Transcript Slide 1

School Improvement and
Response to Intervention:
One Common Voice—One Plan
May 4, 2010
Response to Intervention (RtI)
Ingham ISD County-Wide Initiative
Our Journey 2007-2009
Focused work on mission, vision,
values and goals
•Collaborative PLC with local district
special education and curriculum
directors
•Failure is NOT an Option
Response to Intervention (RtI)
• RtI is the practice of (1) providing high-quality
instruction/intervention matched to student needs
and (2) using learning rate over time and level of
performance to (3) make important educational
decisions.
(Batsche, et al., 2005)
Creating Consensus, Building Infrastructure
and Implementation of RtI across IISD
Intensive Intervention
Individualized, functional
assessment, highly specific
1-5%
7-15%
Universal Intervention
Core Instruction,
all students
Preventive
Targeted Intervention
Supplemental, some
students, reduce risk
80%
Behavior
Reading
Components of RtI
All students receive…
• high quality, research-based instruction
• universal screening to establish their academic and
behavioral baseline data three to four times a year to
identify vulnerable learners who need additional support
• increasingly intensive instruction with frequent monitoring
to determine progress (progress monitoring)
• data based decision making by a collaborative team that
use a problem solving method to increase achievement
(Collaborative Teams, Data Based Decision Making)
Why RtI?
• Emphasizes prevention and early intervention.
(80% of our students are not being successful)
• Based on the premise of data-based decisionmaking for all learners within the system.
(missing data to drive instructional decision
making)
• Requires research based instructional practices.
(few core programs)
• Provides the framework and systems. (no
consistent process or practices across the
county)
ARRA Opportunity
• IDEIA (Special Education) funds can be
spent on educational change initiatives
• as long as it supports reducing the
achievement gap between special
education students and their general
education peers.
ARRA Opportunity
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PLAN Early
PLAN Deep
Identify your greatest challenges
Research-based
Substantial reform
Establish the Foundation––Build
Capacity
Our Local Rationale
• Increased accountability for all students to
meet rigorous state standards
• Achievement gaps with student subgroups
• Dwindling resources
• Increasing student subgroup populations
ARRA Accountability
• Short term investment, long term gains
• Building capacity, not providing direct
services
• Focused on systemic change
• Efforts must be sustainable, not person
driven
100% of Districts Agreed to Support
Response to Intervention (RtI)
Districts chose to fund RtI with…
• School based coach/coaches
• PD series for identified school based
leadership teams
• Ongoing training and school based support
for leadership teams, principals and
coaches
How Did We Get To 100%?
Meetings…meetings…more meetings!
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Superintendent meetings
Curriculum Director meetings
Special Education Director meetings
Saturday meetings
Individual District Administrative Meetings
Business Official meetings
Ingham County-Wide Structure
Continuum of RtI Supports
MiBLSi
Schools
(N=13)
RtI
Buildings
(N=52)
22 schools
Not
participating
Awareness
PD Sessions
(N=11)
RtI Change Model
Three Phases
• Consensus Building (Commitment)
• Infrastructure Development
• Implementation
Implementation
Consensus Infrastructure
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
RtI Processes
Building Consensus, Creating Infrastructures,
Implementation
Ingham ISD Leadership Team
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This team provides key representatives from all
local districts with support and guidance in
creating consensus, resources, and the
infrastructure necessary to implement a
Response to Intervention framework county
wide.
Guide local districts to develop their own district
level leadership teams.
Meets 4 times per year
District Level RTI Leadership Function
Visibility
Funding
Political
Support
District School Leadership
Team: Managing RtI
Training
Coaching
Resources
Evaluation
Building Level School Implementation
Adapted from Horner, Sugai
District Leadership Team (DLT)
Membership
• Superintendent
• GE teachers
• Assistant
Superintendent
• SE teachers
• Curriculum Director
• Special Education
Director
• Principals
• Human Resource/
Personnel Director
• Title I/ELL staff
• G/T staff
• Parents
District Leadership Team (DLT)
Roles
• Assess needs
• Building Consensus and Commitment
• Allocate Resources and Build
Infrastructure
• Support Systems Change and
Implementation Components
District Leadership Team (DLT)
Specific Responsibilities
• Provide clear expectations for RtI
implementation
• Provide supports to ensure sustainability
of RtI district-wide
• Develop a multi-year district
implementation plan
• Monitor progress of and adjust
implementation of RtI
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Michigan Behavior Learning Support Initiative
(MiBLSi) Schools
•
These schools have been accepted to participate
in this statewide initiative by securing at least 80%
commitment from their building staff to implement
the structures and processes necessary to
implement a response to intervention model.
