Teaming/Data/Interventions RtI Infrastructure: Teaming RtI Partnership Coaches meeting January 6, 2011 Terry Schuster, RtI Partnership Lead Coach
Jan 20, 2018
Teaming/Data/Interventions
RtI Infrastructure:Teaming
RtI Partnership Coaches meetingJanuary 6, 2011
Terry Schuster, RtI Partnership Lead Coach
Effective Teaming PracticesSelf Study A: Teams and Teaming
Big Ideas About Teaming…Big Ideas About Teaming…1. Not the Old Team with a New Name
2. 4 Types/Levels of Teams
3. Each Team Has Tasks and Functions
4. District and School Improvement Team
• Build Commitment
• Give Permission,
• Allocate Resources, including Staff Development
5. Tier 2 Teams (Department & Grade-Level with Support) Do Most of the Heavy Lifting
6. Individual Student Problem Solving Typically Begins AFTER a Student Hasn’t Benefited from Tier 3
What Teaming Structure is recommended to support RtI implementation?
Types of Teams to Support RtI Implementation
1. A District-Level RTI Team to Make Things Happen for the District
2. A School Improvement Team to Make Things Happen for the School
3. A Grade-level Team with Support to Make Things Happen for Groups of Students
4. A Problem-Solving Team to Make Things Happen for Individual Students
What is the Purpose, Team Membership, and Roles and Responsibilities of the different
teams? District Leadership Team
School Improvement Team
Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.
Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.
Recommended meeting frequency in Year 1 is once per month.
District Leadership Team Purpose
1. District Leadership
Team
ConsiderConsider:◦ Superintendent◦ Special Education Administration◦ Curriculum and Instruction◦ Remedial Programs (Title I, ELL)◦ Principals◦ Related Services◦ General Education Teaching Staff◦ Special Education Teaching Staff◦ Human Resources/Personnel◦ Professional Development◦ Technology ◦ Parents◦ Other
District Leadership Team Membership
1. District Leadership
Team
1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment and Intervention
Practices– Identify Skill Sets Needed for Training, Tools and Support
2. Build Commitment– Include RtI in District Goals– Communicate Importance to the Community
3. Give Permission– Change Professional Roles– Identify What is Abandoned
4. Allocate Resources– Identify and Support District Coach– Flesh Out Staff Development Plan
District Leadership Team District Leadership Team Roles and Responsibilities Roles and Responsibilities
• Establish and Provide Staff Development on a Standard Problem-Solving Process
• Establish Criteria for Matching Student Needs to Intervention Programs
• Establish Criteria for Specific Learning Disabilities Eligibility Using an RTI Process
District Leadership Team District Leadership Team Specific Responsibilities Specific Responsibilities
1. Assess Assess District and Building NeedsNeeds2. Provide LeadershipLeadership and Build CommitmentBuild Commitment3. Give PermissionGive Permission to Change Practices4. Allocate ResourcesAllocate Resources to Support Change
District Leadership & School Improvement District Leadership & School Improvement TeamsTeams Have Similar Have Similar Roles and Responsibilties Roles and Responsibilties
Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.
Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training,
and support, especially around fidelity of implementation.
Meeting frequency in Year 1 is once per month.
School Improvement Team School Improvement Team PurposePurpose
ConsiderConsider:◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff◦ Related Services Staff (School Psychologist, Speech and
Language)◦ Special Education Teaching Staff◦ Parent◦ Other
School Improvement Team Membership
1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment
and Intervention Practices– Identify Skill Sets Needed for Training, Tools and Support
2. Build Commitment◦ Include RTI in School Improvement Plan◦ Communicate Importance to the Staff
3. Give Permission◦ Identify What is Abandoned
4. Allocate Resources1. Identify and Support School Coach2. Flesh Out School Staff Development Plan
School Improvement TeamSchool Improvement TeamRoles and ResponsibitiliesRoles and Responsibitilies
• Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results
• Establish and Maintain a Process for Ensuring Fidelity of Interventions
• Evaluate Implementation Outcomes
School Improvement TeamSchool Improvement TeamSpecific ResponsibilitiesSpecific Responsibilities
I-Aspire NSSD 112 Assessment Matrix
Assessment Application
Screening Problem Identification
Diagnostic Problem Analysis
Progress Monitoring Program Evaluation
Subject Reading Early Literacy K T1
