1. 3-Tier RTI Elementary Literacy: Exploring RTI and Establishing Consensus April, 2012 Michele Farah, Joan Firestone, Susan Koceski and Diane Katakowski A cooperative workshop presented by Early Childhood and Special Education 1

2. “It’s not the progress I mind, it’s the change I don’t like.” - Mark Twain “Leadership is the art of getting someone else to do something you want done because he wants to do it.” - Dwight D. Eisenhower 2

3. Building Leadership Teams will… Learn why establishing consensus is a crucial step in moving towards a schoolwide initiative Understand the process of developing consensus Walk away with resources and tools that can be used to develop consensus among staff Form an action plan to either move school staff forward with consensus or re-initiate consensus efforts 3

4. Most Common Mistakes When Beginning an RtI New Initiative…My Top Ten List 1.Lack of understanding of a compelling need for the initiative. Implementing without being clearly focused on solving a problem. 2.Underestimating the need for school wide consensus and commitment. 3.Ignoring staff attitudes, beliefs, and values of those who will actually implement the change. Successful reform processes must include attention to belief systems and shifts in school culture. 4.Overly focused on a method for LD identification instead of on enhancing student learning for all students. 5.Principal or leadership permission does not equal commitment. 6.Prematurely focused on interventions (Tier II & III) while ignoring core classroom instruction (Tier I). 7.Too much too soon – too many grade levels, too many priority areas. 8.Competing initiatives without prioritization and communication. 9.Spending too much time on finding the perfect intervention program, leaving out the data and the needs of children in the building. 10.Moving too quickly through infrastructure building to implementation.

5. Scientifically research-based instruction that is matched to student need to promote attainment of grade- level benchmarks Problem Solving occurs at all Tiers of Instruction and involves collaborative, data- based decision making Universal Screening at regular intervals for all students using curriculum- based measurement TIER 3 (5% of Students) Intensive Intervention Services for students with IEPs TIER 2 (15% of Students) Strategic Intervention TIER 1 (80% of Students) Core Instruction Oakland Schools www.oakland.k12.mi.us/rtiwww.oakland.k12.mi.us/rti RTI Model: TIER I - 80% TIER II - 15% TIER III - 5% 5

6. Activity: What does RtI really look like in schools? Given what we know so far, examine the images on the next slides. What connection can you make between the image and the RtI framework? Turn and talk to your partner for about 30 seconds and respond. 6

7. The 3-tier chocolate cake Equal numbers of students at all tiers of support. Lack of focus at increasing effectiveness of core instruction. Difficulty examining core because it is working, just for not a high percentage of students. Difficulty getting targeted, intensive instruction to the at-risk and some risk students because the number of students are so great. 7

8. The RtI hourglass The “haves” and the have- nots” in a district. Large number of students meeting core instruction and an equally large number of students requiring intensive support. Lack of shared responsibility for students –usually a division between general education, special education and title one service providers. Difficult to establish consensus about the needs of students. Difficult to get targeted, intensive instruction to the at-risk students because the number of students are so great. 8

9. The RtI traffic sign Large numbers of students requiring intensive interventions. Emphasis on Tier three and special education eligibility. Teams less focused on examining the core instruction. 9 Tier One Tier Two Tier Three

10. The RtI Fishing Expedition 10 Focused on casting and catching students that are not making progress, but not making instructional adjustments. Screen, test, and admire the problem.

