RTI: Lessons from the Implementation Trenches

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RTI Lessons from the Implementation Trenches

• Shannon Harken
• Professional Learning and Leadership Consultant
• Heartland AEA 11
• sharken_at_aea11.k12.ia.us

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Prep for Active Participation

• Set Up for Partner Time
• Find a partner
• Determine which partner will be partner 1, and
  which partner will be partner 2
• Please remember your partner and number for
  activities used throughout the day!
• Desired Behavior TURN, LEAN, WHISPER
• RTI Journal
• Place your name on your journal page
• Keep in a convenient location!
• Make sure you have something to write with.

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Introduction Details Give Insight

• Wife Married 20 yrs to Brian (teaches 5th grade)
• Not afraid of commitment
• Mother 3 Kids- Maddie (14), Mac (10), Mitch (7)
• Busy
• A little CRAZY (We are outnumbered!)
• INVESTED in quality education
• Teacher Background
• Understand classroom challenges
• Work must be doable
• PLLC for Heartland AEA 11
• Passionate about RTI
• Full TIME job
• INVESTED in quality education
• Work must be doable

VISUAL LEARNER Many Handouts Slide!
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Crowd Information
Who is in our session? Raise your
hand.. -Individuals that work with elementary
level students? -Individuals that work with
middle school students? -Individuals that work
with high school students? -Higher ed.
individuals? -Other?
Raise your hand.. Who wants Reading examples? Who
wants math examples? Who wants behavior
examples?
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(No Transcript)
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Area Education Agencies(AEAs)

• Statewide system of AEAs
• Established to provide equitable services across
  the state
• Unique and important part of Iowas overall
  educational system

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Part of a Statewide System
In IOWA we can count..
Heartland AEA11 is one of the 12 AEAs- some have
recently combined!
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Who Does Heartland Serve?
Public School Districts by Size

• 2 lt 300 students
• 6 300500 students
• 12 501750 students
• 10 7511,000 students
• 7 1,0011,500 students
• 4 1,5012,000 students
• 4 2,0013,000 students
• 4 3,0014,000 students
• 3 4,0016,000 students
• 2 6,001-9,000 students
• 1 31,000 students

• 54 Public School Districts
• 32 Accredited Private Schools
• Details
• 129,000 students (1/4 of states enrollment)
• 12,000 teachers and administrators
• 16,900 students entitled to special education
• 330 school buildings in 11 counties (6,518 square
  miles, 1/5 of states area)

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Who Does Heartland Serve?
Public School Districts by Size

• 2 lt 300 students
• 6 300500 students
• 12 501750 students
• 10 7511,000 students
• 7 1,0011,500 students
• 4 1,5012,000 students
• 4 2,0013,000 students
• 4 3,0014,000 students
• 3 4,0016,000 students
• 2 6,001-9,000 students
• 1 31,000 students

• 54 Public School Districts
• 32 Accredited Private Schools
• Details
• 129,000 students (1/4 of states enrollment)
• 12,000 teachers and administrators
• 16,900 students entitled to special education
• 330 school buildings in 11 counties (6,518 square
  miles, 1/5 of states area)

WE SERVE ALL SIZES!
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Who is Involved In RTI?

• 79 Official Schools - Academic focus
• Elementary, Middle Schools, High Schools
• 75 Reading
• 9 Math
• Shannon Harken, Heartland AEA11
• 80 Official Schools- Behavior
• A few are both academic and behavior
• Angelisa Fynaardt, Heartland AEA11

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Questions

• This will be interactive, ask questions whenever
  you want
• Write me note
• Ill be happy to answer questions after the
  session as well.
• AS LONG AS I CAN STILL CATCH MY FLIGHT
• BACK-UP PLAN EMAIL
• sharken_at_aea11.k12.ia.us

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Outcomes

• Participants will be able to
• Learn Heartland (Iowa) AEAs Guiding Principles
  of RTI and make comparisons to current local
  practices.
• Understand the need for a building leadership
  team and its function in planning and supporting
  systems level change.
• Utilize tools and staff development strategies
  for leading teams/buildings through the 3 phases
  of RTI consensus building, infrastructure
  building, and implementation.
• Learn a 10 question-based framework for planning
  and implementing RTI

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What do you know?

• Take out your RTI Journal
• Take two minutes minutes to write in the first
  column
• We will come back to the second column later

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CAUTION

• A lot of information is heading your way.
• Do not get overwhelmed
• Today will give you a snap shot of the
  important things to think about
• RTI is a journey, long distance in nature, NOT a
  sprint

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One Perspective on History

• Our education system has grown up through a
  process of
• Disjointed Incrementalism (Reynolds, 1988)

Gifted
IEP
The current Education Systems Programmatic Evolut
ion
Title 1
K-12 Education
Migrant
At Risk
ELL
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Unintended Effects

• Conflicting programs
• Conflicting funding streams
• Redundancy
• Lack of coordination across programs
• Nonsensical rules about program availability for
  students
• Extreme complexity in administration and
  implementation of the programs

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Why are we here and what do we need?
How do we build a system of excellence? How do
we take all the resources we have in district/
building and match them to the instructional
needs of the students all the way from the
highest performing student to the lowest
performing student? How do we do that in a
practical, doable manner?
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In Short We Need
One System RTI THAT MEETS THE NEEDS OF ALL
KIDS!
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What is the Rationale for RtI?

