1. RTI: Response-To-Instruction
Madison Elementary School

2. Three Phases Consensus Building (Commitment) Infrastructure
Development
Implementation
IMPLEMENTATION
INFRASTRUCTURE
CONSENSUS

3. CONSENSUS
INFRASTRUCTURE
IMPLEMENTATION

4. Consensus Is… derived from Latin roots meaning “shared thought”
a process for group decision-making
a gathering and synthesis of ideas
arriving at a final decision acceptable to all
achieving better solutions

5. Consensus Building Objectives for Schools:
Schools have times and support available to build consensus
Schools need access to consensus building tools
Schools understand the process and importance of building consensus before moving forward with infrastructure building and implementation
NASDSE

6. Effective Consensus Process
I believe the group has heard me; and
I can actively support the group's decision as the best possible at this time, even if it is not my first choice.
All group members contribute - everyone’s opinions are voiced, heard and encouraged
Differences are viewed as helpful
Everyone agrees not to sabotage the action or decision made by the group
Members agree to take responsibility for implementation
All group members contribute: may need to build in specific process, such as Round Robin to get all voices “out there”. We will be modeling several different tools throughout the day.

7. Achieving Consensus FROM: Why do I have to do it this way?
Why do we have to go through all this change?
Who dropped the ball?
Why can’t they communicate better?
Who’s going to solve that problem?
How do you expect me to do my job when I have to do everyone else’s?
Am I going to have a job?
Where is the box?

8. Achieving Consensus TO: “What” or “How” and should include “I”
How can I become better at doing things in this way?
What role will I create for myself in this process of change?
How can I improve the communication events in which I participate?
How can I grow in my job performance as I collaborate with others?
How can I improve outcomes for students?

9. Consensus does NOT mean:
A unanimous vote
A majority vote
Result is everyone’s first choice
Everyone agrees
Conflict or resistance will be overcome immediately
You try to light the fire within…but if you can’t, the fire under “it” will get some people moving

10. Consensus-Building Tools At-A-Glance
Building Consensus (Fist-to-Five)
Process/steps to reach consensus- Generic
Managing Complex Change
Tool to begin addressing
elements of complex change
Shared RtI Vision: PATH
Multiple options to accomplish this
goal:
Initial Development
On-going Commitment

11. Change is Hard for Some

12. Managing Complex Change
Consensus-Building Tool #3
Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans
CHANGE +

13. Managing Complex Change
Consensus-Building Tool #3
Managing Complex Change +
Vision
Skills
Incentives
Resources
Action
Plan =
Change
Confusion = +
Incentives
Resources
Action
Plan
Skills + + + =
Anxiety + + + +
Action
Plan
Vision
Incentives
Resources = + + + +
Action
Plan
Resistance
Vision
Skills
Resources
WE WOULD NEED TO MAKE A COPY FOR EACH PARTICIPANT IF WE USE THIS SLIDE> TOO SMALL TO SEE WITHOUT IT> = + + + +
Action
Plan
Frustration
Vision
Skills
Incentives = + + + +
False Starts
Vision
Skills
Incentives
Resources
Adapted from Knoster, T.

14. Consensus-Building Tools
Building Consensus
Managing Complex Change
Shared RTI Vision
Multiple options to accomplish this goal
PATH
We will be going over 4 consensus building tools/processes that have been successfully used throughout the RtI phases. Some tools are more suitable and used more frequently at certain phase(s). It is vital for RtI teams to know and understand what tools they have available, how to use them, and when.

15. RtI Vision: PATH PATH Allows BLT Teams to: PATH is Not:
Focus on the “desired state of affairs that induces commitment among those working in the organization”
Make a commitment that change will be accomplished
Develop an action plan of steps that need to take place in order to insure change
PATH is Not:
The answer to all problems
A quick fix solution to complex human and/or organizational problems
Use as a group planning process… a process of looking at strengths and weaknesses… where we are now… where we want to be in 3 months etc.

16. Question
Has your team engaged in RtI related visioning activities (time to think, interact and dream together about the desired state) prior to today?
IF NO, put that
in your action plan!

17. Managing Complex Change
Consensus-Building Tool #3
Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans +
FALSE STARTS

18. Our vision for RTI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students.
July 8, 2009
MES Mission Statement

19. Three Phases Infrastructure Development
Consensus Building (Commitment)
Infrastructure Development
Implementation
IMPLEMENTATION
INFRASTRUCTURE
CONSENSUS

20. Infrastructure Staffing Training and Professional Development
Scheduling
Data Collection and Record Keeping
Decision-making Process
Universal Screening and Progress Monitoring
Evaluation and Fidelity
On-going Improvement Model

21. Essential Components

22. Infrastructure Building
Objectives for Schools:
Schools identify and appoint a building leadership team
Leadership teams receive appropriate training and skill development to lead the RtI Initiative
The building works systematically through the guiding questions and build the RtI infrastructure along the way
Infrastructure Building
NASDSE

23. BLT: Roles/Skills
There are more skills required to do this work than any one person alone can provide.
As a team you will fill the needed roles/skills.
It is helpful to talk about them and understand who is going to do what.
One person may fill multiple roles.
Roles may be filled by multiple people.
Questions you need to discuss:
What are the jobs which need to be done?
Who has the necessary skills to do each job?
Who will take on each role?

