1. Teaming at Tier 2: Collaborative, Effective, & Efficient Teams September 24, 2013 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network

2. Learner Outcomes: Participants will: Be able to clearly state the purpose of T2 teams Know the common roles and responsibilities within T2 teams Understand norm development process in decision-making teams Understand typical agenda items (goals) and questions used for T2 decision-making. To be able to evaluate Tier 2 MTSS teams and identify areas for improvement. Performance Objective:

3. What’s happening in your district? questions do you have? What coaching Ice Breaker Making connections Applying what we’ve learned

4. B: Describe the difference between a group of athletes and a team of athletes? A: Think of a frustrating Teaming experience. What made it so? What are the characteristics?

5. PURPOSE OF T2 TEAMS I-RtI Network

6. 1. District Leadership Team 2. School Improvement Team 3. Tier 2 Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team District-Level RTI Team District 1.A District-Level RTI Team to Make Things Happen for the District School Improvement Team School 2.A School Improvement Team to Make Things Happen for the School Tier 2 team Groups of Students 3. A Tier 2 team provide Support to Make Things Happen for Groups of Students Problem-Solving Team Individual Students 4. A Problem-Solving Team to Make Things Happen for Individual Students

7. Tier 3 Teams Tier 1 Teams Tier 2 Teams Using Tier 1 data Using Tier 2 data Two Responsibilities

8. SAMPLE: Planning Grade/Department level meetings across the year:

9. TEAM BUILDING I-RtI Network

10. Essential Knowledge *data interpretation *strategies & programs *standards

11. Areas of Expertise or Skill Related to RTI and/or Teaming RTI Team Members TSMSKTJWNV Knowledgeable about RTI and/or has expertise with systems- level RTI models and implementation x Expertise in evidence-based instruction and intervention x x x x Expertise in assessment for universal screening & progress monitoring x x x Expertise in data-based decision making and/or problem- solving x x Skilled in creating effective data summaries and displays x x Skilled in interpreting data from various sources x x Skilled/effective meeting facilitator x x Skilled in use of technology x x Detail-oriented x x x x Skilled note taker, communicates effectively in writing x x Taskmaster-keeps people on-task and meetings focused x x x Consensus builder-brings people together for common goal x x x Skilled in coaching, consultation, professional development x x x Other:

12. Essential Roles FacilitatorRecorder Time- keeper Adminis- trator Data analyst Gate- keeper Who to consider ?

13. WHO? RoleSkills Tips Time Keeper -Keeps team on track by setting and managing time limits publicly. -Assertive.May have another role. Gate- Keeper -Redirects team to topic. -Provides feedback to improve functioning, ensures all voices are heard. Assertive. Awareness of Problem Solving Process Has clear understanding of team norms and coaching principles. Trusted by members. Data Manager -Creates ‘teacher friendly’ data reports to distribute prior to meeting. -Interprets student data in meaningful ways for team understanding. Organized. Understands basic educational statistics. Has access to district data sources. All Team Members -Participate during meetings. -Data collection and intervention implementation. Trained in Problem Solving Process. Understand team norms Not necessary to know student. Principal -Assure implementation of the Problem Solving Process and importance of initiative. -Resource allocation. -Gives permission. Willing to take risks. Supports team decisions Prioritizes student needs. Models commitment to MTSS principles. May have another role on team. Note-taker -Responsible for documentation standard forms. -Verbally summarizes information for team. Detail and task oriented. Knows the Problem Solving Steps. Uses forms and technology for timely communication Facilitator -Ensures integrity of the process. -Supports effective communication. -Keeps team on track. -Creates and disseminates agenda. Knowledgeable of Problem Solving Process. Assertive, Strong Leader. Not every member makes a good facilitator.

14. Confidentiality Participation Time ListeningHow to make decisions Expectations Norms are Essential “Can’t we all just get along?”