LNF/LSF Reading CBM 1-5 T1 1st Grade if not meet CBM criteria, use LNF/LSF MAP Reading 3-8 T1 Gifted T3 Optional: STORYtown benchmark assessments T1
Early Literacy K T1,T2, T3 Reading CBM 1-5T1, T2 T3 within Survey Level Assessment and/or Curriculum Based Evaluation activities MAP Reading 3-8 T1, T2 (Goal areas) T3 ISAT/IMAGE 4-8 T1 Optional: STORYtown T1 benchmark assessments T2
Early Literacy K T1,T2, T3 Reading CBM 1-5 T1, T2, T3 Optional: STORYtown assessments T1
Early Literacy K Reading CBM 1-5 MAP Reading 3-8 (R180, GOAL extended-day) SUPERA 3-8 (DL Spanish) IPT K-8 in Sp. for DL T1 ISAT 4-8 (GOAL, R180,DL, TBE) Optional: STORYtown benchmark assessments
Mathematics MAP Math 3-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1
MAP Math 3-8 T1 ISAT/IMAGE 4-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1
MAP Math 3-8 T1 Early numeracy K-1 T1,2,3 Math Facts 1-5 T1,2,3
MAP Math 3-8 (Math, DL, TBE, GOAL) ISAT/IMAGE 4-8 (R180, DL, TBE, GOAL) Early numeracy K-1 T1 Math Facts 1-5 T1
Writing Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 Writing 3-8 MAP Lang. Use. 3-8 T1
Primary Writing Assessment K-2 T1 Writing 3-8 T1 MAP Lang. Use. 3-8 T1 ISAT Writing 5, 6, 8 T1
Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 T2, T3 MAP Lang. Use. 3-8 T1
Primary Writing Assessment K-2 Writing CBM TWW K-8 Writing 3-8 MAP Lang. Use. 3-8 ISAT Writing 5, 6, 8 T1
Behavior Office Discipline Referrals K-8 Attendance Records
Office Discipline Referrals K-8 Attendance Records
Office Discipline Referrals K-8 Attendance Records
Office Discipline Referrals K-8
Assess Needs
Assessment Application
ScreeningProblem Identification
DiagnosticProblem Analysis
Progress Monitoring Program Evaluation
Subject
Reading
Mathematics
Writing
Behavior
North Shore School District 112 Three Tiers of Support in Language Arts
INTENSIVE TERTIARY
INTERVENTION Middle School
+ Corrective Reading + Read180
Elementary + Corrective Reading + Reading Mastery + Lindamood-Bell + Orton-Gillingham + SLANT + Wilson Reading + Language for Learning ST & VC Intensive Intervention Kits
Middle School Read180
• 180 minutes • Core Curriculum plus intensive support • Progress monitor weekly
Tier III – 5% Intensive, Individual
Interventions • Individual Students • Assessment - based • High intensity • Of longer duration
TARGETED: SECONDARY INTERVENTION Middle School+Soar to Success
Elementary
Developmental Reading Great Leaps + Heggerty Phonemic Awareness/ Writing Jolly Phonics PALS/Teacher Directed PALS Read Naturally + Reading Mastery ST & VC Strategic + Reading Recovery Intervention Kits + Soar to Success
• 120 minutes • Core Curriculum plus supplemental • Progress monitor monthly or greater
Tier II – 15% Targeted Group Interventions
• Students at-risk • High efficiency • Rapid response
UNIVERSAL: PRIMARY INTERVENTION Middle School
McDougal Littell Literature/ Grammar/ Writing
Elementary A-Z Leveled Readers Conocimiento fonologico: Spanish Phonemic Awareness Earobics + Heggerty Phonemic Awareness + Heggerty Writing STORYtown (ST)/ VILLAcuentos (VC)- includes ELL support 6+1Traits Writing
• PreK-2: 100 mins • 3-8: 90 minutes • Core Curriculum • Progress monitor 3x year or greater
Tier I – 80% Core
Instructional Interventions • All students • Preventive •Proactive
Any intervention used at one level can be used at the next tier with an increase of time and with a reduction of group size. Bold items provided by district – all other materials provided by buildings + Specific training required
Revised 2/26/08
Build Commitment: Link District/School Improvement Plans with RtI
• For Example:– District/School Newsletter– District/School Website– Ongoing Agenda Item at staff meetings– Parent Brochures/Letters– RtI Resource Binders for Teams
Build Commitment: Communicate with Community and Staff
Communicate About Shared Values and Beliefs
All students can learn and should have appropriate learning opportunities. RtI/PS is an all student initiative.
Everyone in the school is responsible for the education of all students Collaboration and reflective practice is essential for effective decision-
making regarding student performance A positive school climate supports the use of innovative practices Effective core instruction is the basic foundation on which to build this
process. Assessment (data) should both inform and evaluate the impact of
instruction Beliefs about instruction must be supported by research Parents are vital members of the team to support students.
Allocate Resources:Provide Training, Tools and Support
DATE AREA OF FOCUS ACTIVITYSpring 2008
Each district will complete a District Self-Assessment (developed by ISBE) to determine Next Steps
District 21 Plan DevelopmentUse the Self-Assessment to determine which areas are already in place and which areas need further development.