24. Team Members Ann Bartlett Nurse Christine Zimmer Grade 1
Karen Coyle Grade 2
Brian Ernest Administration
Linda Haver Special Education
Mary Pat Devine SAU 13 Psychologist
Donna McDougal SAU 13 Consultant
Pat Kehoe SAU 13 Sp. Ed. Director
Ali Janowicz Guidance
Pam Beck Reading Specialist
Team Members

25. Implementation Year 1 Formation of the RTI School-wide Team
Consensus Building
Mission Statement/Belief System
Training and PD NHDOE Cohort
Begin the application of data-based decision- making principles
Implementation Year 1

26. ALL students are part of ONE proactive educational system.
Scientific, research-based/ evidence-based instruction is used.
Instructionally relevant, valid and reliable assessments serve different purposes.
A systematic, collaborative method is used to base decisions on a continuum of student needs.
Data guide instructional decisions.
Staff receive professional development, follow-up modeling, and coaching to ensure effectiveness and fidelity at all levels of instruction.
Leadership is vital
Adapted from Heartland (Iowa) Area Education Agency
7 Guiding Principles

27. Objectives for Schools
Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).
Scheduled dates are identified for decision-making about students’ instruction
Sufficient expertise is available to assist the school in making data- based decisions about students’ instruction.
Successes, no matter how small, are celebrated by all involved.
A project-level evaluation plan is created and put in place. Data are collected over time.

28. Objectives for Schools
Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).
Scheduled dates are identified for decision-making about students’ instruction
Sufficient expertise is available to assist the school in making data- based decisions about students’ instruction.
Successes, no matter how small, are celebrated by all involved.
A project-level evaluation plan is created and put in place. Data are collected over time.

29. Process Team Building Consensus Infrastructure Implementation
Sustainability
Evaluation
Action Plans
Process

30. Implementation Year 2 School-wide RTI Coordinator
Renewed Commitment to Excellence
On-going PD provided by the DOE
Focus on Strengthening the CORE!!!
Improve Efficiency of Data Meetings
Integration of Special Education/RTI
Integration of the PBIS Model
Implementation Year 2

31. Implementation Year 3 Where are we Now! What has changed ?
Sustainability
Available Resources
Implementation Year 3

32. NH is one of 9 states selected by the National Center on Response to Instruction NCRTI to be part of the Pilot Program
Madison is one of 6 schools in NH to be selected as a Pilot School.
Research, Terminology
What’s New !

33. Training and Support from the DOE and NCRTI (Approved Pilot Site June 2011)
Scheduling Changes for Tertiary (Tier 3)
Before and After School Interventions and Supports through Title 1 and 21C
Terminology
New This Year

34. Terminology
Primary (Tier I): This represents the core instructional group. When adequately differentiated instruction is applied % of these students will achieve established benchmarks. Assessments occur 3 times per year.
Secondary (Tier II): More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks.
Tertiary (Tier III): for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized , intensive, interventions targeted to specific skill deficits.

35. Supports Site Visitations from DOE, NCRTI
Cohort Supports from 6 NH Schools
PLC’s held monthly at the DOE
Training Modules from the NCRTI
Increased Support in Core Instruction: DI, Peer Coaching from the New England Comprehensive Center
Supports

36. Team Members Brian Ernest - Principal
Christine Zimmer - RTI Coordinator
Pam Beck - Reading Specialist
Ali Janowicz – Guidance
Linda Haver – Special Education
Karen Coyle – Grade 2
Team Members

37. Increased Staffing: We now have in place a full-time RTI Coordinator,
Increased Staffing: We now have in place a full-time RTI Coordinator, .5 HQT, 3 full-time Paraprofessionals.
Programs: Mini Mustangs PM Kindergarten for students struggling in math/reading.
Before and afterschool supports for students including transportation
PD funding at the district level
Supplies, Equipment, and technology funding from local budget resources
Local Support

38. FOCUS Year 3 Increased Technical Assistance from the DOE and NCRTI
Strengthen Core Instruction
Incorporate the Behavior Component
Increased PD
Improve Data Analysis, Progress Monitoring , Reporting
Fidelity Monitoring
Streamline Data Meetings (Efficiency)
Increase Staff and Supports
FOCUS Year 3

39. MES Year 4 Continued Trainings and Supports from the DOE, NCRTI
Reduction in Staffing
Re-Designed Schedules for Data Meetings , Testing and PD (Common Calendar)
Adjustments in Assessment Tools for Screening and Progress Monitoring (Star Math,)
Addition of Diagnostic Tools for “Digging Deeper” Key Math, DIBELS DEEP
Inclusion of the Behavior Component and SST
Reflection and Action Planning for the RTI Leadership Team to complete the process of becoming a Demonstration Site
MES Year 4

40. Challenges Scheduling, Calendar Fidelity Monitoring Behavior Component
Blending of Services, Special Education/RTI
Reduced Staffing
Honoring District Initiatives
Public Relations

41. Resources
ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell
Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege
RTI Tackles Reading featuring Karen Norlander, Esq. (DVD)
RTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann Eaton
RTI Toolkit: A Practical Guide for Schools by Jim Wright
Power of RTI: Classroom Management Strategies K-6 featuring Jim Wright (DVD)
RTI Data Collection Forms & Organizer: Classroom Starter Kit by Jim Wright
RTI: The Classroom Connection for Math and Literacy by Karen A. Kemp, Mary Ann Eaton, & Sharon Poole

42. Web Links
sponsetoInterventionRTI.htm
cuments/INTERACTIVEGUIDETORTI-NH.pdf