1. Building a Successful and Sustainable RtI Framework
Margie McGlinchey; Ph.D.
Kimberly St. Martin; M.A.

2. Agenda Integration of RtI and School Improvement
Creating Systems to Support Implementation
Establishing a Leadership Team
Developing a Communication and Integration Plan
Creating Work Groups
Avoiding Roadblocks

3. The Path to Sustainability: Integration of RtI and Initiatives into the School Improvement Process
I am a firm believer that the key to sustainability truly lies with integration with school improvement. Unfortunately though, the term “school improvement” is often times so misused that schools see the school improvement process as a separate entity.

4. School Improvement: The Big Umbrella
For that reason, school improvement is the big umbrella for which all initiatives fall underneath it.

5. Why Focus on School Improvement
Every school/district regardless of what state you live in develops an improvement plan (school improvement or strategic plan) that at a minimum includes:
Summary of data (outcome, process, screening, progress monitoring)
Establishment of goals/objectives
Strategies for achieving goals/objectives
Action plan for implementing strategies
Plan to frequently monitor progress of meeting goals
This notion of focusing on the integration of school improvement/RtI is something that has caused some debate. It just makes sense though because regardless of what state you live in, districts are required to submit some kind of an improvement plan that at a minimum includes (read the bullets)

6. School Improvement: The Big Umbrella
Both of these processes (school improvement and RtI) are in essence the same
Providing high quality instruction/intervention matched to student needs
Using learning rate over time and level of performance to make important educational decisions
How do you begin to help individuals make those connections? How is RtI defined? Well, RtI is defined in the blueprint as (read numbers) The processes are the same and quite frankly, it is just a way of doing business.

7. School Improvement: The Big Umbrella
Bottom Line: RtI and school improvement are about the relentless pursuit to find something, anything that will work for students
It is a way of doing business!
But, school improvement (plans, process) have been anything but relentless…
I have spent a great deal of time trying to help administrators (principals, superintendents) understand the connections between school improvement and RtI. It is my belief that RtI and school improvement are fundamentally the same process. This is about the relentless pursuit to find something, anything that will work for every student regardless of their academic level or disability category. You also should know that as a principal, everyone kept saying to me, “You are doing RtI, you are doing RtI.” and I said, “What the hell is this RtI?” To me it was a question that required a simple answer: “Is the student responding to intervention? “ It is either yes or no.

9. Selecting the Right Things to Focus Energy
Selection of improvement strategies and actions that result in the use of interventions, practices, materials is a critical factor in the district/school’s ability to improve student outcomes
More regarding selection in our next session.

10. “Knowing the right thing to do is the central problem of school improvement. Holding schools accountable for their performance depends on having people in schools with the knowledge, skill, and judgment to make the improvements that will increase student performance” (Elmore, 2003, p. 9).

11. The “Plan” Looks Beautiful!
All of these pieces, the creation of a district level team, communication and integration at multiple levels, and the establishment of a strong building team creates the perfect storm for taking the SIT plans that were once pristine documents that looked beautiful…to (advance)

12. The Plan is USABLE….Really?
Plans that are actually usable!

13. Stakeholder Involvement
Principals can utilize building staff meetings, professional development days, grade level data-driven meetings for staff to collaborate in the process of developing, evaluating, and modifying the school improvement plan
Tool: “Steps for Involving Staff in the School Improvement/RtI Process”
How do we get staff involved? This is about re-thinking the way we use staff meeting time, building and district PD days in order to really create the climate where as a district we are in essence a Professional Learning Community (PLC) where we are collaborative, supportive, data-driven, and action oriented. You have a tool in your “District Advanced RtI Strand” folder entitled (read the title)

14. More than Just a Pretty Document!
Staff need to be actively involved in the process of creating a workable, usable school improvement plan
To make the plan usable, goals, objectives need to be SMART (specific, measurable, attainable, realistic, timely)
How do we go about doing that? Well, it begins with having staff actively involved in the creation development of the goals, objectives, strategies, and action items. This is about (read the quote)