Spring 2008
Technical Assistance and Support for all Districts
Trainings:Tier 1 Feb 7 and Feb 14Tier 2 March 3 Tier 3 April 3Coaching Tier 1 Feb 20 and Feb 27 Tier 2 March 12 and March 14Tier 3 April 7 and April 10Additional RTI TrainingsSpecifics of Intervention (Rdg) K-5 March 19Specifics of Intervention (Rdg) 6-12 April 16Administrators Academy: RTI and the School Leader (target audience central office and principals) June 11
Fall 2008 toSpring 2009
Technical Assistance and Support for all Districts
Trainings will Cover:Overview of 3 TiersResearch-Based Assessments: Progress Monitoring and Universal ScreeningProblem SolvingResearch-Based InterventionsLeadership and Teaming in RTIParent Involvement
January 2009
Districts must submit their District RTI plans to ISBE
District 21 Finalized RTI Plan
Fall 2009 to Spring 2010
Technical Assistance and Support for all Districts
Trainings will Cover:Research-based Instructions and InterventionsCBM and Progress MonitoringThe use of RTI to make special education eligibility decisionsAdvanced Problem AnalysisELL implementationMiddle and High School implementation
Fall 2010 Districts must use RTI to make special education eligibility decisions
What is the Purpose, Team Membership, and Roles and Responsibilities of the different
teams? Grade Level Teams With Support
Coordinates Tier 2 services for at risk students in addition to larger grade-level or departmental issues.
Primary roles include using Problem Identification data to match intervention programs to individual student’s needs and review progress of students receiving Tier 2 supports.
Meeting frequency in Year 1 is once per week.
Grade Level Teams with SupportGrade Level Teams with SupportPurposePurpose
• Grade Level Teams: Organized around particular grade levels.
• Pathway Teams: Organized around multi-grade groupings of classes (i.e., a primary team for grades K-3, and intermediate team for grades 4-6).
• Unit or Departmental Teams: Organized around a physical unit or department of a school (e.g., Math Department).
• Building Teams: One team for all grades in a particular building.
Consider Different Problem Solving Team Models
Consider:◦ General Education Grade-Level Teachers – General Education Content Area Teachers – Special Education Personnel Providing Support◦ Representative of Remedial Program Providers (Title I, ELL) ◦ Targeted Personnel as Needed for Specific Tier 2 Students Not
Progressing (e.g., School Psychologist, Speech and Language)◦ Principal, As Needed ◦ Other
Grade Level Teams with SupportGrade Level Teams with SupportMembershipMembership
1. Align Students Needs With Tiers◦ Use Universal Screening Data to Determine Students’ Tier
Needs
◦ Deliver Tier 2 Interventions
2. Review Progress of Tier 2 Students◦ Monthly to Ensure Progress
◦ Minor Modifications to Tier 2 Interventions
Grade Level Teams with SupportGrade Level Teams with SupportRoles and Responsibilities Roles and Responsibilities
What is the Purpose, Team Membership, and Roles and Responsibilities of the different
teams? Individual Problem Solving Teams
The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)
RtI is NOTYour Father’s Oldsmobile
Coordinate and evaluate Tier 3 services for individual students with severe needs and for making special education decisions.
Primary roles include reviewing progress of students receiving Tier 3 interventions and completing individual student problem solving for those who are not benefiting from interventions supports.
Meeting frequency in Year 1 is once per week & individually scheduled special education meetings.
Individual Problem Solving Team Purpose
Consider:– Principal – Representatives of General Teachers– Representatives of Special Education Teachers– Related Services Staff (e.g., School Psychologist, Speech
and Language, School Counselor, Social Worker)– Representative of Remedial Program
Providers (Title I, ELL) Other– Student’s Parent(s) – Student (if appropriate) – Other Identified School Staff
Individual Problem Solving TeamsIndividual Problem Solving TeamsMembershipMembership
1. Review Progress of Tier 3 Students◦ Weekly to Ensure Progress◦ Modifications to Tier 3 Interventions
2. Individual Problem-Solving with Students Failing to Benefit from Intervention Supports
– Goal Setting and Progress Monitoring– Completing Problem Solving Tasks– Ensuring Fidelity of Interventions
3. Special Education Process and Procedures– SLD Determination Using RtI– Monitoring Progress toward IEP Goals
Individual Problem Solving TeamsIndividual Problem Solving TeamsSpecific Responsibilities Specific Responsibilities
LuckilyLuckily….Not all problems need to go through a ….Not all problems need to go through a individual problem solving team!individual problem solving team!
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KWA SPECIAL KWA
KSA SPECIAL KSA
KWP SPECIAL KWP
1C 1C
1F LIT BLOCK SPECIALS LIT BLOCK LUNCH Target Inter- MATH 1F
1S Timeventions 1S
1W 1W
2BA 2BA
2BR LIT BLOCK LANGUAGE LUNCH MATH Interventions SPECIALS 2BR
2D ARTS 2D
2G 2G
3A 3A
3B Interventions LIT BLOCK LUNCH SPECIALS MATH 3B
3BR 3BR
3C 3C
4B Anne 4B
4C MATH Betsy LIT BLOCK LUNCH SPECIALSINTERVENTIONS 4C
4M Interventions 4M
5G 5G
5P SPECIALS MATH INTERVENTIONS LUNCH LIT BLOCK Interventions 5P
5V 5V
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RE
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Sample of Master Schedule: May Watts
Intervention Block