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School Improvement and Response to Intervention: One Common VoiceOne PlanMay 4, 2010Response to Intervention (RtI) Ingham ISD County-Wide Initiative

Our Journey 2007-2009Focused work on mission, vision, values and goals

Collaborative PLC with local district special education and curriculum directors

Failure is NOT an OptionResponse to Intervention (RtI)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.(Batsche, et al., 2005)

We began with general education.Creating Consensus, Building Infrastructure and Implementation of RtI across IISDReadingBehaviorUniversal InterventionCore Instruction, all studentsPreventiveTargeted InterventionSupplemental, somestudents, reduce risk Intensive Intervention Individualized, functional assessment, highly specific 80%7-15%1-5%5558Using the blueprint will bring us to the implementation of RtI based on the three stages of implementation.

The purpose of the Blueprint documents is to provide a framework around which implementation of RtI can be build. Implementation of RtI in practice typically proceeds through three stages: Consensus building where RtI concepts are communicated broadly to implementers and foundational whys are taught, discussed and embraced.Infrastructure building- where districts and sites examine their implementation against the critical components of RtI, find aspects that are being implemented will and gaps that need to be addressed. Infrastructure building centers around closing these practice gaps. Implementation-where the structures and supports are put in place to support, stabilize and institutionalize RtI practices into a new business as usualComponents of RtIAll students receive

high quality, research-based instruction

universal screening to establish their academic and behavioral baseline data three to four times a year to identify vulnerable learners who need additional support

increasingly intensive instruction with frequent monitoring to determine progress (progress monitoring)

data based decision making by a collaborative team that use a problem solving method to increase achievement (Collaborative Teams, Data Based Decision Making) 6Build stories around thisWhy RtI?Emphasizes prevention and early intervention. (80% of our students are not being successful)Based on the premise of data-based decision-making for all learners within the system. (missing data to drive instructional decision making)Requires research based instructional practices. (few core programs) Provides the framework and systems. (no consistent process or practices across the county)

ARRA OpportunityIDEIA (Special Education) funds can be spent on educational change initiatives as long as it supports reducing the achievement gap between special education students and their general education peers. ARRA Opportunity PLAN EarlyPLAN DeepIdentify your greatest challengesResearch-basedSubstantial reformEstablish the FoundationBuild CapacityOur Local RationaleIncreased accountability for all students to meet rigorous state standardsAchievement gaps with student subgroupsDwindling resourcesIncreasing student subgroup populations1010Need to realize that all students are general education studentsAccountability is outcomes-based but input and process drivenCollaborative efforts around teaching and learning are neededARRA AccountabilityShort term investment, long term gains

Building capacity, not providing direct services

Focused on systemic change

Efforts must be sustainable, not person driven1111100% of Districts Agreed to Support Response to Intervention (RtI) Districts chose to fund RtI withSchool based coach/coaches PD series for identified school based leadership teamsOngoing training and school based support for leadership teams, principals and coaches 1212Most districts chose all three vehicles the degree varies. How Did We Get To 100%?Meetingsmeetingsmore meetings!

Superintendent meetingsCurriculum Director meetingsSpecial Education Director meetingsSaturday meetingsIndividual District Administrative MeetingsBusiness Official meetings

13Light bulbBubble with each of theseIngham County-Wide StructureContinuum of RtI Supports22 schoolsNot participating

RtI Change Model Three PhasesConsensus Building (Commitment)Infrastructure DevelopmentImplementation ConsensusInfrastructureImplementation161616Ingham RtI InitiativeIngham RtI InitiativeRtI Processes Building Consensus, Creating Infrastructures, Implementation Ingham ISD Leadership Team

