Turtle Mountain School District The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings Chris Weber cweber_teacher@yahoo.com @Chi_educate Chris Weber Education https://chrisawebereducation.com 1

RTI Response to Intervention HEE Highly Effective Education

Why RTI? Deeper Learning Equitable Learning

Why RTI? Academics Behavior

Where Did RTI Come From? Mastery Learning Effective Schools Movement Time + Support = Learning Effective Schools Movement ALL students can learn Professional Learning Communities Pyramid of interventions

Four Questions of PLCs Four Questions of RTI What is it we expect students to learn? How will students demonstrate they have learned it? How will we respond when students don’t learn? How will we respond when students already know it? About which students do we have concerns? In what areas do we have concerns? What supports are/should we be providing? Has the student responded to instruction and intervention?

The Three Big Ideas of PLCs The Four Critical Questions of PLCs

The Three Big Ideas Focus on Learning Collaborative Culture Focus on Results

Focus on Learning The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. Educators demonstrate their commitment to helping all students learn by working collaboratively to address four questions.

What are Characteristics of a Focus on Learning? Mid-lesson checks for understanding End of lesson exit slips Built-in preview days Built-in review days An expectation that students will re-complete an assignment or assessment related to critical learning on which they did not demonstrate mastery

Collaborative Culture No school can help all students achieve at high levels if teachers work in isolation. Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

What are Characteristics of a Collaborative Culture? Regular time for collaboration Norms that focus collaboration Evidence of collaboration outside of “Collaboration Time” Collaboration is not an option – no one can opt out Products and evidence of improved student learning from collaborative efforts

Focus on Results PLCs measure their effectiveness on the basis of results rather than intentions. All programs, policies, and practices are continually assessed on the basis of their impact on student learning. All staff members receive relevant and timely information on their effectiveness in achieving intended results.

What are Characteristics of a Focus on Results? Teachers enthusiastically analyze their data in relation to other teachers data Teachers are willing and eager to share strategies that have resulted in high level so student learning Teachers visit one another’s classrooms to study best practices

Four Critical Questions of RTI What do we want students to learn? How will students demonstrate they have learned it? What will we do if they don’t learn? What will we do if they already know it?

What Do We Want Students To Learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?

What are Characteristics of a Curriculum Focused on Essential Learning Outcomes? Teacher teams have collaboratively identified essential learning targets Teacher have collaboratively unpacked learning targets Teachers prioritize instruction within a unit of instruction to ensure that all students master the essentials

How will students demonstrate they have learned it? Are we monitoring each student’s learning on a timely basis?

How Will Teams Gather Evidence of Student Learning? Teacher teams have… …designed common formative assessments to measure student learning of essential standards …administered common formative assessments to measure student learning of essential standards …collectively analyzed evidence to determine… …the specific learning needs of each child …the effectiveness of the instruction the child receives in meeting these needs

Assessment Universal screeners Who requires intensive supports CFAs Mastery of essentials at Tier 1 Diagnostics Why are students at risk Progress monitoring Response to Tier 2 and 3

What Will We Do If They Don’t Learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

What are Characteristics of Systematic Interventions? Schools have identified… When supplemental supports can be provided in additional to core instruction on essential standards Who on staff is available, qualified, and trained to provide supports What resources and strategies can be used to meet student needs

What Will We Do If They Already Know It? What systematic process is in place to extend and enrich learning to greater levels of depth and complexity?

What are Characteristics of 21st Century Skills? Teams have identified the 21st Century Skills that they believe students should possess Teams have identified how essential learning can be explored to greater levels of depth and complexity Teams have differentiated content, the learning processes, and products that students create to demonstrate mastery

What is RTI? Systems of Support Coordination Communication Success

What is RTI? RTI is a Verb Problem-Solving Process Systemizing the Great of Work of Teachers Organized Passion HO – RTI is…

What Might RTI Look Like? Tier 1 Viable, Clearly Defined Curriculum Formative Assessments Scaffolds and Differentiation Small Group Supports 27

What Might RTI Look Like? Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content 28

What Might RTI Look Like? Tier 3 Deficits in Foundational Prerequisite Skills Early and Intensive Diagnostic and Targeted Close the Gap 29

How Will RTI Lead to Success Culture Beliefs Expectations Collaboration Cooperation Compromise Consistency Structures Roles Responsibilities Schedules Personnel Resources Mutual Support and Accountability

Culture What is school culture? What cultures are important to RTI? How will RTI look at your school? How will build and sustain an RTI-driven system of supports at your school?

