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The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Overview: Reviewing Your Selected and Intensive Levels of Support
Facilitated by:Sara Summ & Kao Moua Her
Regional Technical Assistance CoordinatorsLeslie Connors
Principal – Franklin Elementary August 19, 2014
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Participant Outcomes
• Understand the essential components of Selected and Intensive levels of support
• Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels
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Wisconsin’s Framework for RtI
Overview of Wisconsin’s RtI Framework
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Response to Intervention
Is what?
An organizational frameworkthat
guides implementation of a culturally responsive
multi-level system of support Does what?
toachieve academic and
behavioral successfor all
For what?
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http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
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CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture.
i.e., the students and community
your school serves
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Multi-Level System of Support
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Balanced Assessment
Universal PLUSProgress
monitoring
Formative, benchmark &
summative assessments
Universal PLUSProgress
monitoring
Collaboration
Universal PLUSCollaboration
Regular ongoing
collaboration
Universal PLUSProblem-
solving team
Instruction
Universal PLUSIntervention or add’l challenge
High quality instruction
Universal PLUSIntervention
(well below)or
IN LIEU OF Universal (well above)
College & Career Readiness Outcome
Wellbelow or above
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Universal Level: Instruction, Assessments, & CollaborationProvided for and about all students in the school Also referred to as core or tier one
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UNIVERSAL LEVEL OF SUPPORT
Ongoing team collaborationData drivenGuided by protocolsCultural competenceFamily engagement
Driven by CCR/CCSSResearch-based practicesDifferentiatedCulturally responsiveFidelity implementation
Screening processSummative, benchmark, and formative assessmentsMultiple measuresCulturally relevantFidelity implementation
Balanced Assessment
High Quality Instruction
Collaboration
Culturally Responsive Practices
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UNIVERSAL LEVEL OF SUPPORT All learners have
access to Universal level of support
Goal = 100% proficiency with grade level standards/College and Career Readiness
RtI premise: In a healthy system, 80-90% of students’ needs can be met by Universal supports alone
Balanced Assessment
High Quality Instruction
CollaborationCulturally
Responsive Practices
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Selected Level: Instruction, Assessment, & Collaboration
Provided for and about students:With moderate learning needsAbove or below benchmarksIn addition to universal
Also referred to as Tier 2, supplementary, secondary
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SELECTED LEVEL OF SUPPORT
Regular collaborationGuided by protocolsContent area expertiseCultural competenceStudent and family engagement
Driven by CCR/CCSSMenu of evidence-based interventions and add’l challengesCulturally responsive
Digging deeper Progress monitoringMultiple measuresCultural relevanceStudent and family engagement
Balanced Assessment
High Quality Instruction
Collaboration Culturally Responsive Practices
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SELECTED LEVEL OF SUPPORT
Provided in addition to the Universal level of support
Think “groups” and common needs above and beyond the Universal reach
RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level
Below benchmark: Goal is success at the Universal
Above: Goal is accelerated growth
Balanced Assessment
High Quality Instruction
Collaboration
Culturally Responsive Practices
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Intensive Level: Instruction, Assessment, & CollaborationProvided for and about students:•With significant learning needs•Well below or well above benchmarks•In addition to (below) or may be in lieu of (well above) universalAlso referred to as Tier 3, targeted, tertiary
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INTENSIVE LEVEL OF SUPPORT
Frequent collaborationHigh level of expertiseGuided by protocolsCultural competenceStudent, family, community engagement
Highly focused interventions and additional challengesDriven by CCR/CCSSHigh level of expertiseCulturally responsive
Digging deeper and diagnostic Frequent progress monitoringMultiple measuresCultural relevanceStudent and family engagement
Balanced Assessment
High Quality Instruction
Collaboration Culturally Responsive Practices
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INTENSIVE LEVEL OF SUPPORT
Think “individualized” and integratedRtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level
Below benchmark:• Provided in addition to
the Universal level of support
• Goal is success at the Universal
Above benchmark: • Provided in lieu of the
