1. Teaming/Data/Interventions RtI Infrastructure: Teaming RtI Partnership Coaches meeting January 6, 2011 Terry Schuster, RtI Partnership Lead Coach

2. Effective Teaming Practices Self Study A: Teams and Teaming

3. Big Ideas About Teaming… 1. Not the Old Team with a New Name 2. 4 Types/Levels of Teams 3. Each Team Has Tasks and Functions 4. District and School Improvement Team Build Commitment Give Permission, Allocate Resources, including Staff Development 5. Tier 2 Teams (Department & Grade-Level with Support) Do Most of the Heavy Lifting 6. Individual Student Problem Solving Typically Begins AFTER a Student Hasn’t Benefited from Tier 3

4. What Teaming Structure is recommended to support RtI implementation?

5. Types of Teams to Support RtI Implementation 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team 1.A District-Level RTI Team to Make Things Happen for the District 2.A School Improvement Team to Make Things Happen for the School 3.A Grade-level Team with Support to Make Things Happen for Groups of Students 4.A Problem-Solving Team to Make Things Happen for Individual Students

6. What is the Purpose, Team Membership, and Roles and Responsibilities of the different teams? District Leadership Team School Improvement Team

7.  Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.  Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.  Recommended meeting frequency in Year 1 is once per month. District Leadership Team Purpose 1. District Leadership Team

8. Consider Consider: ◦ Superintendent ◦ Special Education Administration ◦ Curriculum and Instruction ◦ Remedial Programs (Title I, ELL) ◦ Principals ◦ Related Services ◦ General Education Teaching Staff ◦ Special Education Teaching Staff ◦ Human Resources/Personnel ◦ Professional Development ◦ Technology ◦ Parents ◦ Other District Leadership Team Membership 1. District Leadership Team

9. 1.Assess Needs – Complete Self Assessments to Evaluate Current Assessment and Intervention Practices – Identify Skill Sets Needed for Training, Tools and Support 2.Build Commitment – Include RtI in District Goals – Communicate Importance to the Community 3.Give Permission – Change Professional Roles – Identify What is Abandoned 4.Allocate Resources – Identify and Support District Coach – Flesh Out Staff Development Plan District Leadership Team Roles and Responsibilities 1. District Leadership Team

10. Establish and Provide Staff Development on a Standard Problem-Solving Process Establish Criteria for Matching Student Needs to Intervention Programs Establish Criteria for Specific Learning Disabilities Eligibility Using an RTI Process District Leadership Team Specific Responsibilities 1. District Leadership Team

11. Assess Needs 1. Assess District and Building Needs Leadership Build Commitment 2. Provide Leadership and Build Commitment Give Permission 3. Give Permission to Change Practices Allocate Resources 4. Allocate Resources to Support Change District Leadership & School Improvement Teams Have Similar Roles and Responsibilties 1. District Leadership Team 2. School Improvement Team

12.  Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.  Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training, and support, especially around fidelity of implementation.  Meeting frequency in Year 1 is once per month. School Improvement Team Purpose 1. District Leadership Team 2. School Improvement Team

13. Consider Consider: ◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff ◦ Related Services Staff (School Psychologist, Speech and Language) ◦ Special Education Teaching Staff ◦ Parent ◦ Other School Improvement Team Membership 1. District Leadership Team 2. School Improvement Team

14. 1.Assess Needs – Complete Self Assessments to Evaluate Current Assessment and Intervention Practices – Identify Skill Sets Needed for Training, Tools and Support 2.Build Commitment ◦ Include RTI in School Improvement Plan ◦ Communicate Importance to the Staff 3.Give Permission ◦ Identify What is Abandoned 4.Allocate Resources ◦ Identify and Support School Coach ◦ Flesh Out School Staff Development Plan School Improvement Team Roles and Responsibitilies 1. District Leadership Team 2. School Improvement Team

15. Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results Establish and Maintain a Process for Ensuring Fidelity of Interventions Evaluate Implementation Outcomes School Improvement Team Specific Responsibilities 1. District Leadership Team 2. School Improvement Team

16. Assess Needs

17. Assessment Application Screening Problem Identification Diagnostic Problem Analysis Progress MonitoringProgram Evaluation Subject Reading Mathematics Writing Behavior

19. Build Commitment: Link District/School Improvement Plans with RtI Curriculum Review Technolo gy PLCs Curriculum Review Differentiati on Bully Prevention Program MAP/NWEA Power Standards ELL Curriculum Review PLCs Technolo gy Curriculu m Review Differenti ation Bully Prevent. MAP/ NWEA Power Standards ELL

20. For Example: – District/School Newsletter – District/School Website – Ongoing Agenda Item at staff meetings – Parent Brochures/Letters – RtI Resource Binders for Teams Build Commitment: Communicate with Community and Staff

21. Communicate About Shared Values and Beliefs  All students can learn and should have appropriate learning opportunities. RtI/PS is an all student initiative.  Everyone in the school is responsible for the education of all students  Collaboration and reflective practice is essential for effective decision- making regarding student performance  A positive school climate supports the use of innovative practices  Effective core instruction is the basic foundation on which to build this process.  Assessment (data) should both inform and evaluate the impact of instruction  Beliefs about instruction must be supported by research  Parents are vital members of the team to support students.

