Transcript Response to Intervention

Response to Intervention
The Implementation Process
“Plans and Strategies”
Part IV
The Scheduling Process

Key Components that “can & should”
impact your building schedule

How will you match this schedule to your
building instructional philosophy?
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Do you believe in providing a 90 minute “continuous”
block for reading instruction in grades “K – 3”.
 That would mean protecting instructional time
(preferably in the early morning) for them.
How will you facilitate the needed time for
staff planning. (A PLANNING BLOCK)
Professional Development
 Child Study
 Collaborative Planning

The Scheduling Process
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Key Components (Continued)

How will you meet the needs for consistency
and compensate those who are asked to
stretch beyond the expectations of others?
A consistent prep period for each person daily.
 Thinking “outside” the box to meet needs.
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Allowing flexibility in the scheduling process.
The Scheduling Process
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Staff Involvement

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Establish the Key components with all staff so
they can understand the goals and the
possible need for flexibility.
Encourage your Music & PE staff (at the
elementary level) to meet with the Admin. to
map out the base schedule.
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They will gain an appreciation for both the RTI
process and the process of creating the schedule.
Review the base schedule with full staff…
hand it out to them in advance, stressing how
the components are being maintained.
View Sample
Coun
P.E
Music
P.E
Music
8:55 - 9:25
5J
4T
3H
3J
9:25 - 9:55
5S
4M
3W
9:55 - 10:25
5R
4K
10:25 - 10:55
Prep
Prep
Coun
s
.
P.E
Music
3W
5J
5R
3H
3J
5S
3J
3W
3H
Prep
Prep
Coun
s
.
P.E
Music
5S
4M
4T
5J
5R
4K
5R
5S
5J
Prep
Prep
s
.
P.E
Music
4K
5J
4T
4M
4T
5S
4M
4T
4K
4M
5R
4K
Prep
Prep
Prep
Prep
11:05
10:55 - 11:25
3J
Prep
4M
5J
11:05
3
J
4M
3J
5J
11:35
11:25 - 11:55
3H
1S
4T
5S
4T
11:55 - 12:40
Lunch
Lunch
Lunch
Lunch
Lunch
12:40 - 1:00
Prep
Prep
Prep
Prep
1:00 - 1:30
2ST
1B
2ST
2L
1:30 - 2:00
2L
1C
2SC
2:00 - 2:30
2SC
2L
2:30 - 3:00
KL
3:00 - 3:30
3W
3
J
KK
11:35
3
H
3
H
3H
5S
KR
Lunch
Lunch
Lunch
Lunch
Lunch
Prep
Prep
Prep
Prep
Prep
Prep
2SC
KB
1B
KR
1B
1C
1S
1B
3W
2ST
2L
KK
1S
KL
1S
1B
1C
1S
2ST
2L
2SC
2ST
KR
1C
KB
1C
1S
1B
1C
2L
Prep
KL
Prep
2L
2ST
KR
2ST
2SC
KB
2SC
Prep
4K
5R
4K
3W
3W
5R
2SC
Prep
1:00 - 1:30
KL
KL
KL
1:30 - 2:00
KB
KB
KB
2:00 - 2:30
KK
KK
KK
2:30 - 3:00
KR
KR
KR
The Collaborative Planning Block
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The Objective:
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Provide staff with a time (monthly, every 3 weeks, or
every other week) to meet together to discuss
educational needs. (i.e.) professional development;
child study; & collaborative planning.
Components for consideration:


Number of classes / grade level
Desired planning time (might be impacted by
regularity of the meetings)
Collaborative Planning Block
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A SAMPLE

