Using an RTI Framework t o E nsure Success

1. Using an RTI Framework to Ensure Success MESPA Presentation February 7, 2013

2. Agenda • Share what we learned implementing RtI in a PreK-5 setting. • Share tools others can use in evaluating their intervention support system.

3. Presenters • Johna Anderson, Reading Specialist • Laura Gores, School Psychologist • JoAnne Torp, RtI Specialist and K-5 teacher • Barb Wilson, Licensed principal, Assistant Professor in Educational Leadership MSU Mankato

4. Viewing leadership as a group activity linked to practice rather than just an individual activity linked to a person helps match the expertise we have in a school with the problems and situations we face. Thomas Sergiovanni (2005) Background

5. The context • New Prague Area Schools • 3900 students • Rural district • 15% Free and reduced lunch • 5% Students of color • 12% Special services • Falcon Ridge Elementary • 702 students • 18% Free and reduced lunch • 5% Students of color • 20% Special services MDE Website, 2012

6. RTI Core Principles • We can effectively teach all students • Intervene early • Classroom instruction should meet 80% of student needs • Provide a flexible response to struggling learners • Incorporate a multi-tier model of service • Systematic means of intervention

7. A Smart System Structure Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 75-85% 75-85% • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% 10-15% 10-15%

8. Problem Solving Process 2. Problem Analysis Why is the problem occurring? 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 3. Plan Development What is the goal? What is the intervention? How will we monitor? 5. Plan Evaluation Did the plan work? 4. Plan Implementation How will integrity be ensured?

9. Research • Organized our work using the NASDE Blueprint for Implementation (National Association of State Directors of Special Education, 2008) RTI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction and intervention guided by student outcome data. (NASDE 2008)

10. NASDE Research • The school building is the unit of change in RTI • There are critical components of RtI implementation that must be addressed: • Consensus building • Infrastructure • Implementation

11. Three Key Components • Culture of Collaboration • Systems and Structures to Support Student Learning • Continuous Improvement

12. Implementation of RTI

13. Rubrics • Basics • Elements of teaming • Staff development • Leadership

14. Organization of Presentation • Each presenter will discuss the basic understanding of the component. • You will have an opportunity to think about and discuss your school experience. • Teaming, Staff Development and Leadership are critical in each area.

15. Today WHY The central nature these components hold in school improvement. How Areas of intentional focus that we participated in to improve student learning. What High levels of success for all staff and students in our school. Simon Sinek, 2010

16. Effective leaders with moral purpose don’t do it alone. And they don’t do it by hiring and supporting “individuals”. Instead, they develop and employ the collaborative. Michael Fullan (2010) Culture of Collaboration

17. Culture of Collaboration • Why – • We can meet the needs of all learners when we engage in collaborative problem solving. • As a collaborative group of educators we are charged with the task of empowering students to realize their own Hopes and Dreams and to fulfill their own future potential. 1,000s of cases of effective schools indicate leadership is not a solo act. It is a team performance. Kouzes and Posner 2003

18. Culture of Collaboration How What – Silos were broken down and students were served based on learning needs not labels.

19. Culture of Collaboration • Look at rubric and reflect on your school. • Discuss with someone next to you. • Write one action statement you can take to move your school forward in this component.

20. …by focusing on student learning and then creating structures that support learning, successful schools have drastically departed from the traditional organizational patterns of American schools. Karin Chenoweth (2009) Systems and structures to Support Student Learning

21. Systems and Structures to Support Student Learning • Why – • Ensure a strong core • We must develop a school where every classroom teacher becomes more expert in teaching children. Allington (2009) • Is our core program sufficient? • Create a collaborative, flexible, systematic approach to respond to all learners’ needs. • For which students is the core instruction sufficient or not sufficient? • Use of data is essential.

22. Systems and Structures to Support Student Learning How What – reached consensus as a school on a clear definition of student learning outcomes and proficiency targets.

23. Systems and Structures to Support Student Learning • Look at rubric and reflect on your school. • Discuss with someone next to you. • Write one action statement you can take to move your school forward in this component.

24. We can’t solve problems by using the same kinds of thinking we used when we created them. Albert Einstein Continuous Improvement

25. Continuous Improvement • Why – • It is important for principal and leadership teams to make it a point to openly and actively support teachers’ efforts in implementing the core and providing supplemental and intensive interventions. Acknowledge and celebrate. • Things are not going to be perfect. Gather data and adjust programming as you go.

26. Continuous Improvement How What – Continuously adjusting instructional models will get better results for all students in your school.

27. Continuous Improvement • Look at rubric and reflect on your school. • Discuss with someone next to you. • Write one action statement you can do to move your school forward in this component.

28. Closing Thoughts • Take action and keep moving. • Long-term view, we shared a 5 year process that is continuing to evolve today • Process is key – working collectively to build shared knowledge and buy-in is what leads to creating tools your school can use. • Shared leadership is what empowers your staff to want to make a difference and improve.

29. References • Allington, What Really Matters in Response to Intervention, 2009 • Allington and Cunningham, Schools that Work, 2007 • Brown-Chidseyand Steege, Response to Intervention, 2005 • DuFour and Marzano, Leaders of Learning, 2011 • NASDE, Response to Intervention, Blueprints for Implementation, School Building Level, 2008 • Wright, RTI Toolkit, 2007

30. Contact Information • Johna Anderson – Reading Specialist johanderson@np.k12.mn.us • JoAnne Torp– RTI Specialist jtorp@np.k12.mn.us • Laura Gores – School Psychologist goresl@district112.org • Barb Wilson - Assistant Professor barbara.wilson@mnsu.edu

31. A Parting Word • Creating schools that work for all children takes time, energy, and leadership. • No two schools are ever alike, each school must develop its own plan. • Every school can improve itself, but not every school does. • Honestly and openly examining how change benefits children is the surest way to create better schools. • Good schools are collections of good teachers, and creating good schools is a matter of figuring out how to support teachers in their efforts to develop the expertise needed. Allington and Cunningham (2007)