1. Secondary RtI Liaisons May 2, 2013 Shirley Jirik, Ed.D. SVVSD RtI Coordinator

2. Purpose To learn from each other as we implement Response to Intervention

3. Learning Targets Be able to understand the difference between tight vs. loose implementation Be able to define Multi-Tiered System of Support (MTSS) Be able to use the ‘Defining the Tiers’ document to better support implementation Continue to refine our skills in the Problem- Solving Process through case studies

4. Essential Question How do Positive Behavior Intervention & Support (PBIS) and Response to Intervention (RtI) fit together?

5. Working Agreement Limit side Conversations & technology distractions Collaboration Norms Breaks Regaining your attention

6. Introductions Complete this sentence stem and share them at your table as you introduce yourselves. – If I could travel anywhere in the world, I would visit_______________ because___________________.

7. TIGHT VS. LOOSE IMPLEMENTATION

8. Your model is too loosely defined if: Results are inconsistent across schools There are long delays between decisions There are cases without a final decision David Tilly III and Amanda VanDerHeyden As evidenced by: – CDE disproportionate identification citation – Office of Civil Rights

9. How to repair and prevent: Agree on a plan Dedicate a coach to each site Follow the data Work toward one goal David Tilly III and Amanda VanDerHeyden

10. Balance is the key!

11. Agree on a Plan What, when, where, who details District Leadership Team for RtI – Working on a ‘tighter’ plan for implementation – Professional Development – Accountability

12. Dedicate a Coach to Each Site “There is no substitute for an individual who will follow through and follow up on all the dynamic components of RtI implementation in a school. It is an investment you must make if you want your system to attain strong results.” Tilly III, VanDerHeyden, 2010

13. In order to follow the data… We need to collect it!!! CDE School Level RtI Implementation Rubrics – Approx. an hour to complete as a team – Develop goals to help your building move to the next level RtI Action Network for additional resources- link link

14. Work Toward One Goal Implementation of Tier 1 Best Practices – Department of Learning Services Wildly Important Goal (WIG) – If we don’t have ‘best first’ instruction in place in Tier 1, we will continue to waste resources on unwarranted targeted (Tier 2) and intensive (Tier 3) interventions.

15. It’s like watering the grass when it is already raining—you don’t need to do it!

16. Table Talk Look at Table 2.2 in your handout – Would it be helpful to have these questions more clearly answered? – Have you already answered these questions at your building?

17. MULTI-TIERED SYSTEM OF SUPPORT (MTSS)

18. What is MTSS? Share what you know with your table group. What words would you use to define and/or describe MTSS?

19. “Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems George Sugai, 2012

20. MTSS Integrated Continuum Sugai, 2012 Academic Continuum Behavior Continuum

21. MTSS Universal Screening, Continuous Progress Monitoring, Continuum of Evidence- based Support, Implementation Fidelity, Team-Based Implementation, Data- based Decision Making, Outcome Oriented Behavior SWPBS/PBIS School-wide Discipline & Climate, Classroom Management, Function-based Support, Academics Instruction & Curriculum Literacy, Numeracy, Social Studies, Physical Sciences, History, Physical Education, Art, etc. Other Family Engagement, Community Participation, School Mental Health Sugai, 2012

22. Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task Student engages in problem behavior Teacher removes academic task or removes student Student escapes academic task Student’s academic skills do not improve So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both

23. Elbow Partner Share Share one ‘aha’ you had Share one ‘wondering’ you still have

24. DEFINING THE TIERS OF INSTRUCTION & INTERVENTION

25. Universal Targeted Intensive Continuum of Support for Every Student Homelessness Literacy Family Illness Math Soc skills Language Differences Sports Tiers are Fluid, Focusing on Student Success… Label supports…not people. Sugai, 2012

26. Definition of Intervene To interfere with the outcome or course especially of a condition or process (as to prevent harm or improve functioning) Merriam-Webster

28. Proceed with Caution! “These distinctions are troubling, because they are indicative of intensity or at least create greater opportunity for intensity, but they do not guarantee that the intervention will be more intensive.” VanDerHayden & Tilly, 2010

29. Ways to Intensify Instruction/Intervention…  Reducing the group size  Increasing the duration  Increasing the frequency  Narrowing the focus of the intervention

30. Handout…

31. Tier 1 Instruction & Intervention

32. Tier 2 Intervention

33. Tier 3 Intervention

35. At your table group… Does this document help more clearly define the tiers of intervention and instruction? What support do you need at your school to build a firm understanding?

36. PROBLEM-SOLVING PROCESS CASE STUDY

38. At your table group… Use the flip easel to work your way through the problem-solving process for your case study student. We will share out as a larger group.

39. Feedback #6 on Hattie Top 22 Effect Size=.73 Most powerful when it is Teachers seeking feedback from students about their instruction. I want to seek feedback about my instruction today. Please complete the evaluation provided on the back of your handout.