Transcript It CAN Be Done! RtI in a Small School?

RtI in a Small School?
It CAN Be Done!
Kris Elmshaeuser, ESU 16
Sandra Peterson, ESU 3
Ellen Stokebrand, ESU 4
Inside the Triangle from
Outside the Box…
Moving from the Box to the Triangle:
Starting An RtI Evolution
• Random thoughts from random people
• The RtI Pyramid… Focus on Tier 1
• Phases of Implementation?
• One Initiative - Many Approaches
• Big Ideas
• Your Questions*
• Resources
Implementing RtI is like eating
an elephant…
It’s HUGE and can only be
done one bite at a time!
But be warned…
“your eyes may be bigger than your
stomach!”
Some thoughts as we get
started…
• About 60% of our students will learn, no
matter what we do.
• About 40% will learn with solid core
instruction.
• Of the small percentage who do not learn
with solid core instruction, many will respond
to specific interventions ALONG WITH the
core instruction.
• Those who don’t respond to those
interventions are students are are truly
disabled.
The way to get real traction for
ALL students is to beef up
core instruction in your
classrooms!
If we teach, kids will respond.
Sharon Vaughn,
University of Texas
The Pyramid of RtI
Tier 3
Tier 2
Tier 1
Intensive,
individualized
Interventions
Targeted
Interventions
Comprehensive
School-Wide
Interventions
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As we begin RtI, our
tendency is to start with
working on Tier 2 and 3
interventions…
In reality we should start
our focus with Tier 1 and
identify what it is that we
are already doing and
how we can better focus
that instruction for ALL
students.
Three Phases of Implementation
• Consensus Building… (Fist or Five?)
– Shared understanding of the relationship and
commitment of all implementing staff
– Shared understanding of the rules, requirements,
best practices, beliefs, and personal experiences
– Process of building understanding and support
• Infrastructure Development (skills, practices,
tools, structures)…
– Assess what you already have in place
– Determine what you need to put into place
– Set up the structure
• Implementation…
– Adjustments and ongoing support of the structure
to sustain RtI
What we know today does not
make yesterday wrong…
It makes tomorrow better.
-- Carol Commodore
A random thought from K-S-E…
It’s not about doing things
wrong up to now, but it is
about taking the new research
and using it to impact what we
are already doing well and
making what we do better.
Admiring the view before
jumping off the cliff…
One cliff… three vistas!
ESU 3
RtI Taskforce
Futures Planning for Professional
Development and Initiation of Process
RtI Task Force
School District
Professional Development
and Implementation
3 Small Rural
District
Representatives
3 Medium Size
District
Representatives
ESU #3
Professional Development
and Special Education
3 Large
District
Representatives
RtI Task Force
• Professional Development Lead
• Information Sharing
- RtI Overview
- Consistent Update –
National/State/Local
- Materials Overview/Delivery
- SharePoint Site – Materials and
Communication
• Planning for ESU #3 Support
Year One
A series of workshops throughout the
year that will provide information about
what RtI is, how to get started with
implementation, the problem solving
model, progress monitoring, classroom
interventions and more.
First Session
An overview of what RtI is all about and a
look at how several schools and districts have
implemented the philosophy. One of the
day’s presenters will be Frances Bessellieu, a
national RtI consultant. She will share her
district’s RtI journey as they progressed
through implementation, and will be available
to consult with school or district teams during
work time.
• RtI Toolkit: A Practical Guide for Schools will
be given to each team attending.
• September 24, 2007
• 8:30-3:30
ESU 16
• Benchmarking and Progress Monitoring
Where we have come from
• 10 years ago had 1 large and 1 small district doing R-CBM
benchmarking
• Staff Developers began about 5 years ago holding DIBELS
workshops for classroom teachers
• 3 years ago began the push to get all districts benchmarking 3
times a year had 8 schools plus resource teachers
• 2 years - switch from the DIBELS site to AIMSweb with
– 1,000 students on the system free to the districts,
– 8 schools on AIMSweb,
– starting to Progress Monitor
• Current year - have all districts benchmarking on the AIMSweb
except the largest and smallest district. Schools began paying
for AIMSweb.
