1. 1 Connecticut’s Response to Intervention (RtI) Model East Lyme Public Schools A Status Report March 26, 2011 Compiled by: Dr. Karen A. Costello East Lyme Public Schools East Lyme, CT 06333 860-691-4563

2. 2 The Background Behind RtI Models: Federal Legislation No Child Left Behind Act (NCLB)(2001) ensures academic growth and achievement for all children regardless of race, ethnicity or religion. Individuals with Disabilities Education Improvement Act (IDEA) (2004) and IDEA Regulations (2005) ensures free and appropriate education for children with disabilities.

3. 3 I n M a n y I n s t a n c e s …

4. 4 Traditional Special Education Identification Models Flawed (Fletcher, Fuchs, Batsche) General Educator’s Repertoire of Instructional Strategies Ineffective or needing Expansion

5. 5 Connecticut’s RtI Model Connecticut’s Decision: The Connecticut State Department of Education (CSDE) decided to form a Scientific Research Based Intervention (SRBI) State-Leadership Advisory Panel (39 members). The term SRBI is used because RtI models are DEPENDENT on interventions in which evidence is available to attest to their effectiveness.

6. 6 SRBI State –Leadership Advisory Panel Responsibility: Review current research and practice on RtI in order to develop a state model to be implemented in school districts.

7. 7 Timeline Summer/Fall 2007 Advisory Group Met February/April 2008 Distribution of the SRBI Executive Summary Major State-wide Conference Regional Conferences Consistent Message September/October 2008 Distribution of Connecticut’s SRBI/RTI Document July 1, 2009 Implementation in 169 School Districts

8. 8 Concurrent Activity: Literacy Summit (Fall 2007)

9. 9 Connecticut’s Commissioner of Education invited 169 local districts’ leadership teams to a Literacy Summit

10. 10 Summit Message: We Have A Reading Problem In Connecticut Many entering K students do not have expected language and literacy skills. [Kindergarten Inventory (language &Literacy)]* CMT, CAPT & NAEP reading scores continue to be flat over the past decade. [CMT Reading, CAPT Reading Across the Disciplines & NAEP]* Students with disabilities and English language learners perform at very low levels. [CMT]* Many regular education students fail to meet state goal in reading across grades. [CMT and CAPT]* *Indicators [ ]

11. 11 Message (continued) There are persistent large gaps in performance between non-poor and poor students and between white and their black and Hispanic classmates. [CMT]* Female students outperform male students, particularly at the secondary level. [CAPT]* *Indicators [ ]

12. 12 Connecticut’s PreK – 20 RtI Model Three Tiered Model Tier I Decision Making Tier II Tier III Decision Making Special Education Identification

13. 13 Tier I Decision Making Ensure appropriateness of general ed curriculum and instruction; consistency and fidelity of implementation. Early identification of individual children with academic or behavioral challenges. Decision Making Special Education Identification Well-Developed Curricula (Locally developed, aligned with CSDE Frameworks) Common benchmark assessments (2-3x yr) and progress monitoring Comprehensive/differentiated instruction in key academic domains, informed by scientific research Continuum of positive behavioral supports Culturally Sensitive Instruction and Resources Effective school and district leadership Ongoing professional development supporting Differentiated Instruction Adequate availability of assessment and instructional resources Adequate human resources Professional learning communities (PLC’s) Materials and instruction at children’s instructional levels (explicit instruction)

14. Tier I What [Insert District’s Name] has in place? 14

15. 15 TIER I What East Lyme Has In Place…  Well-Developed Curriculum in Core Areas (aligning with CCSS)  Common / Formative Assessments in LA in grades K-4  Electronic portfolios in some subject areas (ELHS)  Pre and Post Tests for Math Units K-8  Restructured Middle School Special Education Model  Professional Learning Communities  Philosophy and Practice for Differentiated Instruction  First STEPS Math training (Numeracy Module Grades 1-4) (Measurement Module Grades 1-4)  A Procedure for Positive Behavioral Support (Full Implementation 2009-2010)  Three Tiered Approach for Professional Development (individual, building and district)  Professional Learning Communities (PLCs) in each school

16. Tier I Next Steps… 16

17. 17 Tier I Next Steps…  Continue and Implement Development of LA Common Assessments and Portfolio (Grades 5-8).  Continue to Refine and Implement Math pre and post tests (Grades K-8)  Complete K-12 Math Curriculum Guide (9-12).  Apply First STEPS PD Training in Math (Grades 1-6) to Tier II interventions  Continue PD to assist teachers in differentiating instruction.  Develop Common Assessments in Science and Social Studies.  Develop Reflective Checklist for classroom teachers regarding behavior and academics to complete before asking for Tier II Supplemental Interventions.  Continue Development of Student Success Plans @ ELMS.  Continue to explore via technology more efficient ways to input and align with CMT results, common and formative assessments, as well as student artifacts.  Assist Parents/Guardians in understanding RtI and their important role.

18. 18 Tier II Special Education Identification Analysis, interpretation, and application of screening and benchmark data. Decision Making Tier II Supplemental ( Compilation of student performance data and sample student artifacts/work essential) Frequent progress monitoring (e.g. biweekly) Additional supplemental instruction (e.g. 2-4 x a week) Individual/small group instruction (e.g. no larger than 5 students) Homogeneous grouping of students with similar needs/at similar levels.