• We need one process in our schools to make
  instructional decisions that are
• Efficient
• Proactive
• Based on early intervention
• Used to match resources to needs
• Integrated
• Focused on student learning

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Response to Intervention (NASDSE, 2005)

• Response to Intervention (RtI) is the practice
  of providing high-quality instruction and
  interventions matched to student needs,
  monitoring progress frequently to make decisions
  about changes in instruction or goals and
  applying child response data to important
  educational decisions.

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Heartlands Definition of RTI

• A set of systems and strategies designed to
  increase the capacity of schools to educate all
  students and increase student achievement and
  behavioral success.

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RtI Content Areas
RTI Content Areas
RTI
ITS ALL ABOUT SCHOOL IMPROVEMENT!
Math
Reading
Behavior(PBS)
Others??
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More Traditional Model
Title Reading or Other Reading Support
Special Education
General Education
Some Fell Through
Some Fell Through
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RTI Full Continuum of Support







Title Reading Reading Support, Gifted Ed.
General Education
Special Education, Gifted Ed.
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I
I
I
I
I
I
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Interventions
all along the continuum!
I

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Response-to-Intervention
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Simply Stated

• RTI really is
• Really Terrific Instruction for
  all!

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Guiding Principles

• Take out Guiding Principles Activity Sheet
• Next several slides will explain and clarify
• Be reflecting on current practices within your
  building
• Clearly, Somewhat, Not Evident
• We will share out with your partner periodically
• The RTI Guiding Principles are what we chose from
  the Effective Schools Research Base
• Many others, we prioritized based on our schools
• You may wish to determine others as your guiding
  principles
• JUST have them!

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Guiding Principles of RtI

• ALL students are part of ONE proactive
  educational system
• Belief that ALL students can learn
• Use ALL available resources to teach
• ALL students

• Proactive approach uses data early to determine
  student needs and intervene.
• Reactive approach intervenes after students have
  shown a history of failure to meet
  expectations/or when learning flat lines due to
  lack of challenge.

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Examples
Reactive
Proactive
OR

• Teach the student appropriate hallway behavior.
  Reinforce appropriate behavior.
• Punish the student when hes caught running in
  the hallway. He should know better.

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Examples
Reactive
Proactive
OR

• The unit pre-test shows that the majority of
  students are missing key enabling skills. The
  teacher adjusts the unit to include more teaching
  on enabling skills.
• Teacher teaches the unit. At the end of the unit
  the majority of students fail the test.

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Guiding Principles of RtI

• 2. Use scientific, research-based
• instruction
• Curriculum and instructional approaches must have
  a high probability of success for most students.
• Use instructional time efficiently and
  effectively.

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HOW WELL YOU TEACHHOW WELL THEY LEARN!
Teachers must understand and believe
Dr. Anita Archer, 2006
In the world of education, teachers know
TIME is extremely PRECIOUS. We
cannot afford to waist a single minute!
Shannon Harken, 2009
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Guiding Principles of RtI

• 3. Use instructionally relevant assessments
• Reliable and valid
• Multiple purposes
• Screening- Collecting data for the purpose of
  identifying low and high performing students
  at-risk for not having their needs met
• Diagnostic- Gathering information from multiple
  sources to determine why students are not
  benefiting from instruction
• Formative (progress monitoring) - Frequent,
  ongoing collection of information including both
  formal and informal data to guide instruction

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Guiding Principles Reflection Time

• Take out Guiding Principles Worksheet
• Independently reflect on current practices within
  your building for Guiding Principles 1-3
• Clearly, Somewhat, Not Evident
• Partner 2 Share your information first
• then Partner 1 Shares (Total Time 5 min.)

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Guiding Principles of RtI

• 4. Use a problem-solving method to make decisions
  based on a continuum of students needs
• Provides strong core curriculum, instruction,
  assessment (Core - Tier 1)
• Provides increasing levels of support based on
  intensity of student needs (Tier 1 Tier 2, Tier
  1 and Tier 3)
• Core PLUS Supplemental Intensive

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Problem Solving
Define the Problem (Problem Analysis) What is the
problem and why is it happening?
Develop a Plan What are we going to do?
Implement Plan Carry out the intervention
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Heartland Problem Solving Approach

• Heartland has been using this model for over 20
  years
• Began as an individual model based on teacher
  referral or BAT referral
• Schools are beginning to think more
  systematically about provision of services based
  on data
• Heartlands involvement, greatly depends on the
  schools level of independence
• As intensity of problem increases, so do supports
• Even once a student has been entitled to special
  education, the problem solving model continues to
  be used to determine student needs
• CORE Plus
• We are a non-categorical state for special
  education entitlement

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A Smart System Structure
Enter a School-Wide Systems for Student Success

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

5-10
5-10
10-15
10-15
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RtI CYCLES Core, Supplemental, Intensive

• Iowa IDM Cycles
• (Instructional Decision Making)
• Curriculum
• Instruction
• Assessments

Core
Supplemental
Intensive
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Guiding Principles of RtI

• 5. Data are used to guide instructional decisions
• To match curriculum and instruction to
  assessment data
• To allocate resources
• To drive professional development decisions

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How Does it Fit Together?RtI At A Glance
Step 2
Step 3
Step 4
Step 1
C
80-90
S
5-10
I 1-5
Small Group Differentiated By Skill
Group Diagnostic
2 times/month
Individual Diagnostic
Individualized Intensive
weekly
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Data Indicates Need Where is your response
targeted?

