Ingham RtI District Leadership Team

1. Ingham RtI District Leadership Team November 4, 2009

2. Overview of Response to Intervention (RtI)

3. What is Response to Intervention (RtI)? • A multi-tiered, collaborative approach to providing academic and behavioral supports to all students • A well integrated, seamless system of instruction and intervention directed by student data and matched to student needs with increasing levels of intensity (RtI Action Network)

4. What is RtI? (cont.) RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al, 2005)

5. What is a Tiered Service Delivery Model? • Each tier represents increasingly intense services associated with increasing levels of learner needs • Tiered interventions provide a set of curricular/instructional processes to improve student response to intervention and student outcomes

6. What are the Goals of RtI? • Ensure that all students have access to high-quality instruction and learning opportunities • Struggling/accelerated learners are identified, supported and served early and effectively • Provide information as part of a comprehensive assessment for determining whether a student has a specific learning disability (RtI Action Network)

7. Essential Components of RtI • High-quality scientifically-based instruction • All students are screened to establish academic and behavioral baselines and to identify struggling/accelerated learners who need additional support (RtI Action Network)

8. Essential Components of RtI (cont.) • Provision of increasingly intensive supplemental instruction/intervention in a multi-tiered model to struggling or accelerated students • Matched to student needs • Intensity varies across group size, frequency and duration of an intervention (RtI Action Network)

9. Essential Components of RtI (cont.) • Student progress is monitored frequently to analyze student achievement and effectiveness of the instruction/intervention (RtI Action Network)

10. Essential Components of RtI (cont.) • Data-based decisions are made re: student’s instructional needs • Use of a structured problem-solving model • Multiple data points taken in context over time (RtI Action Network)

11. Factors Critical to the Success of RtI • Leadership to build internal capacity and sustainability for implementation • Consensus of all stakeholders around ensuring success for all students through an RtI approach • Ongoing professional development to ensure staff have knowledge and skills necessary to implement RtI (RtI Action Network)

12. Core Principles of RtI • We can effectively teach all children • Intervene early • Use a multi-tier model of support • Use a problem-solving method for decision making • Implement research-based interventions/ instruction to the extent available • Monitor student progress to inform instruction • Use data to make instructional decisions • Use assessment for different purposes: screening, diagnostics, progress monitoring

13. Making Connections • Think about and share with an elbow partner how the core principles of RtI connect with current district work

14. Connecting the Data Individuals with Disabilities Education and Improvement Act No Child Left Behind RtI and School Improvement Successful Student Outcomes

16. Shifting Paradigms • Access/Participation Progress/Success • Legal/Compliance Performance/Results • Teaching Content Ensuring Student Learning • Separate/Parallel Collaborative/Unified

17. School Improvement • Curriculum • Assessment • Instruction • Leadership • Professional Development • Data Management and Use

18. RtI SI RtI creates an effective system to support School Improvement efforts

19. District Level School Improvement Infrastructure Political Support Visibility Funding District School Improvement Leadership Team: Managing RtI Training Coaching Resources Evaluation Building Level School Improvement Implementation Adapted from Horner, Sugai

20. Reflection… Identify strategies for helping your schools connect their prior work to the key components of RtI and School Improvement

21. School-Wide Support Systems for Student Success (RtI) Intensive Intervention Individualized, functional assessment, highly specific 5% Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk 15% 80% Behavior Academics

23. Establishing an RtI Framework • Three stages • Consensus Building • Infrastructure Building • Implementation • District and building blueprints (NASDE, 2008)

24. Consensus Building • RtI concepts are communicated broadly to implementers • Foundational “whys” of RtI are shared, discussed and embraced • (NASDE, 2008)

25. Infrastructure Building • Examine current district initiatives/practices against the critical components of RtI • Find aspects being implemented well and gaps that need to be addressed district-wide • District planning to close practice gaps • (NASDE, 2008)

26. Implementation • Structures and supports are put in place at the district level to support, stabilize and institutionalize RtI practices • (NASDE, 2008)

27. District Level Blueprint • Outlines components of a district level strategy to: • implement RtI district-wide • provide ongoing support to each school and • (NASDE, 2008)

28. District Leadership Structures and Activities

29. District Leadership Team (DLT) Purpose • Overarching, ongoing management team for facilitating, support and evaluating implementation of RtI schools across the district

30. Superintendent Assistant Superintendent Curriculum Director Special Education Director Principals Human Resource/ Personnel Director GE teachers SE teachers Title I/ELL staff G/T staff Parents District Leadership Team (DLT) Membership

31. District Leadership Team (DLT) Roles • Assess needs • Building Consensus and Commitment • Allocate Resources and Build Infrastructure • Support Systems Change and Implementation Components

32. District Leadership Team (DLT) Specific Responsibilities • Provide clear expectations for RtI implementation • Provide supports to ensure sustainability of RtI district-wide • Develop a multi-year district implementation plan • Monitor progress of and adjust implementation of RtI

33. Reflection… Take a moment to reflect on and discuss with a partner: • Expectations your district has re: RtI • What district supports are in place for RtI implementation • What district supports need further development re: RtI implementation

34. District Leadership Team (DLT) Activities • Establish/reconstitute your district leadership team • Team members/meeting schedule • Responsibilities • Norms • Vision • Core beliefs

35. DLT Activities (cont.) • Develop a district-wide RtI Communication Plan

36. DLT Activities (cont.) • Complete the “Braiding District Initiatives” worksheets, recommendations and action plan

37. DLT Activities (cont.) • Complete the Consensus Building section of the “Blueprints for Implementation” self-assessment tool

38. Questions re: DLT Activities/Assignments ?

39. RtI Implementation Update

40. District Suggestions/Needs re: RtI Implementation • Issues your district is working through • Questions/clarifications • Input