1. RtI Module 2: What is Response to Intervention (RtI)? The Academic and Behavior Systems. Poudre School District Student Success Coaches 2009

2. Purpose of Training Modules To support and assist schools in implementing this process. To address all components of this process in a step by step format. To encourage a shared and consistent framework across the district To allow for individualized needs and pacing for training

3. After today… Understand the importance of the Academic and Behavior systems in Response to Intervention Identify the components of the Grade Level/Content PLC, the Academic and the Behavior System of RtI Understand how the systems work together

4. RtI is… a systems approach for establishing the behavior and academic supports needed for a school to be an effective learning environment for all students.

5. Why Systems? Effective practices produce effective outcomes only within effective systems. We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.

6. RtI Systems 1. Grade Level/Content Area Professional Learning Community (PLC) 2. Academic System 3. Behavior System 4. Student Success Team (Problem Solving Team)

7. 4 RtI Systems:

8. Professional Learning Communities The three big ideas of a professional learning community are: Learning Collaboration Results Professional Learning Communities make up the systems of Response to Intervention Grade level PLC Academic PLC Behavioral PLC Student Success PLC Others?

9. What is the PLC Grade Level/Content Level System? The Grade level/Content PLC focus on answering the four questions: What do we want students to know? How will we know if they know it? What will we do if they don’t know it? What will we do if they already know it? Who are the members of your grade level/content area PLC?

10. Members of the Grade level/Content PLC Should be teachers and/or support staff Will meet on a regular basis Will focus on universal (tier 1) and targeted (tier 2) instruction and intervention

11. What is the work of the Grade Level/Content Level PLC? Analyze data to determine effectiveness of universal academic and behavior instruction. Differentiate to address academic and/or behavioral needs. Monitor students through common formative assessments based on essential learnings.

12. Grade level/Content level PLCs continued… Progress monitor students below benchmark. Utilize research-based academic and/or behavioral strategies and interventions Implement the problem solving process at the PLC level. Engage in collective inquiry Use data to drive instruction Establish and maintain communication with parents.

13. Academic System Students who fail within our education system face severe and sobering consequences. Children who are not reading at grade level by age 9 are 10 times more likely to drop out of school. Dropouts earn on average $12, 000 per year. 70% of all prison inmates are functionally illiterate. This number rises above 80% in the juvenile system.

14. What is the Academic System (PLC)? A team of dedicated teachers, administrators, and support staff who work to create a shared understanding of Response to Intervention in regards to academics. Leading the rest of the staff in the multi- year journey.

15. Members of the Academic System It is not necessary to create a new “team” or work group. This could be led by your school Leadership Team, RtI team or, School Improvement Team

16. What are the responsibilities of the Academic System PLC? Analyze and utilize school-wide data to create a shared understanding of school- wide goals (School Improvement Plan). Design tiered intervention with clear criteria for entering and exiting the intervention. Determine effectiveness of intervention based on data.

17. What are the responsibilities of the Academic System PLC? Determine system needs including: professional development, time, resources, etc. Develop a process for informing parents and community on the RtI academic framework and Student Success Process with district guidance. Support staff in their evolving understanding of the 3 Big Ideas of a PLC.

18. Behavior System Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

19. What is the Behavioral System? A team of dedicated teachers, administrators, and support staff who work to create a shared understanding of Response to Intervention in regards to behavior. Leading the rest of the staff in the multi- year journey.

20. Members of the Behavior System It is not necessary to create a new “team” or work group. This could be led by your Positive Behavior Support Team, or staff knowledgeable in behavior support

21. What are the Responsibilities of the Behavioral System? Lead the school community in establishing clear, common behavioral expectations. Analyze and utilize school-wide data to help in the development of the School Improvement Plan. Design tiered intervention with clear criteria for entering and exiting the intervention. Determine effectiveness of intervention based on data.

