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RTI: Response-
RTI: Response-
To-Instruction
To-Instruction
Madison Elementary School
Madison Elementary School
Three PhasesThree Phases Three PhasesThree Phases
• Consensus Building (Commitment)Consensus Building (Commitment)
• Infrastructure Infrastructure
DevelopmentDevelopment
• Implementation Implementation
CONSENSUS
Consensus Is…Consensus Is…
derived from Latin roots meaning derived from Latin roots meaning
““shared thought”shared thought”
a process for group decision-makinga process for group decision-making
a gathering and synthesis of ideas a gathering and synthesis of ideas
arriving at a final decision acceptable to arriving at a final decision acceptable to allall
achieving better solutionsachieving better solutions
Consensus BuildingConsensus Building
Objectives for Schools:Objectives for Schools: Schools have times and support available Schools have times and support available
to build consensusto build consensus
Schools need access to consensus building Schools need access to consensus building toolstools
Schools understand the process and Schools understand the process and importance of building consensus before importance of building consensus before moving forward with infrastructure building moving forward with infrastructure building and implementationand implementation
NASDSE
Effective Consensus ProcessEffective Consensus Process
All group members contribute - All group members contribute - everyone’s opinions are voiced, everyone’s opinions are voiced, heard and encouragedheard and encouraged
Differences are viewed as helpfulDifferences are viewed as helpful
Everyone agrees not to sabotage Everyone agrees not to sabotage the action or decision made by the action or decision made by the groupthe group
Members agree to take Members agree to take responsibility for implementation responsibility for implementation
I believe the group has heard me; andI can actively support the group's decision as the best possible at this time, even if it is not my first choice.
Achieving ConsensusFROM:
• Why do I have to do it this way?• Why do we have to go through all
this change?• Who dropped the ball?• Why can’t they communicate
better?• Who’s going to solve that problem?• How do you expect me to do my job
when I have to do everyone else’s?• Am I going to have a job?• Where is the box?
Achieving ConsensusTO:“What” or “How” and should include
“I”1. How can I become better at doing things in
this way?2. What role will I create for myself in this
process of change?3. How can I improve the communication
events in which I participate?4. How can I grow in my job performance as I
collaborate with others?5. How can I improve outcomes for students?
Consensus does NOT mean:Consensus does NOT mean:A unanimous voteA unanimous voteA majority voteA majority voteResult is everyone’s first Result is everyone’s first choice choice
Everyone agreesEveryone agreesConflict or resistance will be Conflict or resistance will be overcome immediately overcome immediately
Consensus-Building Consensus-Building Tools At-A-GlanceTools At-A-Glance
1.1.Building Consensus (Fist-to-Building Consensus (Fist-to-Five)Five)
• Process/steps to reach consensus- GenericProcess/steps to reach consensus- Generic
1.1.Managing Complex ChangeManaging Complex Change• Tool to begin addressingTool to begin addressing
elements of complex changeelements of complex change
2.2.Shared RtI Vision: PATHShared RtI Vision: PATH• Multiple options to accomplish this Multiple options to accomplish this
goal:goal: Initial DevelopmentInitial Development On-going CommitmentOn-going Commitment
Change is
Hard
Change is
Hard
fo
r Som
efo
r Som
e
Managing Complex ChangeManaging Complex Change
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
Consensus-Building Tool #3
Managing Complex ChangeManaging Complex Change
= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
+ + + +Skills Incentives Resources Action Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
Adapted from Knoster, T.
Anxiety
Resistance
False Starts
Frustration
Consensus-Building Tool #3
Consensus-Building ToolsConsensus-Building Tools
1.1. Building Consensus Building Consensus
2.2. Managing Complex ChangeManaging Complex Change
3.3.Shared RTI VisionShared RTI Vision
• Multiple options to accomplish this Multiple options to accomplish this goalgoal
• PATHPATH
RtI Vision: PATHRtI Vision: PATH
PATH Allows BLT Teams to:PATH Allows BLT Teams to:◦ Focus on the “desired state of affairs that Focus on the “desired state of affairs that
induces commitment among those working induces commitment among those working in the organization”in the organization”
• Make a commitment that change will be Make a commitment that change will be accomplishedaccomplished
• Develop an action plan of steps that need to Develop an action plan of steps that need to take place in order to insure changetake place in order to insure change
PATH is Not:PATH is Not:• The answer to all problemsThe answer to all problems• A quick fix solution to complex human and/or A quick fix solution to complex human and/or
organizational problemsorganizational problems
QuestionQuestion
Has your team engaged in RtI related Has your team engaged in RtI related visioning activities (time to think, visioning activities (time to think, interact and dream together about the interact and dream together about the desired state) prior to today?desired state) prior to today?IF NO, put that
in your action plan!
FALSE STARTS
Managing Complex ChangeManaging Complex ChangeConsensus-Building Tool #3
Vision Skills
Incentives ResourcesActionPlans+ +
++
MES
MES
Mis
sion
Mis
sion
Sta
tem
ent
Sta
tem
ent
Our vision for RTI is that
Our vision for RTI is that
all students can achieve
all students can achieve
with the right supports.
with the right supports.
We will work together as
We will work together as
a whole school to create
a whole school to create
a systematic framework
a systematic framework
of providing high quality
of providing high quality
instruction and
instruction and intervention matched to
intervention matched to
student needs. We will
student needs. We will
use scientific-research
use scientific-research
based programs and valid
based programs and valid
and reliable assessments.
and reliable assessments.
Ongoing professional
Ongoing professional
development and
development and leadership will be
leadership will be
provided to ensure the
provided to ensure the
success of our students.
success of our students.
July 8, 2009July 8, 2009
Three PhasesThree Phases
◦Consensus Building Consensus Building (Commitment)(Commitment)
◦Infrastructure Infrastructure DevelopmentDevelopment
◦ImplementationImplementation
InfrastructureInfrastructureStaffingStaffing
Training and Professional DevelopmentTraining and Professional Development
SchedulingScheduling
Data Collection and Record KeepingData Collection and Record Keeping
Decision-making ProcessDecision-making Process
Universal Screening and Progress Universal Screening and Progress MonitoringMonitoring
Evaluation and FidelityEvaluation and Fidelity
On-going Improvement ModelOn-going Improvement Model
Essential ComponentsEssential Components
Infr
ast
ruct
ure
Infr
ast
ruct
ure
B
uild
ing
Build
ing
Objectives for Objectives for Schools:Schools: Schools identify and Schools identify and
appoint a building appoint a building leadership teamleadership team
Leadership teams receive Leadership teams receive appropriate training and appropriate training and skill development to lead skill development to lead the RtI Initiativethe RtI Initiative
The building works The building works systematically through the systematically through the guiding questionsguiding questions and and build the RtI infrastructure build the RtI infrastructure along the wayalong the way
NASDSE
BLT: Roles/SkillsBLT: Roles/Skills There are more skills required to do There are more skills required to do
this work than any one person alone this work than any one person alone can provide. can provide.
As a team you will fill the needed As a team you will fill the needed roles/skills.roles/skills.
It is helpful to talk about them and It is helpful to talk about them and understand who is going to do what.understand who is going to do what.
One person may fill multiple roles. One person may fill multiple roles. Roles may be filled by multiple people.Roles may be filled by multiple people.
Team
Mem
bers
Team
Mem
bers
Ann Bartlett
Ann BartlettNurseNurse Christine Zimmer
Christine ZimmerGrade 1Grade 1 Karen Coyle
Karen CoyleGrade 2Grade 2 Brian Ernest
Brian ErnestAdministration
Administration Linda Haver
Linda Haver
Special Special
EducationEducation Mary Pat Devine SAU 13
Mary Pat Devine SAU 13
Psychologist
Psychologist Donna McDougal SAU 13
Donna McDougal SAU 13
ConsultantConsultant Pat Kehoe SAU 13 Sp. Ed.
Pat Kehoe SAU 13 Sp. Ed.
DirectorDirector Ali Janowicz
Ali Janowicz
GuidanceGuidance
Pam BeckPam Beck
Reading
Reading
SpecialistSpecialist
Imple
menta
tion
Imple
menta
tion
Year
1Ye
ar
1
Formation of the RTI
Formation of the RTI
School-wide Team
School-wide TeamConsensus Building
Consensus BuildingMission
Mission Statement/Belief
Statement/Belief SystemSystemTraining and PD
Training and PD NHDOE Cohort 1 2009
NHDOE Cohort 1 2009Begin the application
Begin the application
of data-based decision-
of data-based decision-
making principles
making principles
7 G
uid
ing
7 G
uid
ing
Prin
ciple
sPr
inci
ple
s
ALL students are part of ONE proactive
ALL students are part of ONE proactive
educational system.
educational system. Scientific, research-based/ evidence-based
Scientific, research-based/ evidence-based
instruction is used.
instruction is used. Instructionally relevant, valid and reliable
Instructionally relevant, valid and reliable
assessments serve different purposes.
assessments serve different purposes.
A systematic, collaborative method is used
A systematic, collaborative method is used
to base decisions on a continuum of student
to base decisions on a continuum of student
needs.needs. Data guide instructional decisions.
Data guide instructional decisions.
Staff receive professional development,
Staff receive professional development,
follow-up modeling, and coaching to ensure
follow-up modeling, and coaching to ensure
effectiveness and fidelity at all levels of
effectiveness and fidelity at all levels of
instruction. instruction. Leadership is vital
Leadership is vital
Adapted from Heartland (Iowa) Area Education Agency
Adapted from Heartland (Iowa) Area Education Agency
Objectives for Schools
Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).
Scheduled dates are identified for decision-making about students’ instruction
Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction.
Successes, no matter how small, are celebrated by all involved.
A project-level evaluation plan is created and put in place. Data are collected over time.
Objectives for Schools
Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring).
Scheduled dates are identified for decision-making about students’ instruction
Sufficient expertise is available to assist the school in making data-based decisions about students’ instruction.
Successes, no matter how small, are celebrated by all involved.
A project-level evaluation plan is created and put in place. Data are collected over time.
Proce
ssPr
oce
ss
Team Building
Team BuildingConsensusConsensusInfrastructure
InfrastructureImplementation
ImplementationSustainability
SustainabilityEvaluationEvaluationAction Plans
Action Plans
Imple
menta
tion
Imple
menta
tion
Year
2Ye
ar
2
School-wide RTI
School-wide RTI Coordinator
CoordinatorRenewed Commitment
Renewed Commitment
to Excellence
to ExcellenceOn-going PD provided by
On-going PD provided by
the DOEthe DOEFocus on Strengthening
Focus on Strengthening
the CORE!!!
the CORE!!!Improve Efficiency of
Improve Efficiency of
Data Meetings
Data MeetingsIntegration of Special
Integration of Special
Education/RTI
Education/RTIIntegration of the PBIS
Integration of the PBIS
ModelModel
Imple
menta
tion
Imple
menta
tion
Year
3Ye
ar
3
Where are we Now!
Where are we Now!What has changed ?
What has changed ? Sustainability
Sustainability
Available Resources
Available Resources
What’
s N
ew
!
What’
s N
ew
!
NH is one of 9 states
NH is one of 9 states
selected by the
selected by the National Center on
National Center on Response to Instruction
Response to Instruction
NCRTI to be part of the
NCRTI to be part of the
Pilot Program
Pilot ProgramMadison is one of 6
Madison is one of 6 schools in NH to be
schools in NH to be selected as a Pilot
selected as a Pilot School.School.Research, Terminology
Research, Terminology
New
This
Year
New
This
Year
•Training and Support from
Training and Support from
the DOE and NCRTI (Approved
the DOE and NCRTI (Approved
Pilot Site June 2011)
Pilot Site June 2011)•Scheduling Changes for
Scheduling Changes for
Tertiary (Tier 3)
Tertiary (Tier 3)•Before and After School
Before and After School
Interventions and Supports
Interventions and Supports
through Title 1 and 21C
through Title 1 and 21C•Terminology
Terminology
TerminologyTerminology
• Primary (Tier I)Primary (Tier I): This represents the core : This represents the core instructional group. When adequately instructional group. When adequately differentiated instruction is applied 80 - 90% of differentiated instruction is applied 80 - 90% of these students will achieve established these students will achieve established benchmarks. Assessments occur 3 times per year. benchmarks. Assessments occur 3 times per year.
• Secondary (Tier II)Secondary (Tier II): More intensive services and : More intensive services and interventions, usually in small groups and are interventions, usually in small groups and are provided in addition to general instruction. Bi-provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 researched-based interventions last typically 6-10 weeks.weeks.
• Tertiary (Tier III)Tertiary (Tier III): for students who do not : for students who do not adequately respond to targeted Tier II adequately respond to targeted Tier II interventions. Eligibility for special education interventions. Eligibility for special education services under IDEA would be considered. services under IDEA would be considered. Additional testing may be warranted and students Additional testing may be warranted and students would receive individualized , intensive, would receive individualized , intensive, interventions targeted to specific skill deficits.interventions targeted to specific skill deficits.