15. “Teasing Out” Effective RtI Components
Examples
Non Examples
Utilize the Effective Data Driven Meeting process to assist grade level staff in using data to review the core reading program in alphabetic principle
Implementing RtI in order to improve reading achievement
Use a PBIS framework by defining, teaching, monitoring, acknowledging behavioral expectations in all non-classroom settings. Utilize consistent correction procedures and handling of consequences to minimize misbehavior in non-classroom settings.
Implementing PBIS at the schoolwide level
In our school improvement plan, we need to include the effective core principles that MiBLSi uses to improve systems, practices and student outcomes. Just saying “MiBLSi” does not let anyone know about the details of what you are working on. All of our schools work on applying the core principles of RtI and SWPBS, but may be working on different pieces at any given time.

16. Actively Using the Plan
Data decision rules are applied to the grade level goal just as they are applied to student progress monitoring data.
Successes (upward trend towards meeting goal/ objective) are celebrated!
Adjustments are made to the strategies and action steps as necessary if data has plateaued or trending downwards. (Don’t wait until the next plan is being created!)
This process can be done three times per year (minimum)
Creating the plan and actively using the plan really are two distinct pieces. I have some school improvement folks that say there is a difference in school improvement the noun and school improvement the verb. We are talking about the active process of collectively working to improve our schools.

17. Activity
Think about your school improvement plan and the example provided
To what extent is RtI integrated into the building and district school improvement plan
To what extent are the goals, strategies, and actions monitored (by the leadership team and communicated to all staff) throughout the school year
To what extent do you systematically share progress towards goals as an administrative team?

18. That all looks good on paper… but how do you put the plan into action?

19. Creating Effective Systems
If you can’t do it alone then let’s talk a bit about how to create effective systems of support.
Building Level

20. Do we not sometimes feel as if we are in a situation like this
Do we not sometimes feel as if we are in a situation like this? As you can see, this is a non-example of a good support structure.

21. Plan for Effective School Leadership
Develop a purposeful community
Establish a strong leadership team
Distribute some leadership responsibilities to the team
Continue to select the right work to focus energy and effort
Identify whether the work (implementation of RtI) will be perceived as first or second order change
Align the leadership style to the type of change

22. Creating a Strong Foundation by Building a Purposeful Community

23. Creating a Purposeful Community
There exists a shared belief that ALL kids can learn and the collective group shares ownership in achieving the goals
All assets from staff are developed and fully utilized in order to achieve the desired outcomes
The goals and priorities that are accomplished MATTER to the entire staff (collective community)
The staff have clearly defined and agreed upon processes for doing business (i.e. norms)

24. Fostering a Purposeful Community
Nine of the 21 leadership responsibilities are the sole responsibility of the principal in order to establish the foundation necessary for a purposeful community:
Optimizer -Relationships
Affirmation -Communication
Ideals/Beliefs -Culture
Visibility -Input
Situational Awareness

25. Developing an Effective Leadership Team

26. Establishing or Re-Establishing a STRONG Leadership Team
The principal plays a crucial role in establishing a leadership team
The effectiveness of the team needs to be evaluated and adjusted as necessary
The center of that support structure though is the leadership team. The composition of that team is critical. And you play a tremendous role in the establishment or re-establishment of that team. Now that you are a few months into things, you might be wondering about specific team members. You might be questioning some of the choices you may about selecting team members. Consequently, we are going to advocate that you systematically evaluate the effectiveness of your team and make adjustments as necessary. One of my goals for this morning is that you will walk away with a clear understanding of what your team is going to be asked to do and what an effective team is comprised of.

27. Establishing or Re-Establishing a STRONG Leadership Team
Defining effectiveness:
Broad representation (individuals who are respected, influential, hard working, and have content area knowledge/skill)
Volunteers
Big picture thinkers who understand the connections of RtI/school improvement to initiatives
“Doers” who divide tasks from trainings equally amongst the team
Adhere to collectively established norms (agreements)
Let’s define the term “effectiveness.” For the team to be “effective” you need broad representation, folks who are hard-working and are respected, influential (if you will) with your staff, and have the content area knowledge/skill. Those folks should also be big picture thinkers who understand and are able to make the connections between RtI and school improvement.

