RTI: How do we make all the pieces fit into the puzzle? Lynn Wallasky and Marnie Zabel

STARS, AYP, PLC, NCLB and RTI The acronyms aren’t important How you problem solve with data to make a difference for student learning is the central puzzle piece

The Three Essential Components

Connecting the Pieces Three Essential Components 1. Multiple Tiers of Intervention

Connecting the Pieces Three Essential Components 2. Problem Solving Process

Connecting the Pieces Three Essential Components 3. An Integrated Data Collection/Assessment System to Inform Decisions at each level of Intervention Batsche (2007)

Multiple Tiers of Service Tier I School Wide Interventions All Students All Settings Proactive, Preventable

NCLB AYP/STARS Tier 1 accountability No child left behind has been the catalyst for change but not the passion The true motivation for change is learning how to help each and every child succeed in school. This is an equity issue, making sure that all children receive a free and appropriate education. (Batsche)

STARS (Nebraska’s Accountability) ReadingMath Elementary 81%83% Middle School 81%79% High School 83%81% % 100%

Vision for Change High performing schools help staff adopt a compelling vision of outstanding teaching and learning rather than fear of sanctions (Johnson, 2007)

Curriculum/Services What are all students receiving currently? Academic Current curriculum? Behavioral Positive discipline plan?

How do you measure progress for all students? Academic Standardized Achievement Tests Criterion Referenced Tests (CRT) DIBELS - Benchmarks Health Records Absence Quarterly Progress Reports (DRA/LRP) Behavioral Office Discipline Referrals (ODR) Absences Report Health Reports

Decision Making Goal Not Met: Problem solving process Vehicle for decision making: School Wide Team Goal Met: Move to Tier II for the 2- 25% that are not being successful-team problem solving 75%-90% of all students are successful at this level

If NOT MET: Problem Solving Process A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students. Batsche 2007

Problem Solving Process Evaluate Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary

School Wide Problem Solving Data Retreat - beginning of school year Disaggregate data (gender, SES, ethnicity, ELL, etc) What are student needs? Goals Set Grade Level (SMART) Goals What are best practice for specific goals? Implement best practice Evaluate Quarterly Collect data Disaggregate data… Quarterly Instructional Conferences….

DDD= Data Drives Decision-making In high performing schools leaders display data that help educators understand how teaching can improve rather than only the end of the year results.

Develop integrated school wide data system for decision making sample cohort DATA

Multiple Tiers of Service Tier II Strategic Intervention 25% of student are at risk Targeted group intervention (Narrower focus) Intervention – high efficiency – rapid response Available in general ed settings

Problem Solving at Tier II Evaluate Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary

Problem Solving team for Tier II Professional Learning Community (PLC) A professional learning community engages all professional staff in a problem solving process for student achievement. Teams set standards for students, measure progress and make adjustments when students are not meeting goals. Grade/Cross Grade Teams Interdisciplinary Teams

Curriculum/Services What is available for “at risk” students? Academic Reading Recovery Literacy Groups Purchased Programs Sonday Sound Partners Ladders to Literacy Quick Reads Soar to Success Early Success Behavioral Counseling Groups ( e.g. Anger Management Social Skills Training) Peer Training Bullying Groups

How do you measure progress for Tier II “at-risk” students? Academic DIBELS – Weekly progress monitoring Standardized Achievement Tests Criterion Referenced Tests (CRT) DIBELS - Benchmarks Health Records Absence Quarterly Progress Reports (DRA/LRP) Behavioral Weekly intervention data collection Office Discipline Referrals (ODR) Absences Report Health Reports

Decision Making Tier II Goal Met: Continue intervention until achievement gap is closed or behavior is acceptable in the school environment Goal Not Met: Move to Tier III for SAT/RTI team problem solving 75%-90% of “at-risk” students are successful at this level

Multiple Tiers of Service Tier III Intensive Intervention 2-10% of students Intensive individual or small group (3 or fewer) intervention Intervention – high efficiency – rapid response Individual behavioral plan

Problem Solving at Tier III Evaluate Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary

Problem Solving team for Tier III Student Assistance Team/ Response to Intervention Team Possible Team members: Homeroom teacher Parents Special Educators School Psychologist Speech Therapist Administrator

Curriculum/Services What is available for 2-10% “intensive intervention” students? Academic Specific teaching of targeted deficiency Literacy Groups Purchased Programs Sonday Sound Partners Ladders to Literacy Quick Reads Soar to Success Early Success Behavioral Individual Counseling Mentoring Behavior Support Plan Counseling Groups ( e.g. Anger Management Social Skills Training) Peer Training Bullying Groups

How do you measure progress for Tier III “intensive intervention” students? Academic DIBELS – Weekly progress monitoring Standardized Achievement Tests Criterion Referenced Tests (CRT) DIBELS - Benchmarks Health Records Absence Quarterly Progress Reports (DRA/LRP) Behavioral Weekly intervention data collection Behavior Rating Scales Office Discipline Referrals (ODR) Absences Report Health Reports

Decision Making for Tier III Goal Met: Continue intervention until achievement gap is closed or behavior is acceptable in the school environment Goal Not Met: 4-5% of the student population Eligibility for Special Education

In Conclusion: The Three Essential Components

High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick. We are being asked to accomplish things we’ve never done before. When the right puzzle pieces are connected, all students can succeed.