11. Moving toward a Funnel All students receive core instruction high quality core instruction and emphasis is on the core. Predictable interventions, well articulated processes and supports with increasing level of intensity and progress monitoring for students at tier two and tier three. 11 Tier One Tier Two Tier Three

12. Essential Infrastructure of RTI: Multi-Tiered Continuum of Support (Models have 3-5 tiers) Universal Screening/Progress Monitoring for Slow Responders Problem-Solving Process: Implemented at grade level, small groups, individual students Scientifically-Based Core Curriculum: Evaluation of the effectiveness of core curricula Research-based Interventions: Instructional strategies and supplemental interventions based on empirical research studies on effectiveness Professional Development: Ongoing and embedded to the school improvement plan and goals 12 Why RTI is not spelled D-I-B-E-L-S … Screening/progress monitoring is only one of many essential ingredients

13. OS Model for RTI Early Literacy 13 http://www.oakland.k12.mi.us/rti

14. RtI Implementation- Exploration Exploring and adopting is a very important stage in the implementation process. Exploring includes attended workshops, overviews, book studies, etc. Raising the awareness of administration and staff in order to make decisions about moving forward. 14

15. RtI Implementation- Consensus Establishing consensus among stakeholders of a need to improve reading achievement for all students by adopting/implementing RTI Until stakeholders are clear about what is being implemented and why it is being implemented, many may be reluctant to support implementation efforts. Some sites fail to plan or move too quickly through the consensus process. They fail to take stock of competing initiatives for staff time, resources and attention. 15

16. RtI Implementation- Consensus Examples of activities at the consensus phase: Establish a compelling need for school-wide RtI framework in reading. This includes site and district needs. Establish building leadership team and rationale for adoption of RTI framework. Create alignment between the building culture and the culture required to successfully implement RTI. Establish district leadership commitment. Make an action plan which involves a clear vision, mission and measureable goals of RtI implementation. 16

17. RtI Implementation- Infrastructure Develop clear plans, processes, and procedures that lead to successful implementation and to construct the infrastructure and structural supports necessary to support RTI implementation. Teams general jump into screening, progress monitoring and intervention without developing the plans, processes and procedures. Poor planning can lead to frustrated administrators and teachers, wasted resources, and ineffective implementation. By establishing infrastructure prior to implementation, sites are more likely to experience increased practitioner support, more timely student benefit, and more efficient use of resources. 17

18. RtI Implementation- Infrastructure Examples of activities at the Infrastructure phase: Reengineer resources (e.g., staff, time, funds) to provide sufficient support for the long term implementation of this framework. Train and implement reliable and valid screening and progress monitoring tools. Institute a problem solving process at grade level meetings for grade level, small groups, individual student data. Evaluate effectiveness of core curriculum and make adjustments based on ongoing data. Review current interventions and incorporate Instructional strategies and supplemental interventions based on empirical research studies on effectiveness. Make a professional development plan for the building and for individuals to fill essential knowledge. 18

19. RtI Implementation- Sustainability Implementing a plan for scaling- up RtI and adjusting programs and resources to institutionalize practices. RtI is not something that is “done” but is something that is a part of the fabric of the school. 19

20. RtI Implementation Examples of activities at the Implementation phase: o Add additional grade levels, classrooms, and or content areas over time o Delivering evidence based assessments, core curriculum and interventions. o Evaluating the fidelity of RtI implementation. o Refining procedures and guidelines based on “lesson learned.” o Plan for new staff orientation and training o Report progress to stakeholders o Attend to school culture and sustained consensus. Action planning- review, modify, and recommit annually based on data and SIP 20

21. Establishing Consensus for RtI: Has your building or district… 1.Determined there is a compelling need for a schoolwide reading framework such a 3-Tier model? 2.Established a rationale for adopting a 3-Tier framework? 3.Created or attended to the building culture? 4.Allocated and prioritized resources for long term implementation? 5.Documented district, principal, and school staff commitment and create an action plan? 21

22. Establishing Consensus for RtI: Q1: Determining a Compelling Need 1. Does your school have data or a mandate showing there is a compelling need for a schoolwide reading framework? 22

23. Establishing Consensus for RtI: Q1: Determining a Compelling Need Look through your school data folder and other data sources you brought today. Take the next 30 minutes to use the enclosed worksheet and process your responses to the identified questions. Have one person from your team capture your responses on the worksheet. 23

24. Establishing Consensus for RtI: Q2: Establishing a Rationale for Support 2. How can your school leadership team establish a rationale for adopting a 3-Tier framework? What tools can you use? With whom? 24