Universal level of support
• Goal is accelerated growth
Balanced Assessment
High Quality Instruction
Collaboration
Culturally Responsive Practices
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Squares with your thinking
New idea or way of thinking
Still a conflicting concept for you
Reflection: Think, Pair, Share
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Plan logisticsThen, at the start of each school year:
Evaluate and refine the process
At the end of each school year:
CU
LTU
RA
L CO
MP
ET
EN
CE
CO
LLA
BO
RA
TIO
N
Multiple times throughout each school year: Screen students
and organize data
Review data and set goals
Dig deeperMatch supports to needs
Monitor progress and adjust accordingly
WH
ILE D
EM
ON
STR
AT
INGA
CC
OM
PLI
SH T
HR
OU
GH
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and Additional
Challenges
Before beginning to collect data, first establish:
Handout
Creating and Sustaining Selected and Intensive Levels of Support
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Franklin Elementary School Multi-Level System of Support
Building Our Future...One Child at a Time
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About Franklin
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Need for Action
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Encouraging Results
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Creating and Sustaining Selected and Intensive Levels of Support
Plan logisticsThen, at the start of each school year
Evaluate and refine the process
Ongoing Process
CU
LTU
RA
L C
OM
PE
TE
NC
EC
OL
LA
BO
RA
TIO
N
Multiple times throughout each school year Screen students
and organize data
Review data and set goals
Dig deeperMatch needs to supports
Monitor progress and adjust accordingly
WH
ILE D
EM
ON
STR
AT
INGA
CC
OM
PLI
SH T
HR
OU
GH
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and additional
challenges
Before beginning to collect data, first establish
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Developing Cultural Competence
“Seeds are only as good as the soil in which they are planted; likewise; school
structures and practices are only as good as the
climate/culture in which they are implemented.”
Anthony MuhammadThe Will to Lead, The Skill to Teach
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Our Vision Drives our System and Practices
The school expectation is that all students must be successful academically and behaviorally.
Every child - - no matter who they are - - learns
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Examples in
Action!
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Creating and Sustaining Selected and Intensive Levels of Support
Plan logisticsThen, at the start of each school year
Evaluate and refine the process
Ongoing Process
CU
LTU
RA
L C
OM
PE
TE
NC
EC
OL
LA
BO
RA
TIO
N
Multiple times throughout each school year Screen students
and organize data
Review data and set goals
Dig deeperMatch needs to supports
Monitor progress and adjust accordingly
WH
ILE D
EM
ON
STR
AT
INGA
CC
OM
PLI
SH T
HR
OU
GH
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and additional
challenges
Before beginning to collect data, first establish
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“We all have a hand in making Franklin a great school.”
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Wisconsin’s Vision for RtI
http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
• Structures to regularly review, analyze, and act on student data and adult practices
• Cultural competence
• Student and family engagement
• Multiple types of measures: quantitative and qualitative
• Student and implementation data
• Screening and progress monitoring
• Culturally relevant
• Student and family engagement
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Essential Elements for Successful Team Collaboration
Schedule times to collaborate and decide on an agenda before meetingTeams based on trustEstablish group normsHold each other accountableShift thinking from “my students” to “our students”Divide responsibilities and meet deadlines
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Staff Collaborative Team ScheduleMondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetingsTuesdays – professional development on the week’s focus Wednesdays – analysis of student workThursdays – designing instruction and assessments
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Creating and Sustaining Selected and Intensive Levels of Support
Plan logisticsThen, at the start of each school year
Evaluate and refine the process
Ongoing Process
CU
LTU
RA
L C
OM
PE
TE
NC
EC
OL
LA
BO
RA
TIO
N
Multiple times throughout each school year Screen students
and organize data
Review data and set goals
Dig deeperMatch needs to supports
Monitor progress and adjust accordingly
WH
ILE D
EM
ON
STR
AT
INGA
CC
OM
PLI
SH T
HR
OU
GH
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and additional
challenges
Before beginning to collect data, first establish
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http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
• Based on CCSS • Research- and evidence-based practices• Engaging• Differentiated• Culturally responsive
Wisconsin’s Vision for RtI
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Continuum of Supports
*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics
Tier 3More than a year behind,
gaps and misconceptions
from many years
Tier 2Gaps and
misconceptions disrupt
participation
Urgent Care Keeps up
ThrivesTier 1 ½ Excels
Tier 2GCTYears ahead
In addition to Instead of
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and additional challenges
Before beginning to collect data, first establish
Tier 1
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Tier 175 minute blockInclusive, team teachingTechnology-enhanced personalized learningDifferentiated Use balanced instructional model:
•shared large group learning, •small guided groups, •and workshop experiences that
engage students through rigorous collaborative and independent practice using a variety of venues
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Tier 1 Mathematics
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Urgent Care – Tier 1 Double DosingExamplesStudent A
Area of Need – Number sense• Dose 1 = Guided math at grade level• Dose 2 = Guided math at instructional
levelStudent B
Area of Need – Reasoning• Dose 1 = Guided math at grade level• Dose 2 = Dream Box
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• Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice
• Tier Two deep focus on application of skills to real life, relevant situations
GCT
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Digging Deeper
ALL •NWEA MAP Assessment (grades 1-5)•Number Sense Screener•District Formative Assessment
Some •Analysis of Qualitative Data
Few •Diagnostic Assessments
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Matching Needs
and Supports
“We evolve as the kids evolve.”
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Finding time to meet a range of learner needs
beyond Universal
30 minute math breakout
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Purpose and Goals of Math Breakout
To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level
To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning
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Math “Breakout”All students have math breakout 4 times a week for 30 minutesTeachers group students according to need, based on common assessments, and
separate into groups for 4-6 week sessionsSpecific differentiated instruction based on research, focused on number
relations/operations and spiraling math strandsProgress is monitored by the child-teacher team daily and by a collaborative teacher
team weekly and monthly
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Constant Evolution…
If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.
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Wrapping Up an InterventionTeachers reassess their homeroom students beginning where they left off.
Purpose:Ensure the transfer and mastery of skills acquired during intervention
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Encouraging Results: Intervention Assessment Data
Year One 2010-11Mid Year Check
Year Three 2012-13Mid Year Check
Foundations of Number Sense (Numbers up to 10)
5% of students (7) 2% of students (3)
Completion of Number Sense Screener
2% of students (3) 18% of students (35)
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Students Achieving MASTERYWKCESame cohort group
MAPMet growth target
2009 3rd – 79% (K-5) Less than 70%
2010 4th - 80% (K-5) 79.1%
2011 5th - 80.9% (K-5)79.5%
2012 (K-5) 77.7%
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Plan logisticsThen, at the start of each school year:
Evaluate and refine the process
At the end of each school year:
CU
LTU
RA
L CO
MP
ET
EN
CE
CO
LLA
BO
RA
TIO
N
Multiple times throughout each school year: Screen students
and organize data
Review data and set goals
Dig deeperMatch supports to needs
Monitor progress and adjust accordingly
WH
ILE D
EM
ON
STR
AT
INGA
CC
OM
PLI
SH T
HR
OU
GH
Outcomes Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and Additional
Challenges
Before beginning to collect data, first establish:
Creating and Sustaining Selected and Intensive Levels of Support
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Upcoming RtI Events
http://www.wisconsinrticenter.org/event/all.html
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Wisconsin RtI Center Professional Developmentwww.wisconsinrticenter.org Upcoming Events
Wisconsin RtI Framework Training (Elementary & Secondary) (2 days)Screening & Progress Monitoring (2 days)Reviewing Universal K-5 Reading Instruction (3 days)Reviewing Universal K-12 Math Instruction (3 days)Leadership & Coaching for RtI Implementation (6 days)Integrated Networking and Technical Assistance Universal Design for Learning Overview (1 day)Reviewing Selected & Intensive Levels of Support (1 day)Culturally Responsive Classroom Practices (4 days)
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http://www.wisconsinrticenter.org/regional-coordinators.html
Heidi Erstad, Liz Gaebler Kao Moua Her, Lynn Johnson
Jill Koenitzer, Sarah NelsonDan Seaman, Sara Summ
Contact your Technical Assistance Coordinator for more information:
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Thank You!