1. The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Overview: Reviewing Your Selected and Intensive Levels of Support Facilitated by: Sara Summ & Kao Moua Her Regional Technical Assistance Coordinators Leslie Connors Principal – Franklin Elementary August 19, 2014

2. Participant Outcomes Understand the essential components of Selected and Intensive levels of support Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels

3. Wisconsin’s Framework for RtI Overview of Wisconsin’s RtI Framework

4. Response to Intervention Is what? An organizational framework that guides implementation of a culturally responsive multi-level system of support Does what? to achieve academic and behavioral success for all For what?

5. http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

6. CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture. i.e., the students and community your school serves

7. Multi-Level System of Support

8. Balanced Assessment Universal PLUS Progress monitoring Formative, benchmark & summative assessments Universal PLUS Progress monitoring Collaboration Universal PLUS Collaboration Regular ongoing collaboration Universal PLUS Problem- solving team Instruction Universal PLUS Intervention or add’l challenge High quality instruction Universal PLUS Intervention (well below) or IN LIEU OF Universal (well above ) College & Career Readiness Outcome Well below or above DIG DEEPER Can we verify need? If so, what is underlying need? Moderately below or above MATCH SUPPORTS TO NEEDS What level and type of support does student need? UNIVERSAL SELECTED INTENSIVE SCREEN Is student on track to meet or exceed outcome? On track

9. Universal Level: Instruction, Assessments, & Collaboration Provided for and about all students in the school Also referred to as core or tier one

10. UNIVERSAL LEVEL OF SUPPORT Ongoing team collaboration Data driven Guided by protocols Cultural competence Family engagement Ongoing team collaboration Data driven Guided by protocols Cultural competence Family engagement Driven by CCR/CCSS Research-based practices Differentiated Culturally responsive Fidelity implementation Driven by CCR/CCSS Research-based practices Differentiated Culturally responsive Fidelity implementation Screening process Summative, benchmark, and formative assessments Multiple measures Culturally relevant Fidelity implementation Screening process Summative, benchmark, and formative assessments Multiple measures Culturally relevant Fidelity implementation Balanced Assessment High Quality Instruction Collaboration Some items we may need to add somewhere: Fidelity Families Culturally Responsive Practices

11. UNIVERSAL LEVEL OF SUPPORT All learners have access to Universal level of support Goal = 100% proficiency with grade level standards/College and Career Readiness RtI premise: In a healthy system, 80- 90% of students’ needs can be met by Universal supports alone Balanced Assessment High Quality Instruction Collaboration Culturally Responsive Practices

12. Selected Level: Instruction, Assessment, & Collaboration Provided for and about students: With moderate learning needs Above or below benchmarks In addition to universal Also referred to as Tier 2, supplementary, secondary

13. SELECTED LEVEL OF SUPPORT Regular collaboration Guided by protocols Content area expertise Cultural competence Student and family engagement Regular collaboration Guided by protocols Content area expertise Cultural competence Student and family engagement Driven by CCR/CCSS Menu of evidence-based interventions and add’l challenges Culturally responsive Driven by CCR/CCSS Menu of evidence-based interventions and add’l challenges Culturally responsive Digging deeper Progress monitoring Multiple measures Cultural relevance Student and family engagement Digging deeper Progress monitoring Multiple measures Cultural relevance Student and family engagement Balanced Assessment High Quality Instruction Collaboration Culturally Responsive Practices

14. SELECTED LEVEL OF SUPPORT Provided in addition to the Universal level of support Think “groups” and common needs above and beyond the Universal reach RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level Below benchmark: Goal is success at the Universal Above: Goal is accelerated growth Balanced Assessment High Quality Instruction Collaboration Culturally Responsive Practices

15. Intensive Level: Instruction, Assessment, & Collaboration Provided for and about students: With significant learning needs Well below or well above benchmarks In addition to (below) or may be in lieu of (well above) universal Also referred to as Tier 3, targeted, tertiary