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The following schools within IISD are participating:
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Cohort 5 – Gier Park Elementary/Lansing, New City
Academy and Smith Elementary/Stockbridge
Cohort 6 – Marble Elementary/East Lansing, Aurelius
and Alaiedon Elementary/Mason, Cornell and
Edgewood Elementary/Okemos Murphy, Ralya,
Wilkshire/Haslett
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
Targeted
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Targeted
Response to Intervention Schools
•
100% of local districts within IISD, have
committed a significant portion of their stimulus
dollars to support their efforts to implement a
Response to Intervention model.
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Each district has identified Response to
Intervention coaches designated to support
individual schools and their school based
leadership team.
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The building teams and RtI coaches will be
guided by the Response to Intervention
Blueprints for Implementation guidance
document.
Why School Based Leadership Teams?
Top 7
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6.
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Research shows that schools with strong collaborative
leadership are the most successful in supporting student
achievement.
Experience tells us that those closest to the students are most
capable of making the best, most meaningful educational
decisions.
Shared leadership and decision making enables the school to
increase its leadership capacity in order to manage change.
Broad involvement helps foster ownership; a commitment to
the systems change on the part of the entire school community.
Organizing a small group makes it easier to move the process
forward in an efficient fashion.
Team structures ensure effective communication in planning for
improvement of school programs.
Team leadership helps to facilitate rapid and sustained change.
National Institute for Urban School Improvement www.urbanschools.org
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Professional Development Series for
School Based Leadership Teams (SBLT)
A three day series is being offered for
elementary and secondary building leadership
teams across IISD to increase their
understanding of implementing Response to
Intervention.
– Dr. Mark Shinn is presenting to secondary SBLT and
facilitating ongoing technical support.
– Dr. George Batsche is our elementary RtI facilitator
focusing on RtI at the elementary level.
– All targeted buildings completed self assessments to
track progress in the process of implementation of RtI.
Teams will be developing on-going action plans to
support implementation.
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Principal Academy
Half-day trainings were held for both elementary
and secondary principals from IISD. The
purpose of this academy was to provide an
overview of the IISD Response to Intervention
Initiative, facilitate a deeper understanding of
RtI structures and processes and clarify the
principal’s role. This academy was offered in
mid-August.
MR.PRINCIPAL
Leadership is Vital
Leaders set the tone, provide the necessary
resources, and create reinforcement and
accountability systems for teachers and
staff to be successful.
The implementation and sustainability of
RtI will not be successful without your
strong leadership and administrative support.
Have you ever been part of “something” that has FAILED
because of a lack of leadership?