22. What are the Responsibilities of the Behavioral System? Determine system needs including: professional development, time, resources, etc. Develop a process for informing parents and community on the RtI behavior framework and Student Success Process with district guidance. Support staff in their evolving understanding of the 3 Big Ideas of a PLC.

23. Don’t forget about… Developing a process to ensure that all staff monitor student behavior and respond to problem behavior consistently. 1. A system to document repeated minor and all major problem behaviors in all school settings. 2. A system to teach and reteach and practice behaviors as needed. 3. A system of classroom interventions for minor misbehaviors. 4. A system of responses to repeated major problem behavior.

24. Cultural Shift We must also address the culture of our schools. All staff members demonstrate a collective responsibility to help all student learn. Some students need more time and support to ensure learning. Targeted Instruction + Time = Learning Variable Variable Constant

25. Learning CPR “To successfully help learners at risk, we must apply the same characteristics of our emergency response procedures to our instructional intervention program. In other words, we must provide our student at risk with “Learning CPR,” which is: Urgent Directive Timely Targeted Administered by a trained professional Systematic -Buffam, Mattos, & Weber, 2009

26. Questions to Ponder… 12 minutes Where is your school in this process of building strong academic and behavior systems? Think about where you’d like to go… Solo Reflection: What are the strengths of your Academic and Behavior System? What are the needs of each system? Team Effort for Next Steps: Brainstorm possible next steps and hang in room

27. Success Our success lies in our unwavering commitment to the best interest of students’ academic and behavior achievement. What we do in the name of RtI is not about a model, a brand, or a manual. It is about the thoughtful construction of effective places to live, learn, work, and play.

28. “ It is a multiyear journey of discovery that can shape the strengths of your school system into an explosion of student success!” (Howell, Patton, and Deiotte, 2008)

29. Resources Books: Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention. Bloomington: Solution Tree. DuFour, R., Dufour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes; How professional learning communities respond when kids don't learn. Bloomington: Solution Tree. DuFour, R., Dufour, R., Eaker, R., & Many, T. (2006) Learning by doing; A handbook for professional learning communities at work. Bloomington: Solution Tree.

30. Resources Websites: Colorado Department of Education: Response to intervention (Resources and Tools) http://www.cde.state.co.us/rti/ToolsResourcesRtI.htm (State RtI guide, videos, etc.) http://www.cde.state.co.us/rti/ToolsResourcesRtI.htm Florida Center for Reading Research: http://www.fcrr.org/forTeachers.htm (Reading center activities by grade level and by the 5 components of reading – all templates and materials can be downloaded) http://www.fcrr.org/forTeachers.htm Florida Center for Reading Research: www.fcrr.org/fcrrreports/LReports.aspx (analysis of various universal reading programs, as well as targeted and intensive intervention programs) www.fcrr.org/fcrrreports/LReports.aspx Intervention Central: www.interventioncentral.org (many academic and behavior intervention strategies)www.interventioncentral.org

31. Resources Websites continued… National Center on Student Progress Monitoring: www.studentprogress.org (info on progress monitoring, plus an analysis of progress monitoring tools) www.studentprogress.org National Technical Assistance Center on Positive Behavioral Interventions and Supports, www.pbis.org (info and research on Positive Behavior Supports)www.pbis.org Oregon Reading First Center: http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html (analysis of intervention programs) http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html PSD Blackboard: Literacy Resource Guide (RtI & Literacy tab, Interventions Tier 1 and Tier 2)

32. Resources Websites continued… RtI Action Network: www.rtinetwork.org (great source of RtI info)www.rtinetwork.org What Works Clearinghouse (US Department of Education): http://ies.ed.gov/ncee/wwc/ (analysis on various intervention programs) http://ies.ed.gov/ncee/wwc/ *There is much more information on the websites than what is listed in the parenthesis.

33. Contact a coach! Patti Atkins Amy Galicia Tom Tonoli Evelyn Jacobi Paula Perrill Beth Shefcyk Jenn Sheldon