District BUY-IN For RTI: More Than a Simple Approval

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District BUY-IN For RTIMore Than a Simple
Approval

• Elizabeth Compton
• lizcompton_at_isd221.net
• Eileen OShea
• eoshea_at_isd221.net
• Emmett School District
• 208-365-5971

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What content will be covered?

• Examine the ESD  RTI policy and how it provides
  the RTI framework for a commitment to improvement
  in your educational system.
• Learn how the Emmett School District (ESD)
  implements RIT district-wide to increase student
  achievement.
• Think about District strategic plans
  initiatives that can align with RTI
• Examine challenges and barriers interfering with
  implementation of RTI that exist within each
  school and a district as a whole and some ideas
  to overcome them.
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How you will learn the content?

• View Listen to examples of a district policy
  and procedures established in the ESD and ask
  questions.
• Create a template for a district RTI policy.
• Create a graphic organizer to identify a list of
  procedures for a district RTI manual.
• Brainstorm and discuss ideas that can be used to
  support student achievement and overcome
  challenges in implementing RTI in your school and
  the district as a whole.
•  

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Why RTI is important to Emmett School District?

• RTI provides a framework to discuss, collaborate
  and plan for student achievement within schools
  and across the district.
• RTI provides standard protocol for implementing
  Tier I, II, and III curriculum and intervention
  time.
• All students are progressed monitored to assure
  No Child is Left Behind.
• RTI provides a framework for monitoring the
  progress of all subgroups including struggling
  learners, special education, English Language
  Learners, and Gifted and Talented.
• Every school has an RTI team that reviews
  students' data to assure continuous improvement.

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District Policy Procedures

• Tiered instructional intervention model
• Standard Protocols
• Individual Intervention plan
• Researched-based curriculum interventions
• District-wide assessment system
• Universal screening
• Progress monitoring
• Data-based decision making

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• Policy Title Statement of General Education's
  Response to Intervention Process
• It is the districts policy to provide all
  students with high quality, scientific,
  research-based general education core instruction
  and, as appropriate, additional services and
  interventions at increasing levels of intensity
  matched to student needs. The district utilizes
  the essential components of the Response to
  Intervention (RTI) process which combines
  systematic assessment, decision making and a
  multi-tiered approach to providing instruction in
  order to improve educational outcomes for all
  students. 
•   
• To achieve improved student outcomes, the
  district will use a RTI process that will
  identify students challenges early and provide
  appropriate instruction in the general education
  classroom. In implementing the process, the
  district will utilize
•  
• 1.        Scientific, researched-based
  interventions in the general education setting to
  the extent possible
• 2.        Measurement of the students response
  to intervention and
• 3.        RTI data to inform instruction.
•  
• Procedures to implement student interventions
  using the RTI process shall be developed and
  phased in over a period of five (5) years
  beginning with SY 2008-09 and fully implemented
  by SY 2013-2014. Teacher observations, and
  classroom, school, district, and state
  assessments may be used to identify students who
  are at risk of academic or language acquisition
  problems and thereby in need of scientific
  researched based interventions to the extent
  possible.
•  
• Intervention shall consist of three levels that
  increase in intensity
•  
• 1. The general education core curriculum and
  classroom instructional design with benchmark
  assessments three times a year for screening
• 2. Targeted instruction which may include more
  time, smaller groups, and/or extended curriculum
  in addition to the core curriculum along with
  biweekly monitoring of progress and when
  appropriate, an individualized learning plan
  (I-Plan)
• 3. Individualized, strategic instruction which
  may include explicit, systematic replacement
  curriculum, very small groups, or accelerated
  curriculum. Students progress in a replacement
  curriculum will be monitored weekly.
•  The district shall inform parents regarding use
  of scientific, researched based interventions,
  including the states and district policies
  regarding the amount and nature of students
  performance data collected and the general
  education services provided strategies used to
  increase the students rate of learning and the
  parental right to request a special education
  evaluation at any time. Nothing in this policy
  shall be construed to delay an appropriate
  evaluation of a student suspected of having a
  disability.

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3-Tiered Instructional Model

• Gifted Talented
• English Language Learners
• Academics Struggling Learners
• Speech Language Disabilities
• Behavior
•    http//www.youtube.com/watch?vx7GNzIjsGik
•  

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(No Transcript)
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 Activity - 10 minutes

• Create a template for your district RTI policy.

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Emmett School District Procedures  RTI Manual
Includes...