25. Establishing Consensus for RtI: Q2: Establishing a Rationale for Support Tilly’s System Wide Success Activity: Big Ideas + ii + 3 + si + iii = Student Success As a school group, examine the System Wide Success Grid Discuss, line by line, what the result of implementing a school wide model, missing any individual component, is likely to produce in practice. Have one person capture your responses line by line on their activity page. 25

26. Establishing Consensus for RtI: Q2: Establishing a Rationale for Support Tilly’s System Wide Success Activity Oakland Schools 3-Tier Webpage www.oakland.k12.mi.us/rtiwww.oakland.k12.mi.us/rti o RTI Big Ideas PPT (Exploration: Essential Elements of RTI section) o NASDSE Policy Document & Blueprints for Implementation (Exploration: Action Steps for Consensus section) o Research Base Supporting RTI Elements (Exploration: Essential Elements of RTI section) o Staff Reflection Worksheet (Phase 1: Self-Assessments section) Videos and Webinars: o NASDSE DVDs o LeHigh University: http://www.lehigh.edu/~ineduc/cprp/rti.htmlhttp://www.lehigh.edu/~ineduc/cprp/rti.html o Florida's Problem-Solving and RTI Project (includes resources and training webinars) http://www.floridarti.usf.edu/index.html http://www.floridarti.usf.edu/index.html o Colorado Department of Education's Response to Intervention Resources and Videos http://www.cde.state.co.us/rti/ToolsResourcesRtI.htmhttp://www.cde.state.co.us/rti/ToolsResourcesRtI.htm 26 If your rationale is missing, check out these tools:

27. Establishing Consensus for RtI: Q3: Creating a Supportive Culture 3. Is there alignment between the building culture and the culture required to successfully implement a 3-Tier framework? 27

28. Establishing Consensus for RtI: Q3: Creating a Supportive Culture “Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results.” DuFour, R (2004) Is there a structure in your school to allow this to happen? Are all players at the table? Is there trust among colleagues and a spirit of collaboration that is not about “congeniality”, but rich with working together to improve instruction, classroom practices, alliances between disciplines, and responsiveness to data? Take 2 minutes to talk with your team about whether this trust exists in your school and how you would know. 28

29. Professional Learning Communities Big Idea #2 A Culture of Collaboration www.oakland.k12.mi.us 29 Directions:  On pages 3 and 4 read the first 3 paragraphs under “A Culture of Collaboration” and the final 2 paragraphs above “Removing Barriers to Success.”  Appoint someone to act as recorder for the group.  Now use the following questions to guide group discussion of the big idea.

30. Professional Learning Communities Big Idea #2 A Culture of Collaboration Discussion Questions… 1.What are some examples of how responsibility for student literacy outcomes is being shared in your building? 2.Divide your list into 2 categories:  Deep Collaborations  Surface Collaborations www.oakland.k12.mi.us 30

31. Professional Learning Communities: Barriers www.oakland.k12.mi.us 31 Directions:  Read the section “Removing Barriers to Success” on page 4 of the DuFour Article.  Using the sticky note pads on your table, have each team member list potential barriers to success at your site, one barrier per sticky note.  Now collect all the notes, categorize and prioritize them.  Appoint someone to act as reporter for the group. Barriers _________

32. If you are in exploration or consensus building, establishing norms is essential. Guiding Principles Creating Norms Shared Responsibilities An essential Ingredient to Professional Learning Communities: Norms for Behavior 32

33. Why Set Group Norms? There are barriers to effective Problem-Solving within a 3-Tier literacy framework: Lack of opportunity for collaboration between grade levels and between general and special education staff Resistance to change The amount of time and effort true change requires Focused on problems and not solutions 33

34. Why Set Group Norms? There are barriers to effective Problem-Solving within a 3-Tier literacy framework: Lack of ownership of problems (for example, blame someone else, parents, kids, excuses, …) Lack of confidence/competence in knowledge about 5 big ideas of literacy (National Reading Panel, 2000) Matching instruction and intervention to student need Rigid beliefs about assessment measures (for example, one size fits all approach) 34

