W elcome LPS Colleagues!

1. Welcome LPS Colleagues! • We are glad you are here! • Please enjoy coffee and a breakfast treat (compliments of St. Mary’s Cultural Center) • Find your school’s table area and choose a seat • Enjoy your colleagues…we will begin shortly

2. October 4, 2012 OSS: Operation Student Success

3. Welcome! • Morning Session 8:30-11:30 a.m. • Lunch 11:30-1:00 p.m. • Afternoon Session 1:00-4:00 p.m. • Please take care of your needs throughout the day. • Please return from breaks and lunch promptly • Enjoy your colleagues and your day together!

4. Goals for today… • Inform and Inspire! • Share the purpose, workand research of the OSS (Operation Student Success) Team • Learn about the framework of a multi-tiered support system (MTSS) • Review of Quality Core Instruction • Provide interactive opportunities to: *Collaborate with colleagues *Learn about research-based interventions you can utilize with struggling learners *Redefine and reinvent our thinking around RTI/MTSS and special education

6. OSS: Operation Student Success Our original goal: By 2014 ,we will successfully implement a comprehensive, systematic intervention process for struggling learners in all K-4 schools. • What does this mean? • How will we get there?

7. OSS: Operation Student Success Team Members • Great cross representation of staff: • Classroom Teachers • Elementary Support Teachers • Resource Room Teachers • Speech / Language Teachers • Psychologist/SSW • LEA Leadership • Building Principals • Members of the Academic Services Department • Each school has a representative on the team We are all of you!

8. We Asked ourselves Three questions… • What hopes do you have for our work together? What do you hope we will accomplish? • Why is this work important? • How would you describe the work of OSS to your colleagues?

9. Why is this work important? Team Beliefs • “This work is important because we have a responsibility to all children to help them be the best learners they can be. They need to know that we care about them.” • “ It is best practice to support the learning needs of all students and prevent early learning failure.”

10. Team Beliefs • “In order to reduce the achievement gaps that exist among subgroups of students, it is essential that we have a systematic process that provides interventions to fill in the learning gaps that exist…” • “We have fewer resources, more struggling learners, and an increase in the academic requirements for all graduating students.”

11. Team Beliefs • “This work is important because I don’t want to see any more students slip through the cracks.” • “This work is important because it provides a common intervention model to help support all Involved.” • “Lives are at stake! Children’s future quality of life depends on the foundation we give them early on.”

12. WHY? • Multiple levels of support are mandated by the No Child Left Behind Law • Focus Schools legislation requires that a MTSS be in place • IDEA & related state special education laws regarding Learning Disability designation require that interventions be implemented and documented before special education referral. External guidelines for schools Supporting all learners early and in a diversified way fits with our core beliefs.

13. Operation Student Success Objectives Learners benefit • 1. Struggling learners will be identified for early intervention and will receive support for their unique learning needs. • 2. Staff, parents and administrators will have a process and a model to use which supports struggling learners. Adults benefit

14. Operation Student Success Objectives • 3. There will be a gradual reduction in student identification rates for Learning Disabilities and Speech & Language, as well as a gradual reduction in the number of hours students spend in special education in order to better match state targets, and student individual needs. • 4. All staff are responsible for the success of all students. Meet needs in most appropriate ways All of our Kids are ALL of OUR kids!

15. OSS • Internal Review • External Review • Research & Reading “Start by doing what’s necessary, then do what’s possible; and suddenly, you are doing the impossible.”

16. Internal review… Gathering feedback & ideas from each of our schools… • We asked OSS team members to share their EPT/IST process & bring examples of forms used by their building IST / EPT teams. • We asked team members to share the greatest challenges their school & IST/EPT are facing. • We asked what steps and processes have been put into place to support struggling learners.