15. Team Building Understanding and assessing the process of team development

16. Guest presentation Development of district teams Secondary: Kristin Sanders (Moline) Elementary: Denise Phelps (Lewistown)

17. Checklist Activity #1 Review and Reflect on Items 1-6 on Teaming Checklist

18. TIER 2 TEAMS IN ACTION I-RtI Network

19. Data Criteria Interventions and resources Agenda Feedback Completed action plan Data Criteria Interventions & Resources Agenda Feedback Action Plan

20. Agenda

21. Predictability

22. Participation

23. a Accountability

24. a Communication

25. Checklist Activity #2 Review and Reflect on Items 7 - 9 on Teaming Checklist

26. TIER 2 AGENDA AND DECISION-MAKING RULES: DEALING WITH DATA I-RtI Network

27. T2 Teams in Action IMPORTANT: Refer to the following Conference materials: PROBLEM SOLVING PROCESS & DATA ANALYSIS 1) Benchmark meetings: – Review Tier 1 data – Consider any changes to Tier 1 practices – Determine student groupings in need of supplemental supports and match support to those needs. – 3x/year

28. T2 Teams in Action IMPORTANT: Refer to the following Conference materials: PROBLEM SOLVING PROCESS & DATA ANALYSIS 2) Progress monitoring meetings – Review progress of students receiving supplemental support – Consider student groupings and instructional practices – Monthly

29. Purpose Grade/Department Level Data Review, Analysis, and Intervention Planning Purpose Grade/Department Level Data Review, Analysis, and Intervention Planning Define Decision Rules & Review Student Outcomes Data Define Decision Rules & Review Student Outcomes Data Group Students According to Needs & Level of Support Group Students According to Needs & Level of Support Review Interventions & Match to Students’ Needs Review Interventions & Match to Students’ Needs Review Resources & Match to Interventions Review Resources & Match to Interventions Create Updated Intervention Plan for Each Group Create Updated Intervention Plan for Each Group Tier 2 Meetings Indian Prairie #204 Review Tier 1 & modify as needed

30. Sample Agenda: 4 steps of the problem-solving process Does your data meet your expectation? If not, why? – Collect more information to answer this question Develop a plan to improve performance Implement the plan Evaluate the outcome

31. Sample Agenda:

32. Grade/Department Level Team(s) (Instructional core Team or PLC Team ) Possible Members: Administrator(s) Psychologist General Education Teachers One of the following: (Speech/Language, OT, PT, Social Worker) Special Education Teacher Support Services, ELL, Reading Support Parents are informed by letter of intervention Collect and analyze Grade/Department level data Tier 1  Determine if at least 80% of our students are meeting Grade/Department level expectations. (triangulate data)  Consider any changes/modifications/ additions to Tier 1 instruction and curriculum  Set goal for next benchmark (e.g., 85% meet Grade/Department level expectation) Tier 2  Students scoring in 10 th to 25 th %tile consider Tier 2  Below 10 th %ile consider Tier 3 (individualized)  Determine student grouping and create instructional plan as group  Set goals for Tier 2 intervention groups  Determine logistics of progress monitoring for targeted students (including consideration of fading or recommending more intense interventions)  Within Tier 2 you may have a student who would need short term individual support  Document/ complete paperwork as necessary Tier 3  Make recommendations for individual problem solving or instruction/intervention (to problem solving team or principal etc.)  Document/complete paperwork as necessary At least 1X per month possibly as much as 1x per week TeamsRoles and Function Suggested meeting frequency Sample: team membership & purpose

33. SPANISH WritingListeningReadingspeaking student 91% 85%83%80% 125101024 2239824 32471019 42510925 52410924 6199920 7237822 82210913 9217821 10249819 11127517 12239825 13239925 14219915

34. Illinois State Board of Education34

35. studentP.A.1:1L.S.Dev. Spel.WRpassagecompositeFluency rateNWFCBM/WRC 1 9412 1023000 2 48 1211232000 3 262419182340712 4 77 141126090 5 962415167410110 6 108262228420130 7 1092619221957691458 8 48191542290140 9 82211261260140 10 926232075101639 11 106141662320162 12 8719892310180 13 107171850330190 14 9923 13104701911 15 53191642240190 16 95241152310200 17 74151210220210 18 109251920135202122

37. Checklist Activity #3 Review and Reflect on Items 10 - 14 on Teaming Checklist

38. Closing activity: Evaluating your process Establishing Teaming Process Goals Select 1-3 areas for improvement Objectively, explicitly state what you want to have in place (something you can measure) by an end date. Set two benchmark dates and state your intermediate goals.

39. Implementation Action Planning IMPLEMENTATION: The carrying out or executing a plan and a method for evaluating effectiveness. #1 Goal to Accomplish This Year: Brainstorm Action Steps to Accomplish Goal: How to move forward-Next Step:Timeline:Person Responsible:Evidence of Completion:

40. Thank You!