16. INTENSIVE LEVEL OF SUPPORT Frequent collaboration High level of expertise Guided by protocols Cultural competence Student, family, community engagement Frequent collaboration High level of expertise Guided by protocols Cultural competence Student, family, community engagement Highly focused interventions and additional challenges Driven by CCR/CCSS High level of expertise Culturally responsive Highly focused interventions and additional challenges Driven by CCR/CCSS High level of expertise Culturally responsive Digging deeper and diagnostic Frequent progress monitoring Multiple measures Cultural relevance Student and family engagement Digging deeper and diagnostic Frequent progress monitoring Multiple measures Cultural relevance Student and family engagement Balanced Assessment High Quality Instruction Collaboration Culturally Responsive Practices

17. INTENSIVE LEVEL OF SUPPORT Think “individualized” and integrated RtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level Below benchmark: Provided in addition to the Universal level of support Goal is success at the Universal Above benchmark: Provided in lieu of the Universal level of support Goal is accelerated growth Balanced Assessment High Quality Instruction Collaboration Culturally Responsive Practices

18. Squares with your thinking New idea or way of thinking Still a conflicting concept for you Reflection: Think, Pair, Share

19. Plan logistics Then, at the start of each school year: Evaluate and refine the process At the end of each school year: CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year: Screen students and organize data Review data and set goals Dig deeper Match supports to needs Monitor progress and adjust accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Before beginning to collect data, first establish: Handout Creating and Sustaining Selected and Intensive Levels of Support

20. Franklin Elementary School Multi-Level System of Support Building Our Future...One Child at a Time

21. About Franklin

22. Need for Action

23. Encouraging Results

24. Creating and Sustaining Selected and Intensive Levels of Support Plan logistics Then, at the start of each school year Evaluate and refine the process Ongoing Process CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year Screen students and organize data Review data and set goals Dig deeper Match needs to supports Monitor progress and adjust accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Before beginning to collect data, first establish

25. Developing Cultural Competence “Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.” Anthony Muhammad The Will to Lead, The Skill to Teach

26. Our Vision Drives our System and Practices The school expectation is that all students must be successful academically and behaviorally. Every child - - no matter who they are - - learns

27. Examples in Action!

28. Creating and Sustaining Selected and Intensive Levels of Support Plan logistics Then, at the start of each school year Evaluate and refine the process Ongoing Process CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year Screen students and organize data Review data and set goals Dig deeper Match needs to supports Monitor progress and adjust accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Before beginning to collect data, first establish

29. “We all have a hand in making Franklin a great school.”

30. Wisconsin’s Vision for RtI http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf Structures to regularly review, analyze, and act on student data and adult practices Cultural competence Student and family engagement Multiple types of measures: quantitative and qualitative Student and implementation data Screening and progress monitoring Culturally relevant Student and family engagement HDM – Can you please have each text box fade In with a click, starting with the structures following With multiple types of measures.

31. Essential Elements for Successful Team Collaboration Schedule times to collaborate and decide on an agenda before meeting Teams based on trust Establish group norms Hold each other accountable Shift thinking from “my students” to “our students” Divide responsibilities and meet deadlines

32. Staff Collaborative Team Schedule Mondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetings Tuesdays – professional development on the week’s focus Wednesdays – analysis of student work Thursdays – designing instruction and assessments

33. Creating and Sustaining Selected and Intensive Levels of Support Plan logistics Then, at the start of each school year Evaluate and refine the process Ongoing Process CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year Screen students and organize data Review data and set goals Dig deeper Match needs to supports Monitor progress and adjust accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Before beginning to collect data, first establish

34. http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf Based on CCSS Research- and evidence-based practices Engaging Differentiated Culturally responsive Wisconsin’s Vision for RtI