Collaborative Teacher Three Critical Teams School Intervention Team School Leadership Team Collaborative Teacher Teams 32

Collaborative Teacher Teams The Key to . . . RTI HEE PLC’S Will discuss McKenzie report: world’s most successful school districts 1. Teacher collaboration 2. Problem solving structures 3. Intervention

Tasks and Roles of Collaborative Teacher Teams

Tier 1 Viable, Clearly Defined Curriculum Common Formative Assessments Scaffolds and Differentiation Small Group Supports Quick reference to morning conversation – the structure of collaborative teacher teams drives this work and helps us professionally identify next steps as opposed to grabbing onto the “next best thing” . HO – RTI Tiers 1 and 2 35

Viable Curriculum “What do we want our students to learn?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? Handout I’ll develop: Current BC standards and current drafts of standards being developed BC context: increased focus on cross-curricular competencies vrs. Rote learning of information. However, what academic, learning skills are critical for students to effectively engage in cross-curricular learning. Magnifies the need to identify essential learning outcomes that have leverage. HO – Cognitive Planning Protocol

Table Talk HO – RTI Process for Teacher Teams Proactive planning for student engagement and success. How will those collaborative task impact learning? HO – RTI Process for Teacher Teams

Common Formative Assessments “How will our students demonstrate their learning?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? Each question presented w/ explanation followed by participant input BC context – less pressure for formative assessments that are “packaged” – the goal is to ensure student learning. Who better to design assessments for that purpose? Connection to Western Canadian Protocol – Assessment for, of, as learning. HO – Data Analysis Protocol

Table Talk Why would we link the development of CFA’s to planning? What are the benefits of collectively designing or identifying common formative assessments? What barriers need to be considered in your context? Chris, what questions would you pose to the participants to reflect here? I think I have too many for the time frame.

Scaffolds, Differentiation and Small Group Supports Why the task of a teacher teams? Why collaboratively? What is the BC Context? Cognitive planning process “Teaching is the highest form of understanding” –Aristotle Combining the depth of knowledge developed from defining a viable curriculum w/ teachers’ professional depth of knowledge of student learning and students as learners is a powerful outcome of this work. Other notes: Our reality – our classrooms are comprised of learners with complex needs – we know (can predict) that our students will respond to our instruction differently, that they will need DI to successful master these essential or critical learning outcomes to strengthen our Tier 1 outcomes – what can they look like? This proactive planning for learning is an essential element of RTI – however, like every aspect of RTI, we know this planning process is more powerful when collaboration and professional interchange of ideas is part of the process. This does not mean that teachers won’t be doing much of this work directly for their learning environments but it does mean that there are opportunities to collaborate and reflect.

Table Talk Despite our efforts with providing highly effective Tier 1 instruction, is it likely we will have students who will need extra time or supports to master the essential learning outcomes? In addition, our data analysis which includes the common formative assessments provides critical data - discuss data analysis protocol Star = Data Analysis protocol

Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content Quick reference to morning and connect to why the collaborative element of the teacher teams is critical – no teacher alone is responsible but as an educational community we are prepared to respond. Will use a math example of how the intervention may look different than initial instruction Chris, Will also highlight the difference between Tier 2 and 3 here and connect to the work you are doing in your session. 42

Table Talk Cautions: In class supports to greatest extent possible. However, Tier 2 or 3 for that matter – not equivalent to place but to level and intensity of support. CRITICAL that the professionals who work with students collaborate – allows us to collectively infuse common language and to reinforce interventions.

Collaborative Teacher Three Critical Teams School Intervention Team School Leadership Team Collaborative Teacher Teams HO – RTI Teams 44

RTI Teams Teacher Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. Teacher Teams HO – RTI Teams 45

Three Critical Teams School Leadership Team Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. School Leadership Team Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. HO – RTI Teams HO – RTI Process for Leadership Teams 46

Three Critical Teams School Intervention Team Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. School Intervention Team HO – RTI Teams 47

Three Critical Teams School Intervention Team School Leadership Team Teacher Teams 48

Systems & Cycle of Inquiry Identify Formulate questions Develop an intervention plan Implement the plan Monitor student progress Develop / refine the hypothesis Regardless of the student Regardless of the teacher Regardless of the school 49 49

Systems & Cycle of Inquiry HO – RTI Systems

Identify Universal screening Identify students who will need intensive help before they start to fail Common assessment data Austin HO – RTI Systematic Supports

Formulate Questions Diagnose Prescribe HO – RTI Systematic Supports 52

Develop an Intervention Plan Implement the Plan When Who What

Monitor Student Progress There is no RTI unless we frequently check to ensure that students are “responding.” Foundational (Universal) skills CBMs Essential standards (learning targets) CFAs Behaviors CICO HO – RTI Systematic Supports 54

Define / Revise the Hypothesis Different experiences, expertise, and perspective Principal Counselor Psychologist Speech therapist Special educators English language development specialist Reading specialist Librarian Community resource officer Nurse The importance of clinicians, early and often HO – RTI Systematic Supports

