1. Arkansas’ Comprehensive RTI² Model Closing The Achievement Gap (CTAG) Jennifer Gonzales SPDG Positive Behavior Support Coordinator jennifer.gonzales@arkansas.gov Susan Friberg SPDG Literacy Consultant susan.friberg@arkansas.gov Jennifer Gonzales SPDG Positive Behavior Support Coordinator jennifer.gonzales@arkansas.gov Susan Friberg SPDG Literacy Consultant susan.friberg@arkansas.gov 1

2. Resources referred to in the presentation: 1.The Closing the Achievement Gap Initiative: Critical Questions and Answers 2.The Response-to-Instruction and Intervention (RtI 2) /School Prevention, Review, and Intervention Team (SPRINT) Model Implementation Guidebook Both resources can be found on our website www.arstudentsuccess.org www.arstudentsuccess.org Link: http://www.arstudentsuccess.org/intervention- tools-and-resources/rtldata-based-problem-solving.htmlhttp://www.arstudentsuccess.org/intervention- tools-and-resources/rtldata-based-problem-solving.html 2

3. Participants will learn about… The Arkansas Closing the Achievement Gap (CTAG) Model, along with the components of data based leadership tiers of services and supports at different intensities for academics and behavior the SPRINT/RtI² teams and data-based problem solving 3

4. The Ultimate Goal Maximize ALL Students’ Academic Achievement and Social, Emotional, and Behavioral Development 4

5. Behavior, Discipline, Climate Curriculum, Instruction, and Assessment Parent and Community Outreach Professional Development, Mentoring Arkansas’ Closing the Achievement Gap (CTAG) Academic Instruction & Intervention SPRINTSPRINT Behavioral Instruction & Intervention Refer to CTAG Q&A Pages 1-2 5

6. School-Level Committee Blueprint: A Shared Leadership Approach Curriculum and Instruction Committee School Climate and Student Discipline Committee Professional Development/Teacher Mentoring Committee Parent/Community Outreach Committee Grade and Building Level SPRINT Team School Leadership Team Refer to CTAG Q & A Pages 3-4 6

7. Academic Instruction & Intervention (PASS) SPRINT/ R t I 2 Behavioral Instruction & Intervention (PBSS) The Core... 7

8. TIERS What They Are and What They Are Not They are A organizational system that reflects the intensity of instructional and/or intervention services, supports, programs, or strategies within a district or school Fluid Ways of thinking about how to best match instruction and intervention to student need They are not A lock-step, universal procedural or categorical intervention system A student categorical system 8

9. Intensity Factors Vary Across Tiers Assessment and Instruction/Intervention – breadth or depth Progress Monitoring Targeted students (one or a small group, etc.), or grouping for Teacher proximity Explicit and frequent feedback Student initiated questions Observation Practice opportunities Student interaction Time Frequency and duration Applied Expertise Classroom teacher, special education teacher, reading specialist, school psychologist, Reading Recovery teacher Refer to CTAG Q&A page 6 9

10. Positive Academic Supports and Services (PASS) Organizational Model For Maximizing Student Achievement SPRINTSPRINT Academic Instruction & Intervention 10

11. The Positive Academic Supports and Services (PASS) Model: A Service Delivery Continuum Effective Instruction Differentiation Continuous Monitoring with and Remediation Accommodation Modification Strategic Intervention Compensation Assistive Supports 11

12. Students Succeed Because of Their Instructional Environments Teacher-Instructional Factors: Are teachers well-matched to their students and curricula? Curricular Factors: Are curricula well-matched to students and teachers? Student Factors: Are students prepared and “programmed” for success? 12

13. Tier I Prevention Services for All Students Effective Classroom Instruction  Clear Learning Objectives  Direct explanation  Modeling: “Think Aloud”  Guided Practice  Application  Frequent checks for understanding  Feedback Screening and progress monitoring Ongoing Professional Development Refer to CTAG Q&A page 9-12 13

14. Tier II Strategic Instructional or Intervention Services and Supports for Academics Strategic Instruction/Intervention Program/Curricular Instruction/Intervention Specific or Focused Instruction/Intervention Supplemental Instruction/Intervention Assessment Screening Diagnostic Progress monitoring Professional Development, Consultation, Supervision, Implementation Intensity and Integrity Ongoing Targeted Refer to CTAG Q&A page 13-1614

15. Tier III Intensive Instructional or Intervention Services and Supports for Academics Intensive Instruction/Intervention Program/Curricular Instruction/Intervention Specific or Focused Instruction/Intervention Intensive or Catch-Up Instruction/Intervention Assessment Screening Diagnostic Progress monitoring Professional Development, Consultation, Supervision, Implementation Intensity and Integrity Ongoing Targeted Specific Refer to CTAG Q&A page 16-1915