Benefits of Data Collection
System (AIMSWEB)
• Put all school districts under ESU #16 umbrella so we
can aggregate and disaggregate data
• User friendly for teachers to enter data and print
charts
• Variety of probes for progress monitoring and
benchmarking in reading, math, spelling and writing
• Data import of existing DIBELS data
Benefits
• Web based so psychologists could bring up any student’s data
from their offices
• Administrators can look at ESU-wide data for comparisons to
use for program planning
• Administrators can track each individual student in their districts
• Parents can understand progress of their child by viewing visual
graphs
• Capability of sending progress monitoring graphs to parents via
email
Benefits
• Potential to transfer student’s data to
new schools if child moves
• Keep RTI consistent across districts
• Data available to use in the SAT
process
Making it work
• General Education vs. Special Education**
• Trust by Superintendents and principals in
Staff at ESU #16 (Key for us)
• School Psychologists ability to get into each
school district to train, give probes, and enter
data the first time (they were driving the bus)
• Pilot Districts supported the process and
encouraged others
ESU 4
• Data Retreat for ALL ESU 4 districts
– From NRT to CRT to Intervention
• School Improvement
• Problem Solving/SAT process
– April 2006: SAT Upgrade at ESUs 4 & 6
– August/November 2006: On-Site training in
3 districts in ESU 4
– Follow-Up: Still a work in progress
– Action Research is just beginning…
Insanity: Doing the same thing
yet expecting different results.
Data Retreat
• Every June
• For the past two years, we’ve been able to
‘drill down’ to individual student data
• Many districts have the data… but don’t know
what to do with the information
• This year… we were able to have districts ask
that question and discuss the interventions
within their districts
• We included “RtI 101 for Data Teams”
• RtI is included in the School Improvement
discussion
SAT Upgrade…
‘Houston, we have a problem!’
• SATs - Past, Present and Future!
• Used information from Lisa Kelly-Vance, UNO
including works from George Batsch, USF
• “Classroom Instruction that Works” by Robert
Marzano
• “Whatever It Takes” by Rick & Becky DuFour
• Ken Howell - Progress Monitoring
• Planning…
Thoughts to remember as you
proceed…
No matter how far you’ve gone on the wrong
road, turn back.
-- Turkish Proverb
If we don’t change the direction
we’re going, we’re likely to end up
where we are headed.
-- Chinese Proverb
So, where do we begin?
• A Blueprint to design the future?
• NASDSE document is coming…
• The Big Ideas…
6 Big Ideas for RtI
(Adapted from “The Special Educator,” 6/22/07)
• Go slow to go fast… experts recommend a 4
to 6 year window for complete
implementation
• Cultivate a shared vision and create
ownership for student success (a.k.a. School
Improvement)
• Create a culture of collaboration (PLCs,
WFSGs, etc.)
– Study options… instructional strategies,
curriculum and/or curricular alignment,
differentiation, …
6 Big Ideas, continued
• Celebrate your success
• Get out of the box as you look at your
resources…
• Administrative support is crucial for
creating the vision and developing the
collaborative environment
What’s on your mind?
What questions do you have as
start to think about next steps in
implementing RtI?
Inside the triangle from
outside the box
Even if you are on the right
track, you will get run over if
you stay in place!
Judy Elliott, Portland Public Schools
Resources*
• RTI and the Classroom Teacher, LRP
Publications (2006)
• “Response to Intervention: Policy
Considerations and Implementation,”
NASDSE (2005)
• “Whatever It Takes,” DuFour, DuFour, Eaker
and Karhanek (2004)
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*This list will never be complete.
Web-based Resources*
• Nebraska Department of Education
• Florida Center for Reading Research
www.fcrr.org
• Intervention Central
(www.interventioncentral.org)
• progressmonitoring.net
• www.Texasreading.org
• California Department of Education videos @
http://www4.scoe.net/rti
• www.ncld.org
• Reading.uoregon.edu (Big Ideas in Beginning
Reading
*This list will never be complete.