28. Developing the Leadership Team
Examples of Training Sessions for the Team:
First and Second Order Change
RtI
Evidenced based reading research, findings of the National Reading Panel
Positive Behavior Instructional Supports
“Crucial Conversations”
Strategies to influence people (“Influencer”) in order to promote consensus and buy-in
Meeting mechanics
Data analysis

29. Leading the Leadership Team
Ensures Leadership Team meeting time is well-spent
Clearly defines roles and responsibilities
Distributes some leadership responsibilities throughout the team
Establishes an accountability framework and communication loop so tasks are completed timely, efficiently, and communicated to all
Adapts leadership style accordingly

30. Leading the Leadership Team
Plan for team and principal turnover
Build capacity not only within the staff but even within the team (i.e. data guru should be intentional about teaching others how to understand data)
Institutionalize systems and practices
The other thing that you need to begin planning for now is turnover. Last I checked the lottery is about 90 million dollars. Consequently, I am playing. If I win, I have already told Roberta and company…you are on your own! Kidding aside though, in the research I have been doing regarding principal turnover, the average stay in one particular job for principals is about 3-4 years. I have worked with schools throughout the state who have had entire leadership teams pink slipped and consequently, they are starting back at square one. This truly is something that you need to think about carefully.

31. Example Leadership Team Activity
Your principal had an opportunity to Read through the “Meeting Structure & Roles and Responsibilities” document on Tuesday. Today, we need names next to the roles.
Everyone independently read the document
Put an asterisk next to responsibilities that need further clarification
Identify who would best fill each role
Identify any responsibilities listed under your “title” that you do not feel comfortable fulfilling
Discuss those with the group and identify WHO will fulfill those random responsibilities.
If you accepted any miscellaneous responsibilities, rewrite those miscellaneous responsibilities under your “title.”
Are there roles/responsibilities not reflected on this document? If so, identify what they are and who will meet those responsibilities

32. Activity
Review the document entitled, “Building Leadership Team…Roles and Responsibilities”
If you are working towards RtI implementation are these responsibilities being consistently accounted for by members of your building leadership team?
If you do not have a building leadership team, review the roles and responsibilities and think about identifying possible people to fulfill the roles and responsibilities.

33. Accomplishing What Needs to Be Done
Establishing a Good Communication and Integration Plan

34. Example Communication and Integration Flow Chart
SIT provides priorities for action
Work Groups provide monthly data and action reports to SIT.
District
SIT
Lit.
Team
Math
Team
School Improvement
Leadership: Management of RtI
(incl. members from initiatives
work group chairs, etc.)
SIT identifies and passes along GL issues to appropriate GL.
GL reports back on action taken, results, & needs.
Beh.
Team
Now that you have had an opportunity to think about and reflect on the composition of the leadership team, we are going to move into the communication and integration plan. If you haven’t realized it already, there is a great deal of information that comes out of trainings such as this one. There are going to be assignments that you, your coach, and/or your team will need to take back to staff to complete. How are you going to plan for a very smooth flow of information? How is all of the work going to get accomplished? What workgroups/committees can serve as the worker bees? What communication loop will flow from them back to you guys as the team?
SIT provide info, training, and reminds staff of
priorities.
Staff informs SIT of needs
All Staff
GRADE LEVELS/DEPARTMENTS