• District Level
• Building Level
• Grade Level
• Classroom Level
• Small Group Level
• Individual Student Level

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Purpose of an Intervention

• To provide immediate assistance to the student
• To continue to gather information and learn how
  to best meet the educational needs of the student
• To solve the problem
• To determine the conditions that best enable the
  student to learn.

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Guiding Principles of RtI

• 6. Quality professional development supports
  effective instruction for all students.
• Provide ongoing training and support to
  assimilate new knowledge and skills
• Anticipate and be willing to meet the newly
  emerging needs based on student performance

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Step 2
Step 3
Step 4
Step 1
C
80-90
S
5-10
I 1-5
Small Group Differentiated By Skill
Group Diagnostic
2 times/month
Individual Diagnostic
Individualized Intensive
weekly

• Grade Level Data Meetings
• 1.Discuss briefly additions/changes
• made to core
• 2.Share data
• 3. Group kids with similar instructional
• needs.(COMPARE TO PRIOR GROUPING- IF AVAILABLE)
• 4. Complete the group intervention
• Plan form.(one per group)
• -Who, what, when, where of instruction
• -Who, what, when, where of monitoring
• -Who and when of parent notification
• NOTE if any changes are made during
• Intervention period, document on form.
• 5. Attach an implementation log
• and graphs
• 6. Set date to meet back for check-in
• (4-6 weeks)
• Questions/Concerns District Based
• Team IDM Team, Content Specialist

• Teacher will
• 1.Review all student data
• 2.Determine if there is a
• need for additional
• diagnostic assessment(s)
• 3.Ensure diagnostic
• assessments are given
• 4.Bring all data to
• grade level meetings
• Questions/Concerns
• K-3 Contact_______
• 4-6 Contact _____

• Teacher will
• 1.Calculate what percent
• of the class is at benchmark
• 2. If below 80, determine
• core instructional needs
• (Beef-up based on data)
• Questions/Concerns
• K-3 Contact _____
• 4-6 Contact_______

• Teacher will make sure
• 1. All students have been
• given the _____assessment
• 2. All data has been entered
• 3. A copy of the class-wide data is printed
• Questions/concerns Contact
• Building Principal

SAMPLE
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Step 2
Step 3
Step 4
Step 1
C
80-90
S
5-10
I 1-5
Small Group Differentiated By Skill
Group Diagnostic
2 times/month
Individual Diagnostic
Individualized Intensive
weekly

• Grade Level Data MeetingsIDM Team/Target Staff
• 1.Discuss briefly additions/changes
• made to core
• 2.Share 4-Box data and other diagnostic
• data results.
• 3. Group kids with similar instructional
• needs.(COMPARE TO PRIOR GROUPING- IF AVAILABLE)
• 4. Complete the group intervention
• Plan form.(one per group)
• -Who, what, when, where of instruction
• -Who, what, when, where of monitoring
• -Who and when of parent notification
• NOTE if any changes are made during
• Intervention period, document on form.
• 5. Attach an implementation log
• and graphs
• 6. Set date to meet back for check-in
• (4-6 weeks)
• Questions/Concerns District Based

IDM Diagnostic Team will 1) Get a list of all
students falling below the 50thile on Reading
Comprehension ITEDS. 2) Group administer the 3
Min. Maze and then get written responses on the 4
questions. 3) Score the Maze/Questions, then
determine which students need ORF, administer ORF
probes, and place data into 4 boxes-Match
students with instructional needs

• IDM Team will
• 1.Calculate what percent
• of the class is proficient
• 2. If below 80, determine
• core instructional needs
• -Notify staff and plan for necessary professional
  development

• Teachers will ensure screening assessments
  are given as designed

Adol. Example
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Guiding Principles of RtI

• 7. Leadership is vital
• Strong administrative support to ensure
  commitment and resources
• Strong teacher support to share in the common
  goal of improving instruction
• Building leadership team to build internal
  capacity and sustainability over time

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Leadership is Vital

• Leaders set the tone, provide the necessary
  resources, and create reinforcement and
  accountability systems for teachers and staff to
  be successful. The implementation and
  sustainability of RtI will not be successful
  without strong leadership and administrative
  support.

Have you ever been part of something that has
FAILED because of a lack of leadership?
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MR.PRINCIPAL
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Even Super Administrator has his/her limitations

• Leadership is more than one person
• It takes a team to get the work done

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Leadership Team

• Team is representative of staff
• Administrator is an active member of the team
• Team members are invested in the school culture
  and the change
• Coordinate efforts and provide organization

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Leadership Team

• Adapt the features of RtI to local school
• Team members already know what is happening at
  the building (never give up something that
  already works)
• Enhance sustainability over time (multiple people
  hear the same thing)
• We learn from each other!

