Implementing RtIImplementing RtIThe Chief Joseph StoryThe Chief Joseph Story

Do’s and Don’ts:  Using Do’s and Don’ts:  Using Assessment to Map a Plan Assessment to Map a Plan

for Success with RtIfor Success with RtI

Jon LobdellJon Lobdell

John MancinelliJohn Mancinelli

PurposePurpose

The purpose of this presentation is to The purpose of this presentation is to clarify your own vision through our clarify your own vision through our story.story.

AgendaAgenda

A Brief HistoryA Brief History– Where we startedWhere we started– Where we are nowWhere we are now

Applying the DataApplying the Data Do’s and Don’tsDo’s and Don’ts

– StructuresStructures– ProcessesProcesses– PeoplePeople

The Felt NeedThe Felt Need

Year FRLunch Sp Ed ELL StudentsYear FRLunch Sp Ed ELL Students

2004-2005 27.3% 13.9% 0.0% 2004-2005 27.3% 13.9% 0.0% 773 773

2005-2006 31.3% 16.4% 0.0% 2005-2006 31.3% 16.4% 0.0% 653 653

2006-2007 37.0% 15.1% 0.0% 2006-2007 37.0% 15.1% 0.0% 602 602

2007-2008 40.7% 12.7% 4.0% 678 2007-2008 40.7% 12.7% 4.0% 678

2008-2009 43.7% 10.5% 2.6% 7012008-2009 43.7% 10.5% 2.6% 701

Equity in District ProgramsEquity in District Programs

A Different Look

Closing the Differentiation GapClosing the Differentiation GapTypical ClassroomTypical Classroom

100%

20%

Special Ed/Resource Room

Tiered ClassroomHiCapTop 5%

Tier I> 40%

Tier II> 20%

Tier III< 20%

Original Concept SketchOriginal Concept Sketch

Take inventory of your current Take inventory of your current system…system…

The easy transition in definition of Tier 1, 2 or 3 students was:

Orange = Tier 1 = HicapBlue & Green = Tier 1 = BenchmarkYellow = Tier 2 = StrategicRed = Tier 3 = Intensive

In addition, we brought the color scheme with the terminology as well.

Take inventory of your current Take inventory of your current system…system…

Richland has been using NWEA Measurement of Academic Progress for a number of years. Staff were already well versed and understood the relationship between RIT score and student learning (Descarte).

Putting the Pieces TogetherPutting the Pieces Together

Customer Service Comment CardCustomer Service Comment Card Grouping of studentsGrouping of students Identifying the needsIdentifying the needs Building the scheduleBuilding the schedule What have we gotten ourselves into?What have we gotten ourselves into? Now how do we do this?Now how do we do this? Wow, that was cool.Wow, that was cool. Now how do we make it better?Now how do we make it better?

Doctrinal RtI ModelDoctrinal RtI Model

CJMS RtI ModelCJMS RtI Model

The Economics of it all…The Economics of it all…

LevelQty

StudentsClass Size

Raw Sections Needed

HC 15 30 .5

Tier 1 113 30 3.76

Tier 2 32 22 1.45

Tier 3 123 15 8.2

How do you maintain a program?

13.91 per core

Traditional Method283/25 = 11.32 Sections

Initial Master ScheduleInitial Master Schedule6th Grade Team - Model A

Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

Teacher A LA SS E/PE RP LA SS

Teacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MA

Teacher D SC SC E/PE E/PE SC SC

Teacher E LA SS E/PE E/PE LA SS

Teacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MAT3 Reading Specialist LA SS

Many Singletons

causing bottlenecks

Low Flexibility for student movement

One team gets hit with many IEP,

MDT, Parent meetings and the

other team doesn’t.

Current Master ScheduleCurrent Master Schedule6th Grade Team - Model C

Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6Teacher A LA SS E/PE RP LA SSTeacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MATeacher D SC SC E/PE E/PE SC SCTeacher E LA SS E/PE E/PE LA SSTeacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MAT3 Reading Specialist LA SS

Taking InventoryTaking Inventory• The marriage of curriculum, logistics and assessments• Data based decisions become very intensive so plan on

• Single point of reference for data• A way to manage your data so that multiple people can have access• Train staff to access and use the data for decision making

CurriculumCurriculum

• Reading and Math Core• Tier II intervention• Tier III intervention• The time - frequency and duration

AssessmentAssessment

• Questions• When do you retest a student?• How do we identify students that need intervention?

• The 4 types of learners• It’s all about the trend

• How do we know who’s ready to be promoted?• What do we do with the ‘bubble’ students?• How much growth is enough?

Student Learner TypesStudent Learner TypesBelow Standard Meets Standard

Hi Skills •Can be successful•Inconsistent•Adapts•Not resilient•Frustration

•Successful in traditional classes.•Adapts•Resilient to challenges

Lo Skills •Not successful in traditional classes•Not resilient•High frustration

•Inconsistent success•Adapts•Resilient

When do you retest?When do you retest?

Don’t kid yourself, it’s not just Don’t kid yourself, it’s not just the ‘low’ students…the ‘low’ students…

What do we do with this?What do we do with this?

What is Success?What is Success?

