Secondary Response to Intervention (RtI) Team Training for Grades 6-12

1. Secondary Response to Intervention (RtI) Team Training for Grades 6-12 Facilitated by: Sherry Faulk, Terryl Swejk and Karen Williams Day 2

2. RtI Toolkit Parking Lot Group Norms Getting Started Roles and Responsibilities Facilities

3. Coming Together

4. Today’s Agenda 8:30 – 11:30 RtI Core Components Data Based Decision Making Universal Screening 11:30 – 12:30 Lunch 12:30 – 3:00 Hear from the Experts Kettering City Schools 3:00 – 3:30 Team Assignment and Evaluations

5. Learning Targets – Day 2 1. Essential Component: Data Based Decision Making • Understand the basics • Review school data 2. Essential Component: Universal Screening • Understand the purpose for screening • Examine screening tools 3. Learn from the Experts: Kettering City Schools

6. APPLICATION Day #1 Team Assignment In assigned groups, identify: • Missing resources • Repurposed resources • New resources • How you will integrate the information into the action plan • Be prepared to share out one similarity and one difference between your teams Assign: 1. Taskmaster 2. Recorder 3. Reporter Materials Needed: Completed Exhibit 2-F: District Resource Inventory RTI Action Plan Form Assign: 1. Taskmaster 2. Recorder 3. Reporter

7. RtI Framework Component: Data-Based Decision Making

8. Data-Based Decision Making: The Basics • Analyze data at all levels of RtI and all levels of prevention (e.g., primary [Tier 1], secondary [Tier II], and tertiary [Tier III]). • Establish routines and procedures for making decisions including decision rules for assessing student progress. • Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies. • Establish routines and procedures for sharing data.

9. Data-Based Decision Making:Types of Decisions • Instruction • Evaluation of effectiveness • Movement within the multi-level prevention system • Disability identification

10. What Data is used in RtI? • Screening data to initially identify students at-risk • Progress Monitoring data to determine response to interventions • Outcome data to establish instructional program efficacy

11. Where exactly does the data fit within the RtI process? • Screen all students to identify suspected at-risk students. • Diagnose students suspected to be at risk to confirm/disconfirm risk. • Provide Tier 2 interventions to at-risk students, while progress is monitored to assess response. • Move students who prove unresponsive to Tier 3 and provide more intensive intervention. Progress monitor to assess response. Essentially, it’s everywhere!

12. Types of Assessments

14. NCRTI Standards for Data

15. In Short… Use research-based tools that have been found to demonstrate sufficient reliability and validity, have alternate forms and benchmarks, and are sensitive to student improvement. Examples include: • Curriculum-Based Measurement (CBM) • STAR Reading, Math • AIMSWeb • Yearly Progress Pro (McGraw Hill) Disclaimer: You want to ensure (whenever possible) cultural, linguistic and socioeconomic factors students bring to the classroom are reflected in tool selection and implementation.

16. APPLICATION Building Data Review • In your team, create groups of 3 or 4 • Review AYP Workbook data • Complete Measure Up Documentation Chart • Identify Subgroups that need to be improved • Be prepared to share one area where the RtI Leadership Team should focus actions Assign: 1. Taskmaster 2. Recorder 3. Reporter Assign: 1. Taskmaster 2. Recorder 3. Reporter Materials Needed: AYP Workbook 2011-2012 Measure Up on-line Data Documentation Form

17. Things to Remember with Data: • Good Data IN = Good Data OUT (Know where your data came from and the validity of that data.) • Focus on ALL students (Are most students making progress?) • All instructional and curriculum decisions should be based on DATA. • Keep it simple and efficient!

19. RtI Framework Component: Establishing the Universal Screening Process

20. Universal Screening • Typically administered to all students at regular intervals • Consists of brief, practical assessments focused on target skills that are highly predictive of future outcomes • Purpose is to identify students who are at risk • Identify students’ strengths and weaknesses • Compare performances of individuals with the performance of others • Help teachers monitor students who are struggling

21. Examples of Common Screening Processes

22. Screening: Purpose • Identifying students who are at risk for poor learning outcomes • Identifying students who need additional assessment and/or instruction • Providing data on the effectiveness of the core instruction and curriculum

23. Screening: Focus • For all students, not just students who we believe may be at risk • Two-stage screening process: • Universal screening • More in-depth testing or progress monitoring for students who scored at or below the cut score • Should be an educationally valid outcome

24. Screening: Tools • Must choose reliable, valid tools that demonstrate diagnostic accuracy • Must choose age-appropriate outcome measures that capture student ability • May have different screeners to assess different outcome measures

25. Screening: Timeframe At a minimum, screening should be administered more than one time per year (e.g. fall, winter, spring). Screening Calendar April January September

26. Screening: Secondary Specifics Read Individually Handout: pages 48 – 57

27. Screening: Considerations • What materials are required to administer the screening assessments? • Are there accommodations for students with special needs or language needs? • What statistical software could be used for analysis, reporting, and monitoring? • What funds are available to purchase screening tools and materials? • What costs are associated with training?

28. Screening: Resources NCRTI Screening Tools Chart http://www.rti4success.org/screeningTools

29. APPLICATION Identify Universal Screening Tools • Identify tools already being used in the school. • Review new screening tool possibilities for Math and Reading. • Be prepared to share 1-2 thoughts. Materials Needed: Universal Screening Tools for Reading & Mathematics Universal Screening: Developing an Implementation Timeline Users Guide to Universal Screening Tools Chart Assign: 1. Taskmaster 2. Recorder 3. Reporter

31. Dru Miller, Special Education Supervisor Sherri Alexander, English Teacher, Kettering Fairmont High School Carrie Hennessy, English Teacher, Kettering Fairmont High School

32. Team Assignments Assignment #1 Read Article: Showing the Relationship of RtI to Other School Initiatives. pp. 321-324 Think about: • How would this information support RtI implementation in your building? • Can this be incorporated into the RtI Action Plan? Building Your School’s Capacity to Implement RTI Patricia Addison & Cynthia Warger, 2011

33. Team Assignments Assignment #2 Research the three websites listed. Identify: • Resources that can be used to support RtI implementation in your building. • How these tools can be incorporated into the RtI Action Plan. National Center on Response to Interventionwww.rti4success.org RTI Action Networkwww.rtinetwork.org IDEA Partnershipwww.ideapartnership.org

34. Team Assignments Assignment #3 Action Plan Form Page 1: Establishing the RtI Core Team and Defining the Work Page 2: Getting Started: Building an RtI Framework and Creating Momentum Planning for Universal Screening Component

35. Learning Targets – Day 2 Did We Learn… 1. Essential Component: Data Based Decision Making • Understand the basics • Review school data 2. Essential Component: Universal Screening • Understand the purpose for screening • Examine screening tools 3. From the Experts: Kettering City Schools

36. Exit Ticket Complete the Exit Ticket handout. Please leave the completed form on your table.

37. ‘Thought for the Day’ “A caring, competent, and qualified teacher for every child is the most important ingredient in education reform and, we believe, the most frequently overlooked. Furthermore, to be effective, such teachers must work in schools and school systems that are well designed to achieve their key academic mission and to support student learning.” What Matters Most: Teaching for America’s Future Report of the National Commission on Teaching and America’s Future, September 1996