16. Positive Behavioral Support Systems (PBSS) Organizational Model For Maximizing Student Achievement SPRINTSPRINT Behavioral Instruction & Intervention 16

17. Behavioral Instruction Tier I Prevention Services for All Students Positive School and Classroom Climates Effective Classroom Instruction Effective Instructional Grouping Effective Classroom Management Student Instruction in “Zones of Success” Social Skill Instruction and Use Well-Designed and Implemented Accountability Systems Consistency Student Accommodations Early Behavioral Intervention Refer to CTAG Q&A page 9-1217

18. Project ACHIEVE’s Positive Behavioral Self-Management System (PBSS) Blueprint Skill Prevention Accountability Consistency Strategic Intervention Special Situation Analyses Intensive Need/ Crisis Management Crisis Prevention, Intervention, and Response Community and Family Outreach 18

19. Tier II Strategic Instructional or Intervention Services and Supports for Behavior Peer/Adult Mentoring Programs Peer/Adult Mediation Programs Strategic Skill Instruction Small Group Social Skills/ Socialization Training Anger-/Emotion-/Self-Control Training Attention-Control Training Strategic Behavioral Interventions for Accountability [Response Cost, Positive Practice/ Resituational Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.] Strategic Special Situation Interventions Self-Concept, Divorce, Loss, Teasing/ Bullying, PTSD Groups/Interventions Refer to CTAG Q&A page 13-16 19

20. Tier III: Crisis Management/Intensive Need Services for Behavior Individual Counseling/Behavior Therapy [Relaxation Therapy, Desensitization, Cognitive- Behavioral Strategies, etc.] School-Based Mental Health Services Intensive Wrap-Around/ System of Care Refer to CTAG Q&A page 16-1920

21. Problem Solving Across Tiers of Service Problem Solving How Do Students Move In and Out of the Tiers? 21

22. Comprehensive Assessment System … Set of assessments to meet a variety of purposes Provides users with information to make decisions regarding: o Student progress o Program effectiveness Universal Screening which involves multiple types of assessment that: (a) Directly assess specific skills in the standards (b) Identify students at risk of not mastering grade level standards as well as those in need of enrichment. Diagnostics Progress Monitoring Refer to CTAG Q&A page 8 22

23. DATA Academic Ongoing Formative Assessment TLI Chunk Tests DIBELS DRA DSA Quick Phonics Screener Unit Tests Report card grades Proficiency levels on Benchmark tests Behavioral School and/or classroom climate surveys Formal and information behavioral observations In-class teacher disciplinary record Student self-evaluations Discipline referrals to the office/Suspensions or expulsions School Wide discipline data Teacher Rating Scale Classroom Management CWT 23

24. SPRINT/ R t I 2 School Prevention, Review, and Intervention Team (SPRINT)/ Response-to-Instruction and Intervention (RtI²) Academic Instruction & Intervention (PASS) Behavioral Instruction & Intervention (PBSS) SPRINT/RtI² Process 24

25. Sprint/RtI 2 - Response-to-Instruction/ Intervention: A Definition... A targeted process to evaluate a student’s response to instruction/intervention. It includes data based problem solving, tiers of support and a teaming process. The focus should be on early and effective instruction/ intervention The DESIRED OUTCOMES determine the evaluation methods and data to be collected The collected data demonstrates whether the instruction/intervention WORKED or DID NOT WORK. Refer to SPRINT Guidebook pages 6-29 25

26. What is the Goal of the SPRINT/RtI² Process? To address the needs of students experiencing academic or behavioral difficulties by: Using a problem-solving process that links to research-based instruction and/or interventions Providing consultation to teachers so that the instructional changes or targeted interventions are implemented with integrity and success. To establish assessment and intervention baseline data in case more intensive instruction or interventions are needed later. To increase the knowledge and skills of all of the teachers and other professionals involved. 26

27. How Does the SPRINT Process Evolve? For students who are not responding to high quality instruction and teacher-initiated instruction over time, The problem-solving process becomes more formal o assessments are completed o more intensive classroom-based interventions o student progress is monitored more frequently o data is used to determine the success of the interventions or the need for more intensive services. More specialized, multidisciplinary resources are used to deliver more specialized interventions to produce improved child outcomes The intensity of services delivered are driven by student outcomes!! 27

28. Behavior, Discipline, Climate Curriculum, Instruction, and Assessment Parent and Community Outreach Professional Development, Mentoring Arkansas’ Closing the Achievement Gap (CTAG) Academic Instruction & Intervention SPRINTSPRINT Behavioral Instruction & Intervention 28

29. SPDG Website www.arstudentsuccess.org 29

30. Poll Question Why are the majority of your districts implementing an RtI model? To identify students who need a referral for special education services To identify the needs of all students, academically or behaviorally To prepare for benchmark state exams Other