Year One: StructuresYear One: Structures

DoDo RtI – It is effectiveRtI – It is effective Talk about doctrine vs. Talk about doctrine vs.

realityreality Blend SpEd and BEA Blend SpEd and BEA

funds to support funds to support interventions in Tier III interventions in Tier III classesclasses

Recognize that there Recognize that there is a cost increase in is a cost increase in staffingstaffing

Don’tDon’t Implement Implement

interventions in a tiered interventions in a tiered program until you have program until you have the curriculum to the curriculum to support itsupport it

Limit the flexibility that Limit the flexibility that you have to move you have to move students between tiersstudents between tiers

Year One: ProcessesYear One: Processes

DoDo Develop your general Develop your general

screenersscreeners Identify benchmark Identify benchmark

and your cut scores on and your cut scores on your assessmentsyour assessments

Don’tDon’t Rely on non-normed Rely on non-normed

datadata Create a structure that Create a structure that

does not permit does not permit flexibilityflexibility

Use “opinion” based Use “opinion” based placementplacement

Year One: PeopleYear One: People

DoDo Keep parents informed Keep parents informed

early and oftenearly and often Educate your staff Educate your staff

about RtI and your about RtI and your modelmodel

Know the difference Know the difference between doctrine and between doctrine and realityreality

Use blended funding Use blended funding modelmodel

Don’tDon’t Wait – the bigger risk Wait – the bigger risk

is kids continuing to is kids continuing to fall behindfall behind

Place your Place your expectations on one or expectations on one or two people – share the two people – share the wealth!wealth!

Year Two: StructuresYear Two: Structures

DoDo Recognize the Recognize the

difference in difference in elementary and elementary and secondary assessment secondary assessment toolstools

Don’tDon’t Assume that you will Assume that you will

get it right the first get it right the first timetime

Year Two: ProcessesYear Two: Processes

DoDo Use formative Use formative

classroom based classroom based assessmentsassessments

Recognize the value of Recognize the value of trend data and growth trend data and growth rate vs. single points rate vs. single points of dataof data

Be consistent in Be consistent in progress monitoringprogress monitoring

Don’tDon’t Rely on a single point Rely on a single point

of data to make a of data to make a decisiondecision

Use comprehensive Use comprehensive assessments as assessments as screeners screeners (MSP/WASL/ITBS)(MSP/WASL/ITBS)

Year Two: PeopleYear Two: People

DoDo Learn about the Learn about the

components of literacy components of literacy and numeracyand numeracy

Don’tDon’t Think RtI will answer Think RtI will answer

all of your questions or all of your questions or solve all of your solve all of your problemsproblems

Year Three: StructuresYear Three: Structures

DoDo Develop Core (Tier I) Develop Core (Tier I)

Curriculum and Power Curriculum and Power StandardsStandards

Develop Common Develop Common AssessmentsAssessments

Don’tDon’t Rely on tiers without Rely on tiers without

maintaining maintaining differentiation at all differentiation at all levelslevels

Let RtI tiers become a Let RtI tiers become a “place”“place”

Year Three: ProcessesYear Three: Processes

DoDo Include behavioral Include behavioral

analysis and analysis and interventions as part interventions as part of academic of academic assessmentassessment

Don’tDon’t Use screeners to drive Use screeners to drive

instructioninstruction Don’t feel like you Don’t feel like you

need to buy need to buy commercial commercial assessment toolsassessment tools

Year Three: PeopleYear Three: People

DoDo Continue to conduct Continue to conduct

staff development staff development about RtIabout RtI

Develop a PLC Develop a PLC structure that is structure that is focused on student focused on student learninglearning

Don’tDon’t Assume everybody Assume everybody

knows what the knows what the lessons that we have lessons that we have learned over timelearned over time

Looking at the resultsLooking at the results

References/Further StudyReferences/Further Study OrRTI - OrRTI - Oregon Response to InterventionOregon Response to Intervention — — TigardTigard-Tualatin -Tualatin

School DistrictSchool Districtwww.ttsd.k12.or.us/district/student-services/orrti

OSPI RtI - OSPI RtI - www.k12.wa.us/RTI/ Foundational Book on All Things RtI: Foundational Book on All Things RtI:

– Pyramid Response to InterventionPyramid Response to Intervention, by Buffum, Mattos, , by Buffum, Mattos, WeberWeber

Nuts & Bolts of RtI Realities: Nuts & Bolts of RtI Realities: – Whatever It TakesWhatever It Takes, by DuFour, DuFour, Eaker, Karhanek, by DuFour, DuFour, Eaker, Karhanek

Purposeful Goals & Objectives:Purposeful Goals & Objectives:– Designing & Teaching Learning Goals & ObjectivesDesigning & Teaching Learning Goals & Objectives by by

MarzanoMarzano

Contact InformationContact Information

Jon LobdellJon Lobdell

Jon.Lobdell@rsd.edu

(509) 967-6403(509) 967-6403

John MancinelliJohn Mancinelli

John.Mancinelli@rsd.edu

(509) 967-6404(509) 967-6404

Chief Joseph Middle SchoolChief Joseph Middle School

504 Wilson Street504 Wilson Street

Richland, WA 99352Richland, WA 99352