• RTI Policy
• The RTI Planning Process
•         (including flow Chart)
• RTI Team Descriptions
• Elementary Standard Treatment Protocols
• Secondary Standard Treatment Protocols
• RTI Teacher Desk Copy
• School-wide Student Achievement Data Cut scores
• Parent Brochure
• Student Referral
• Parent Letter
• IPLAN
• RTI Exit Recommendations
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The District RTI Team

• Purpose
•  
• The District RTI Team's responsibility is to be
  an advisory group for the implementation of the
  RTI process throughout the district. This team
  shall review actual practices and analyze
  district data to determine effectiveness,
  consistency and fidelity of the RTI process.
  Recommendations will be presented to district
  office administrators for consideration in the
  district strategic plan and RTI Procedural
  Manual.
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The District RTI Team Members

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• Trustee parent
• Superintendent
• Director of Special Education
• Director of Federal Programs
• RTI Coordinator
• Elementary and Secondary School Administrators
• Secondary and Elementary General Educators
• Special Education Educators
• Support program staff - G/T, ELL
• Director of Technology

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The School RTI Team Members

• Administrator
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• General Education Teachers
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• Special Education Teachers
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• School Psychologists
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• ELL Teacher
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• Speech and Language Pathologist
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• Para- Educators
• Parent (Method level of participation varies)

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The School RTI Team Meetings

• Regular meeting times maintain calendar
• Defined roles responsibilities
• Agendas minutes of meetings
• Assessment administration and data collection
  responsibilities
• Parent involvement procedures
• Records of data based decisions I-Plans
• Technology display of data
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Student Achievement Data
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LA-Reading Standard Protocol
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Progress Monitoring Matrix
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Standard Protocol Flow Chart

• RTI teams analyze student achievement data from
  universal screening measures.
• School-wide student results from more than one
  assessment in a content area are compiled to
  identify students who 1) are achieving as
  expected, 2) may need supplemental
  instruction and support in order to achieve as
  expected, or 3) may need individualized
  instruction for specialized needs.
• RTI referral may also be completed when a student
  is not identifed through the universal screening
  process but the referral must provide supporting
  achievement data from other measures.

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Standard Protocol Flow Chart

• Targeted students are initially provided a
  standard intervention using core supplemental
  curriculum and materials that have been approved
  for the content area. 
• Students' response to the standard intervention
  is monitored bi-weekly.
• If after three consecutive data points below the
  aimline, an individualized plan may be developed
  when a student does not respond to the standard
  intervention (6 weeks).

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Standard Protocol Flow Chart

• Students' response to the I-plan and
  standard intervention is monitored bi-weekly.
• If after three consecutive data points below the
  aimline, a referral to consider an evaluation may
  be recommended when a student does not respond to
  the individual plan with the standard
  intervention (Additional 6 weeks).

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I-Plan

• Problem Define the problem in measurable,
  observable, and specific terms. Identify the
  required data.
•     1. Measurement Strategy Fluency Measure - Gr
  4 CBM-R
•     2. Present Level of Performance Fall 59
  WRC/minute
•     3. Peer Comparison Fall 103 WRC/minute
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• Goal Write meaningful, measurable, observable
  goal. Include the time frame, materials,
  settings, behavior, and criterion.
•     Within12 weeks, Morgan will increase from 59
  WRC to
•     77 WRC given the 4th gr Aimsweb oral reading
  fluency
•     1-minute probe
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• Plan Record what will be done in addition to the
  core curriculum
• What 30 min - reteach with HM support handbook
  and Read Naturally fluency practice
• By Whom Title I staff

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Procedural Manual Activity - 5 minutes

• Reflect on procedures that are implemented in the
  ESD and determine which ideas can be designed for
  use in your district
•  
• Create a graphic organizer detailing your ideas

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District Strategic Plan RTI

• Goal 1 - Instruction
• Goal 2 - Collaboration Communication
• Goal 3 - Professional Development
• Goal 4 - Assessment
• Goal 5 - Positive Educational Climate
• Goal 6 - Finances

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District Strategic Plan RTI

• Goal 1 - Ensure that all students are college and
  career ready and are prepared to meet the
  requirements of our ever-changing global culture.
• Strategy 1 Develop a rigorous 3-tier curriculum
  that prepares all students for college, Career
  and Technical Education and citizenship in the
  21st Century that meets and exceeds state and
  national standards
• Step 1 Develop policy to support curriculum
  development, selection of materials, definition
  of the instructional day, academic time, and
  intervention support
• Step 2 Expand the emphasis of the district
  leadership team to include Response to
  Intervention leadership
• Step 3 Develop an evaluation process to
  continually monitor overall RTI program
• Step 4 Assure consistency in Tier 1 routines,
  procedures, and protocols throughout the K-12
  system