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Building Leadership Team Responsibilities
RTI Building Leadership Team

• BLT Responsibilities
• 1)Take LEAD in evaluation of
• Core, Supplemental, Intensive
• Cycles (C-I-A)
• 2)Take LEAD in deepening
• knowledge of essential
• components
• 3)Take LEAD in assessing staff
• development needs
• 4)Take LEAD in building a
• system that allows
• implementation

Consensus Building
Infrastructure Development
Implementation
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Why Building Leadership Teams?-Top 7

• Research shows that schools with strong
  collaborative leadership are the most successful
  in supporting student achievement.
• Experience tells us that those closest to the
  students are most capable of making the best,
  most meaningful educational decisions.

National Institute for Urban School Improvement
www.urbanschools.org
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Why Building Leadership Teams?

• Shared leadership and decision making enables the
  school to increase its leadership capacity in
  order to manage change.
• 4. Broad involvement helps foster ownership a
  commitment to the systems change on the part of
  the entire school community.

National Institute for Urban School Improvement
www.urbanschools.org
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Why Building Leadership Teams?

• 5. Organizing a small group makes it easier to
  move the process forward in
• an efficient fashion.

National Institute for Urban School Improvement
www.urbanschools.org
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Why Building Leadership Teams?

• 6. Team structures ensure effective
• communication in planning for
• improvement of school programs.
• 7. Team leadership helps to facilitate
• rapid and sustained change.

National Institute for Urban School Improvement
www.urbanschools.org
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Guiding Principles Reflection Time

• Take out Guiding Principles Worksheet
• Independently reflect on current practices within
  your building for Guiding Principles 4-7
• Clearly, Somewhat, Not Evident
• Partner 1 Share your information first
• then Partner 2 Shares
• Place a STAR by those Guiding Principles that
  will be your greatest hurdles.
• (Total Time 7 min.)

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Meeting the Needs of All

• Cycles
• Curriculum
• Instruction
• Assessments

Core
Supplemental
Intensive
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RTI CYCLES

• CORE
• (Tier 1)
• District
• Grade Level

District Core

• Focus
• intended
• taught
• assessed

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Core Cycle Defined

• District Core
• The Pre-K - 13 continuum of standards and
  benchmarks
• intended
• taught
• assessed

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Core Cycle Defined

• Grade Level Core
• Standards and benchmarks for a given grade level
  (within District Core)
• Strong enough to ensure that at least 80 of
  the students meet proficiency with
  differentiation
• Generally received by all students at grade
  level
• access to general education curriculum
• opportunity to demonstrate mastery of it

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RTI CYCLES

• Supplemental
• (Tier 2)

Core
Supplemental
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Supplemental Cycle Guidelines

• Must be designed to match identified needs
• Should always be based on student data
• Almost always given in small groups
• On-going data determines need to continue,
  discontinue, or change curriculum, instruction,
  and/or assessment

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Supplemental Cycle Guidelines for Students that
are Less than Proficient

• Is in addition to and aligns with the district
  core cycle
• Uses more explicit instruction
• Provides more intensity
• Additional modeling and guided feedback
• Immediacy of feedback
• Does NOT replace core

Core
S
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Purpose of an Intervention

• To provide immediate assistance to the student
• To continue to gather information and learn how
  to best meet the educational needs of the student
• To solve the problem
• To determine the conditions that best enable the
  student to learn.

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For struggling, just making progress isnt good
enough.
Benchmark 1
Benchmark 2
Benchmark 3
Established - Benchmark
Score
Emerging - Strategic
Deficit - Intensive
Time
Trajectory- the path a projectile makes under
the action of given forces such as thrust, wind
and gravity. --Encarta World English
Dictionary
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When curriculum, instruction, and assessments are
working together
Benchmark 1
Benchmark 2
Benchmark 3
Established - Benchmark
Score
GOAL
Close the gap!
Time
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Supplemental Cycle Guidelines for Students who
are Highly Proficient

• Enriches core instruction/content
• Accelerates core instruction/content
• Accelerate pace of core
• Groups within, across and/or outside the
  classroom
• Provides greater complexity and abstraction

Core
S
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Students who are Highly Proficient

• Grade level expectations can create too low a
  ceiling
• An A can be a barrier, not a reward

Grade Level Expectations
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RTI CYCLES
Intensive (Tier 3)
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Intensive Cycle Guidelines

• Must be designed to match identified needs
• Should always be based on diagnostic student data
• Provided in small groups or individually
• On-going data determines need to continue,
  discontinue, or change curriculum, instruction,
  and/or assessment

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Intensive Cycle Students who are Less than
Proficient

• In addition to and aligns with the district core
  cycle
• Uses diagnostic data to more precisely target to
  student need
• Smaller instructional groups
• More instructional time
• More detailed modeling and demonstration of skill
• More extensive opportunities for guided practice
• More opportunities for error correction and
  feedback

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Purpose of an Intervention
REVIEW!

• To provide immediate assistance to the student
• To continue to gather information and learn how
  to best meet the educational needs of the student
• To solve the problem
• To determine the conditions that best enable the
  student to learn.

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Intensive Cycle for Students that are Highly
Proficient

• Often replaces grade level core
• Falls within district core
• Advanced levels of curriculum,
• enrichment/acceleration

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Supplemental vs Intensive Cycle Students who are
Highly Proficient

• Higher levels of prior knowledge
• More rapid pace of learning
• Deeper level of conceptual of understanding
• Greater capacity for complexity and abstraction
• Greater capacity to make connections within and
  across disciplines

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Cycles in Implementing RtI
RtI instructional groups are flexible and
frequently changing based on the data.
Core
Supplemental
Intensive
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RTI Full Continuum of Support







Title Reading Reading Support, Gifted Ed.
General Education
Special Education, Gifted Ed.
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I

Interventions
all along the continuum!
I

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Journal Activity

• On your RTI Journal page, brainstorm possible or
  occurring benefits of RTI.
• 2 Minutes!

