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Lake Pend Oreille School District RTI Journey

Outcomes. Understand roles of leadership, curriculum, assessment, instruction, and community involvement in implementing RTI Provide a model of how one school district approached RTI implementationProvide tools to assess district readiness and first steps in implementing RTI. Activity. Find someo

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Lake Pend Oreille School District RTI Journey

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    1. Lake Pend Oreille School District RTI Journey Presented by Judy Hull, Title 1 Director Randi Kulis, RTI Coordinator WELCOME to our presentation! We are delighted you have joined us. Just to make sure you are in the right place, we will be speaking today about our school district, Lake Pend Oreille’s journey with Response to Intervention. Randi Intro.: Experience primarily as a special education teacher, also classroom teacher, educational consultant for a district, and private consultant for a few years before coming back to the classroom; I am from the northeast and moved to Idaho just over 3 years ago. Currently RTI Coordinator—best job! SPED—wait to fail; RTI—preventative and proactive I believe in RTI. Have repeatedly seen the process work with students; My pleasure to give the floor to my esteemed colleague, Judy Hull to share a little bit about herself with you. Before I start—we would like to see who is in our audience today: Classroom Teachers, School Psychs, Building Principals, District Administrators, SLPs, Support Staff/Parapros, Special Ed. Staff, Title 1 Staff, ParentsWELCOME to our presentation! We are delighted you have joined us. Just to make sure you are in the right place, we will be speaking today about our school district, Lake Pend Oreille’s journey with Response to Intervention. Randi Intro.: Experience primarily as a special education teacher, also classroom teacher, educational consultant for a district, and private consultant for a few years before coming back to the classroom; I am from the northeast and moved to Idaho just over 3 years ago. Currently RTI Coordinator—best job! SPED—wait to fail; RTI—preventative and proactive I believe in RTI. Have repeatedly seen the process work with students; My pleasure to give the floor to my esteemed colleague, Judy Hull to share a little bit about herself with you. Before I start—we would like to see who is in our audience today: Classroom Teachers, School Psychs, Building Principals, District Administrators, SLPs, Support Staff/Parapros, Special Ed. Staff, Title 1 Staff, Parents

    2. Outcomes Understand roles of leadership, curriculum, assessment, instruction, and community involvement in implementing RTI Provide a model of how one school district approached RTI implementation Provide tools to assess district readiness and first steps in implementing RTI Key components of RTI: Leadership, Curriculum, Assessments, RTI Process Share with you our journey You will walk away with some to guide you in your implementation and your own initial reflections to take back to your building/district VIDEO clips—brought along our district—we are representatives of a strong network of RTI support Interactive—chance to briefly reflect on your own district at four points during our presentation Please hold questions until the endKey components of RTI: Leadership, Curriculum, Assessments, RTI Process Share with you our journey You will walk away with some to guide you in your implementation and your own initial reflections to take back to your building/district VIDEO clips—brought along our district—we are representatives of a strong network of RTI support Interactive—chance to briefly reflect on your own district at four points during our presentation Please hold questions until the end

    3. Activity Find someone near you that you do not know Respond to: Are you using the RTI process at your building? K-6? K-12? What are your biggest successes? What are your biggest challenges? Take 3 minutes to discuss

    4. Lake Pend Oreille School District Located in beautiful, Sandpoint, Idaho 7 elementary schools, 1 MS, 1 HS, (2) 7th-12th grade secondary schools Population: 3,645 students Free/Reduced Lunch: 53% Geographically diverse community Small, rural schools and larger in town schools

    5. Principal Pat Valliant Judy will transition me inPrincipal Pat Valliant Judy will transition me in

    6. District Leadership Superintendent, Dick Cvitanich, supports RTI implementation district wide Received an RTI grant from SDE for 2009-2010 school year District RTI Leadership Team received training from SDE Discuss June Professional Dev. from SDE; discuss the team make up—meet monthly/bi-monthlyDiscuss June Professional Dev. from SDE; discuss the team make up—meet monthly/bi-monthly

    7. Leadership 2009-2010 RTI Coordinator hired Paid for by ARRA funds and is a strategic effort to build capacity throughout district Everyone began the process with guidance, support and direction from the district—this was a non-negotiable! District administrators completed RTI book study 2 elementary schools doing the same book study Discuss administrative goal for school improvement for each building Begin small (5 students) but begin—possible for everyone Listen to Superintendent Cvitanich share his experience with RTI in his own wordsDiscuss administrative goal for school improvement for each building Begin small (5 students) but begin—possible for everyone Listen to Superintendent Cvitanich share his experience with RTI in his own words

    8. Superintendent Dick Cvitanich Judy transitions to activity; I transition to Curriculum Judy will now take you through the journey our district has taken regarding curriculumSuperintendent Dick Cvitanich Judy transitions to activity; I transition to Curriculum Judy will now take you through the journey our district has taken regarding curriculum

