Colorado RtI Fidelity of Implementation Rubrics Daphne Pereles Executive Director of Support & Intervention Dan Jorgensen Evaluation & Research Coordinator Daphne

Six Components of RtI To provide a framework with consistent language Curriculum & Instruction Problem-Solving Process Assessment Positive School Climate & Culture or PBS Family & Community Partnerships Leadership Six Components of RtI Daphne To provide a framework with consistent language 2

Purposes of Tools An informational resource (blueprint, roadmap). Dan The clearest purpose of these rubrics is that they offer a roadmap or blueprint of what RTI implementation looks like. They outline pieces of RTI and what they look like in practice. So they can be used to see where you’re going, as well as where you’ve been (hence the pictures going forward and looking back).

Purposes of Tools Way to measure implementation -How close is your site to the Optimizing stage? The rubrics can also serve as a general fidelity measure of RTI implementation. They can help you determine where you are in your progress toward a sustainable system, which is the Optimizing stage.

Purposes of Tools Reflect on practice and assist with action-planning -where to go next - where to focus Dan You can use the rubrics to engage in a self-review process. Analyze your system and see where you need to go.

Fidelity with Flexibility Circumstances, conditions, and needs vary from site to site so the implementation of any approach would also vary. Our objective was to design a tool that: Respects professionals Honors context and circumstance Facilitates adaptive innovations Develops ownership Integrates practice within context Builds sustainability Daphne

RtI Implementation Tools Daphne

A closer look at the School-Level Daphne So each component at the school level has a definition at the top. Then there’s the anchor in bold in the first column, and then the guiding question. We then describe the answer to that question across each stage as you read the row across.

Anchors & Guiding Questions Structures Pieces developed and put in place that are static (teams, curriculum, etc) Processes and Procedures The moving parts (overlaps and interacts with Structures), (guidelines to receive interventions, use of px-solving, etc) Daphne - Each rubric at the school-level has a set of similar anchors to help frame the concepts. Under each anchor is a guiding question specific to that RTI component. The classroom and district level rubrics do not have common anchors (in writing them, it just didn’t make sense conceptually). Now, there is overlap between the structures and processes & procedures…you create structures and then have interaction with them, which is the processes. We defined these anchors as a way to examine the infrastructure within each component from the “moving parts” of the model. Professional Development Skills taught and structure of PD

Curriculum & Instruction Rubric Daphne

A closer look at the School-Level Daphne - So each component at the school level has a definition at the top. Then there’s the anchor in bold in the first column, and then the guiding question. We then describe the answer to that question across each stage as you read the row across.

Emerging: Establishing Consensus Building consensus for implementation and an understanding of why schools may choose to implement RtI. Includes taking stock of current practices and knowing what it takes to implement (skills, time, resources, etc). What is RtI? Do we need a change in practices? I don’t understand why we have to do things differently. What types of processes are currently in place that are working? This sounds like another thing that will come and go. Just ride it out. Daphne - Let’s read the first cell on the curriculum and instruction protocol Early Late Initial discussions on RTI……………….……………………………..All staff understand what RtI is

Emerging Daphne

Developing: Building Infrastructure Capacity for implementation is developed by creating support structures and systems to implement RtI. Assessment tools are selected, teams are created, alignment with other teams is examined, master schedule, etc. Figuring out the “what and the how” We understand the triangle, but how do you do it? What interventions and assessments are schools using? How are decisions made about interventions (providing, adapting, or ending) across tiers? We are trying to figure out who can do this. Daphne Early Late Few structures developed and in place…………….All structures in place and understood

Developing Daphne

Operationalizing: Gaining Consistency Sites implement previously-agreed upon structures and work to build consistency. Focus on implementation and getting everyone on the same page. Minor adjustments are made to the process (e.g., forms are updated, changes to schedules, learning new interventions, moving PLC times, etc) Using data is changing the way we approach problem-solving. We’re problem-solving, but we’re not consistent. We need to do another training on [insert RtI piece]. We realize that our universal tier is not meeting 80% of our students’ needs; it’s not just about interventions. Daphne Early Late Staff is inconsistent with process……………………Staff uses all processes; complete fidelity

Operationalizing Daphne

Optimizing: Innovating & Sustaining RtI implementation is embedded into daily routine and is integrated throughout the site. Changes to the model or process are made when data indicates a need to do so. Are we effective as a school? As a grade-level? What do our data tell us? We’ve been doing this for awhile, but we have more work to do. We have some growth here, but how can we get more growth? We seek ways to adapt and adjust our teaching methods each year as our student population changes. We continually reflect on our practices through the use of data and inquiry. Daphne Early Late Practice is the “norm”………….…..Making adjustments based on data to be more effective 18

Optimizing Daphne

Summary Sheet 12-10-10 5-23-11 X X X X X X X X Dan X X X X

RtI Implementation in Colorado Dan – The provided summary data allows for a simple “diagnosis” of the state of our schools and districts in regards to fidelity of implementation across each of the six components. The presented pilot data reveals that approximately half of the participating sites Note. The graph represents baseline/pilot data collected from109 schools in 15 districts.

Toolkit Development Data Entry Forms RtI/MTSS Observational Tool Additional Tools: Data Entry Forms RtI/MTSS Observational Tool Aligned to six components Based on observed evidence of implementation Rubric Reporting System SharePoint or Similar Dan – the fidelity rubric will serve as a “core” tool that will be supplemented by a suite of additional tools and a comprehensive reporting system. Currently, a simple data entry form has been created to expedite rubric reporting and will allow for the tracking of change across components/anchor items. A “observational” tool that’s currently under development will allow for a systematic measure of implementation across Colorado’s six components. It will be piloted and validated with input from content experts and psychometricians. All of the tools will be maintained within a information system (likely SharePoint) that will expedite data entry and allow users to get instantaneous feedback on their performance based on their year of implementation, across components, and relative to other participating districts within the state of Colorado.

RtI Tools for Support Tools & Resources Professional Development Guidebooks & Videos Professional Development Online courses www.cde.state.co.us/rti RtI Action Network Rubrics will be posted for feedback www.rtinetwork.org Daphne