19. Tier II or Tier III Intervention Format IF the Tier II or Tier III intervention is not a Standard Protocol, such as Reading Recovery; then, the Tier II or Tier III intervention will be developed as a Problem-Solution Protocol. A Problem-Solution Protocol requires educators coming together to cull pertinent research supporting the proposed (pre- established) focus of the intended intervention. 19

20. TIER II or Tier III Format Questions 1.What is the problem or challenge? 2.How do you know it is a problem? Evidence 3.What are you planning to do? 4.What is the duration of the treatment? 5.How will you know the plan is working? What evidence is available to show student growth? 20

21. Tier II Format (continued) How will you monitor student progress? (Formative Assessment) 6. Set Next Meeting Date (Midpoint of Treatment) 7. Did the Plan work? 8. How do you know? Ask questions 7. and 8. at midpoint and at the end of the intervention or treatment. 21

22. Tier II What [Insert District’s Name] has in place… 22

23. 23 Tier II What East Lyme Has In Place… Elementary:  Beginning Reading Intervention and Teaching Early (BRITE) (Grades K and Beginning of 1)  Reading Recovery (Grade 1)  Teaching Literacy Competence (TLC) Grades 1 and 2  Literacy Interventions to Extend Skills and Strategies(LITES), Working with Words (WOW). Making Meaning (M&M) Grades 2 and 3 and 4  Implementing Positive Behavioral Support (PBS), including PBIS at LBH and Responsive Classroom at LBH, NCS and FL Middle:  New special education (inclusion) Model  PBIS Model High School:  Student Support Program (SSP)  “Remedial” Reading/Math Center  Pilot a PBS Model ( via SSP)

24. Tier II Next Steps… 24

25. 25 Tier II Next Steps…  Develop Additional LA Tier II interventions for grades 3-12.  Develop Math Interventions K-12.  Full Implementation of PBS (K-12).  Determine efficient (electronic) method to input student performance data with accompanying artifacts or student products.  Hire or Train Highly Qualified Personnel to assist in the creation and implementation of Tier II interventions.  Continue to Refine SSP focusing on students and the professional development of classroom teachers.

26. 26 Tier III Decision Making Tier III SPED Identification Compilation of performance data and student artifacts from Tiers I and II essential. Analysis, interpretation, and application of data from Tier II interventions; comprehensive evaluations of individual children as appropriate Customization and Intensity Increases - More intensive supplemental intervention (e.g. daily). - Very frequent progress monitoring (e.g., weekly) - Individual/small group (e.g. no larger than 3 students) - Homogeneous grouping

27. Tier III What [ Insert district name] has in place… 27

28. 28 Tier III What East Lyme Has In Place… Elementary:  Customized reading and writing interventions developed by the reading/language arts consultant

29. Tier III Next Steps… 29

30. 30 Tier III Next Steps….  Use of a Problem Solution Protocol to develop Tier III interventions at each grade level.  Research the possible use of commercial Tier III intervention programs.

31. 31 Critical Terminology Scientifically Research Based Intervention (SRBI) …emphasis on providing more effective instruction for all children (primarily in the general educator’s classroom) through sound core curricula in key academic areas and positive behavioral supports, as well as through early interventions for youngsters experiencing learning or behavioral difficulties, using core curricula and interventions that are research- based as much as possible.

32. 32 Critical Terminology (continued) Fidelity of Implementation: use and delivery of curricula, instructional strategies, behavioral systems, and interventions in the manner they were designed and intended to be used, for example, adhering to the treatment time and key features required for a particular intervention.

33. 33 Critical Terminology (continued) Progress Monitoring: using data to track students’ progress toward a goal. Universal Screening (common assessments): measures that are the same for all students within a grade in a school or district and that are administered to all of those on a routine basis.

34. 34 Critical Terminology (continued) Formative Assessments: assessments that are used during the process of student learning and are used primarily to inform instruction. Professional Learning Communities (PLC): Small groups of educators who assemble frequently to discuss the following questions included in school improvement plans (R. Dufour, Middle School Journal, September, 2007):

35. 35 PLC Questions 1. Are we clear on the knowledge, skills, and dispositions each student is to acquire as a result of this course, grade level, and unit we are about to teach? 2. Have we agreed on the criteria we will use in assessing the quality of student work, and can we apply the criteria consistently?

36. 36 PLC Questions (continued) 3. Have we developed common formative assessments to monitor each student’s learning on a timely basis? 4. Do we use the formative assessments to identify students who are having difficulty in their learning so that we can provide those students with timely systematic interventions that guarantee them additional time and support for learning until they have become proficient?

37. 37 PLC Questions (continued) 5. Do we have data to assess our individual and collective effectiveness? Do assessment results help us learn from one another in ways that positively affect our classroom practice? 6. Does our team work interdependently to achieve SMART goals that are Strategic (linked to school goals), Measurable, Attainable, Results-oriented (focused on evidence of student learning rather teacher strategies), and Time-bound?

38. 38 PLC Questions (continued) 7. Are continuous improvement processes built into our routine work practice? 8. Do we make decisions by building shared knowledge regarding best practices rather than simply pooling opinions? 9. Do we demonstrate, through our collective efforts, our determination to help all students learn at high levels?

39. 39 PLC Questions (continued) 10. Do we use our collaborative team to focus on these critical issues? If the Answer is YES to the questions…

40. 40 …Then, we are moving towards SYSTEMIC REFORM of EDUCATION… The Intent of RtI is to provide appropriate education for all students and to reduce Special Education referrals in the Category of Specific Learning Disabilities.