    9. Curriculum History 2004-2005 began purposefully building a three tier design for instructional planning, curriculum development, and formative/summative assessments Goals: To meet the needs of all students…not just some To increase student achievement proficiency to 90% district wide in reading, language, math and science Where are we? What is needed to get us where we want to go? Leveraged PAFE, Title 1 + 2 federal monies to fund curriculum professional development; increase student achievement is always top priority; strategic plan being developed; 90% goal for student proficiency in reading, math and science, and written languageWhere are we? What is needed to get us where we want to go? Leveraged PAFE, Title 1 + 2 federal monies to fund curriculum professional development; increase student achievement is always top priority; strategic plan being developed; 90% goal for student proficiency in reading, math and science, and written language

    10. Strategic Decisions Adoption of research based Tier 1 core curriculum aligned with Idaho State Achievement Standards K-12 Language Arts/Reading K-12 Mathematics K-6 Science Research based intervention programs in reading and math Universal Benchmarks/Progress Monitoring in reading K-6 Pacing calendars Data Analysis: So what? to What next? How will we know if we are successful? Common curriculum across district; alignment of Tier 1 and Tier 2 reading curriculum with pacing calendar; School Board Policy developed—when purchase curriculum it needs to be used; KEY POINT: we collected data in past but didn’t use it in an effective way; began to use data in a meaningful wayHow will we know if we are successful? Common curriculum across district; alignment of Tier 1 and Tier 2 reading curriculum with pacing calendar; School Board Policy developed—when purchase curriculum it needs to be used; KEY POINT: we collected data in past but didn’t use it in an effective way; began to use data in a meaningful way

    11. Instruction “Teach like your hair’s on fire!” LPOSD is working toward a seamless, non- compartmentalized, instructional delivery model Students receive the instruction they need, with others who need the same skills, by a skilled teacher No more SPED, Title, General Ed. Discuss. Purposeful, intentional, rigorous, explicit, direct instruction. Checking for understanding. Teacher trumps all! Teach curriculum as it was intended to be taught; curriculum without a strong teacher is worth nothing; intervention begins in the classroom;No more SPED, Title, General Ed. Discuss. Purposeful, intentional, rigorous, explicit, direct instruction. Checking for understanding. Teacher trumps all! Teach curriculum as it was intended to be taught; curriculum without a strong teacher is worth nothing; intervention begins in the classroom;

    12. Across all schools. Big 5 for Reading; These percentages are goals—we are not there yet everywhere; names of specific programs are not important—if research based and on strongly approved list, go for it!; have high mobility within district and this allows for common language and skill base for studentsAcross all schools. Big 5 for Reading; These percentages are goals—we are not there yet everywhere; names of specific programs are not important—if research based and on strongly approved list, go for it!; have high mobility within district and this allows for common language and skill base for students

    13. Research based interventions and programs; Maximize resources and think out of the box for instruction. Use all resources. Be creative—do whatever it takes! Ongoing professional development; Use data to drive intervention decisionsResearch based interventions and programs; Maximize resources and think out of the box for instruction. Use all resources. Be creative—do whatever it takes! Ongoing professional development; Use data to drive intervention decisions

    14. Research based; first year of implementation we did not focus on Tier 3; added this in over time; stay the course with Tier 1 and do not jump to Tier 2/3 too quickly; based on data we added this level of interventionResearch based; first year of implementation we did not focus on Tier 3; added this in over time; stay the course with Tier 1 and do not jump to Tier 2/3 too quickly; based on data we added this level of intervention

    16. In fourth year of implementation and continue to grow with differentiation and fidelity; pacing calendars; aligned with standards and between grade levels; department meetings Developing common end of course assessmentsIn fourth year of implementation and continue to grow with differentiation and fidelity; pacing calendars; aligned with standards and between grade levels; department meetings Developing common end of course assessments

    17. Examining fluidity between tiers 1 and 2 this year and next year new initiatives will be in place; some students will receive interventions during some of their elective class time and will not be out the entire period/semester—developing what this will look like for accountability and grades in the elective classesExamining fluidity between tiers 1 and 2 this year and next year new initiatives will be in place; some students will receive interventions during some of their elective class time and will not be out the entire period/semester—developing what this will look like for accountability and grades in the elective classes

    18. Special Ed and most intensive students (new ELL students); Rethinking our process for placing students in Tier 3 curriculum; Mostly SPED; again, look at access to programs/interventions based on student needs Introduce you to Phil Kemink, Principal at Clark-Fork Jr. Sr. H.S. Talk about how he created a system at his school to allow fluid movement between Tiers 1 and 2 based on student’s academic performanceSpecial Ed and most intensive students (new ELL students); Rethinking our process for placing students in Tier 3 curriculum; Mostly SPED; again, look at access to programs/interventions based on student needs Introduce you to Phil Kemink, Principal at Clark-Fork Jr. Sr. H.S. Talk about how he created a system at his school to allow fluid movement between Tiers 1 and 2 based on student’s academic performance

