Overview: Reviewing Your Selected and Intensive Levels of Support

Facilitated by:

Sara Summ & Kao Moua Her Regional Technical Assistance Coordinators Leslie Connors Principal – Franklin Elementary August 19, 2014

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Participant Outcomes

• • Understand the essential components of Selected and Intensive levels of support Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels

Overview of Wisconsin’s RtI Framework

Response to Intervention

Is what?

Does what?

For what?

An organizational framework

that

guides implementation of a culturally responsive multi-level system of support

to

achieve academic and behavioral success for all

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

CULTURALLY RESPONSIVE PRACTICES include

the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students'

race, language, and culture.

i.e., the students and community your school serves

Multi-Level System of Support

College & Career Readiness Outcome Instruction Collaboration

On track

High quality instruction Regular ongoing collaboration

Balanced Assessment

Formative, benchmark & summative assessments

Moderately below or above Universal PLUS

Intervention or add’l challenge

Universal PLUS

Collaboration

Universal PLUS

Progress monitoring

Well below or above Universal PLUS Intervention

(well below)

or IN LIEU OF Universal

(well above )

Universal PLUS

Problem solving team

Universal PLUS

Progress monitoring

Universal Level:

Instruction, Assessments, & Collaboration

• Provided for and about all students in the school

Also referred to as core or tier one

UNIVERSAL LEVEL OF SUPPORT

Ongoing team collaboration Data driven Guided by protocols Cultural competence Family engagement

Collaboration Culturally Responsive Practices High Quality Instruction

Driven by CCR/CCSS Research-based practices Differentiated Culturally responsive Fidelity implementation Screening process Summative, benchmark, and formative assessments Multiple measures Culturally relevant Fidelity implementation

Balanced Assessment

UNIVERSAL SUPPORT LEVEL OF Balanced Assessment Collaboration Culturally Responsive Practices High Quality Instruction

All learners have access to Universal level of support Goal = 100% proficiency with grade level standards/College and Career Readiness RtI premise: In a healthy system, 80 90% of students’ needs can be met by Universal supports alone

Selected Level:

Instruction, Assessment, & Collaboration • • • Provided for and about students: With moderate learning needs Above or below benchmarks In addition to universal

Also referred to as Tier 2, supplementary, secondary

SELECTED SUPPORT LEVEL OF

Regular collaboration Guided by protocols Content area expertise Cultural competence Student and family engagement

Collaboration Culturally Responsive Practices

Digging deeper Progress monitoring Multiple measures Cultural relevance Student and family engagement

Balanced Assessment High Quality Instruction

Driven by CCR/CCSS Menu of evidence-based interventions and add’l challenges Culturally responsive

SELECTED SUPPORT LEVEL OF Collaboration Balanced Assessment Culturally Responsive Practices High Quality Instruction

Provided in addition to the Universal level of support Think “groups” and common needs above and beyond the Universal reach RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level Below benchmark: Goal is success at the Universal Above: Goal is accelerated growth

Intensive Level:

Instruction, Assessment, & Collaboration Provided for and about • • • students: With significant learning needs Well below or well above benchmarks In addition to (below) or may be in lieu of (well above) universal

Also referred to as Tier 3, targeted, tertiary

INTENSIVE SUPPORT LEVEL OF

Frequent collaboration High level of expertise Guided by protocols Cultural competence Student, family, community engagement

Collaboration Culturally Responsive Practices

Digging deeper and diagnostic Frequent progress monitoring Multiple measures Cultural relevance Student and family engagement

Balanced Assessment High Quality Instruction

Highly focused interventions and additional challenges Driven by CCR/CCSS High level of expertise Culturally responsive

INTENSIVE SUPPORT LEVEL OF Collaboration Balanced Assessment Culturally Responsive Practices High Quality Instruction

Think “individualized” and integrated RtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level

Below benchmark:

• • Provided in addition to the Universal level of support Goal is success at the Universal • •

Above benchmark:

Provided in lieu of the Universal level of support Goal is accelerated growth

Reflection: Think, Pair, Share

Squares with your thinking New idea or way of thinking Still a conflicting concept for you

Handout

C r e a tin g a n d S u stain ing Selected and Intensive Levels of Support

Before beginning to collect data, first establish: Outcomes Screening measures Progress monitoring measures Decision rules and protocols

Interventions and Additional Challenges

Then, at the start of each school year:

Plan logistics

Multiple times throughout each school year: Monitor progress and adjust

accordingly

Screen students and organize data Review data and set goals

Match supports to needs Dig deeper

At the end of each school year:

Evaluate and refine the process

Franklin Elementary School Multi-Level System of Support Building Our Future...One Child at a Time

About Franklin

Need for Action

Encouraging Results

C r e atin g a n d S u stain ing Selected and Intensive Levels of Support

Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Monitor progress and adjust accordingly Screen students and organize data Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

Developing Cultural Competence

“Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.” Anthony Muhammad

The Will to Lead, The Skill to Teach

Our Vision

Drives our System and Practices

The school expectation is that all students must be successful academically and behaviorally.

Every child - - no matter who they are - - learns

Examples in Action!

