Self Assessment and Implementation Tool for Multi-Tiered Systems of Support ( RtI )

1. Self Assessment and Implementation Tool for Multi-Tiered Systems of Support (RtI)

2. Event vs. Process

3. Real Sense of Urgency Complacency False State of Urgency

4. Plan A Real Sense of Urgency: Plan

5. Part 1: Summary

6. Focus

7. Leadership Teams and System Processes • Functioning building/district teams with representation by both administration and teachers • Vision and Commitment to multi-tiered systems of support • Knowledge development • Consensus for implementation

8. Leadership Teams and Systems Processes • Support for sustained and continued professional development for all staff • Commitment of resources • Teams at all levels review student performance data to make decision

9. Data Indicates Need: Where is your response targeted? • District Level • Building Level • Grade Level • Classroom Level • Small Group Level • Individual Student Level Building Building Grade Level Classroom Small Group Student District

10. Leadership Lessons …

11. Multi-Tiered System of Instruction and Intervention • High quality and standards-aligned curriculum and instruction and safe, supportive learning environments • Three tiered system for academics and behavior • Evidence-based instruction and intervention • Flexible staffing • Meet needs of students based on student data

12. Multi-Tiered System of Instruction and Intervention • Grade-level (teaching teams) teams • Comprised of regular education, interventionists, support staff • Responsible for instruction and instructional decision making • Supplemental and intensive grouping of students is linked to intensity of student needs • More intense: smaller group size, more time, highly trained educator

13. In the Past Title and/or Other Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

14. IDM: Full Continuum of Support Title and/or Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions all along the continuum! = I

15. A Team Of Uniquely Talented Individuals with Unifying Purpose

16. Self Assessment and Implementation Tool Multi-Tiered Systems and Support • Review Leadership Teams and System Processes and Multi-Tiered Systems of Support • Have a brief conversation at your table about these components.

17. Assessment and Data-based Decision Making • Comprehensive assessment system • Universal screening • Diagnostic/Functional behavior assessment • Progress monitoring • Reliable and valid • Measure all essential components of academics and behavior

18. Assessment and Data-based Decision Making • Data management system • Reports for: • Ease of use • Clear communication and decision making • Graphical representation of student performance and progress

19. Assessment and Data-Based Decision Making • System capacity • Universal screening 3x/year • Discipline referrals • Use of documented decision rules • Progress monitoring data across the tiers • Decision rules are documented and clear • Access to supports • Changing supports • Intensifying supports • Exiting supports

20. Future Direction

21. Dancing Data

22. Self Assessment and Implementation Tool Multi-Tiered Systems and Support • Review Assessment and Data-Based Decision Making • Have a brief conversation at your table about these components

23. Curriculum and Instruction • Aligned with student needs, state standards and are research-based • Formal curriculum for teaching essential components of academic and behavior across tiers • Staff is trained to deliver the academic and behavior core, supplemental, and intensive instructional materials • Implemented with fidelity

24. Instruction • Instructional practices are scientifically-based • Implemented with fidelity and supported with coaching • Include differentiation and incorporate principles of Universal Design for Learning (UDL) • Flexible instructional practices to match to student needs based on data

26. Self Assessment and Implementation Tool Multi-Tiered Systems and Support • Review Curriculum and Instruction • Have a brief conversation at your table about these components.

27. Collaborative Problem Solving • Collaborative problem-solving all teaming levels • Define problem using data • Analyze problem situations • Develop plan • Implement plan • Evaluate effectiveness

28. Collaborative Problem Solving • Staff have understanding of data analysis and instructional decision making • Problem solving process is used for continuous improvement at all levels

29. Problem Solving Framework 1. Problem Identification-What’s the problem? Tier I Tier II Tier III 4. Response to Intervention- Is it working? 2. Problem Analysis- Why is it occurring? 3. Intervention Design/Implementation- What are we going to do about it?

30. Problem Solving Evident?

31. Positive School Climate • Positive behavior supports visible at all levels • Practice address the needs of all students (including students with disabilities and students with advanced proficiency needs) • Learning supports are customized to make content relevant and responsive to all types of student diversity • Commitment to partnership to families and community to improve student academic and behavioral outcomes

33. Non-Negotiable? Travels? Routine?

34. Do Strategies and Routines Travel?school-wide, class-wide, “intensified”class-wide, small-group, individuals 34

35. Self Assessment and Implementation Tool Multi-Tiered Systems and Support • Review Collaborative Problem Solving and Positive School Climate • Have a brief conversation at your table about these components.