    19. Phil Kemink; Now 3rd year to receive recognition from US News & World Report as one of the top HS in Country 14% students with an F at semester 15 students with 1 F/ 2 with 2 Fs—significant drop since last year AFTER VIDEO: Randi transitions into activity and transitions Judy into ASSESSMENT: Judy will speak briefly about intervention decisions and professional development and then share with you how we assess students in our districtPhil Kemink; Now 3rd year to receive recognition from US News & World Report as one of the top HS in Country 14% students with an F at semester 15 students with 1 F/ 2 with 2 Fs—significant drop since last year AFTER VIDEO: Randi transitions into activity and transitions Judy into ASSESSMENT: Judy will speak briefly about intervention decisions and professional development and then share with you how we assess students in our district

    20. Collaborative Team Intervention Decisions Standard K-6 reading and assessment protocols Building teams make strategic and deliberate decisions based on data Targeted and focused on specific needs Accountability to fidelity Fidelity: not cookie cutter, not lock step, BUT teaching program as intended to be taught! KEY POINT: District needed protocols for curriculum and assessment; ongoing process; Show me the data!Fidelity: not cookie cutter, not lock step, BUT teaching program as intended to be taught! KEY POINT: District needed protocols for curriculum and assessment; ongoing process; Show me the data!

    21. Professional Development Promotes student achievement Supports district plan and goals Builds capacity of knowledge and expertise Ongoing Comprehensive Continue unpacking this; Grade level meetings on ERW (job embedded); Title 1 staff meetings; monthly SPED staff meetings; on-demand PD; PD with outcome expectations—do it and use it! Continue unpacking this; Grade level meetings on ERW (job embedded); Title 1 staff meetings; monthly SPED staff meetings; on-demand PD; PD with outcome expectations—do it and use it!

    22. Universal Assessment District wide assessment protocol Use formative and summative assessments to guide instructional decisions Tier 1 program baseline assessment, end of unit assessments and end of year assessment Spring ISAT scores IRI AIMSweb (4-6) 3x/year (fall, winter, spring) Assessment protocol is K-6; developing for 7-12; curriculum assessments are part of the assessment protocol—not optionalAssessment protocol is K-6; developing for 7-12; curriculum assessments are part of the assessment protocol—not optional

    23. Progress Monitoring Purpose Formative assessment: to monitor a student’s response to the instruction they are receiving Use AIMSweb progress monitoring tool Progress Monitor strategic students at least every 2 weeks Progress Monitor intensive students weekly After 6-8 weeks, teams review data and determine next steps How do we know what we are doing is working? Increasingly part of the school culture; part of our assessment protocol Judy transitions meHow do we know what we are doing is working? Increasingly part of the school culture; part of our assessment protocol Judy transitions me

    24. RTI Process: Teams Every elementary building has RTI team that meets weekly Core team members Roles and responsibilities Individual problem solving and data analysis Evaluate student needs, develop intervention plan based on data, and set follow-up mtg. date Time, frequency, group size, program, teacher, goal and goal date All elementary buildings have teams—discuss teams TWO FUNCTIONS OF TEAM: Individual problem solving; grade level/class level data analysis ROLES: Facilitator, Notetaker, Time Keeper, Paperwork manager, meeting scheduler TIME is most impactful factor; focus on meaningful data; have a time keeper to keep team focused and moving along; simple structure and focus Introduce BETSY to talk about Team Process at her school—Remember, she is only in year 1!All elementary buildings have teams—discuss teams TWO FUNCTIONS OF TEAM: Individual problem solving; grade level/class level data analysis ROLES: Facilitator, Notetaker, Time Keeper, Paperwork manager, meeting scheduler TIME is most impactful factor; focus on meaningful data; have a time keeper to keep team focused and moving along; simple structure and focus Introduce BETSY to talk about Team Process at her school—Remember, she is only in year 1!