35. Guiding Principles for Setting Norms Write them as a team Review them often Post them in the meeting room Confront behaviors which violate them Revise them as needed Give new members opportunities for input Evaluate group performance Establishing group norms holds team members accountable for the teacher behavior they would like to see 35

36. Professional Learning Communities: Creating a Culture of Collaboration Examples of Group Norms Set aside judgments Set an agenda (with timelines) and stick to it Student learning is everyone’s responsibility, so do your part Show up on time and leave on time Support TEAM decisions Celebrate what we are doing well Maintain meeting minutes so that we can follow- through with decisions 36

37. Professional Learning Communities: Creating a Culture of Collaboration Examples of Group Norms Demonstrate respect for one another and for our mutual learning Listen fully with the intention to understand Participate actively in learning and seeking possibilities Share air-time Be responsible for assuring that our norms are followed www.oakland.k12.mi.us 37

38. Professional Learning Communities: Creating a Culture of Collaboration- Norms www.oakland.k12.mi.us 38 Directions:  Appoint someone to act as recorder and reporter for the group.  Identify 3-5 priority barriers from your previous brainstorming.  For each barrier you listed, develop a norm for staff behavior that will aide the team in addressing and working through the barrier. Norms for Staff Behavior ____________

39. Establishing Consensus for RtI: Q3: Creating a Supportive Culture Oakland Schools 3-Tier Webpage www.oakland.k12.mi.us/rti www.oakland.k12.mi.us/rti o 3-Tier and PLC: A Guided Reading PPT (Phase 1: Tools for Creating Professional Learning Communities section) DuFour’s What is a Professional Learning Community? article Schmoker’s Results Now Chapter 9 Excerpt Richardson/ National Staff Development Council’s Transform Your Group into a Team Article 39 If your culture needs work, check out these tools:

40. Establishing Consensus for RtI: Q4: Allocating Resources 4. Does your building have resources aligned to provide sufficient support for the long-term implementation of a 3-Tier framework? o Do you have competing initiatives in your building? o If so, can the initiatives be prioritized and paced to accomplish their goals? o Is implementation realistic? 40

41. Current Initiatives Key Objectives Overlaps in Objectives Talking Points/ Connections 41 Adapted from: Informed Choices for Struggling Adolescent Readers (Deshler, Palincsar, Biancarosa, Nair, 2007)

42. Establishing Consensus for RtI: Q4: Allocating Resources Initiative Matrix Long-term planning guides Yearly timelines School examples of 3-Tier implementation 42 If you need to allocate resources, check out these tools:

43. Establishing Consensus for RtI: Q5: Establishing Commitments & Priorities 5. Is there sufficient district, principal, and school staff commitment for the objectives of a 3-Tier framework? 43

44. Establishing Consensus for RtI: Q5: Establishing Commitments & Priorities Leadership Team Tools – Use the following to determine your leadership team’s action plan: o Your team reflections throughout the day o Leadership Readiness Survey 44 If you need to establish commitments, check out these tools:

45. Establishing Consensus for RtI: Q5: Establishing Commitments & Priorities Schoolwide or Grade-Level Tools o Leadership Readiness Survey o Current State & Preferred Future Self-Assessment o Self-Assessment Tally Sheet o Action Planning & Staff Commitment Forms 45

46. “I am not discouraged because every wrong attempt discarded is another step forward” - Thomas Edison “We must not, in trying to think about how we can make a big difference, ignore the small daily difference we can make which, over time, adds up to the big difference that we often cannot foresee.” - Marian Wright Edelman 46

47. Contact Information… Michele.Farah@Oakland.k12.mi.us Joan.Firestone@Oakland.k12.mi.us Diane.Katakowski@Oakland.k12.mi.us Susan.Koceski@Oakland.k12.mi.us 47