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
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
3 classes at each grade level
Impacting Music, Phy. Ed., & Counseling
Services.
Will be held every other week.
Selection of Days… no Mondays & Fridays
Transitions (to & from these specialists)
Coun
P.E
Music
P.E
Music
8:55 - 9:25
5J
4T
3H
3J
9:25 - 9:55
5S
4M
3W
9:55 - 10:25
5R
4K
10:25 - 10:55
Prep
Prep
Coun
s
.
P.E
Music
3W
5J
5R
3H
3J
5S
3J
3W
3H
Prep
Prep
Coun
s
.
P.E
Music
5S
4M
4T
5J
5R
4K
5R
5S
5J
Prep
Prep
s
.
P.E
Music
4K
5J
4T
4M
4T
5S
4M
4T
4K
4M
5R
4K
Prep
Prep
Prep
Prep
11:05
10:55 - 11:25
3J
Prep
4M
5J
11:05
3
J
4M
3J
5J
11:35
11:25 - 11:55
3H
1S
4T
5S
4T
11:55 - 12:40
Lunch
Lunch
Lunch
Lunch
Lunch
12:40 - 1:00
Prep
Prep
Prep
Prep
1:00 - 1:30
2ST
1B
2ST
2L
1:30 - 2:00
2L
1C
2SC
2:00 - 2:30
2SC
2L
2:30 - 3:00
KL
3:00 - 3:30
3W
3
J
KK
11:35
3
H
3
H
3H
5S
KR
Lunch
Lunch
Lunch
Lunch
Lunch
Prep
Prep
Prep
Prep
Prep
Prep
2SC
KB
1B
KR
1B
1C
1S
1B
3W
2ST
2L
KK
1S
KL
1S
1B
1C
1S
2ST
2L
2SC
2ST
KR
1C
KB
1C
1S
1B
1C
2L
Prep
KL
Prep
2L
2ST
KR
2ST
2SC
KB
2SC
Prep
4K
5R
4K
3W
3W
5R
2SC
Prep
1:00 - 1:30
KL
KL
KL
1:30 - 2:00
KB
KB
KB
2:00 - 2:30
KK
KK
KK
2:30 - 3:00
KR
KR
KR
Supplemental Schedules
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The supplemental schedules at the elementary
level might include:
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Library
Computer Lab
Recess
Recess Duty Assignment
Assignment of Specialist to Grade Level Teams
These schedules can be developed
collaboratively during scheduled staff meetings.
The priority order could follow the order above.
Supplemental Schedules
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Library – “20 minutes weekly” Those not
receiving a prep each day were given
priority to have library on their non-prep
day… and not required to remain once
their class was settled.
Monday
9:00-9:20
9:20-9:40
Tuesday
Book Check In
Thursday
Friday
Book Check In
3-W
4-K
9:40 - 10:00
10:00 - 10:20
Wednesday
5-S
ECSE - M
4-T
5-R
Library
5-J
Skills
10:20 - 10:40
10:40 - 11:00
4-M
11:00 - 11:20
K-K
11:20 - 11:40
K-R
11:40 - 12:00
K-B
2 - ST
2 - L (11:10-11:30)
2 - L (11:10-11:30)
2 - SC
Skills (11:30-12:00)
12:00 - 12:20
12:20 -1 2:40
Lunch
12:40 - 1:00
1 - B (12:50-1:10)
1:00 -1 :20
1 - C (1:10-1:30)
Mrs. Ali's Lunch
1:20 - 1:40
1 - S (1:30-1:50)
K - L (1:30-1:50)
1:40 - 2:00
Music
1 - S (1:30-1:50)
Music
Music
ECSE - M (1:50-2:10)
2:00 - 2:20
2:20 - 2:40
Library
Book
2:40 - 3:00
Skills
Check
3:00 - 3:20
3:20 - 3:30
3-J
3-H
Library
Skills
In
Supplemental Schedules

Computer Lab – “Usually 1 hour” Again,
those not having traditional prep on a day
were encouraged to have their lab time
during that day.
Monday
9:00 - 9:30
Tuesday
Wednesday
ESCE - M
9:30 - 10:00
Thursday
Friday
5-J
4 - K (9:45)
5-J
Library
Skills
10:00 - 10:30
4-T
4-K
5-R
10:30 - 11:00
4-T
4 - K (10:45)
5-R
11:00 - 11:30
4-M
1-S
5-S
11:30 - 12:00
4-M
1-S
5-S
12:30 - 1:00
K-R
2 - SC
2-L
K - B (12:45)
1:00 - 1:30
K-R
2 - SC
2-L
K-B
3-W
3-H
ECSE - M
3-J
3-W
3-H
12:00 - 12:30
1:30 - 2:00
1-B
2:00 - 2:30
3-J
2:30 - 3:00
2 - ST
Library
K-L
1-C
K-K
3:00 - 3:30
2 - ST
Skills
1-B
1-C
K-K
Supplemental Schedules

Recess – We have become “more flexible” in
assigning students to recess. The rationale
includes insuring opportunities for students and
staff to regenerate as well as match academic
schedules.
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We first had to have staff analyze their other 3
schedules to determine who would take advantage of
which recesses (am / pm) and at what time.
We then asked staff to determine which duty they
would be available to supervise.

