Colorado Springs School District 11

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Are You Ready to Get Serious About Implementing
RtI?

• Colorado Springs School District 11
• Dr. Terry Bishop - Superintendent
• Mike Poore Deputy Superintendent
• Brenda LeBrasse Executive Director/ Response to
  Intervention
• Ronda Schimpf Director of Professional
  Development
• Marsha Spanswick Project Manager
• Gwen Giddens Director of Learning Resource
  Services

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Three Things

• Talk about three things you would like to get out
  of the presentation.
• Pair-Share

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The D11 Story

• Historical Perspective for D11

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The D11 Story
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The D11 Story

• Challenges with Board of Education and Leadership
• Closing the Achievement Gap
• Successes
• Integrating 21st Century Skills
• Establishing the Need for RtI

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www.21stcenturyskills.org
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District Goal become a data driven culture so
that we can be responsive to the learning needs
of all students using the response to
intervention model (RtI).
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District Goal To scaffold what we do in valid
research and use data to evaluate the
effectiveness of instruction and program
implementation with the Continuous Quality
Improvement (CQI) Model.
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What is our role?
Establish the Need for RtI
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Determine Research Based Interventions and
Instructional Practices
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Response to Intervention (RtI)
COMPASS High Achieving School District
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Success for ALL Students
Response to Intervention An Instructional
Framework to Increase Student Learning
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Response to Intervention

• Initially developed as a more logical and
  proactive response to traditional Special
  Education Services Discrepancy Model
• RtI provides ALL students performing below grade
  level with interventions and supports

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Introduction

• Response to Intervention (RtI)
• District-wide initiative to utilize resources for
  all students in need of academic and/or
  behavioral support
• A seamless system of interventions and resources
  which allow students to make significant progress
• Characterized by
• Universal screening on-going data analysis to
  inform instructional interventions
• Flexible use of building personnel with students
• Collaborative problem-solving among staff
  parents

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Colorado Multi-Tiered Model of Instruction
Intervention
Intensive Level Interventions provided to
students with intensive/chronic academic and/or
behavior needs
1-5
Strategic Level Interventions provided to
students identified as at-risk of academic and/or
social challenges who require specific supports
to make adequate progress in general education
5-15
Universal Level ALL students receive research
based, high quality, general education that
incorporates on-going universal screening,
progress monitoring, and prescriptive assessment
to design instruction. Expectations which are
taught, reinforced, and monitored in all settings
by all adults. Discipline and other data inform
the design of interventions that are preventive
and proactive.
Families
80-90
Community
Academics and/or Behavior
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Six Major Components
Leadership Curriculum and Instruction School
Climate and Culture Problem Solving
Process Assessment and Use of Data Family and
Community Involvement
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Positive Behavior Support(PBS)

• School-wide common approach to discipline
• Positively stated expectations for all students
  and staff
• Procedures for teaching expectations to students
• A continuum of procedures for encouraging
  demonstration and maintenance of these
  expectations
• A continuum of procedures for discouraging
  rule-violating behavior
• Procedures for monitoring and evaluating the
  effectiveness of the discipline system on a
  regular and frequent basis

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The Colorado Collaborative Problem-Solving
Process
Defining Problem Directly Measuring Behavior
Define
Gather Data
Analyze
Validating Problem Identify Variables that
Contribute to Problem Develop Intervention Plan
Evaluating Response to Intervention (RtI)
Evaluate
Implement
Implement Plan As Intended Progress
Monitor Modify as Necessary
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Problem Solving Process

• What does it look like?

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The Problem-Solving Process
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TIER I CORE CLASS INSTRUCTION
Focus
All students

Scientific-based instruction and curriculum
emphasizing mastery of content standards
Program
Grouping
Differentiated Instruction w/ flexible grouping
Time
60 minutes per day
Baseline Spring CSAP NWEA-MAP Tests (Measures
of Academic Progress), Quarterly Short-Cycle
Assessments
Assessment
Interventionist
General education teacher
Setting
General education classroom
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When Interventions in the Classroom Do Not
Produce the Desired Results
a Referral Should be Made to the Problem-Solving
Team
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TIER II SUPPLEMENTAL INSTRUCTION
Students identified with marked needs and have
not responded to Tier I efforts as documented by
assessment
Focus