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District Strategic Plan RTI (cont)

• Goal 3 - Exand on-going professional development
  for school leaders, teachers, and parents that
  incorporate a continuous use of best practices.
• Strategy 1 Develop a common understanding of the
  meaning of high expectations
• Step 1 Adopt a district definition of high
  expectations
• A During 2010-11, develop a visual that would
  show the district adopted definition for high
  expectations at each tier level
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District Strategic Plan RTI (cont)

• Goal 4 - Establish a community-wide educational
  culture built on collective responsibility,
  individual accountability, and timely assessment
  in support of learning for all.
• Strategy 1 Develop a balanced assessment program
  that includes summative and formative measures to
  continually monitor curriculum, programs,
  instruction, and student progress.
• Step 2 Define summative and formative
  assessments required to be used throughout the
  district develop assessments to assure
  consistency throughout the district
• A Provide a complete inventory of assessments in
  the RTI process that are used at each tier in LA
  and Mathematics.
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District Strategic Plan RTI (cont)

• Goal 5 - Ensure a supportive learning environment
  at all levels.
• Strategy 2 Develop a climate within and
  in-between each school where supportive
  relationships are foundational.
• Step 6 Use techonology to establish
  relationships between students, parents and
  school
• A Expand the use of the new student management
  system to include access to student academic
  performance and tier level data. 

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District Strategic Plan RTI (cont)

• Goal 6 - Ensure that budgeting processes and use
  of resources is driven through the use of this
  educational plan.
• Strategy 2 Ensure the district is investing
  funds in programs that support district goals,
  vision, and strategic plan.
• Step 2 Question all curricular purchases to
  assure that these align with and support the
  district vision/mission.
• A Develop procedures for examining and providing
  recommendations when curricular or supplemental
  materials are requested through grants and
  regular funding sources for Tier 1, 2, and 3
  classes so they align with the vision/mission of
  the district's educational plan. 

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Challenges in District School Implementation

• Capacity issues
• Changes in service delivery
• Time commitments
• Curriculum
• Professional development

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Challenges in District School Implementation

• Allocation of resources
• Consistency
• Fidelity
• Building Leadership
• Collaboration
• Assessment system

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ESD Opportunities to Align with RTI

• District Initiatives supporting RTI
  implementation
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• Danielson's Framework for Teaching
• Use of Assessments Data Analysis
• Sheltered Instructional Observation Protocol
  (SIOP)
• 6 1 Writing Traits
• Integration of High School instructional
  opportunities - Traditional HS, Charter
  Professional-Technical On-line HS, Alternative
  HS
• Collaboration Professional Development
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Implementation Activity - 10 minutes

• Discussion Web 
•  
• Select a partner
• Identify a challenge that can be discussed by two
  points of view. Write a question in the middle of
  the form.
• Question options
• Will consistency and fidelity to the RTI process
  hinder teaching to high expectations?
• When a building administrator does not lead the
  RTI process, is implementation at risk?
• Is a progress monitoring assessment system worth
  the cost of instructional time for teachers
  students?

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Discussion Web (cont.)

• Question options (cont.)
• Should districts provide RTI professional
  development and teachers be required to attend?
• Does the RTI framework increase a schools
  capacity to meet the instructional needs of all
  students?
• Develop your own question.
• Brainstorm as many yes or no reasons as the two
  of you can think of related to the questions.
  Write these on the right and left sides,
  respectively.
• Once you have looked at both sides of the
  challenge, agree on a conclusion and then write
  it in the conclusion box.

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Summary of Objectives

• Example template for RTI Policy
• Implementation of RTI processes graphic
  organizer for Contents of Procedural manual
• Think about district planning for RTI
• Discuss challenges barriers with implementation
  and possible solutions
• Thank you feel free to contact us at the Emmett
  School District.

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Contact Information

• Eileen OShea Director of Special Services
• Tom Carlsen Director of Federal Programs
• Sue Beitia - Superintendent
• Liz Compton RTI District Coordinator
• Thank you to the many employees of the Emmett
  School District for their dedication and
  determination to provide effective learning
  opportunities for all students and the way they
  respond when students need more support.