We asked them to stay away from days with no formal prep.
Classes out for Recess “AM”
10:30
10:45
K-B
K-B
K-B
K-B
K-B
K-K
K-K
K-K
K-K
K-L
K-R
K-R
K-R
K-R
1-S
K-L
K-L
K-L
K-L
1-B
1-S
1-S
1-S
1-S
1-C
1-B
1-B
1-B
1-B
1-C
1-C
1-C
1-C
2-SC
2-SC
2-SC
2-SC
2-SC
2-ST
2-ST
2-ST
2-ST
2-L
2-L
2-L
2-L
2-L
3-W
3-W
3-W
3-W
3-W
4-K
4-K
3-J
3J
3-H
3-H
4-K
4-K
4-M
4-T
Classes out for Recess “PM”
2:00
NO RECESS
NO RECESS
2-ST
NO RECESS
2-SC
K-R
K-K
K-L
2-ST
2-SC
2:30
K-B
K-B
1-S
K-B
2-L
K-K
K-K
1-B
K-K
3-H
K-L
K-R
1-C
K-R
3-J
1-S
1-S
3-H
K-L
3-W
1-B
1-B
3-J
2-L
1-C
1-C
3-W
2-SC
3-H
3-H
3-H
3-J
3-J
3-J
3-W
2:45
4-T
4-T
4-T
4-T
4-T
4-K
4-M
4-M
4-K
4-K
4-M
5-R
4-M
4-M
5-R
5-S
5-R
5-S
5-J
5-S
5-J
5-J
Recess Duty Schedule
MONDAY
TUESDAY
10:30
A. Kautzmann
C. Mortenson
10:45
Schweitzer
J. Kautzmann
2:30
Berg / Rotate KK,KB,KL
N. Johnson / Rotate 3H,3W
2:45
Shreve
Mills
WEDNESDAY
THURSDAY
FRIDAY
10:30
Christen
Little
Steele
10:45
Huck
Stockert
Lach / Rotate 3J,4K,4T,4M
2:00
Rotate 2ST, 2SC
NO RECESS
Russell
2:30
Rotate 1S,1B,1C
Brahos (extra??)
Wickham
2:45 ?
J. Johnson
Thompson
Riopelle
Supplemental Schedules
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Specialist Assignment
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The level of involvement in collaborative instruction is
impacted by the specialist’s expertise’ and how their
potential case load away from collaborative
instruction might be impacted.
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Reading Specialist (High involvement) due to their reading
knowledge and the likelihood that caseload can be decreased
through this process.
Learning Disabilities Teachers (High involvement) due to
their reading knowledge and the likelihood that caseload can
be decreased through the process.
Speech Pathologist (moderate involvement) due to the
logical access to goals that can happen during this
instruction and the limited impact the process might have on
their caseload.
Collaborative Instructional Teams
9:00 – 11:00? (K)
(4 sections)
Alicia Rhodes “Reading Specialist”
Kari Stromstad “Speech Path”
9:00 – 10:30 (1)
JoAnn Coyle “Reading Specialist”
Jenny Kranda “Certified Resource Rm. Para”
9:00 – 10:30 (2)
Jan Kisse “Learning Disabilities”
Tristen Wyckoff “Reading Specialist”
10:30 – 12:00 (3)
Tristen Wyckoff “Learning Disabilities”
Gloria Nelson “Special Ed. Para”
10:30 – 12:00 (5)
Sue Howie “Learning Disabilities”
Jenny Kranda “Certified Resource Rm. Para”
1:00 – 2:30 (4)
Sue Howie “Learning Disabilities”
JoAnn Coyle “Reading Specialist”
Establishing the Foundation for
Change
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The following points can become part of a
“pointed discussion” with staff as you
ready your building for RTI!
They include:
Go “Back to the Core”
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Is the core curriculum meeting the needs
of approximately 85% of your students?
Is it providing you the opportunity to
analyze student data & react to this data?
Is it being used with fidelity?
Establish the importance of Benchmarking
& Progress monitoring to support the core.
Additional Discussion Points
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Proficiency Concerns & “No Child Left Behind”
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The “Through the Cracks Kids”
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Educators have struggled with meeting the needs of those who
don’t meet the traditional IEP process requirements.
Are we suffering from “D.R.I.P” Syndrome.
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We are charged with having all children proficient by 2014
NCLB will require us to become very specific in how we address
those who struggle.
Data Rich Information Poor.
If so, would RTI improve our use of data to drive instruction?
Are we maximizing the talents of our entire staff?
Redefining Roles of the Building
Team
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What positive changes might develop for the:

Classroom Teacher
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They will get to know each learner in a more complete way.
They will have additional staff available for increased
“ongoing” support and collaboration.
They would have the possibility of creating and monitoring
highly effective interventions for students.
Others?
Role Changes
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Become tied to data management
Collaboration with others will be stressed
“Ongoing” staff development will be offered.
Others?
Redefining Roles of the Building
Team

What positive changes might happen in the role of the:

The Specialists
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The student remains the responsibility of all educators through out the
process. There’s no “He’s in special ed…let them program for them.”
The Specialist is both directly and indirectly involved in early
intervention.
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Direct – Through small group collaborative instruction
Indirect – during instructional planning and child study discussions prior to
any referral process.
The Specialists are more involved with the instructional flow of the
building.
Others?
Role Changes
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Directly involved in instruction in the classroom setting
Increased role as consultant for interventions prior to special ed.
Balancing responsibilities in collaborative instruction & case
management.
Others”
Redefining Roles of the Building
Team

What positive changes might occur in the role of
the Certified & Classified Support Staff.
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The counselor would be afforded a consistent time to
meet with each classroom for full group instruction.
The structure allows a variety of students to benefit
from the skills of resource room personnel.
Others?
The Implementation Process

Readiness Surveys


The purpose of a “readiness survey” is to determine
the current pulse of your staff in the process.
They can be designed to gather data that establishes
the staff’s understanding in the process or readiness
to commit to the process… or both.
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An analysis of your individual building dynamics will lead you
in determining what direction to go.
A detailed example can be found in Jim Wright’s RTI
Tool Kit.
The Implementation Process

The Leadership Team

The role: The leadership team can serve a number of
roles.
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Key members in the RTI “Child Study Team”
Leaders at the grade/department level in answering
questions and communicating RTI needs.
Active in taking part in ongoing training in the areas of
assessment and providing this knowledge to others.
Provide insights into data management.
Provide technological “know how”.
Others?
The Implementation Process

The Leadership Team

Membership: Should be a cross section of
teachers, specialists and administrations.
Classroom staff – from a various levels /
departments (primary/intermediate) at the
elementary level
 Specialists – Reading Specialists; School
Psychologists.
 Administrative
 Others?

The Implementation Process

Initial “Building Level” Training
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Assess your building’s current understanding of the
process.
Establish the purpose of the training
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To broaden the knowledge base of the RTI process
To establish “buy in”
Discuss Logistics
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When should the training occur?
Determine if the training should be done locally?
Who should provide the training?
The Implementation Process

Determine “Your” implementation approach
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Get the “big pieces” in place first.
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Establish a schedule that facilitates the entire process.
Establish the “Reading & Planning” Blocks.
Implement a data management system such as AIMSweb.
BE WILLING TO FLY THE PLANE WHILE YOU’RE
BUILDING IT!!!
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http://www.youtube.com/watch?v=M3hge6Bx-4w
All other components can be phased in.
Begin the process of prioritizing their importance & order.
The Implementation Process

Will you phase RTI in by:

Tiers
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Grade Levels

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Begin at the primary grades and move steadily upward.
By Curricular Areas

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Analyze the Core
Establish the Data Component (To support the intervention
process)
Fine Tune Interventions as part of an ongoing process.
Begin with those that are most impactful. (What’s tested
through NCLB?)
A combination that matches your building dynamics.
The Implementation Process

Keep your public informed throughout the
process.

Who are the “stakeholders” who need
information?
Parents
 School Board
 Students
 Others

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What types of information should be shared?
Next Steps!
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Goals & Timelines
What are the priorities that you will need
to address at this time?
Establish a timeline for implementation.

What step will need to happen 1st, etc…?
Closing Thoughts
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The RTI Process can be thought of in
stages.
Stage I “Informational in Nature”
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Stage II “The Implementation Process”
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For leadership group
For full staff
You’ve just completed it.
Stage III “Refinement”

Looking at the intricacies of the Problemsolving approach to interventions.
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The efforts of you and those in your
buildings have done great things for your
students!!
My hope is that ongoing efforts through
the RTI process can bring about results
similar to “Avian” water!
http://www.youtube.com/watch?v=XQcVll
WpwGs
Thanks for your patience as
we’ve moved through this
presentation.
Good Luck as you further
consider the use of Response to
Intervention in your building or
district.
Acknowledgements
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Dr. Kim Gibbons
Gary Larson “The Far Side”
Avian Water
Jim Wright “RTI Tool Kit”
Aimsweb “Training Components”