17. Key Findings… • Everyone is working hard and in the best interest of students!  • Process and paperwork varies from school to school • Many schools are struggling with: * how to support struggling learners, specifically—interventions, materials, time *the new SLD guidelines and requirement of interventions and progress monitoring *data collection, management and review *time for collaboration with colleagues • Schools are feeling a sense of urgency on this issue, and would like to share ideas, processes and programs AHA! This is what we learned about ourselves and others…

18. External review Gathering information and ideas from districts around us… • We looked to other districts to learn about their process for developing multi-tiered support systems, and their process for meeting the needs of struggling learners. • OSS team members interviewed staff from other districts and shared their learning with our team. • Some of the other districts include: Airport, Southgate, Dearborn, Flushing, Walled Lake, Wayne Westland, Ann Arbor, Northville, Plymouth-Canton and Crestwood.

19. Key Findings… • Every school district visited or contacted is utilizing some form of RTI or MTSS either district-wide or within individual schools. • Many common elements exist, yet each is unique to the district/school. • Common elements: *Use of a tiered intervention model *Use of a universal screener to ID neediest learners *Implementation of interventions (looks very different in each location) *Progress monitoring and review of student achievement data to determine movement between “tiers” AHA!

20. Research & Reading… New Learning was a part of every meeting… Books… • Mary Howard: RTI Framework • Jan Richardson: The Next Steps in Guided Reading Articles… Richard Allington, “What At-Risk Readers Need,” Educational Leadership, March, 2011 Peter Hill and Carmel Crevols, “Reaching Struggling Learners with New Intervention Models,” Leadership Compass, Fall 2006 Patricia McRae, “The Plane Ride,” Principal, November / December, 2011

21. Key Findings… • Reading and Research… • RTI / MTSS has great potential for making effective, excellent literacy instruction a collaborative venture in our schools. • RTI / MTSS has solid research underpinnings. • RTI / MTSS replaces the old “wait to fail” model with early interventions, starting with the classroom teacher. • In the RTI framework the regular classroom teacher is integral to the instructional progress of all students, regardless of other supports in place. AHA!

22. Your Thoughts… • Find your hand out entitled “My Personal RTI Reflections.” This is a good place to jot down any observations, notes, or questions about today. • On the back of this page, please respond to the following two questions… 1. Why it is important for us to be focused on meeting the needs of struggling learners? 2. What does it mean to you when you hear “All of our kids are all of our kids?”

23. Leading with Lollipops Drew Dudley Pick a lollipop…Walk & Talk…Return to Share http://youtu.be/hVCBrkrFrBE

24. Welcome to RtI Land, a land of triangles, circles, swirls, data, interventions, technology, systems, and student success!

25. MTSS DEFINED… • MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data based monitoring for instructional decision-making to empower each student to achieve high standards. MTSS means .. Multi-tiered Support Systems.

26. MTSS • MTSS is a way for schools and districts to step back and make sure that four things happen from a very coordinated standpoint. • Students who need additional support are identified early. • Students identified as needing more support are provided support targeted at their specific needs using sound instructional programs or strategies. • Students’ progress is monitored frequently so we know if we are on track with our efforts. • Teachers and schools are using the data to change the path when needed and they have a formal system of support to assist with these changes. How does a MTSS benefit students & staff?

27. Tier 3 Intensive, individualized support targeted to the specific needs of students faltering academically. 1% to 5% FEW Tier 2 SOME An instructional safety net that works in concert with Tier One to add instructional intensity to the day. 5% to 15% Tier 1 The universal tier that occurs in the general education classroom for all students and is provided by the classroom teacher. 100% of Students ALL

28. Tier 3 • Individualized instruction • Groups of one to three • Alternate location (not in classroom). 1% to 5% FEW Tier 2 SOME • Targets specific areas of need • Occurs in addition to (not instead of ) quality core instruction • Occurs in classroom or other learning area • Small group setting. 5% to 15% Tier 1 100% of Students ALL • Quality Core Instruction • Differentiated Instruction • Classroom Based

29. Key Components of Multi-tiered Support Systems (MTSS) • Tiered levels of support based on student need • Begins with a strong Tier 1…every student, every classroom • Quality Core Instruction • Effective Instructional Practices • Use of universal screeners to determine student need • A system for monitoring progress • Tier 2 provides additional support and intervention, in addition to all a student receives in Tier 1. • Tier 3 provides intensive intervention, outside of the classroom and in addition to the strong foundation provided in Tier 1 and 2.