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Experience Determined Benefits Of RtI

• RtI will help you to
• Know immediately, Is what we are doing working?
  
• Know which students need more/different
• Know what each student needs
• Provide structures to deliver what students need
• Raise student achievement

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Lynnville-Sully Elementary

• Vision Statement
• Meeting all kids needs in a timely,
  proactive manner.
• Clarification
• IDM Instructional Decision Making
• (Iowas RtI Model)

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School Video

• Lynnville-Sully Elementary
• OR
• Ames Middle School

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Structured Sharing Activity

• Partner 1 share with partner 2
• 1 connection between the video and what you heard
  this morning
• 1 thing you think would work in your context
• 1 question
• Partner 2 share with partner 1

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Blueprint
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Three Phases

• Three Phases
• Consensus Building (Commitment)
• Infrastructure
• Development
• Implementation

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Consensus Building

• Objectives for Schools
• Schools have times and support available to build
  consensus
• Schools need access to consensus building tools
• Schools understand the process and importance of
  building consensus before moving forward with
  infrastructure building and implementation

NASDSE
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Infrastructure Building

• Objectives for Schools
• Schools identify and appoint a building
  leadership team
• Leadership teams receive appropriate training and
  skill development to lead the RtI Initiative
• The building works systematically through the
  guiding questions and build the RtI
  infrastructure along the way

NASDSE
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Implementation

• Objectives for Schools
• The school builds its master calendar around the
  instructional needs of students.
• The needs of students with core, supplemental and
  intensive needs are addressed appropriately in
  this structure.
• Supplemental and intensive instructions are in
  addition to core instruction.
• Implementation supports are systematically built
  into the system and are carried out as planned.

NASDSE
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Implementation

• Objectives for Schools
• Scheduled dates are identified for all
  assessments (screening, diagnostic and progress
  monitoring).
• Scheduled dates are identified for
  decision-making about students instruction
• Sufficient expertise is available to assist the
  school in making data-based decisions about
  students instruction.
• Successes, no matter how small, are celebrated by
  all involved.
• A project-level evaluation plan is created and
  put in place. Data are collected over time.

NASDSE
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IMPORTANCE of Using an Action Plan Throughout the
RtI Phases

• Follow-up and Accountability
• Action Plan Option
• NASDSE School Building Level Self-Assessment/
  Action Planning Document
• Action Plan
• Ensures mindful planning for consensus building
• Captures the infrastructure development steps
• Is the Road Map for Implementation

NASDSE
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Consensus Is

• derived from Latin roots meaning
• shared thought
• a process for group decision-making
• a gathering and synthesis of ideas
• arriving at a final decision acceptable to all
• achieving better solutions

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• Achieving Consensus
• FROM
• Why do I have to do it this way?
• Why do we have to go through all this change?
• Who dropped the ball?
• Why cant they communicate better?
• Whos going to solve that problem?
• How do you expect me to do my job when I have to
  do everyone elses?
• Am I going to have a job?
• Where is the box?

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• Achieving Consensus
• TO
• What or How and should include I
• How can I become better at doing things in this
  way?
• What role will I create for myself in this
  process of change?
• How can I improve the communication events in
  which I participate?
• How can I grow in my job performance as I
  collaborate with others?
• How can I improve outcomes for students?

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Effective Consensus Process
I believe the group has heard me and I can
actively support the group's decision as the best
possible at this time, even if it is not my first
choice.

• All group members contribute - everyones
  opinions are voiced, heard and encouraged
• Differences are viewed as helpful
• Everyone agrees not to sabotage the action or
  decision made by the group
• Members agree to take responsibility for
  implementation

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Consensus does NOT mean

• A unanimous vote
• A majority vote
• Result is everyones first choice
• Everyone agrees
• Conflict or resistance will be overcome
  immediately

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Consensus-Building Tools At-A-Glance

• Building Consensus (Fist-to-Five)
• Process/steps to reach consensus- Generic
• Formula for Success
• Tool to begin analysis of key RtI components
• Managing Complex Change
• Tool to begin addressing
• elements of complex change
• Shared RtI Vision PATH
• Multiple options to accomplish this
• goal
• Initial Development
• On-going Commitment

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Fist-to-Five Quick Check
Consensus-Building Tool 1

• Building Consensus -
• Fist-to-Five

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Fist-to-Five Quick Check
Consensus-Building Tool 1

• 5 fingers All for itI can be a leader for
• this decision
• 4 fingers All for itYou can count on me to
  support this no matter what.
• 3 fingers For the ideaI will support it in
  concept but may not be out in front
• of the gang leading in implementation.

100
Fist-to-Five Quick Check
Consensus-Building Tool 1

• 2 fingers Im not sureBut I trust the
  groups opinion and will not sabotage the
  decision.
• 1 finger Im not sureCan we talk some more?
• Fist NoWe need to find an
• alternative.