Define / Revise the Hypothesis What if Tiers 1, 2, and 3 don’t work? Are our actions justified? Increase intensity – frequency, duration, specificity, ratio HO – RTI Systematic Supports 56

Decision Making Within Tiers HO – Decision Making Within Tiers of Support

Tier 1 Tier 2 Tier 3 Special Education

Tier 1 Academic engagement/instruction of ALL students Multiple opportunities to respond to instruction Immediate corrective feedback Scaffolded practice of new skills Cumulative review of previously taught skills Daily 10-15 minute small group supports to more homogenously groups of students based on need

Tier 2 More time and differentiated supports, as measured by common formative assessments 30 minute flex time More homogeneous groupings In smaller groups from teachers with evidenced-based success Other staff…to reduce the teacher-student ratio Stagger times during which each grade level has flex time

Tier 3 For students who have been screened to have significant deficits in foundational skills… …or who have not responded to Tier 1 and 2 support Intensive supports provided in addition to Tier 1 and 2 supports As targeted as possible, e.g., phonemic awareness, single-syllable phonics, or multisyllabic phonics

Tier 3 Temporarily, in place of another important content, other than literacy and mathematics Creatively scheduled When students would otherwise be working independently Alternating what content students miss Adjusted to match student needs and revised until the student is adequately responding to intervention

RTI Model Tier 1 Academics Social Behaviors Academic Behaviors Tier 1   Academics Social Behaviors Academic Behaviors Tier 1 Standards-driven maps Framework to improve and continuously refine and improve instruction Common formative assessments to provide the “target” and drive instruction Schoolwide common expectations…Resp ect, Responsibility, Readiness…consiste ntly reinforced Explicit teaching of desired behaviors 5:1 positive acknowledgments Executive functioning and self-regulatory behaviors…Motivation, Metacognition, Monitoring Support with short-term and long-terms academic tasks Explicitly taught and consistently embedded within content area instruction HO - Model RTI

RTI Model Tier 2 Academics Social Behaviors Academic Behaviors Tier 2   Academics Social Behaviors Academic Behaviors Tier 2 Specific times, schedules, and identified personnel More time and alternative approaches to master essentials Evidence from common formative assessments and data analyses protocols Simplified Functional Behavior Analyses (FBAs) define “what” and “why” Identification and communication of strategy Check In-Check Out to mentor and monitor Re-teaching and more frequent reinforcement Moderate, behavioral skill deficits

RTI Model Tier 3 Academics Social Behaviors Academic Behaviors Tier 3   Academics Social Behaviors Academic Behaviors Tier 3 Deficits in foundational skills – and not yet responding to intervention Intensive, 30-minute sessions in place of less-essential content Shifts from A-week to B-week Math – FASTT Math, Fraction Nation Phonological Awareness – Fast ForWord, Early Reading Intervention Phonics – Fast ForWord, REWARDS Fluency – Reading Assistant, Six Minute Solution Comprehension – Making Connections Diagnosed intensive needs in specific areas – anger, trauma, etc. Research-based interventions – Anger Coping and CBITS in small groups or individually Diagnosed intensive needs in specific areas – motivation, self-image, etc. Research-based approaches in attribution (Weiner) and self-efficacy (Bandura)

RTI Plan Academics Social Behaviors Academic Behaviors Tier 1 Tier 2   Academics Social Behaviors Academic Behaviors Tier 1 Tier 2 Tier 3 HO - Model RTI Plan

Elementary Schedule Sample Time Content 8:00-10:00 ELA 10:05-10:20 Recess 10:25-11:25 Math 11:30-12:00 Special / Elective 12:05-12:40 Lunch 12:45-1:15 Social Studies 1:20-1:50 Science 1:55-2:25 Intervention / Enrichment Block 1 2:30-3:00 Intervention / Enrichment Block 2 Not pull out HO – RTI Schedules

Elementary Schedule Sample Time Content 8:00-10:00 ELA 10:05-10:20 Recess 10:25-11:25 Math 11:30-12:00 English Language Development 12:05-12:40 Lunch 12:45-1:25 Social Studies / Science 1:30-1:50 Physical Education 1:55-2:25 Intervention / Enrichment Block 1 2:30-3:00 Special / Elective

Alternative Schedules – La Serna Monday-Thursday Period 0 6:54-7:54 Period 1 8:00-8:50 Period 2 8:56-9:50 Break 9:50-10:05 Period 3 10:11-11:01 Period 4 11:07-11:57 Lunch 11:57-12:58 Interventions 12:03-12:28 Period 5 1:04-1:54 Period 6 2:00-2:50