30. Demystifying MTSS What it isn’t What it is Multi-tiered General education initiative Emphasis on solutions Early intervention perspective On-going assessment High Quality Instruction Proactive A Building Team’s job • Single –tiered • Special education initiative • Emphasis on problems • Wait-to-Fail Model • One –shot assessment • Hit and miss instruction • Reactive • A single person’s job

31. It’s education for all!!! It’s not GENERAL EDUCATON. It’s not SPECIAL EDUCATION.

32. Modifications Accommodations& interventions • A modification has to do with adjusting the content so that students will be successful. “WHAT” content is taught. • An accommodation is a physical or environmental change that ensures success that will be unlikely otherwise. “HOW” content is taught. • An intervention refers to a specific action teachers consciously take as a preventative measure or to support students at risk of failure. “SPECIFIC INSTRUCTIONAL STRATEGIES.” • Examples of each… Modifications change the playing field. Accommodations level the playing field. Interventions enhance the playing field..

33. REFLECT AND SHAREDiscuss the previous ideas with your school team.

34. MTSS • Universal Screener A Key Component…

35. Universal screener team objectives • The universal screener should put no additional burden on classroom teachers related to time, effort, or training. • The assessment should be quick, give immediate feedback and provide useable results.

36. Universal Screeners • Recommendations

37. Maze Comprehension passages

38. Sample maze passage Curriculum-Based Measurement: Maze Passage: Examiner Copy Student/Classroom: _____________________ Examiner: ____________ Assessment Date: _______ The Missing Cat Susan McCloskey "You don't want that food, do you, Hugs?" Meg said. "Do you want chicken (today)?" Meg gave Hugs a new can (of) cat food. But he still did (not) eat. "Hugs won't eat!" Meg said (to) Gram. "He won't eat the chicken (or) beef. He doesn't want the turkey (or) the turkey with cheese. He won't (even) eat the tuna!" "I can see (that)," said Gram. "But Hugs loves to (eat)," said Meg. "He never leaves a (bit) of food in his dish." "He (must) feel sick," said Gram. "Oh, no! (Poor) Hugs!" said Meg. "Will he be (okay)?" "Let's call Dr. Jan, the vet," (said) Gram. "She will know what to (do)."

39. REFLECT AND SHARE Turn and talk with a neighbor. Share what you believe is the purpose of universal screeners. Which assessments are you already giving? Which ones might you need help with?

40. Break Please return in 10 Minutes. www.online-stopwatch.com

41. Tier One Quality Core Instruction A green thumb is nothing more than hard work and the desire to make things grow.

42. oSS Pilot Schools2012-13 • Buchanan • Cleveland • Grant • Roosevelt

43. Go for it!

44. Lunch • Please return promptly, ready to begin at 1:00 PM.

45. FCRR • Presented by Members of the Buchanan & Cleveland Staffs Florida Center for Reading Research

46. So you’ve done the Universal Screeners, you’ve identified your struggling students, and you’ve targeted their areas of need. What’s Next?? NOW WHAT?

47. Florida Center for Reading Research www.fcrr.org This is an evidence based, highly effective set of activities and games that students can use to increase their skills in the following areas:

48. Grades K-1 Phonological Awareness Vocabulary Comprehension Fluency Phonics

49. Grades 2-3 Phonics Fluency Vocabulary Phonemic Awareness Comprehension

50. Grades 4-5 Comprehension Fluency Vocabulary Advanced Phonics