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Building Based Supports
Coaching Supports & Processes
Intensive Coach
Institute
Monthly Meetings with
Coaches and Principals
Monthly Meetings with Building
Based Leadership Teams
Coach Cluster Meetings
Ongoing Job Embedded
Technical Assistance
Kick off Intensive Coaches Training:
9/8-11/09
• Attendees:
– All RtI and MiBLSi coaches county-wide
(approx. 50 per day with 100% of districts represented)
• Purpose:
– To provide an in-depth training to prepare the coaches for their
roles and responsibilities
• Agenda included:
– Day 1: Setting the Context and Overview of the RtI Initiative
– Day 2: Coaching RtI: Establishing a Successful and Sustainable
Framework
– Day 3: Managing Change and Transitions to Improve Student
Learning: A Focus on RtI
– Day 4: Response to Intervention: Focus on Coaching
Responsibilities of the RtI Coach
Knowledge/Skills/Organizational/Professional Development/Responsive Coaching
Develop deep understanding of the RtI initiative
Become knowledgeable of the principles of effective coaching
Understand adult learning
Acquire knowledge of the change process
Learn the steps of building consensus
Learn the components of the Positive Behavior Support (PBS) model
Gain knowledge and expertise in evidence-based reading research- materials, assessments and
instruction/intervention strategies
Develop expertise in collecting, organizing, displaying, analyzing, and interpreting data
Develop technology skills as needed
Participate collaboratively on the school RtI leadership team
Communicate regularly and effectively with principal and staff
Attend required external coach professional development sessions/meetings
Plan and conduct ongoing school professional development sessions
Maintain documentation of meetings, interactions and other coaching activities
Order, organize, and deliver assessment and instructional materials as needed
Develop assessment schedules for screening and progress monitoring
Assist in administering assessments and collecting, organizing and reporting data results
Participate in school data meetings and child study team meetings
Collaborate in organizing a system of supplemental and intensive intervention
Develop trust and maintain professional relationships with all staff
Facilitate grade level meetings and problem solving actions with teachers
Engage in individual focused conversations with teachers
Assist teachers with interpreting and using data to inform instruction/intervention
Assist teachers in planning and delivering evidenced-based behavioral and instructional interventions
Provide differentiated coaching support to teachers:
Ongoing Coaching Support
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Coach principal meetings (monthly)
Coach cluster meetings (monthly)
Individualized support from ISD
Ongoing professional development to build
skills
• Focus on working with SBLT
Even Super Coach has his/her
limitations…
• Leadership is more
than one person
• It takes a team to
get the work done
Ingham RtI Initiative
MiBLSi
Schools
IISD
Leadership
Team
RtI Schools
RtI
Initiative
Principal
Academy
Universal
Screeners
Building
Based
Support
Awareness
PD
Sessions
Universal Screener/AIMSweb
Fiscal support for
districts to
purchase
AIMSweb through
the RDI Grant
Regional Data Initiatives Grant
• Two year grant
• Cover costs for AIMSweb
– Began with the winter benchmark
• Professional development regarding using
data to improve instruction and student
outcomes
In the beginning….Consensus
Building
Educators will embrace new ideas when two
conditions exist:
• They understand the NEED for the idea
• They perceive that they either have the
SKILLS and PRACTICES to implement
the idea OR they have the SUPPORT to
develop the skills
Change is Hard for Some
REMEMBER Consensus Building Takes Work!
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What were some of our obstacles
or barriers and how have we
overcome them?
Purpose unclear
Lack of ongoing communication
Unrealistic expectations of initial success
Lack of screening data
Participants not involved in planning…
School culture/ religion wars
Failure to achieve CONSENSUS
Dealing with change resisters
The Conundrum of American
Public Education
We can, whenever we choose, successfully teach all
children whose schooling is of interest to us. We already
know more than we need to do that. Whether or not we do
it must finally depend on how we feel about the fact that we
haven’t so far.
Ron Edmonds, 1982 in DeFour et al., 2004
Voices from the Field
Program Evaluation for RtI
Initiative
The overall evaluation design for this RtI
initiative includes both formative and
summative approach with focus on the:
• Beliefs, knowledge, skills and satisfaction of
educators. (Consensus)
• Infrastructure development for RtI
structures and processes. (Developing
Infrastructure)
• Impact of the RtI Initiative on student
academic and behavioral outcomes as well
as on special education outcomes.
(Implementation)
Measuring Progress Toward an RtI Model
Implementation
Consensus Infrastructure
Consensus
SMART
Goal
Indicators
and Evidence
Infrastructure Implementation
SMART
Goal
Indicators
and Evidence
SMART
Goal
Indicators
and Evidence
SMART Goal
Indicators and Evidence
How will we know?
• Building Self-Assessment
• Belief Survey, Perception of Skills and Practice Survey
• Documentation of professional development:
– Coaches
– Principals
– Building-based Leadership Teams
• Surveys and Focus Groups: Coaches, Principals, Staff, Parents,
Students
• Coach’s Log
• Universal screening data
• Progress monitoring data
• Documentation of problem-solving process
• Documentation of intervention strategies used with students
• School Improvement Plans
and more…
RTI Action Plan
Example
RtI ISD overall Ingham County Goal:
By the fall of 2011, 75% of local districts will develop a Response to Intervention (RtI) researched based tiered system of prevention and
intervention in a minimum of one school per level (elementary/secondary), per district. Evidence of development will be measured in three key
areas: consensus, infrastructure, and implementation.
