1. College and Career Readiness
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
C² Collaborative Cohort
February 21, 2013

2. Underperforming Subgroups Part 2
Robin Neeld
Jeanette Tietjen

3. Bell Ringer
As participants arrive, using the post-it notes on your table, (based on your homework from Part I) for each RTI Resource Pyramid write one resource for each level in each of the three tiers used at your school.
Later in the session, we will share these resources for each Academic, Behavioral, and ELL Tiered Levels of Support.
Example: Academic: Secondary Reading Plus
Behavioral: Elementary Check-in/Check-out
ELL: Rosetta Stone

4. Under-Performing Subgroups: Part II
Shifting Gears
Bell ringer:
Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid.
Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement .
I DO
Provide clear outline for problem analysis, predictions, and development of hypothesis to guide more efficient RTI.
WE DO
Explore RTI Resource Pyramid and Best Practices in building hypothesis, prediction statements, assessment questions, and RIOT Data Collection procedures.
YOU DO
Through a case study approach, participants will utilize the multi-tiered system of support.
February 21, 2013
Benchmarks:
Domain 1 : Classroom Strategies and Behaviors
Domain 2 : Planning and Preparing
Domain 4 : Communicating with Parents
Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support.
Objective
Utilizing the RTI process
with fidelity provides necessary support for moving subgroups from underperforming to performing.
Sum-It-Up
Essential Question
How do we revolutionize the way we teach, lead, and learn for 21st century success in the
C² Ready classroom?
Common Language
NEXT STEPS:
We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity.
Predictions
Intervention
Hypothesis
Integrity
Problem Analysis
Fidelity

5. Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Review
Academic Services

6. Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning
The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  
Assurances
We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Review ASU’s Assurances briefly.
Academic Services

7. Be very purposeful here. Focus on item 1 & 2 in Student Success
Be very purposeful here. Focus on item 1 & 2 in Student Success. Compare FCIM and MTSS. How systems are similar. What systems of supports are needed as we continue our move toward complex tasks and Common Core?
Academic Services

8. How do the 21st Century Skills Skills Align?
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Academic Services

9. Building Relationships Among Problem Solvers to Strengthen RTI
Transition slide to introduce Marshmallow Challenge.

10. Marshmallow Challenge Rules
Each team will have 18 minutes to complete the challenge.
The largest freestanding structure wins as measured from the table top to the top of the marshmallow. 
The structure cannot be supported by anyone or anything that is not included with the kit.
The marshmallow needs to be supported on the top of the structure. 
Any team that cuts or eats part of the marshmallow will be disqualified.
Teams are free to break up the remaining kit components anyway they like. 
Teams are also allowed to use as much or as little of the kit as needed
Any structure not freestanding with a marshmallow on top will be eliminated.

11. Team Marshmallow Challenge Kit
20 sticks uncooked spaghetti
One yard of masking tape
One yard of string
One Marshmallow

12. 18 minutes
Stopwatch

13. Turn to Shoulder Partner and Respond to Question Below:
Challenge Reflection
Turn to Shoulder Partner and Respond to Question Below:
How did this challenge help us build relationships through problem solving?
Who consistently does worse/best?
Recent business school grads
Best recent kindergarten completer
Successful processes
Build prototypes
Refine
Average height 20 inches tallest 39 inches

14. Challenge Reflection Why the Marshmallow Challenge?
Identify the hidden assumptions
Common language
Problem-Solving
Shared experience
Prototyping
Facilitation
Nature of Collaboration
Team Development
How does this activity relate to the function of the RTI Team?
Who consistently does worse/best?
Recent business school grads
Best recent kindergarten completer
Successful processes
Build prototypes
Refine
Average height 20 inches tallest 39 inches

15. Problem-Solving Model
Step 1:
Problem Identification
What is the problem?
Step 4:
Response to Intervention
Is it working?
Step 2:
Problem Analysis
Why is it occurring?
Introducing problem-solving process for all tier of MTSS.
In UP Part 1 deep focus on Step 1 and minimal step 2&3
GO deeper with Jigsaw of article
Step 3:
Intervention Design
What are we doing about it?

16. Moises – is the kid in your classroom, the ONE that you are NOT reaching…
Immersion

17. Student Focus

18. What resonates for you from the “Immersion” video?
What student behavior alerted the teacher to the student’s problem?
If you were faced with Moises’ situation at your school, describe how your problem solving process would begin?