Support
sSupport
s
Site Visitations from
Site Visitations from
DOE, NCRTI
DOE, NCRTI Cohort Supports from 6
Cohort Supports from 6
NH SchoolsNH Schools PLC’s held monthly at
PLC’s held monthly at
the DOEthe DOE Training Modules from
Training Modules from
the NCRTIthe NCRTI Increased Support in
Increased Support in
Core Instruction: DI,
Core Instruction: DI,
Peer Coaching from the
Peer Coaching from the
New England
New England Comprehensive Center
Comprehensive Center
Team
Mem
bers
Team
Mem
bers
• Brian Ernest - Principal
Brian Ernest - Principal
• Christine Zimmer - RTI
Christine Zimmer - RTI
Coordinator
Coordinator• Pam Beck - Reading
Pam Beck - Reading SpecialistSpecialist• Ali Janowicz – Guidance
Ali Janowicz – Guidance
• Linda Haver – Special
Linda Haver – Special
EducationEducation• Karen Coyle – Grade 2
Karen Coyle – Grade 2
Loca
l Support
Loca
l Support
• Increased Staffing: We now
Increased Staffing: We now
have in place a full-time RTI
have in place a full-time RTI
Coordinator, .5 HQT, 3 full-
Coordinator, .5 HQT, 3 full-
time Paraprofessionals.
time Paraprofessionals.
• Programs: Mini Mustangs PM
Programs: Mini Mustangs PM
Kindergarten for students
Kindergarten for students
struggling in math/reading.
struggling in math/reading.
• Before and afterschool
Before and afterschool
supports for students
supports for students
including transportation
including transportation
• PD funding at the district
PD funding at the district
levellevel• Supplies, Equipment, and
Supplies, Equipment, and
technology funding from
technology funding from
local budget resources
local budget resources
FOC
US Y
ear
3
FOC
US Y
ear
3
Increased Technical
Increased Technical Assistance from the DOE and
Assistance from the DOE and
NCRTINCRTI Strengthen Core Instruction
Strengthen Core Instruction
Incorporate the Behavior
Incorporate the Behavior
ComponentComponent Increased PD
Increased PD Improve Data Analysis,
Improve Data Analysis,
Progress Monitoring ,
Progress Monitoring ,
Reporting Reporting Fidelity Monitoring
Fidelity Monitoring Streamline Data Meetings
Streamline Data Meetings
(Efficiency)(Efficiency) Increase Staff and Supports
Increase Staff and Supports
MES Y
ear
4M
ES Y
ear
4
Continued Trainings and
Continued Trainings and
Supports from the DOE, NCRTI
Supports from the DOE, NCRTI
Reduction in Staffing
Reduction in Staffing
Re-Designed Schedules for
Re-Designed Schedules for
Data Meetings , Testing and PD
Data Meetings , Testing and PD
(Common Calendar)
(Common Calendar)
Adjustments in Assessment
Adjustments in Assessment
Tools for Screening and
Tools for Screening and
Progress Monitoring (Star
Progress Monitoring (Star
Math,)Math,) Addition of Diagnostic Tools for
Addition of Diagnostic Tools for
“Digging Deeper” Key Math,
“Digging Deeper” Key Math,
DIBELS DEEP
DIBELS DEEP Inclusion of the Behavior
Inclusion of the Behavior
Component and SST
Component and SST Reflection and Action Planning
Reflection and Action Planning
for the RTI Leadership Team to
for the RTI Leadership Team to
complete the process of
complete the process of
becoming a Demonstration Site
becoming a Demonstration Site
CHALLENGESS
cheduling, Calendar
F
idelity Monitoring
B
ehavior Component
B
lending of Services, Special Education/RTI
R
educed Staffing
H
onoring District Initiatives
P
ublic Relations
Resources
ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell
Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege
RTI Tackles Reading featuring Karen Norlander, Esq. (DVD) RTI: The Classroom Connection for Literacy by Karen A.
Kemp & Mary Ann Eaton RTI Toolkit: A Practical Guide for Schools by Jim Wright Power of RTI: Classroom Management Strategies K-6
featuring Jim Wright (DVD) RTI Data Collection Forms & Organizer: Classroom Starter
Kit by Jim Wright RTI: The Classroom Connection for Math and Literacy by
Karen A. Kemp, Mary Ann Eaton, & Sharon Poole
Web Links
http://www.ed.state.nh.us/education/programs/ResponsetoInterventionRTI.htm
http://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdf
http://nhrti.pbworks.com/
http://www.rti4success.org/