Specialized, scientifically based program(s)
targeting area of need and ability level. Ex.
SuccessMaker Math/Reading
Program
Homogeneous small group instruction (16 to 112)
Grouping
45 minutes per day in small group in addition to
regular 60 minutes of core reading instruction
Time
Progress monitored biweekly (or more) on target
skill to ensure adequate progress AIMSweb
SuccessMaker reports
Assessment
Determined by the school (classroom teacher, SPED
teacher specialized reading/math teacher/tutor,
etc.)
Interventionist
Designated by the school - may be the regular
classroom, classroom w/ computers dependent
upon intervention
Setting
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TIER II SUPPLEMENTAL INSTRUCTION

• When should Tier II instruction start?
• ASAP after student identification via
  assessments
• Baseline All students scoring U or PP on
  CSAP (Reading and/or Math)
• Benchmark Quarterly/Common/Short-cycle
  Assessments
• All new students are benchmark tested
• Recommendation by Intervention Team
  (Problem-Solving)
• How long is a round of Tier II instruction?
• One round 10 weeks (approx. 50 sessions).
• After each round
• Exit Tier II ?
• Another round of Tier II ?
• Entrance to Tier III ?
• Referral to Intervention Team (Problem Solving)?

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TIER III INTENSIVE INTERVENTION
Students with marked needs and who have NOT
responded adequately to Tier I and Tier II efforts
Focus

Sustained, intensive, scientifically-based
reading/math program(s) emphasizing the critical
elements for students with difficulties or
disabilities (Barbara Wise Reading Interventions)
Program
Grouping
Homogeneous small group instruction (15)
Minimum of two 30 - 45 minute sessions per day in
small group in addition to 60 minutes of core
instruction.
Time
Weekly progress monitoring on target skill to
ensure adequate progress and learning
Assessment
Specialized personnel determined by the school
(SPED teacher, specialized reading/math teacher,
school psychologist, etc.)
Interventionist
Setting
Designated by the school
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TIER III INTENSIVE INTERVENTION

• How are students selected for Tier III?
• After two rounds of Tier II instruction and
  sufficient progress not attained.
• After one round of Tier II instruction if student
  shows a marked lack of progress
• Previous Tier III instruction
• Recommendation of the Intervention Team

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TIER III INTENSIVE INTERVENTION

• When do students exit Tier III?
• A student is ready to exit the intervention when
  he or she has reached benchmark on the targeted
  skills
• Note Continuous close monitoring

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Standard Protocol Tier II Intervention
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Behavioral Interventions
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What Interventions Do You Have?

• At your table discuss the following
• What interventions do you have in place in your
  District or System to insure success for all of
  your students?
• What are some of the hurdles you had to overcome
  to implement these?

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Leveraging EASy
DATA DRIVEN CULTURE
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Student Profile for Baseline Data

• Demographics
• Academics
• Attendance
• Standardized Tests
• Growth Report
• Programs

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Using Student Groups

• Small Group Differentiation
• Assign Interventions
• Track Progress

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Student Learning Plan

• Set Goals
• Track Tier I Interventions
• Integrate Literacy Plan, Advanced Learning Plan,
  Educational Plan
• Evaluate Progress

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Progress Monitoring

• Weekly Progress Monitoring Standardized Tests
• Curriculum Based Probes
• Benchmark Tests

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Reflection

• Take a moment and reflect on the system you use
  to track student progress, how could you leverage
  your system to optimize a Response to
  Intervention Model?

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Monitoring for Success
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• In Closing

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Whats on the Horizon

• Progress Monitoring
• Short Cycle Assessments
• Aligned Transparent Curriculum in EASy and on the
  D-11 Web
• Using data with Students
• Full Implementation of RtI and EASy

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What We Still Need to Overcome

• RtI a natural part of the instructional process
• So Important Time is Not an Issue - Priority
• Data perceived as a tool not a hammer
• Questioning Skills Rich Data Dialogue
• Willing to Drill Down to get to Root Cause of
  Weaknesses and Strengths
• Bridge the Gap with Technology Reluctance
• Transparent Instructional Practice

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There are risks and costs to a program of action,
but they are far less than the long-range risks
and costs of comfortable inaction.
John F. Kennedy