19. Best Practices in Linking Assessment to Intervention Batsche, et al
Overview
Problem Solving Model Purpose
Primary Outcomes: development, implementation , and evaluation of interventions for student success
Three-tiered system is both effective and efficient
Multi-tiered Service Delivery Model
Linking Assessment to Intervention
Delivery first in general education setting
Increase in intensity & frequency only when necessary
Failure to link data to intervention appears as failure and more severe problem
Intervention both appropriate & implemented with integrity
Note: Added a section at the end regarding the use of the Tree Map. The next slide will be used to explain how each team member will use the Tree Map as they read their assigned section.

20. Best Practices in Linking Assessment to Intervention3 3 4 2
In teams of five we will jigsaw the article in your packet, Best Practices in Linking Assessment to Intervention. 1 5
Jigsaw –
Each participant is numbered
in table teams.

21. Best Practices in Linking Assessment to Intervention3 3 4 5 2
In teams of five we will jigsaw the article in your packet, Best Practices in Linking Assessment to Intervention. 1 6
Jigsaw –
Each participant is numbered
in table teams.

22. Using A Tree-Map to Identify Essential Data
MTSS:PS/ RtI
Step 2
Problem Analysis
Step I
Problem Identification
Step 3
Intervention Development
Step 4
Response to Intervention
Directions for use of personal notes page
JT foldable
7 mins to read article
3 mins to share with Team
Hypothesis Development

23. Reviewing the Problem-Solving Model
Team Jigsaw
In teams of four or five, count off to establish team member number
Divide the article among the team:
Team Member 1, Page Hypothesis Development and Linking Assessment Results to Intervention Development
Team Member 2, Page Problem Identification Team
Member 3, page Problem Analysis
Member 4, Page Intervention Development and Implementation
Team Member 5, Pages Program Evaluation/RTI
Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.
Each team member will have a completed Tree Map at the end of the Jigsaw.
Note: Added a section at the end regarding the use of the Tree Map. The next slide will be used to explain how each team member will use the Tree Map as they read their assigned section.

24. Reviewing the Problem-Solving Model
Team Jigsaw
In teams of four or five, count off to establish team member number
Divide the article among the team:
Team Member 1, Page –Problem Solving in a Multitiered Service Delivery Model & Linking Assessment to Intervention
Team Member 2, Page Hypothesis Development and Linking Assessment Results to Intervention Development
Team Member 3, Page Problem Identification Team
Member 4, page Problem Analysis
Member 5, Page Intervention Development and Implementation
Team Member 6, Pages Program Evaluation/RTI
Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.
Each team member will have a completed Tree Map at the end of the Jigsaw.
Note: Added a section at the end regarding the use of the Tree Map. The next slide will be used to explain how each team member will use the Tree Map as they read their assigned section.

25. ICEL/RIOT
This handout is located in each participants handout. Draw attention to the fact that the format we use in Lake is slightly different and does not contain the “S” in the article . The Lake format includes Review, Interview, Observe and Test and is paired with ICEL in order to designate areas of need Instruction, Curriculum, Environment, and Learner.

26. Reviewing the Problem-Solving Model
Team Jigsaw
In teams of four or five, count off to establish team member number
Divide the article among the team:
Team Member 1, Page Hypothesis Development and Linking Assessment Results to Intervention Development
Team Member 2, Page Problem Identification Team
Member 3, page Problem Analysis
Member 4, Page Intervention Development and Implementation
Team Member 5, Pages Program Evaluation/RTI
Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.
Each team member will have a completed Tree Map at the end of the Jigsaw.
Note: Added a section at the end regarding the use of the Tree Map. The next slide will be used to explain how each team member will use the Tree Map as they read their assigned section.

27. Reviewing the Problem-Solving Model
Team Jigsaw
In teams of four or five, count off to establish team member number
Divide the article among the team:
Team Member 1, Page –Problem Solving in a Multitiered Service Delivery Model & Linking Assessment to Intervention
Team Member 2, Page Hypothesis Development and Linking Assessment Results to Intervention Development
Team Member 3, Page Problem Identification Team
Member 4, page Problem Analysis
Member 5, Page Intervention Development and Implementation
Team Member 6, Pages Program Evaluation/RTI
Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.
Each team member will have a completed Tree Map at the end of the Jigsaw.
Note: Added a section at the end regarding the use of the Tree Map. The next slide will be used to explain how each team member will use the Tree Map as they read their assigned section.