    25. Betsy Walker, TeamsBetsy Walker, Teams

    26. RTI Process: Individual Problem Solving Teacher fills out referral form Meeting is scheduled and invite sent out Teachers bring data to the meeting Student data is presented and discussed Plan is developed from the data Goal and goal date are set Brief review of plan and roles/responsibilities Follow up at 6-8 weeks to evaluate effectiveness Balance of Problem Solving with Data analysis Trail of teachers/kids problem Working toward more data analysis Use this when students are not responding to grade level/class level interventions; data indicated they should be responding but they aren’t; team figures out what is not working and intervenes accordingly; When this process is established an individual P.S. meeting should last no longer than 15-20 minutes; discuss process; no data = no meeting! Follow up meeting scheduled at initial meeting Introduce Sue Storaasli—CR teacher who has experienced success with a few of her students at the individual levelBalance of Problem Solving with Data analysis Trail of teachers/kids problem Working toward more data analysis Use this when students are not responding to grade level/class level interventions; data indicated they should be responding but they aren’t; team figures out what is not working and intervenes accordingly; When this process is established an individual P.S. meeting should last no longer than 15-20 minutes; discuss process; no data = no meeting! Follow up meeting scheduled at initial meeting Introduce Sue Storaasli—CR teacher who has experienced success with a few of her students at the individual level

    27. Sue StoraasliSue Storaasli

    28. Grade Level Data Analysis Some schools began here All are analyzing on some level Use grade level data to drive interventions and support Analyze IRI, AIMSweb, ISAT, SF data Sept/Jan/May Spring/Fall data analysis includes ISATs and end of year and baseline SF assess. Can happen at any point—using same data district-wide so schools/classrooms are comparing apples to apples; way to look at large groups of students and provide interventions based on data and their specific needs Dr. Sandy Maras will talk about the process at her building JUDY transitions to activitySpring/Fall data analysis includes ISATs and end of year and baseline SF assess. Can happen at any point—using same data district-wide so schools/classrooms are comparing apples to apples; way to look at large groups of students and provide interventions based on data and their specific needs Dr. Sandy Maras will talk about the process at her building JUDY transitions to activity

    29. Dr. Sandy MarasDr. Sandy Maras

    30. RTI to SLD RTI process collects and documents all necessary info. for SLD evaluation Begin by evaluating and documenting student’s response to instruction at Tier 1 Have documented data, increasing levels of intensity of instruction and student’s response If student needs to be considered for SLD, the information can be handed to the school psych. Constantly evolving and we adjust based on input and direction from the SDE; but, essentially, this process leads right into SLD; with RTI, as we have designed it, building teams should have all necessary documentation to move to evaluation when the team determines it is necessary, based on dataConstantly evolving and we adjust based on input and direction from the SDE; but, essentially, this process leads right into SLD; with RTI, as we have designed it, building teams should have all necessary documentation to move to evaluation when the team determines it is necessary, based on data

    31. Culture and Climate Cultural shift from “your student,” “special education student,” or “Title 1 student,” to “these are all our students” Do whatever it takes! Decisions are made on data, not on thoughts or feelings Staff work together to meet all student’s needs Don’t wait for a child to fail—use data to intervene quickly and appropriately Sense of urgency Working on these culture shifts—long term, slow process, but with direction and goals in mind; shift to focusing on meaningful data; Working on these culture shifts—long term, slow process, but with direction and goals in mind; shift to focusing on meaningful data;

    32. Community Involvement Parent involvement on RTI District Leadership Team PTA and parent groups informed about RTI across the district Parents are involved from the beginning Parent involvement and Title 1 Discussing the development of a pamphlet for parents School Board Chair is on the District Leadership Team Superintendent Cvitanich communicates with community members Work in progress; recognize as an area of focus for growth in communication; wide variety of parental involvement between schools; Title 1 Parent Involvement in tied in closely with this; Dick’s communication with community: Rotary, Lions Club, parentsWork in progress; recognize as an area of focus for growth in communication; wide variety of parental involvement between schools; Title 1 Parent Involvement in tied in closely with this; Dick’s communication with community: Rotary, Lions Club, parents

    33. Reality of where we are now Work in progress—changing belief system Every administrator has “buy in” Each building began at a different place Data analysis, weekly problem solving meetings, behavior, evaluating current practices and differentiated instruction Strong administrator collaboration Not micromanaging building process Move ahead with consistent message

    34. Eileen RansomEileen Ransom

    35. What About You? Points to Consider Are you ready? What components are in place? District vs. school? Where to begin? Needs assessment Timeframe Ask yourself these questions as you leave? Discuss them with colleagues during lunch! Remember, wherever you are, you are ready to take the first stepsAsk yourself these questions as you leave? Discuss them with colleagues during lunch! Remember, wherever you are, you are ready to take the first steps

    36. Resources Buffman, Mattos, Weber. Pyramid Response to Intervention. 2009. Bloomington, IN. Solution-Tree Press www.go.solution-tree.com/rti Idaho State Dept. of Education. (2009) Response to Intervention-Idaho: Connecting the Pieces. Boise, ID. www.rti4success.net www.rtinetwork.org www.fcrr.org

    37. Contact Information Judy Hull Judy.hull@lposd.org Randi Kulis Randi.kulis@lposd.org Please, do not hesitate to be in touch. Truly appreciate you joining us this morning! Thank you!Please, do not hesitate to be in touch. Truly appreciate you joining us this morning! Thank you!

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