Alternative Schedules – La Serna Friday Collaboration 7:30-8:25 Period 1 8:30-9:18 Period 2 9:24-10:14 Break 10:14-10:29 Period 3 10:35-11:23 Period 4 11:29-12:17 Lunch 12:17-1:02 Period 5 1:08-1:56 Period 6 2:02-2:50 La Serna High School, Whittier, CA

Alternative Schedules – Whittier Monday and Wednesday Period 0 6:50-7:55 Period 1 8:00-9:40 Interventions 9:40-10:00 Break 10:00-10:10 Period 3 10:15-11:55 11:55-12:15 Lunch 12:15-12:45 Period 5 12:50-2:30 2:30-2:50

Alternative Schedules – Whittier Tuesday and Thursday Period 0 6:50-7:55 Period 2 8:00-9:40 Interventions 9:40-10:00 Break 10:00-10:10 Period 4 10:15-11:55 11:55-12:15 Lunch 12:15-12:45 Period 6 12:50-2:30 2:30-2:50

Alternative Schedules – Whittier Friday Collaboration 7:45-8:50 Period 1 9:00-9:48 Period 2 9:54-10:42 Break 10:42-10:51 Period 3 10:57-11:45 Period 4 11:51-12:39 Lunch 12:39-1:09 Period 5 1:15-2:03 Period 6 2:09-2:57 Whittier High School, Whittier, CA

Alternative Schedules – San Juan Hills Monday Period 0 6:45-7:47 Period 1 8:00-8:52 Period 2 9:02-9:54 Break 9:54-9:59 Period 3 10:09-11:01 Period 4 11:11-12:03 Lunch 12:03-12:38 Period 5 12:48-1:40 Period 6 1:50-2:42

Alternative Schedules – San Juan Hills Tuesday Collaboration 7:15-7:55 Period 2 8:05-9:45 Interventions 9:55-10:25 Break 10:25-10:30 Period 4 10:40-12:20 Lunch 12:20-12:55 Period 6 1:05-2:45

Alternative Schedules – San Juan Hills Wednesday and Friday Period 0 6:45-7:50 Period 1 8:00-9:40 Interventions 9:50-10:25 Break 10:25-10:30 Period 3 10:40-12:20 Lunch 12:20-12:55 Period 5 1:05-2:45

Alternative Schedules – San Juan Hills Thursday Period 0 6:45-7:50 Period 2 8:00-9:40 Interventions 9:50-10:25 Break 10:25-10:30 Period 4 10:40-12:20 Lunch 12:20-12:55 Period 6 1:05-2:45 San Juan Hills High School, San Juan Capistrano, CA

Alternative Schedules – Lynbrook Monday and Thursday Period 1 7:35-8:20 Period 2 8:25-9:10 Interventions 9:15-9:45 Period 3 9:50-10:40 Break 10:40-10:55 Period 4 11:00-11:45 Period 5 11:50-12:35 Lunch 12:35-1:15 Period 6 1:20-2:05 Period 7 2:10-2:55

Alternative Schedules – Lynbrook Tuesday Period 1 7:35-9:10 Period 3 9:15-10:50 Break 10:50-11:05 Period 5 11:10-12:45 Lunch 12:45-1:25 Period 7 1:30-3:05

Alternative Schedules – Lynbrook Wednesday Collaboration 7:35-9:10 Period 2 9:15-10:50 Break 10:50-11:05 Period 4 11:10-12:45 Lunch 12:45-1:25 Period 6 1:30-3:05

Alternative Schedules – Lynbrook Friday Period 1 7:35-8:25 Period 2 8:30-9:20 Period 3 9:25-10:20 Break 10:20-10:35 Period 4 11:40-11:30 Period 5 11:35-12:25 Lunch 12:25-1:05 Period 6 1:10-2:00 Period 7 2:05-2:55 Lynbrook High School, San Jose, CA

HO – RTI Scheduling Template Analyze Time Blocks Identify staff and available times Schedule lunches, passing periods, and breaks Schedule Tier 2 supports Schedule Tier 3 supports Schedule common prep periods Schedule non-daily content Schedule ELA blocks Schedule mathematics blocks Schedule other content HO – RTI Scheduling Template

Inventory Staff Availability List ALL staff Instructional day in 30-minute time blocks Describe current responsibilities HO – RTI Personnel Inventory

Inventory Resources Scour and glean from: All classrooms and closets within the school District office warehouses Other schools in the area In the following domains: Phonological Awareness Phonics Advanced Phonics Vocabulary/Comprehension Fluency Early Numeracy Computation Behavior

Reflection What ideas and practices have been confirmed and validated? What challenges do you believe still exist? What is an immediate next step?

Thank You! Chris Weber cweber_teacher@yahoo.com @Chi_educate Chris Weber Education https://chriswebereducation.com