28. MTSS:PS/ RtI Step 2 Problem Analysis Performance or Skill Deficit
Step I
Problem Identification
Define Replacement Behavior
Step 3
Intervention Development
Informed by Problem Analysis
Step 4
Response to Intervention
Plan for Progress Monitoring
Directions for use of personal notes page
JT foldable
Hypothesis Development
Use of ICEL/RIOT

29. Summary Problem Solving Flow Chart
Identify the replacement behavior
Determine current, expected, and peer levels of performance
Conduct a gap analysis to determine if Tier I instruction or the target student should be the focus of problem analysis
Develop hypothesis, prediction statements, and assessment questions
Collect ICEL/RIOT data to verify/reject hypothesis
* How support will be provided to the individuals implementing the intervention
*Interventions that are evidence based and feasible to implement
Develop intervention plan(s) for verified hypothesis including:
* A description of who will do what and when AND
Implement the intervention plan(s) and collect data to document the degree to which the intervention plan(s) were implemented with fidelity
Collect progress monitoring data and make decisions about student RtI:
*Positive: Continue intervention until benchmark attainment
* Questionable: Modify or increase existing intervention
* Poor: Return to problem solving
Make the connection identifying students
Supporting underperforming subgroups through the RTI process
Use after the Jigsaw to summarize the activity.
Summarizing the activity:

30. Break for
Eight
Stopwatch

31. Intervention Versus Resources
What is an intervention/resource?
Are there a differences?
Are there similarities?
Supporting underperforming subgroups through the RTI process

32. Turn & Talk Discuss the following questions: What is an intervention?
What is a resource?
What are the similarities?
What are the differences?

33. What’s the Difference? Close The Gap Time Strategies Intervention
Resources
Same and different
Where we bring the Resources Pyramid Outlines
Way we use the resource makes it the intervention.

34. Bell Ringer: Round Robin
As a Team, Compare & Contrast Resources for each RtI Pyramid
As a Team, choose one Resource for each Tier and Write it on a post-it note for the 3 RtI Pyramids.
Jigsaw Partner #3 will place these resources for each Tiered Levels of Support. on the classroom poster.
Rosetta Stone
Check-in/
Check-out
Harcourt

35. Rate your understanding of your school’s resources…
Resource Pyramid

36. Providing Tiered Levels of Support
Guiding Questions
How do we design a Multi-Tiered System of Supports?
What type of structure is most successful?
Which schools have effective practices in place?
How will you build capacity in your school?
How do we get the answers to these questions?
Transition slide to next slide highlighting video clips.
Propose the “Guiding Questions”
Ask participants to consider these questions as we move into the next section.

37. Spotlighting Best Practices
We will be spending the last portion of this workshop hearing from personnel from four schools in Lake County. We have representatives from Elementary, Middle, and High School. Each school will spotlight an effective practice from their school. In the remaining time, the panel will answer questions from the workshop participants.
Prior to getting started, let’s look at a tool to assist in planning the next steps you will take to build capacity at your school.

38. Let’s Examine How One School Approaches RtI
Tigard High School

39. RtI – Making It Happen Tigard High School
Successfully

40. How will you build capacity for MTSS:PS/RtI in your school?
Utilize data analysis to identify a problem
Identify resources at school
Determine which interventions are working

41. Panel Presenters East Ridge High School East Ridge Middle School
Stacy Keaveny – Guidance
Monica Gordon - AP
Ken Lyford – Guidance
Ginger Shivers-Literacy
East Ridge High School
East Ridge Middle School
Clermont Elementary School
Beverly Shores Elementary School

42. Winning Resources In Your Handout Academic Behavior ELL
General Information
Professional Development
Video Links

43. Under-Performing Subgroups: Part II
Shifting Gears
Bell ringer:
Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid.
Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement .
I DO
Provide clear outline for problem analysis, predictions, and development of hypothesis to guide more efficient RTI.
WE DO
Explore RTI Resource Pyramid and Best Practices in building hypothesis, prediction statements, assessment questions, and RIOT Data Collection procedures.
YOU DO
Through a case study approach, participants will utilize the multi-tiered system of support.
February 21, 2013
Benchmarks:
Domain 1 : Classroom Strategies and Behaviors
Domain 2 : Planning and Preparing
Domain 4 : Communicating with Parents
Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support.
Objective
Sum it up:
Resource Pyramid
Interventions & Resources
Steps for RTI
ICEL X RIOT
Panel
Utilizing the RTI process
with fidelity provides necessary support for moving subgroups from underperforming to performing.
Sum-It-Up
Essential Question
How do we revolutionize the way we teach, lead, and learn for 21st century success in the
C² Ready classroom?
Common Language
NEXT STEPS:
We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity.
Predictions
Intervention
Hypothesis
Integrity
Problem Analysis
Fidelity

44. Participant Scale and Reflection
0-Not Using
No understanding or implementation steps taken away
1-Beginning
Little understanding and inconsistent implementation steps taken away
2-Developing
Moderate understanding and implementation steps taken away
3-Applying
Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
Academic Services

45. Ticket Out - Reflection
1. What new perspectives did you gain from the panel of presenters? 2. How will you make use of these new perspectives when you return to your school? 3. My Learning Scale Score for today is: (circle)