Getting Started with RTI

1. Getting Started with RTI School-wide Assessment Tool for an RTI Model

2. Implementation Starts with Leadership “The significant problems we have can not be solved at the same level of thinking with which we created them.” -- Einstein The critical feature of successful implementation of an intervention model such as RTI is effective leadership at the district, building, and instructional levels. Think Different! Think Different

3. Setting the Stage for RTI Stage 2– Identify district strengths and needs as well as changes to be made in the delivery of programs and services for all students. Stage 3– Develop action plan to include strategy for improvement, tasks, personnel, timelines, and resources. Begin working your plan! Stage 1– Audit current district practices, programs, and procedures to decide on level of implementation for each RTI core principle using school-wide assessment tool.

4. Principle IWe can effectively teach all children • Use of collaborative, data-based decision making model • Guaranteed and viable curriculum • Curriculum alignment across grade levels and content areas • Research based, differentiated classroom instructional practices • Building-wide Positive Behavior Support (PBS) strategies • On-going professional development supports and enhances district curriculum implementation and delivery • Active parent and family involvement

5. Principle IWe can effectively teach all children Leading RTI Les Cheneaux Community Schools District Administrator, Amy Scott

6. Principle IIIntervene early • Use of universal screening measures for reading, writing, and math • Universal screening measures are administered and analyzed systematically • Students are identified for and receive additional instruction based on screening results • Supplementary instruction to the core curriculum is available for grades K-12

7. Principle IIIntervene early Universal Screening Measures Amanda McCabe, EUPISD Curriculum Consultant

8. Principle IIIntervene early

9. Principle IIIntervene early

10. Principle IIIA multi-tier model of service delivery supports student learning • The district has identified and implemented a continuum of interventions that include at least 3 tiers • Criteria exist for movement of students among the tiers • Interventions are identified at each tier and aligned with the district curriculum • Interventions are selected to meet specific identified student needs • Fidelity measures ensure that interventions are delivered as intended

11. Principle IIIA multi-tier model of service delivery supports student learning Strategic Instruction Model Instructional Interventions Angela Nettleton, EUPISD CPMDC Nichole Martin, St. Ignace Schools

12. Principle IVUse a problem-solving model to make decisions • Use of problem solving model to design and evaluate effectiveness of instruction at each tier • Use of problem-solving model is supported by training, implementation, and monitoring • Problem solving teams use a variety of data to align needs and interventions • A process exists to guide the team in determining when a student should be evaluated for a suspected disability

13. Principle IVUse a problem-solving model to make decisions Meeting Mechanics Stacey Miller, EUPISD Behavior Specialist

14. Meeting Mechanics Stacey Miller Behavior Specialist EUPISD

15. What is Meeting Mechanics The Meeting Mechanics module presents a problem solving format that can be applied to all team decision making efforts. ABC paradigm for problem solving Team Accountability This process can be readily applied to child study teams, caseload teams, and behavior planning efforts.

16. 45 MINUTE BEHAVIOR SUPPORT PLAN DEVELOPMENT MEETING MECHANICS PROCESS

17. Problem Identification: (5 minutes) • IDENTIFY the problem • Open-ended format • Democratic (all participate) • Prioritize concerns, if needed • Problem Specification: (15 minutes) • More SPECIFICALLY understand the problem • Operational definitions • Data analysis • Antecedent variables focus

18. Brainstorm: (6-8 minutes) • Brainstorm possible solutions/strategies to address the problem • ALL ideas are good ideas • Don’t explain, defend, convince • Professional role elimination • Focus on developing the best idea in the room • Cluster/Prioritize: (6 minutes) • CLARIFY ideas • CLUSTER similar ideas (3 primary) • PRIORITIZE ideas though sequencing

19. Implementation Variables: (6 minutes) • Identify possible BARRIERS to implementation (brainstorm solutions if necessary) • Identify RESOURCES needed to implement plan • Determine DATA COLLECTION methods for evaluation

20. Assign Responsibilities: (5 minutes) • Team process • Roles and functions • Develop ACTION PLAN • WHO IS DOING WHAT • BY WHEN

21. Why Use Meeting Mechanics? • Increase time on task • Positive problem solving • Team Effort

22. Meeting Mechanics Manual Great Lakes Printing Company 1-800-530-9876

23. Principle VUse research-based, scientifically validated instruction / interventions • Instructional personnel understand and can access “scientifically –based research” • A process exists for the review of new literature to ensure continuous improvement • Instructional personnel have been trained in the interpretation of research literature

24. Principle VUse research-based, scientifically validated instruction / interventions What Works Clearinghouse Research-Based Strategies Amanda McCabe, EUPISD Curriculum Consultant

25. Principle VIMonitor student progress to inform instruction • Use of scientifically-based assessment tool for progress monitoring • Student progress monitoring occurs as need indicates • Data is displayed graphically to support interpretation and document student performance • “Decision rules” are used to evaluate student progress and adjust instruction

26. Principle VIMonitor student progress to inform instruction Assessment Wall MiBLSI Team Pickford Elementary School

27. Principle VIMonitor student progress to inform instruction

28. Principle VIIUse data to make decisions • Use of effective and efficient district data management system • Personnel are trained in the administration of assessments • Special education eligibility decisions and decisions to move students among tiers are made by a qualified team of professionals • Personnel are trained in the analysis of data • Data is collected from several sources and compared to objective criterion when determining the presence of a disability and the need for services

29. Principle VIIUse data to make decisions School-wide Information Systems (SWIS) Data Management for PBS MiBLSI Team

30. Principle VIIUse data to make decisions SWIS Demo https://app.swis.org/swis.php?pid=1000

31. Principle VIIIUse assessment for three different purposes • Written district assessment plan identifying assessments used for screening, diagnosis, and progress monitoring • Assessment plan addresses time, utility, content, and process for review • District decision rules address criteria for special education eligibility

32. Principle VIIIUse assessment for three different purposes Balanced Assessment Valerie Masuga, EUPISD Curriculum Consultant

33. Taking it to the next level -- Tools • School-wide Assessment Tool • Sample Indicator Evidence resource • Scoring Rubric • Sample Multi-year Plan for RTI Implementation • Action Planning Template