelerated growth Collaboration Balanced Assessment Culturally Responsive Practices High Quality Instruction

18. Reflection: Think, Pair, Share Squares with your thinking New idea or way of thinking Still a conflicting concept for you

19. Handout Creating and Sustaining Selected and Intensive Levels of Support Before beginning to collect data, first establish: COLLABORATION CULTURAL COMPETENCE Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Then, at the start of each school year: Plan logistics Multiple times throughout each school year: Screen students and organize data Monitor progress and adjust accordingly ACCOMPLISH THROUGH WHILE DEMONSTRATING Review data and set goals Match supports to needs Dig deeper At the end of each school year: • Evaluate and refine the process

20. Franklin Elementary School Multi-Level System of Support Building Our Future...One Child at a Time

21. About Franklin

22. Need for Action

23. Encouraging Results

24. Creating and Sustaining Selected and Intensive Levels of Support COLLABORATION CULTURAL COMPETENCE Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Screen students and organize data ACCOMPLISH THROUGH WHILE DEMONSTRATING Monitor progress and adjust accordingly Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

25. Developing Cultural Competence “Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.” Anthony Muhammad The Will to Lead, The Skill to Teach

26. Our Vision Drives our System and Practices The school expectation is that all students must be successful academically and behaviorally. Every child - - no matter who they are - - learns

27. Examples in Action!

28. Creating and Sustaining Selected and Intensive Levels of Support COLLABORATION CULTURAL COMPETENCE Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Screen students and organize data ACCOMPLISH THROUGH WHILE DEMONSTRATING Monitor progress and adjust accordingly Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

29. “We all have a hand in making Franklin a great school.”

30. HDM – Can you please have each text box fade In with a click, starting with the structures following With multiple types of measures. Wisconsin’s Vision for RtI • Structures to regularly review, analyze, and act on student data and adult practices • Cultural competence • Student and family engagement • Multiple types of measures: quantitative and qualitative • Student and implementation data • Screening and progress monitoring • Culturally relevant • Student and family engagement http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

31. Essential Elements for Successful Team Collaboration Schedule times to collaborate and decide on an agenda before meeting Teams based on trust Establish group norms Hold each other accountable Shift thinking from “my students” to “our students” Divide responsibilities and meet deadlines

32. Staff Collaborative Team Schedule Mondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetings Tuesdays – professional developmenton the week’s focus Wednesdays – analysis of student work Thursdays – designing instruction and assessments

33. Creating and Sustaining Selected and Intensive Levels of Support Before beginning to collect data, first establish COLLABORATION CULTURAL COMPETENCE Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Screen students and organize data ACCOMPLISH THROUGH WHILE DEMONSTRATING Monitor progress and adjust accordingly Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

34. Wisconsin’s Vision for RtI • Based on CCSS • Research- and evidence-based practices • Engaging • Differentiated • Culturally responsive http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

35. Continuum of Supports Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges In addition to Instead of Tier 1 *Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

36. Tier 1 75 minute block Inclusive, team teaching Technology-enhanced personalized learning Differentiated Use balanced instructional model: shared large group learning, small guided groups, and workshop experiences that engage students through rigorous collaborative and independent practice using a variety of venues

37. Tier 1 Mathematics

38. Urgent Care – Tier 1 Double Dosing Examples Student A Area of Need – Number sense Dose 1 = Guided math at grade level Dose 2 = Guided math at instructional level Student B Area of Need – Reasoning Dose 1 = Guided math at grade level Dose 2 = Dream Box 34:52-35.24 talks about urgent care

39. GCT • Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice • Tier Two deep focus on application of skills to real life, relevant situations

40. Digging Deeper

41. Matching Needs and Supports “We evolve as the kids evolve.”

42. Finding time to meet a range of learner needs beyond Universal 30 minute math breakout

43. Purpose and Goals of Math Breakout To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning

44. Math “Breakout” All students have math breakout 4 times a week for 30 minutes Teachers group students according to need, based on common assessments, and separate into groups for 4-6 week sessions Specific differentiated instruction based on research, focused on number relations/operations and spiraling math strands Progress is monitored by the child-teacher team daily and by a collaborative teacher team weekly and monthly

45. Constant Evolution… If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.

46. Wrapping Up an Intervention Teachers reassess their homeroom students beginning where they left off. Purpose: Ensure the transfer and mastery of skills acquired during intervention

47. Encouraging Results: Intervention Assessment Data

48. Students Achieving MASTERY

50. Handout 1.2 Creating and Sustaining Selected and Intensive Levels of Support Before beginning to collect data, first establish: COLLABORATION CULTURAL COMPETENCE Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Then, at the start of each school year: Plan logistics Multiple times throughout each school year: Screen students and organize data Monitor progress and adjust accordingly ACCOMPLISH THROUGH WHILE DEMONSTRATING Review data and set goals Match supports to needs Dig deeper At the end of each school year: • Evaluate and refine the process