C r e atin g a n d S u stain ing Selected and Intensive Levels of Support

Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Monitor progress and adjust accordingly Screen students and organize data Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

“We all have a hand in making Franklin a great school.”

• • • Wisconsin’s Vision for RtI Structures to regularly review, analyze, and act on student data and adult practices Cultural competence Student and family engagement • • • • • Multiple types of measures: quantitative and qualitative Student and implementation data Screening and progress monitoring Culturally relevant Student and family engagement http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

Essential Elements

for Successful Team Collaboration

• Schedule times to collaborate and decide on an agenda before meeting • Teams based on trust • Establish group norms • Hold each other accountable • Shift thinking from “my students” to “our students” • Divide responsibilities and meet deadlines

Staff Collaborative Team Schedule

• • • • Mondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetings Tuesdays – professional development on the week’s focus Wednesdays – analysis of student work Thursdays – designing instruction and

assessments

C r e atin g a n d S u stain ing Selected and Intensive Levels of Support

Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Then, at the start of each school year Plan logistics Multiple times throughout each school year Monitor progress and adjust accordingly Screen students and organize data Review data and set goals Match needs to supports Dig deeper Ongoing Process Evaluate and refine the process

Wisconsin’s Vision for RtI • • • • • Based on CCSS Research- and evidence-based practices Engaging Differentiated Culturally responsive http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

Before beginning to collect data, first establish Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges

In addition to

Continuum of Supports

Instead of Tier 3 More than a year behind, gaps and misconceptions from many years Tier 2 Gaps and misconceptions disrupt participation Urgent Care Keeps up Thrives Tier 1 ½ Excels

Tier 2

GCT Years ahead

Tier 1 *Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

Tier 1

• • • • • 75 minute block Inclusive, team teaching Technology-enhanced personalized learning Differentiated Use balanced instructional model: • shared large group learning, • small guided groups, • and workshop experiences that engage students through rigorous collaborative and independent practice using a variety of venues

Tier 1 Mathematics

Urgent Care – Tier 1 Double Dosing

Examples Student A • Area of Need – Number sense • Dose 1 = Guided math at grade level • Dose 2 = Guided math at instructional level Student B • Area of Need – Reasoning • • Dose 1 = Guided math at grade level Dose 2 = Dream Box

GCT • • Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice Tier Two deep focus on application of skills to real life, relevant situations

Digging Deeper

ALL • NWEA MAP Assessment (grades 1-5) • Number Sense Screener • District Formative Assessment Some • Analysis of Qualitative Data Few • Diagnostic Assessments

Matching Needs and Supports

“We evolve as the kids evolve.”

Finding time to meet a range of learner needs beyond Universal

30 minute math breakout

Purpose and Goals

of Math Breakout

• To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level • To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning

• • • •

Math “Breakout”

All students have math breakout 4 times a week for 30 minutes Teachers group students according to need, based on common assessments, and separate into groups for 4-6 week sessions Specific differentiated instruction based on research, focused on number relations/operations and spiraling math strands Progress is monitored by the child-teacher team daily and by a collaborative teacher team weekly and monthly

Constant Evolution…

If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.

Wrapping Up an Intervention

Teachers reassess their homeroom students beginning where they left off.

• Purpose: Ensure the transfer and mastery of skills acquired during intervention

Encouraging Results:

Intervention Assessment Data

Year One 2010-11 Mid Year Check Year Three 2012-13 Mid Year Check Foundations of Number Sense (Numbers up to 10) Completion of Number Sense Screener

5% of students (7) 2% of students (3) 2% of students (3) 18% of students (35)

Students Achieving MASTERY

2009 2010 2011 2012 WKCE Same cohort group

3 rd – 79% 5 4 th th - 80% - 80.9%

MAP Met growth target

(K-5) Less than 70% (K-5) 79.1% (K-5) 79.5% (K-5) 77.7%

C r e a tin g a n d S u stain ing Selected and Intensive Levels of Support

Before beginning to collect data, first establish: Outcomes Screening measures Progress monitoring measures Decision rules and protocols

Interventions and Additional Challenges

Then, at the start of each school year:

Plan logistics

Multiple times throughout each school year: Monitor progress and adjust

accordingly

Screen students and organize data Review data and set goals

Match supports to needs Dig deeper

At the end of each school year:

Evaluate and refine the process

Upcoming RtI Events

http://www.wisconsinrticenter.org/event/all.html

Wisconsin RtI Center Professional Development

www.wisconsinrticenter.org



Upcoming Events

Wisconsin RtI Framework Training (Elementary & Secondary) (2 days) Screening & Progress Monitoring (2 days) Reviewing Universal K-5 Reading Instruction (3 days) Reviewing Universal K-12 Math Instruction (3 days) Leadership & Coaching for RtI Implementation (6 days) Integrated Networking and Technical Assistance Universal Design for Learning Overview (1 day) Reviewing Selected & Intensive Levels of Support (1 day) Culturally Responsive Classroom Practices (4 days)

Contact your Technical Assistance Coordinator for more information: Heidi Erstad, Liz Gaebler Kao Moua Her, Lynn Johnson Jill Koenitzer, Sarah Nelson Dan Seaman, Sara Summ http://www.wisconsinrticente

r.org/regional coordinators.html

Thank You!