Below are the smart goals and indicators for each stage.
Below are the specific measurable indicators in the key areas of the Consensus phase.
Consensus Phase Goal: *
By the fall of 2010, 75% of our ARRA schools, with identified School Based Leadership Teams, will reach a *scaled level of
achieved in 80 % of the following indicators for consensus.
*Scale: Not started (N) --- (The Activity occurs less than 24% OF THE TIME)
In Progress (I) --- (The activity occurs approximately 25% to 74% of the time)
Achieved (A) --- (The activity occurs 75% to 100% of the time)
Maintaining --- (The activity was rated as achieved last time and continues to occur approximately 75% to 100% 0f the time)
RTI Action Plan/
Consensus Indicators
1. District level leadership is
established and provides active
commitment as documented by
record of meetings, attendance
and minutes at least three times
per year.
2. The school based leadership
team provides training, support
and active involvement in their
building and meets a minimum
of 3 times per year
Persons
Responsible
-Cindy Anderson,
-Roberta Perconti
Persons
Involved
-Central office
representation
from every local
district.
Resources
Needed
-Personnel
-Facilitation
Leadership
-RtI coaches
-Coach
facilitators
-School Based
Leadership
Teams
-RtI coaches
-Coach facilitator
-School Based
Leadership Teams
-Staff
3. Local staff support and are
actively involved with RTI (e.g.,
one of top three goals of the
school improvement plan, 80%
--RtI coaches
-Coach
facilitators
-School Based
-School Based
Leadership Teams
-Coaches
-Principals
Due Date
Fall
2010
and
Fall
2011
Evidence
-Agenda
-Sign in sheets
-Minutes
-List of meetings
-Training support
materials
Fall
2010
and
Fall
2011
-Documentation of coach/
principal trainings
-Documentation of
building trainings
provided by coaches and
leadership teams
-Training materials
-Building surveys
-Data collected
-Technical support
June
2010
-Building action plan
-Staff survey
-School Improvement
-Documentation of staff
Response to Intervention (RtI):
Overall SMART Goal
• By the fall of 2011, 75% of local districts will develop a
Response to Intervention (RtI) multi- tiered system of
prevention and intervention in a minimum of one school
per level (elementary and secondary).
• Evidence of development will be measured in three key
areas:
– consensus,
Implementation
– infrastructure, and
– implementation.
Consensus Infrastructure
Improving Student Outcomes
• Research on change initiatives
says…
After the change becomes
sustainable, (3 years),6% to 8%
gains in student achievement will
be attained.
Early Reports of Success
• Reduction of special education referrals
• Districts exploring core programs to align
• Great interest in intervention training and
supplementing the core
• Change re: behavior
• Positive response to screener and
alignment to more time consuming
assessment
Infrastructure
Restructuring the Work
• Align job descriptions and responsibilities
to this work
• Changing job expectations
• Re-prioritizing resources
• Data driven decision making
A mistake we often make in
education is to plan the
curriculum materials very
carefully, arrange all the
instructional materials wall to
wall, open the doors of the
school, and then find to our
dismay that they’ve sent us
the wrong kids.
WE BELIEVE ALL
CHILDREN CAN LEARN
One of the major reasons why schools don’t
change much is that change needs leadership.
It needs committed, intelligent leadership, an
agenda, an awareness of the conditions that
have to be in place and a grasp of the strategies
that one has to use to effect change.
John Goodlad, 2000
The most important outcome of any fundamental
change process must be a change in the
stakeholders’ mindsets and beliefs about education.
Without changes in the users’ mindsets, no
fundamental change is likely to succeed.
Squire & Reynolds, 2000
Information
Contact:
• Roberta Perconti
– [email protected] or (517) 244-1213
Websites:
• Ingham Intermediate School District
– http://www.inghamisd.org
• RtI Ingham County Blog Site
– http://blogs.inghamisd.org/rti