35. Developing School Teams
Attends RtI trainings to learn how to use/implement practices, understand data sources relevant to PBS and literacy, and how to develop systems at multiple to support the implementation towards SIT literacy goals, objectives and behavior SIT strategies
Meets 1 x per month to look at all schoolwide data, discuss status on action items, next steps
Bldg. Leadership Team/SIT/RtI Management Team
Content Literacy Work Group
Schoolwide Behavior Work Group
Receives priorities from leadership team. Meets to develop a plan to implement schoolwide PBS strategies in both non-classroom and classroom settings
Receives priorities from leadership team. Meets to develop a plan to carry-out those priorities. This group is also referred to as the “worker bees”
The notion of work groups is sometimes grossly underestimated. I have seen too many teams trying to complete the work all by themselves without any assistance from anyone else. It can’t be done. Actually, I have seen it done but within two months that MS leadership team of 12 was literally burnt-out. By the spring, once some of the team began coaching responsibilities, they were one edge and very overwhelmed. As the leaders, you know your job is also to counsel folks and maintain a pulse on what is happening. Thinking about workgroups will be important. I am going to show an example of workgroups for reading and behavior. But remember, that this same concept can be applied to the other content areas.
Meets to support staff in using literacy intervention programs. Team analyzes intervention grouping progress monitoring data to problem-solve the lack of growth. Fidelity checks, on-going training and support, suggestions for alternatives to scheduling, intervention program, and system considerations occurs as well
Literacy RtI Team

36. Non-Examples

37. School Improvement Team
The “Everyone” Model ?
Math Team
Behavior Team
School Improvement Team ? ? ?
Literacy Team
RtI Team

38. Schoolwide Behavior Team
The “Chosen Few” Model
Math Team
Schoolwide Behavior Team
School Improvement Team ?
Content Literacy Team
Literacy RtI Team
Staff

39. Role of Workgroups The leadership team cannot do everything
Workgroups allow the work to be equally distributed across staff
The workgroup are in essence the “doers” or “worker bees”
They carry-out the necessary tasks and report back to leadership team on needs and status of implementation
In summary, here is the role of workgroups: (read through)

40. Activity
Map out your building’s infrastructure (depict how RtI systems, practices are being managed throughout) by drawing a flow chart
Identify the core leadership team, function of that team, and the frequency in which the team meets
Identify any workgroups/committees that exist in the building
Use the “Committee Matrix” document to assist you
How do the workgroups interface with the core leadership team?
Where are the gaps?
So right now, I want you to think about finding worker-bees. You have a document entitled, “ Committee Audit..” List all of the committees that are in your building. Are they connected to student outcomes? Are they functioning?

41. Avoiding Roadblocks

42. Avoiding Roadblocks Intentionally build a purposeful community
Think critically about how you perform the 9 leadership responsibilities and how your staff would perceive your demonstration of the responsibilities
The work you are about to embark on or are currently in the process of doing is predicated on having a shared purpose amongst staff members

43. Avoiding Roadblocks
As the principal, be well-versed in how to manage second-order change. Apply the leadership responsibilities that are necessary for second-order change and remember the responsibilities that are negatively associated with that level of change
Even just setting the expectation of work-groups meeting on a regular basis may be perceived as a second order change

44. Avoiding Roadblocks Select the right things to focus efforts
There are opposing philosophies that all claim to be “scientifically-research based.” For that reason you need to know what constitutes scientifically-research based and how to see through the data
Seek answers, seek answers, seek answers
Ask questions, ask questions, ask questions

45. Avoiding Roadblocks Time is always going to be an issue
Determine how much time you have available to meet outside of the school day
Before school, after school, staff meeting time
Establish with staff a schedule of when the core leadership team and subgroups will meet
Ensure that minutes from all teams/workgroups are disseminated in a timely fashion

46. Avoiding Roadblocks
There must be a clearly defined purpose for each team. People don’t want to meet for the sake of meeting and if they view their tasks as important, they are more likely to remain motivated to move forward
As the leader, force yourself to turn the school improvement plan into a workable, useable document

47. Avoiding Roadblocks
Prioritize your time so you actually attend the leadership team meetings. You are a member of the team and need to engage in the development process as well
Be honest about how effective the team is in adhering to deadlines and performing their assigned responsibilities. Affirm what is and is not working well!

48. Thank You! http://www.cenmi.org/miblsi/Home.aspx
Margie McGlinchey, Co-director Michigan Integrated Behavior Learning Support Initiative (MiBLSi)
Kim St. Martin, MiBLSi Lead Technical Assistance Provider
MiBLSi Website: