RtI /MTSS Updates and Reminders

Superintendent’s meetingDecember 4th, 2013

RtI/MTSS Updates and Reminders

RTI – Response to InterventionMTSS – Multi-Tiered System of Supports

RtI/MTSS in Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education.

Definitions and Vocabulary…

BCLUW CSD, Elementary Cedar Falls CSD, Cedar Heights Elementary East Marshal CSD, Elementary and Preschool Hampton-Dumont CSD, Southside Elementary Hubbard-Radcliff CSD, Elementary Mason City CSD, Harding Elementary, Lincoln

Intermediate, Roosevelt Elementary Cedar Valley Catholic School System, St.

Edward School

AEA 267’s Phase 1 Implementation Sites (Fall 2013)

Selection Process

RtI: Key ComponentsRobust Universal Instruction at Universal Tier (Content/Instruction)

Universal Screening (Assessment)

Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction)

Progress Monitoring (Assessment)

Data-Based Decision-Making (System)

December 2011, Iowa DE, Response to Intervention Guidance Document

CIA

Robust Universal Instruction in the Iowa Core/Early Learning Standards

Reverse Jeopardy – School Improvement for $500Question: How do we begin implementing RtI/MTSS processes?Answer: By establishing solid Universal Tier/core instruction.

RtI/MTSS is a proactive and preventive process

We cannot intervene our way out of a core instruction problem







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Critical Features of Universal Screening and Progress Monitoring AssessmentsAssessments Critical Features

Universal Screening

• Predictive of future academic success • Identify who is at-risk• Conducted at least three times a year • Used with All students• Brief to administer and score (5 – 15 minutes)

Progress Monitoring

• Rates of growth and level of performance • Conducted on a routine basis (weekly)• Used with students who are at-risk or identified as having a disability• Brief to administer and score (1 – 10 minutes)

7 • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

Phonemic Awareness – Onset Sounds and Word Segmenting

Phonics and Decoding – Letter Names, Letter Sounds and Nonsense Words

Word ID – Sight WordsRate with Connected Text – Sentence Reading

and Oral Reading FluencyConcepts of Print – Concepts of PrintComprehension – aReading Adaptive

Assessment

FAST: K-6 Universal Screening and Progress Monitoring Tools (Formative Assessment System for Teachers)

Oral Language: Picture NamingPhonological Analysis: Rhyming and First

SoundsAlphabetic Knowledge: Sound IdentificationComprehension: Which One Doesn’t Belong

IGDIs: Pre-K Universal Screening and Progress Monitoring Tools

(Individual Growth and Development Indicators)

Key Features of Iowa TIER(Tool for Innovation and Educational Results)

Accepts and displays universal screening and progress monitoring assessments and data

Supports tracking individual student interventions

Provides secure access to data at all levels – teacher, building, district, AEA, state


Screening Data – Grade view

Percent of Students Meeting Benchmark Goal

Intervention Tracking Example Report

Progress Monitoring Example Report







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Standard Treatment Approach(Coming Spring of 2014??)

Standard Treatment Protocol Research tells us what works – so why not start thereSimple rules for selecting students for interventions based

upon screening dataImplementation protocol to improve fidelitySimple rules (guide points) for examining progress and moving

students to more intensive or less intensive interventions if needed.

The standard protocols are intimately linked with PD effortsIowa will recommend that this approach be used for targeted

(tier 2) instruction.

Standard Treatment Approach(Coming Spring of 2014??)

Standard Treatment Protocol in Iowa – from a recent DE FAQ document

“A Standard Treatment Protocol (STP) would include a combination of skills such as decoding, fluency, spelling, vocabulary, and comprehension. The skills are bundled together across activities so students have multiple opportunities to practice the skills….

….Regardless of the specific area of need most students will make gains because the STP will cover multiple skills and bundles them together to provide meaningful opportunities to practice. This is in contrast to identifying one skill area and teaching it in isolation without connecting it to other skills”.

Identifying evidenced-based STP will be part of the work completed by the Iowa Reading Research Center







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Building Leadership Team Processes

MembershipInternal CoachData CoachContent SpecialistInstructional Leader – BuildingExternal Coach (AEA staff)

Training and ongoing support being facilitated by the DE(face to face training, coaches webinars, team meeting structures, knowledge base on TIER)


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Data Based Decision-Making -Collaborative Inquiry: “Asking the Right Questions at the Right Time”

Q1. Is the Universal Tier Sufficient

Q3. How will the Universal Tier needs be addressed?

Q2. If the Universal Tier is not sufficient, what are the needs that must be addressed?

Q4. How will the implementation of Universal Tier action be monitored over time?

Q5. Have Universal actions been effective?

1. Is the Universal Tier sufficient?

2. If the Universal Tier is not sufficient, what are the needs that must be addressed?

3. How will Universal Tier needs be addressed?

4. How will the implementation of the Universal Tier actions be monitored over time?

5. Have Universal Tier actions been effective?

Collaborative Inquiry Questions: Operationalizing RtI Practices- Universal Tier Instruction

Needs Assessmen

t

PlanningImplementation

Evaluation

6. Which students need support in addition to the Universal Tier?

7. Which of the Targeted and/or Intensive Tier options is needed to meet the needs of identified students?

8. How will the Targeted and/or Intensive Tier options be implemented?

9. How will the implementation of the Targeted and Intensive Tiers be monitored over time

10. Using the data and information, which students need changes to the Tiers they are receiving?

Collaborative Inquiry Questions: Operationalizing RtI Practices - Targeted /Intensive Tiers

Needs Assessmen

t

PlanningImplementation

Evaluation

Collaborative Inquiry Question # 1: Is the Universal Tier Sufficient?

Big Idea- Use data (Universal Screening data) to determine if universal tier instruction is meeting the needs of students and to begin identifying students who are at-risk for not meeting end of year outcomes

Connection with CIP - Needs Assessment

Universal Tier:Robust instruction

in the IELS & Iowa Core For All Students

Targeted Tier:Small group, targeted,

evidence-based instruction for some

students

Intensive Tier:Individualized, intensive,

evidence-based instruction for a few

students

~80-90% of Students

~5-10%

~1-5%

RtI

24http://www.youtube.com/watch?v=nkK1bT8ls0M

http://www.youtube.com/watch?v=nkK1bT8ls0M

Overall

Pre K Kdg 1st 2nd 3rd 4th 5th 6th0%

10%20%30%40%50%60%70%80%90%

100%

64%

35%

62%71% 70% 71%

53%65%

58%

Percent of students at or above benchmark

Preliminary Phase 1 State Results (Fall 2013)

Area ResultNumber of sites with overall results above 80%

6 out of approx. 89 sites (6.95%)

Range of percent of students on track across schools

29% to 89%

Average percent of students on track

63.66%

Preliminary Phase 1 State Results (Fall 2013)

State-Wide Needs Distribution (Phase 1 Schools – fall 2013)

7% 6 schools

60%53 Schools

33%29 Schools

% of schools needing no additional universal support

% of schools needing targeted universal support

% of schools needing intensive universal support

Collaborative Inquiry Question # 2: If Universal Tier is not sufficient, what are the needs that must be addressed?

Big Idea: Multiple sources of data are used to determine the root cause as to why universal tier is not sufficient.

Connection with CIP - Needs assessment

Words of Wisdom

Einstein is quoted as having said that if he had one hour to save the world he would spend fifty-five minutes defining the problem and only five minutes finding the solution.

This quote illustrates an important point: before jumping right into solving a problem, we should step back and invest time and effort to improve our understanding of it.

Q2 – If Universal Tier is not sufficient,

what are the needs that

must be addressed?

Universal Tier Triage

(coming 2014-15)

Enacted Curriculum

Instructional Time

Instructional Materials

and Practices

Collaboration

Assessment for Learning

Collaborative Inquiry - Question #2:Digging Deeper – K-6 Building Blocks

- Thematic Organizers - Desired Practices

Collaborative Inquiry – Question #2Digging Deeper – K-6 Leveled Questions

- What questions leading to Why questions and next steps - Progression of advances in practice (Level 1 questions will be focused on during the 2013-14 school year)

Building Block Level 1 Question**Instructional time Is there a protected, scheduled 60-120 daily

literacy block?Enacted and Learned Curriculum

Do administrators and teachers regularly engage in Professional Learning focused on the Iowa Core/Early Learning literacy standards?

Instructional Materials and Practices

Do all teachers have access to a comprehensive Universal/ELA materials for use school-wide?

Assessment for Learning Are teachers collecting daily evidence of student learning based on learning goals and success criteria?

Collaboration Are administrators, teaching staff and parents utilizing data to work as a collaborative team to promote positive individual outcomes?**Currently, there are up to 4 levels of questions developed for each building

block

Standard Treatment Protocol (tier 2)

Collaborative Inquiry for Question 2 – Levels 2, 3 and 4

Diagnostic Assessment Processes

Intensive intervention resources (tier 3)

Implementation monitoring

Next “roll out” phase

What is coming next???

Given the current emphasis on Universal Tier instruction (and at least initially away from the development of individual interventions), how might the RtI conversations in your district change?

How can we improve our conversations around Universal Tier content, instruction and assessment issues?

What data do we currently use to answer the question: Is our Universal Tier Sufficient? How could we get even better at using these data?

How do our staff currently use the “collaborative inquiry questions”? What could be done to make these questions become more central to our data-based decision-making discussions?

RtI/MTSS Questions to Consider????

Documents

RtI /MTSS Updates and Reminders