101
Fist-to-Five Quick Check Tool
Consensus-Building Tool 1

• HOW to USE it
• Someone makes a statement that he/she needs
  consensus on
• If anyone holds up a fist, or only one or two
  fingers, the group has not reached consensus. You
  will need more discussion or dialogue.
• If you get all three, four, or five fingers
  showing, you can declare consensus.

102
Consensus-Building Tools

• Building Consensus (Fist-to-Five)
• Formula for Success
• Tool to begin analysis of key RtI components
• Managing Complex Change
• Shared RtI Vision

103
Consensus-Building Tool 2 Formula for Success
BI CC 3A SC IC Success
104
(No Transcript)
105
Consensus-Building Tool 2 Activity Formula For
Success

• As partners examine the Formula for Success.
• Discuss the impact each component would be likely
  to produce in practice if it were missing from
  RtI implementation.
• One member records responses on his/her activity
  page.
• Large group share out!
• WHY do this activity with BLT? Gives your team
• an opportunity to revisit the essential elements
  of RTI
• an opportunity to define these terms for your
  local site
• a tool to begin identifying areas of strength and
  need in your school.

106
3
IC
CC
SC
Efforts lack focus and
5
priority. There is not a
Intensive




focus on important

Core Cycle
Supplemental
Assessments
Cycle
priority skills for
Big Ideas
(screening, diagnostic,
Cycle
improvement.
progress)
3
IC
CC
SC
Overall low
5
achievement. Student
Intensive




learning problems

Core Cycle
Supplemental
Assessments
Cycle
across all subgroup
Big Ideas
(screening, diagnostic,
Cycle
areas.
progress)
Lack of direction to
3
IC
CC
SC
know what needs to be
improved, which
5
Intensive
students need





Core Cycle
Supplemental
Assessments
intervention, and
Cycle
Big Ideas
whether or not
(sireening, diagnostic,
Cycle
interventions have
progress)
been effective.
3
IC
Lack of resources due
CC
SC
to attempts to provide
5
intensive interventions
Intensive




for those students

Core Cycle
Supplemental
Assessments
Cycle
whose needs could be
Big Ideas
(screening, diagnostic,
Cycle
met through strategic
progress)
interventions.
3
IC
CC
SC
Gap increases between
5
average and "at risk
Intensive




students" Continued

Core Cycle
Supplemental
Assessments
low performance for
Cycle
Big Ideas
(screening, diagnostic,
Cycle
some subgroups.
progress)
3
IC
SC
CC
5
Intensive





Supplemental
Assessments
Core Cycle
Success
Cycle
Big Ideas
(screening, diagnostic,
Cycle
progress)
107
3
CC
SC
IC
Efforts lack focus and
priority. There is not a




focus on important

Core Cycle
Supplemental
Intensive
Assessments
priority skills for
(screening, diagnostic,
Cycle
Cycle
improvement.
progress)
3
SC
IC
Overall low
BI
achievement. Student




learning problems

Assessments
Supplemental
Intensive
across all subgroup
Big Ideas
(screening, diagnostic,
Cycle
areas.
Cycle
progress)
Lack of direction to
know what needs to be
CC
SC
IC
improved, which
BI
students need





Core Cycle
Supplemental
intervention, and
Intensive
whether or not
Big Ideas
Cycle
Cycle
interventions have
been effective.
3
Lack of resources due
CC
IC
to attempts to provide
BI
intensive interventions




for those students

Assessments
Core Cycle
Intensive
whose needs could be
Big Ideas
(screening, diagnostic,
met through supplemental
Cycle
progress)
interventions.
3
CC
SC
Gap increases between
BI
average and "at risk





students" Continued

Assessments
Core Cycle
Supplemental
low performance for
Big Ideas
(screening, diagnostic,
Cycle
some subgroups.
progress)
3
CC
SC
IC
BI





Assessments
Core Cycle
Success
Supplemental
Intensive
Big Ideas
(screening, diagnostic,
Cycle
Cycle
progress)
108
Activity Lets Take Fist-To-Five for a Test
Drive

• Every partnership, find another partnership
• NOW WORK IN A GROUP OF 4
• look at the Formula for Success matrix.
• Reach consensus on one element that is a strength
  and will not need much work.
• Reach consensus on one element that is an area
  for improvement.
• If you identify actions that you need to take,
  make notes in your action plan.

109
Intensive
Intensive
Intensive
IC
Supplemental
Intensive
Cycle
Cycle
110
Consensus-Building Tools

• Building Consensus (Fist-to-Five)
• Formula for Success
• Managing Complex Change
• Tool to begin addressing elements of complex
  change
• Shared RtI Vision

111
Change is Hard for Some
112
Managing Complex Change
Consensus-Building Tool 3
113
Managing Complex Change
Consensus-Building Tool 3

Change Confusion

Incentives
Resources
Action Plan




Skills

Anxiety
Action Plan




Resources
Vision
Incentives

Action Plan




Resistance
Resources
Vision
Skills

Action Plan
Frustration




Vision
Skills
Incentives





False Starts
Resources
Vision
Skills
Incentives
Adapted from Knoster, T.
114
Activity
Managing Complex Change

• Review the complex change formula with your group
  of 4.
• Identify your biggest challenges.
• If you identify actions that you need to take,
  make notes in your action plan.

