MAISA Annual Conference June 21, 2012

 Leadership and vision  Focused and intentional action  Knowledge and capacity building  Accountable for student success

 42,000 Students  12 Local districts  4 Rural  2 Urban  6 Suburban  7 Public school academies  21 Parochial/private schools

 Superintendent Roundtable goals  Increase student achievement  Leverage school and community resources  Share the story of public education  Long history of collaboration  On Fire with Data Failure is Not an Option RtI  Saturday, May 16, 2009

RtI is a framework  A way of thinking  Systemic Approach RtI is the practice of  Providing high-quality instruction/intervention matched to student needs  Using learning rate over time and level of performance  To make important educational decisions (Batsche, et al, 2005 )

Three-Tiered Model of School Supports & the Problem-solving Process ACADEMIC SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive Interventions Students who need individualized intervention. Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings.

Celebrations

County-wide increases in Elementary and Middle School reading at every grade level. (3-28%) Celebrations

Over 50% of students in “Read 180” intervention have made 2+ years of growth…some students have reached over 5 years of growth (Waverly Middle School)

After implementing core reading program for two years and research based interventions, 98% of kindergarten students were at grade level benchmark (Haslett)

90% of our buildings, supported by MiBLSi, engaged in customized Data Review Days for Literacy and Behavior to develop individualized Implementation support plans.

 Principal Academies  District level supports  Building level supports  MTSS coordination and technical support Ongoing on location support as necessary Data and evaluation Developing local/ISD capacity

Ingham Service Area

 Teachers are progress monitoring at risk students and intervention blocks established  Monthly data days to make education decision based on AIMSweb data using data tracking and management tool for rates of improvement  Adopted Reading Street K-6 for  Over 50% of the students that were progress monitoring in math computation are near their target or above  PBIS universal acknowledgement of positive behavior to support 5:1 ratio of interaction and grade level rewards  PBIS will underway with PRIDE (Prepared, Respect, Integrity, Determination, Engaged) and mentor program  Increased Engagement: Teachers Learning Together monthly meetings and PLC communities using technology to increase engagement

 Improvement in AIMSweb screening and progress monitoring processes in literacy and math  Classroom teachers and special education teachers are explaining AIMSweb results to clearly to parents and students which is motivating  SWIS data is being used to improve PBIS implementation and the use of “Aggie Bucks”  Teachers are utilizing CHAMPS, Feldman techniques, Six Minute Solution, etc.

 All buildings are having Tier II and embracing acceleration  Implementing district-wide PBIS  Developed a system of acknowledging positive student behaviors  Will have an RTI Coach at each building next year  Worked on developing a stronger support system for students that struggle with math  Data meetings are held with classroom teams, principal and support staff

 Improve data district-wide  Strong implementation of core reading program K-5  PBIS implementation growth and incentive programs  Successful Check in Check Out implementation at secondary  Parent learning nights/parent workshops  School-data meetings and increased use of data based decision making  Learning walks…Engagement strategies  Merged General and Special Ed. Programs serving ALL kids Haslett Kindergarten DIBELS Results Kinden

 100% implementation of key elements of PBIS at Smith Elementary (SET 2011)  26% increase in Oral Reading Fluency at 5 th grade  70% of 6 th graders are at benchmark in Oral Reading Fluency (16% increase)  Focus on PBIS implementation Elementary and Middle School

STUDENT OUTCOME DATA  Universal screener  Special education referrals  Core curriculum  EWS  Explore/Plan/ACT  Software collaboration PROCESS DATA  School building self assessment  Belief survey  Practice survey  Pet- R, SWEPT  BOQ  SAS, S-TIC, BAT

RtI Change Model: Measuring Progress Consensus Infrastructure Consensus Infrastructure Implementation

 Leadership and vision  Consensus

 Leadership and vision  Consensus  Infrastructure

 K-6 PBIS fully implemented and PBIS matrices and lessons launched in 7-8  AIMSweb K-2 reading data trending up  Increased Parent engagement at 5-6  Servicing students through flooding/sharing kids at 5-6  Intervention Period for all students at 7-8  EWS data structure established at 9-12  Student focus groups at 9-12  Leadership teams redefined at 9-12

 Leadership and vision  Consensus  Infrastructure  Implementation

 Leadership and vision  Consensus  Infrastructure  Implementation  Focused and Intentional Action

Implementing Reading Street K-6 All schools using SWIS PBIS lessons taught K-8 Implementing Check In Check Out in many buildings Monthly leadership team meeting with principals

 Leadership and vision  Consensus  Infrastructure  Implementation  Focused and intentional action  Knowledge and capacity building

 Leadership and vision  Consensus  Infrastructure  Implementation  Focused and intentional action  Knowledge and capacity building  Accountable for student success

Holt Special Education Referral Data

 Customized support to 91 buildings and 39 pre- school classrooms  Reduction in special education referrals  All students have had literacy and Math screenings  200 Teachers Learning Together (TLT)  Professional development ▪ Literacy staff trained ▪ Positive Behavior Intervention Support staff trained ▪ Leadership staff trained in RtI/MiBLSi

 Meeting with each District Leadership Team to finalize professional development requests and customize support plans  Currently identified 38 training sessions for PBIS, 45 for Literacy, and 33 for math  Adding 5 additional districts to participating in MiBLSi implementation scale up work  Continuing coaching and liaison structure

 Leadership and vision  Focused and intentional action  Knowledge and capacity building  Accountable for student success

Questions? Resources Stanley S. Kogut, Jr. – Dr. Johnny Scott – Roberta Perconti – Ingham ISD Director of RtI Initiatives