1 Implementation of Response to Intervention Continuing the Journey Farmington Public Schools Kathryn Schallmo MiBLSi Assistant Director MiBLSiMiBLSi RtIRtI

2 Thanks to FPS

3 Our Objectives A working definition of Response to Intervention (Instruction) RtI: core principles An understanding of Positive Behavior Intervention Support (PBIS) Schoolwide and looking deeper at Tier 2 How MiBLSi combines the two

4 Today… ask questions

5 5 Improving the Odds Every school day, more than three thousand students drop out of high school. (Alliance for Excellent Education, 2003) High school students in the lowest 25 percent of their class are twenty times more likely to drop out (Carnevale, 2001) More than 8 million students in grades are struggling readers. (U.S. DOE, 2003)

6 Successful high school performance begins with kindergarten The most successful high school intervention is ensuring that students enter with the strongest academic background as possible The best high-school screening tool is the compilation of data in K-8 Middle and high school teams inherit the strengths and weaknesses (and gaps) students bring with them from elementary school Current “Givens”

7 Source ACT, Ready for College and Ready for Work: Same or Different? (2006) Response to Intervention RtI/MTSS Start With the End in Mind for All Students “All students need to develop the knowledge and skills that will give them real options after high school. No student’s choices should be limited by a system that can sometimes appear to have different goals for different groups. Educating some students to a lesser standard than others narrows their options to jobs that, in today’s economy, no longer pay well enough to support a family of four.”

8 What is RtI? RtI is the practice of (1) providing high- quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.. (National Association of State Directors of Special Education, Inc., 2005)

9 Shift in Thinking Changes How Our System Responds From….To….. Student Which students need help? What do we do to help ALL students? System Having programs and people available Intentional design/redesign of our services as resources for ALL students Adapted from Dan Reschly (2002)

10 Creating A Smart System Takes A New Logic Begin with the idea that the purpose of the whole system is student achievement Acknowledge that student needs exist on a continuum rather than in homogeneous groupings Organize to make ALL educational resources available in direct proportion to student needs

11 Michigan’s RtI Multi-Tiered Systems of Support Framework 1.Implement effective instruction for all children 2.Intervene early 3.Provide a multi-tiered model of instruction and intervention 4.Utilize a collaborative problem-solving model 5.Assure a research-based core curriculum (aligned with Michigan Common Core State Standards) 6.Implement research-based scientifically validated interventions/instruction 7.Monitor student progress to inform instruction 8.Use data to make instructional decisions 9.Use assessments for three purposes 10.Universal screening 11.Diagnostics 12.Progress monitoring 13.Implement with fidelity 14.Engage family, parent and community partnerships Information source: MDE RtI Pre-Conference

12 How many of the framework elements has the district begun implementing? Review Michigan’s RtI framework with your table partners Your Turn

13 One Common Voice – One Plan Gather Getting Ready Collect School Data Build School Profile Study Analyze Data Set Goals Set Measurable Objectives Research Best Practices Plan Develop Action Plan DO Implement Plan Monitor Plan Evaluate Plan Student Achievement RtI

14 Educators will embrace change when two conditions exist… 1.They understand the NEED for the change. 2.They perceive that they either have the SKILLS to implement the change OR they have the SUPPORT to develop the skills.

15 Building Sustainability To develop the capacity of all district staff to perform the responsibilities demanded by a RtI model. ( This capacity will be different for differing roles and responsibilities within the developing systems). To create organizational structures to support continuous improvement Use data to drive the work and planning

16 Lessons Learned It is common for districts to jump to Tier 3 interventions and forget to focus on the importance of strengthening core instruction and systems support prior to implementing changes in practices Jumping to interventions has unintended negative consequences…

17 Why a schoolwide approach to RtI? A few examples…

18 Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior

19 School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Consider your impressions of this school Consider your impressions of this school

20 Defining and Teaching School-wide Behavioral Expectations Define 3-5, positively stated, memorable expectations. Build Curriculum Matrix –Expectations by Locations Build Teaching Plans –Teaching individual Expectations across locations –Teaching all Expectations within a location

21 Sandy Knoll Elementary Woodward Elementary DeKeyser Elementary Houghton Elementary

22 Making the Expectations Visible Posted in classrooms, hallways, computer wallpaper, etc. Printed in school handbook Some schools have made videos of the behavior expectations

23 Kalamazoo Central High School Wakefield-Marenisco Portage Community High School South Range

24 Transform broad school-wide Expectations into specific, observable behaviors Classroom LunchroomBusHallwayPlayground Respect Others Use inside voice Eat your own food Stay in your seat Stay to the right Wait your turn Respect Property Recycle paper Return trays Keep feet on the floor Put trash in cans At bell return equipment Respect Yourself Do your best Wash your hands Be at stop on time Use your words Have a plan

25 Build Reward Systems Systems for Acknowledging Appropriate Behavior Students should be acknowledged regularly (at least every 2 weeks) providing specific feedback 5 to 1 ratio of positive to negative Always build toward independence –move from “other” delivered to self-delivered –move from frequent reward to infrequent –move from concrete to natural Build on person-to-person relationships  Jose R. L.M.

26 Average Referrals per Day per Month

27 Referrals by Problem Behavior

28 Referrals by Time

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30 Relationship between Behavior and Reading Children of the Code: A Social Education Project

31 Schoolwide Model Prevention model Matches needs of students with appropriate levels of intervention Moves from “wait to fail” to a universal assessment and early intervention model Differentiates instructional support

32 Why Early Intervention? Converging evidence shows that most children can be taught to read at grade level Once behind, difficult to remediate and gap increases High numbers of students receiving special education services identified as Learning Disabled

33 Big Ideas to Improve Reading Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention programs Assessment Professional development

34 Torgeson, J. K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A. J. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 185–202). London: Whurr Publishers Grade level corresponding to age Low Risk on Early Screening At Risk on Early Screening 4.9 Intervention With substantial instructional intervention 3.2 Control With research-based core but without extra instructional intervention Reading grade level Early Intervention Changes Reading Outcomes

35 What do you see in schools using Response to Intervention Teams meeting regularly to: –Review their data –Determine if evidence-based practices are being used –Determine if practices are being effective –Identify the smallest changes that are likely to produce the largest effects

36 Examples of Differentiated Supports Continuum of Supports Universal Prevention Behavior Identify expectations Teach Monitor Acknowledge Correct Reading Evidence based curriculum focused on: Phonemic Awareness Alphabetic Principal Fluency Vocabulary Comprehension Adequate teaching time Trained instructors Progress monitoring Active participation with frequent feedback Targeted Intervention Behavior Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Reading Teacher-Directed PALS K PALS First Grade PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally Phonics for Reading Intensive Intervention Behavior Individualized, functional assessment based behavior support plan Reading Scott Foresman Early Reading Intervention Reading Mastery Corrective Reading