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Miracle Worker

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Response to

Intervention

The Mauston High School Way

Discussion: Read the quote below:

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”

--Wright (2005)

Do you agree or disagree with this statement?

Why?

So…what do I need to know?Overview of RtIDefine RtIWhere did it come from and why we need itCore principlesCritical components of RtIWhere are we at in this processFutureWebsites

Definition RtI is the practice of (1) providing high-quality

instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.

The Wisconsin RtI Guiding Document outlines the state vision for RtI for all students. This document can be found on the DPI website.

The SLD rule (passed December 1, 2010) outlines special considerations of using a RtI system for the identification of specific learning disabilities.

Special considerations include the specificity of interventions and progress monitoring processes, the roles of team members, timelines, and other IDEA processes and procedures.

Wisconsin schools have until December 1st 2013 to move to a process of response to intervention for SLD identification.

RtI ModelsCreate Common Understanding

Administrative and staff support of a common vision

A commitment to professional development as it is a shift in thinking about identification of students

Continuous development of a consistent language

Must focus on curriculum REVIEW not rewrite

This is really a school improvement processCurriculum alignment leads to helping each

other in best practice instructional techniques and creating common assessment which assess what students learn

White Elephant in roomWhere is the time and support going to come from?

RtI Core Principles

Believe that we can effectively teach all childrenIntervene earlyUse a multi-tier model of service deliveryUse a problem-solving methodUse research-based, scientifically validated

interventions/instructionMonitor student progress to inform instructionUse data to make decisionsUse assessments for three different purposesAddress the needs of struggling and advanced

learners

Wisconsin’s Vision for RtI

9

RTI Models Where Did They Come From?

Bergan Consultation ModelDeno’s Problem Solving Model

Vaughn’s Three Tier Model

Tier ITier II

Tier III

How can a school restructure to support RTI?

The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level.

Universal intervention: Available to all studentsExample: Sustained Silent Reading – Least restrictive

Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Math and English Support classes, Guided Study Instruction ( Science Department )

Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services.Example: Special Education

Common ElementsSystemic process and frameworkImplementation of scientifically based

interventionsFrequent data collectionInstructional decision making based on

student performance

TiersTier One

General classroomDifferentiationCommon assessmentsUniversal screeners

Tier TwoFocused Guided

StudyTeam Teaching Math/English

Additional Courses

Tier ThreeIntervention Conference

This is after initial plan by Building Consultation Team 15 – 20 minutes in length – share strengths and weaknesses Placement in support classes in Math and EnglishMALANight SchoolSummer SchoolWisconsin Challenge Academy

Intervention Centralwww.interventioncentral.org

Please work at your table 5 minutes and 13 seconds to do

thisWhat do you think we already do?

How do we know it goes on in every classroom?

How do we know it works?

Essential Components of RtI Implementation

1. Multi-tier model2. Problem solving method3. An integrated data collection/assessment

system4. Scientific methods used by collaborative

teams5. A uniform policy from the top to the bottom

in a school district6. A commitment to time by a school district

THIS IS NOT A

COPY/PASTE IDEA.

One ExampleTigard High School

Loads of possibilites

FundamentallyDoing this will take patienceDoing this will take perseveranceIn doing this, we’ll make mistakes. And

fix them.Doing this will take courage.Doing this will take trust.Most importantly, doing this will require

leadership

Where we have been………Administrative team investigated

Each building is going to create a process A team will meet to being it

togetherTeams selected and modified

MHS – I met with Lori Mueller – Nov 2o10 – MSD- One of the best.

Where have we been….Team selected and then modified

Sent team of teachers to Marshall for follow up

Met as RTI leadership group in February

Mark Mueller – Marshall consultant met with team of teachers

Where have we been

Luke Heath, Jim Dillin, Ron Rasmussen, Joe Gast, Karen Hable, and Pam Bennett met July 11th for 7 hours to establish our working model

for this year.

In my research this past school year, Mauston is in the top 1/3 for implementation– maybe

higher.

Generic Steps for RTI caseUnder RTI, if a student is found to be

performing well below peers, the school will :Estimate the academic skill gapDetermine the likely reason for low

achievementUse scientifically based methods to improve

likelihood of success in the classroomMonitor academic achievementIf the student fails to respond to help, consider

a referal to special education.

Mauston’s PlanMHS will have two Building Consultation

Teams One team – Grades 9 and 11 One team – Grades 10 and 12

Teams are made up of Principal, Counselor, School Psychologist, English, Math, Special Education, Free Agents

9/ 11 Grades – Refer names to Karen H.( Fall ) Jim (Spring)

10/12 Grades –Jack ( Fall) and Joe (Spring)

So talking head guy……What kind of kid are we talking about

refering?Despite effort on the part of the student ,

continued low scores on common assessments

Not attendance or behavior issues

OK --- Mr. Answer Pants, then what?

1)First fill out referral form that suggests to the Building Consultation

Team your concerns 2)Once the team gets back to you, record

interventions3) Continue feedback and differentiated

instruction teaching youhave always done

Data ChecksMap for Grade 8 ( Incoming 9th grade )BCT Input – this is flexible – it has to be.Staff Observations from summative

assessmentsExplore and PlanWKCE

Sample Meeting

Assess Teacher ConcernsInventory Student Strengths and TalentsReview background/ Baseline dataSelect Target ConcernSet Academic GoalDesign PlanSelect Method of Progress MonitoringHow to create partnership with parentsReview progress

Role Play MeetingLeader will have an agenda for use of timeTeams wills meet every other week beginning

in three weeks so we have some initial observations

5 minutes will be given towards identification of intervention a student may need that is “easily identifiable. “

More than five minutes based on complex issues

The Future Address needs for social and behavioral

issuesContinue to train staff -- this is the priority Continue to look at schedule to assure Tier

Two can be utilized.The RTI team will meet once a month to

determine how this year is going and get as much input as staff is willing to suggest

ResourcesBig Ideas in Beginning Reading

www.reading.uroregon.edu

What Works Clearinghousewww.w-w-c.org

Intervention Centralwww.interventioncentral.org

ResourcesWisconsin RTI Center

www.wisconsinrticenter.org

Wisconsin RTI Summit 2009www.dpi.wi.gov/rti/summit09.html

Make it a priorityMake it a priority this year to find time to

recognize the HUNDREDS of good things that go on in this building.

I think this clip says it best………….

What does a teacher make?

Questions?