22. Allocate Resources: Provide Training, Tools and Support DATEAREA OF FOCUSACTIVITY Spring 2008 Each district will complete a District Self-Assessment (developed by ISBE) to determine Next Steps District 21 Plan Development  Use the Self-Assessment to determine which areas are already in place and which areas need further development. Spring 2008 Technical Assistance and Support for all Districts Trainings:  Tier 1 Feb 7 and Feb 14  Tier 2 March 3  Tier 3 April 3 Coaching  Tier 1 Feb 20 and Feb 27  Tier 2 March 12 and March 14  Tier 3 April 7 and April 10 Additional RTI Trainings  Specifics of Intervention (Rdg) K-5 March 19  Specifics of Intervention (Rdg) 6-12 April 16  Administrators Academy: RTI and the School Leader (target audience central office and principals) June 11 Fall 2008 to Spring 2009 Technical Assistance and Support for all Districts Trainings will Cover:  Overview of 3 Tiers  Research-Based Assessments: Progress Monitoring and Universal Screening  Problem Solving  Research-Based Interventions  Leadership and Teaming in RTI  Parent Involvement January 2009 Districts must submit their District RTI plans to ISBE District 21 Finalized RTI Plan Fall 2009 to Spring 2010 Technical Assistance and Support for all Districts Trainings will Cover:  Research-based Instructions and Interventions  CBM and Progress Monitoring  The use of RTI to make special education eligibility decisions  Advanced Problem Analysis  ELL implementation  Middle and High School implementation Fall 2010Districts must use RTI to make special education eligibility decisions

23. What is the Purpose, Team Membership, and Roles and Responsibilities of the different teams? Grade Level Teams With Support

24.  Coordinates Tier 2 services for at risk students in addition to larger grade-level or departmental issues.  Primary roles include using Problem Identification data to match intervention programs to individual student’s needs and review progress of students receiving Tier 2 supports.  Meeting frequency in Year 1 is once per week. Grade Level Teams with Support Purpose 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports

25. Grade Level Teams: Organized around particular grade levels. Pathway Teams: Organized around multi-grade groupings of classes (i.e., a primary team for grades K-3, and intermediate team for grades 4-6). Unit or Departmental Teams: Organized around a physical unit or department of a school (e.g., Math Department). Building Teams: One team for all grades in a particular building. Consider Different Problem Solving Team Models

26. Consider: ◦ General Education Grade-Level Teachers – General Education Content Area Teachers – Special Education Personnel Providing Support ◦ Representative of Remedial Program Providers (Title I, ELL) ◦ Targeted Personnel as Needed for Specific Tier 2 Students Not Progressing (e.g., School Psychologist, Speech and Language) ◦ Principal, As Needed ◦ Other Grade Level Teams with Support Membership 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports

27. 1. Align Students Needs With Tiers ◦ Use Universal Screening Data to Determine Students’ Tier Needs ◦ Deliver Tier 2 Interventions 2. Review Progress of Tier 2 Students ◦ Monthly to Ensure Progress ◦ Minor Modifications to Tier 2 Interventions Grade Level Teams with Support Roles and Responsibilities 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports

28. What is the Purpose, Team Membership, and Roles and Responsibilities of the different teams? Individual Problem Solving Teams

29. The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name) RtI is NOT Your Father’s Oldsmobile

30.  Coordinate and evaluate Tier 3 services for individual students with severe needs and for making special education decisions.  Primary roles include reviewing progress of students receiving Tier 3 interventions and completing individual student problem solving for those who are not benefiting from interventions supports.  Meeting frequency in Year 1 is once per week & individually scheduled special education meetings. Individual Problem Solving Team Purpose 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team

31. Consider: – Principal – Representatives of General Teachers – Representatives of Special Education Teachers – Related Services Staff (e.g., School Psychologist, Speech and Language, School Counselor, Social Worker) – Representative of Remedial Program Providers (Title I, ELL) Other – Student’s Parent(s) – Student (if appropriate) – Other Identified School Staff Individual Problem Solving Teams Membership 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team

32. 1.Review Progress of Tier 3 Students ◦ Weekly to Ensure Progress ◦ Modifications to Tier 3 Interventions 2.Individual Problem-Solving with Students Failing to Benefit from Intervention Supports – Goal Setting and Progress Monitoring – Completing Problem Solving Tasks – Ensuring Fidelity of Interventions 3.Special Education Process and Procedures – SLD Determination Using RtI – Monitoring Progress toward IEP Goals Individual Problem Solving Teams Specific Responsibilities 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team

33. Luckily….Not all problems need to go through a individual problem solving team!

34. Sample of Master Schedule: May Watts Intervention Block