115
Rank Challenges-Biggest to Smallest

• Complex Change Challenges
• Confusion
• Anxiety
• Resistance
• Frustration
• False starts

• ______________
• ______________
• ______________
• ______________
• ______________

District/Building _________________________
116
Managing Complex Change

Action Plan
Vision
Change Confusion
Skills
Incentives
Resources

Incentives
Resources
Action Plan




Skills

Anxiety
Action Plan




Resources
Vision
Incentives

Action Plan




Resistance
Resources
Vision
Skills

Action Plan
Frustration




Vision
Skills
Incentives





False Starts
Resources
Vision
Skills
Incentives
Adapted from Knoster, T.
117
Managing Complex Change
Consensus-Building Tool 3
CONFUSION
118
Consensus-Building Tools

• Building Consensus (Fist-to-Five)
• Formula for Success
• Managing Complex Change
• Shared RTI Vision
• Multiple options to accomplish this goal
• PATH Today

119
RtI Vision
Consensus-Building Tool 4

• is the capacity to create and communicate a view
  of a desired state of affairs that induces
  commitment among those working in the
  organization.
• Thomas Sergiovanni, 1984

120
Having a Shared Vision

• Shared vision provides incentive to all involved.
• Shared vision provides coordination and focus to
  your actions.
• (Drives your decisions!)
• REMEMBER the video
• Shared vision promotes sustainability.

121
RtI Vision PATH
Consensus-Building Tool 4

• Planning Alternative Tomorrows with Hope (PATH)
  is a way for diverse people who share a common
  need to align their
• Schools mission, core values, and goals
• Understanding of a situation and its
  possibilities for hopeful action
• Actions for change, mutual support, personal and
  team development, and learning

Amelia Van Name Larson, Pasco County Florida
Schools Innovations Conference, 2008
122
RtI Vision PATH
Consensus-Building Tool 4

• The Dream Provides Direction
• With this frame, we want to help the team
  identify their dream for the future, including
  all ideals, identity, values, orientation
• List everything that is important for the team to
  realize the kind of school they desire

1. Touch the Dream
Everyone belongs
Everyone feels safe
Everyone maintains high standards
Fabulous Water
123
RtI Vision PATH
Consensus-Building Tool 4

• Use the Dream to Sense the Goal Imagine that
• you have been working towards the dream
• 2. Imagine Three Years from Now
• Describe the changes that have resulted as if
  they are real.
• What has happened? What has been done?
• What does your life look like?
• How does it feel?
• 3. Imagine One Year from Now
• Describe the changes that have resulted as if
  they are real.
• What has happened? What has been done?
• What does your life look like?
• How does it feel?

124
RtI Vision PATH
Consensus-Building Tool 4

• 4. Ground the Now The energy to follow the PATH
  comes from the tension between where you are now
  and where you want to be in the future
• Describe where the you are now
• What is the present like?
• How consistent are the beliefs with the current
  beliefs in your building?
• Gap Analysis Now versus the image of success in
  the future.
• 5. Identify Resources
• Who controls the resources necessary for success?
• Present systems, infrastructures, factors that
  are present in your building that would
  facilitate this change

125
RtI Vision PATH
Consensus-Building Tool 4

• 6. Identify Ways to Build Strength
• What does the district/school need to get strong
  and stay strong as we work toward creating what
  we want?
• What knowledge do we need?
• What skills do we need to develop?
• To succeed, we must have the strength to endure
  the wait, the disappointments and to regroup
  redirect
• 7. Identify Barriers
• What is/are barrier/ers to taking the
  accomplishing the Dream and Goals described in
  Steps 1 and 2?
• What factors are present in your building that
  are barriers to this change?

126
RtI Vision PATH
Consensus-Building Tool 4

• 8. Commit to the First Steps
• Next 3 Months
• - Focus the process on action.
• 9. WHAT DO WE HAVE TO DO NOWType PATH AND ACTION
  PLAN and send to members and other stakeholders
• What will you have to do?
• By what day? Who does what, when?

127
RtI Vision PATH
Consensus-Building Tool 4

• PATH Allows BLT Teams to
• Focus on the desired state of affairs that
  induces commitment among those working in the
  organization
• Make a commitment that change will be
  accomplished
• Develop an action plan of steps that need to take
  place in order to insure change
• PATH is Not
• The answer to all problems
• A quick fix solution to complex human and/or
  organizational problems

128
Question

• Has your team engaged in RtI related visioning
  activities (time to think, interact and dream
  together about the desired state) prior to today?

IF NO, put that in your action plan!
129
Managing Complex Change
Consensus-Building Tool 3
FALSE STARTS
130
Three Phases

• Consensus Building (Commitment)
• Infrastructure Development
• Implementation

131
Infrastructure Development

• Establish the Building Leadership Team
• Identify professional development needs
• Develop a clear understanding of the beliefs,
  attitudes and skills of educators in the building
  regarding RtI
• Begin answering guiding questions

132
BLT Roles/Skills

• There are more skills required to do this work
  than any one person alone can provide.
• As a team you will fill the needed roles/skills.
• It is helpful to talk about them and understand
  who is going to do what.
• One person may fill multiple roles.
• Roles may be filled by multiple people.