35. Continuum of Supports *Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics Tier 3 More than a year behind, gaps and misconceptions from many years Tier 2 Gaps and misconceptions disrupt participation Urgent Care Keeps up Thrives Tier 1 ½ Excels Tier 2 GCT Years ahead In addition toInstead of Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and additional challenges Before beginning to collect data, first establish Tier 1

36. 75 minute block Inclusive, team teaching Technology-enhanced personalized learning Differentiated Use balanced instructional model: shared large group learning, small guided groups, and workshop experiences that engage students through rigorous collaborative and independent practice using a variety of venues

37. Tier 1 Mathematics

38. Urgent Care – Tier 1 Double Dosing Examples Student A Area of Need – Number sense Dose 1 = Guided math at grade level Dose 2 = Guided math at instructional level Student B Area of Need – Reasoning Dose 1 = Guided math at grade level Dose 2 = Dream Box 34:52-35.24 talks about urgent care

39. Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice Tier Two deep focus on application of skills to real life, relevant situations GCT

40. Digging Deeper ALL NWEA MAP Assessment (grades 1-5) Number Sense Screener District Formative Assessment Some Analysis of Qualitative Data Few Diagnostic Assessments

41. Matching Needs and Supports “We evolve as the kids evolve.”

42. Finding time to meet a range of learner needs beyond Universal 30 minute math breakout

43. Purpose and Goals of Math Breakout To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning

44. Math “Breakout” All students have math breakout 4 times a week for 30 minutes Teachers group students according to need, based on common assessments, and separate into groups for 4-6 week sessions Specific differentiated instruction based on research, focused on number relations/operations and spiraling math strands Progress is monitored by the child-teacher team daily and by a collaborative teacher team weekly and monthly

45. Constant Evolution… If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.

46. Wrapping Up an Intervention Teachers reassess their homeroom students beginning where they left off. Purpose: Ensure the transfer and mastery of skills acquired during intervention

47. Encouraging Results: Intervention Assessment Data Year One 2010-11 Mid Year Check Year Three 2012-13 Mid Year Check Foundations of Number Sense (Numbers up to 10) 5% of students (7)2% of students (3) Completion of Number Sense Screener 2% of students (3)18% of students (35)

48. Students Achieving MASTERY WKCE Same cohort group MAP Met growth target 20093 rd – 79%(K-5) Less than 70% 20104 th - 80%(K-5) 79.1% 20115 th - 80.9%(K-5) 79.5% 2012(K-5) 77.7%

50. Plan logistics Then, at the start of each school year: Evaluate and refine the process At the end of each school year: CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year: Screen students and organize data Review data and set goals Dig deeper Match supports to needs Monitor progress and adjust accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Before beginning to collect data, first establish: Handout 1.2 Creating and Sustaining Selected and Intensive Levels of Support

51. Upcoming RtI Events http://www.wisconsinrticenter.org/event/all.html

52. Wisconsin RtI Center Professional Development www.wisconsinrticenter.orgwww.wisconsinrticenter.org  Upcoming Events Wisconsin RtI Framework Training (Elementary & Secondary) (2 days) Screening & Progress Monitoring (2 days) Reviewing Universal K-5 Reading Instruction (3 days) Reviewing Universal K-12 Math Instruction (3 days) Leadership & Coaching for RtI Implementation (6 days) Integrated Networking and Technical Assistance Universal Design for Learning Overview (1 day) Reviewing Selected & Intensive Levels of Support (1 day) Culturally Responsive Classroom Practices (4 days)

53. Kao Moua Her herkm@wisconsinrticenter.org Kao Moua Her herkm@wisconsinrticenter.org http://www.wisconsinrticente r.org/regional- coordinators.html http://www.wisconsinrticente r.org/regional- coordinators.html Heidi Erstad, Liz Gaebler Kao Moua Her, Lynn Johnson Jill Koenitzer, Sarah Nelson Dan Seaman, Sara Summ Contact your Technical Assistance Coordinator for more information:

54. Thank You!