133
BLT Roles

• SEE HANDOUT!
• Data Mentor
• Content Specialist
• Facilitator
• Staff Liaison
• Instructional Leader/Resource Allocation

NASDSE
134
Future ActivityRole Assignments

• Once the RtI Leadership Team is established,
  complete the following as a team
• - Determine area of strength and interest on the
  team.
• - Assign role/function.
• Record on Role Sheet
• Determine and provide professional development to
  meet the needs for any role.
• Set monthly BLT meetings and record.

135
Infrastructure Development

• The infrastructure can be built by answering a
  series of questions.
• These questions become the framework.
• The questions guide the work.
• The process is continuous.
• To do this work..it takes a TEAM!

136
Question OPTIONS

• NASDSE School Building Level Document
• Component 2 Infrastructure Building
• Action 3 The leadership team will work through
  10 basic questions to develop action plans.
• Heartland AEA 11 Framework Questions

137
Question OPTIONS

• The RtI questions DO NOT tell the schools
• What to think
• The RtI questions provide the schools with
• What to think about
• Each building needs to choose the questions that
  best assists their building leadership team.
• TIME to REVISIT those RtI Core Principles

138
Core Principles of RtI

• 3. Comprehensive Assessment System
• Use of instructionally relevant assessments
• Reliable and valid
• Multiple purposes
• - Screening- Collecting data for the purpose of
  identifying low and high performing students
  at-risk for not having their needs met
• - Diagnostic- Gathering information from multiple
  sources to determine why students are not
  benefiting from instruction
• - Formative- Frequent, ongoing collection of
  information including both formal and informal
  data to guide instruction

DATA ARE NEEDED TO ANSWER QUESTIONS
139
Framework Questions
1. Is our core cycle sufficient? 2. If the core
is not sufficient, why not? 3. How will needs
identified in core be addressed? 4. How will the
sufficiency and effectiveness of the core cycle
be monitored over time? 5. Have improvements to
the core been effective? 6. For which students
is the core cycle sufficient and not sufficient,
and why? 7. What specific supplemental and
intensive instruction/curriculum is needed? 8.
How will specific supplemental and intensive
cycles be implemented? 9. How will the
effectiveness of supplemental and intensive
cycles be monitored? 10. Which students need to
move to a different cycle?
Core Related Questions
140
Problem Solving- Guiding Principle 4
Define the Problem (Problem Analysis) What is the
problem and why is it happening?
Develop a Plan What are we going to do?
Implement Plan Carry out the intervention
141
Problem Solving- Guiding Principle 4
Define the Problem (Problem Analysis)

• Is our core cycle sufficient?
• If the core is not sufficient, why not?

Develop a Plan
3. How will needs identified in core be
addressed?
5. Have improvements to the core been effective?
4. How will the sufficiency and effectiveness of
the core cycle be monitored over time?
IMPLEMENT!
Implement Plan Carry out the intervention
142
Question 1 Simply StatedHow healthy is the core?
143
Core Cycle

• Question 1 Is our core cycle sufficient?
• Clarification Refers to core ALONE
• Does not include support services
• Keep this point in mind while evaluating ones
  Core Cycle

144
Core Cycle

• Question 1 Is our core cycle sufficient?
• Step 1 Identify screening tool(s)
• Step 2 Identify scoring guide points on
  screening tools for highly proficient,
  proficient and less
• than proficient for identified tools
• Step 3-8

145
Core Cycle

• Question 1 Is our core cycle sufficient?
• Step 1 Identify screening tool(s)

Screening Definition Screening- Collecting data
for the purpose of identifying low and high
performing students at-risk for not having their
needs met
Health Check- Weight, Blood Pressure, Temperature
146
(No Transcript)
147
Partner Activity

• Partner 2 discuss with Partner 1
• (2 minutes)
• Pick a content area Reading, Math, etc
• Discuss what Screening Tools your building or
  grade level currently has that could be used to
  answer question 1.
• Partner 1 Your turn!
• (2 minutes)

148
Large Group SharingScreening Assessments

• Reading
• Math
• Behavior

GIVE ME 3!
149
Determining proficiency guide points? (How good
is good enough?)

• Question 1 Is our core cycle sufficient?
• Step 1 Identify screening tool(s)
• Step 2 Identify scoring guide points on
  screening tools
• for highly proficient, proficient, and less than
  proficient.

• Consensus-Based Process
• Research
• Federal Guidelines
• District Expectations
• Expert Judgment

NO!
YES!
Who has guide points for screening tools?
150
Determining proficiency guide points? (How good
is good enough?)

• IF NO, Possible Next Steps
• 1. List current assessments regularly given by
  district in targeted area for your targeted grade
  levels (assessment plan).
• 2. Indicate () assessments that could be used
  as screening tools.
• 3. Discuss Are proficiency guide points set
  for your screening assessments?
• If so, how were these proficiency levels set?
• If not, what process will you use to set
  proficiency guide points?
• 4. How will you select the screening tool(s)
  and proficiency guide points you will use?

151
Core Cycle

• Question 1 Is our core cycle sufficient?
• Step 1 Identify screening tool(s)
• Step 2 Identify scoring guide points on
  screening tools for highly proficient,
  proficient, and not proficient.
• Step 3 Collect screening data-
• COLLECT Standardized procedures! NEED valid and
  reliable data to make good decisions!

152
Core Cycle

• Question 1 Is our core cycle sufficient?
• Step 1 Identify screening tool(s)
• Step 2 Identify scoring guide points on
  screening tools for highly proficient,