This team provides key representatives from all local districts with support and guidance in creating consensus, resources, and the infrastructure necessary to implement a Response to Intervention framework county wide.Guide local districts to develop their own district level leadership teams.Meets 4 times per year Participants are supported in developing their own district leadership team that includes superintendents, special education directors, curriculum directors , board members, and principals. This Leadership Team will meet approximately four times per year and is facilitated by Cindy Anderson and supported by Roberta Perconti. 19District Level RTI Leadership FunctionFundingVisibilityPolitical SupportDistrict School Leadership Team: Managing RtITrainingCoachingResourcesEvaluationBuilding Level School ImplementationAdapted from Horner, Sugai20It is critical to define decision making parameters and communication structures between the district and schoolsDistrict Leadership Team (DLT) MembershipSuperintendentAssistant SuperintendentCurriculum DirectorSpecial Education DirectorPrincipalsHuman Resource/ Personnel DirectorGE teachersSE teachersTitle I/ELL staffG/T staffParents21Key stakeholders that impact their constituents

Advocates, planners and decision makers

Use the strength in these multiple perspectives to build district-wide consensus and infrastructure to support RtI implementationDistrict Leadership Team (DLT) RolesAssess needsBuilding Consensus and CommitmentAllocate Resources and Build InfrastructureSupport Systems Change and Implementation Components22Complete self-assessments to evaluate current practices

Identify areas for training and support

Include RtI in district goals and school improvement

Communicate importance to stakeholders

Change professional roles

Identify what to abandon

Redeploy resources human, fiscal, time

Monitor ongoing progress of implementationDistrict Leadership Team (DLT) Specific ResponsibilitiesProvide clear expectations for RtI implementationProvide supports to ensure sustainability of RtI district-wideDevelop a multi-year district implementation planMonitor progress of and adjust implementation of RtI23Develop a shared vision for RtI

Define decision making parameters for the district and schools with RtI implementation

Plan for infrastructure changes professional development, policies/procedures, data systems

Expect accountability, reinforce effective practices and celebrate successes

Resource the multi-year planIngham RtI InitiativeMichigan Behavior Learning Support Initiative (MiBLSi) SchoolsThese schools have been accepted to participate in this statewide initiative by securing at least 80% commitment from their building staff to implement the structures and processes necessary to implement a response to intervention model.

The following schools within IISD are participating:Cohort 5 Gier Park Elementary/Lansing, New City Academy and Smith Elementary/StockbridgeCohort 6 Marble Elementary/East Lansing, Aurelius and Alaiedon Elementary/Mason, Cornell and Edgewood Elementary/Okemos Murphy, Ralya, Wilkshire/HaslettIngham RtI InitiativeTargeted Response to Intervention Schools 100% of local districts within IISD, have committed a significant portion of their stimulus dollars to support their efforts to implement a Response to Intervention model.

Each district has identified Response to Intervention coaches designated to support individual schools and their school based leadership team.

The building teams and RtI coaches will be guided by the Response to Intervention Blueprints for Implementation guidance document. Why School Based Leadership Teams? Top 7Research shows that schools with strong collaborative leadership are the most successful in supporting student achievement. Experience tells us that those closest to the students are most capable of making the best, most meaningful educational decisions.Shared leadership and decision making enables the school to increase its leadership capacity in order to manage change. Broad involvement helps foster ownership; a commitment to the systems change on the part of the entire school community.Organizing a small group makes it easier to move the process forward in an efficient fashion. Team structures ensure effective communication in planning for improvement of school programs.Team leadership helps to facilitate rapid and sustained change.

National Institute for Urban School Improvement www.urbanschools.org282828Ingham RtI InitiativeProfessional Development Series for School Based Leadership Teams (SBLT)A three day series is being offered for elementary and secondary building leadership teams across IISD to increase their understanding of implementing Response to Intervention. Dr. Mark Shinn is presenting to secondary SBLT and facilitating ongoing technical support. Dr. George Batsche is our elementary RtI facilitator focusing on RtI at the elementary level. All targeted buildings completed self assessments to track progress in the process of implementation of RtI. Teams will be developing on-going action plans to support implementation. Ingham RtI InitiativePrincipal Academy Half-day trainings were held for both elementary and secondary principals from IISD. The purpose of this academy was to provide an overview of the IISD Response to Intervention Initiative, facilitate a deeper understanding of RtI structures and processes and clarify the principals role. This academy was offered in mid-August. Attendees: Elementary and secondary principals county-wide (100% of districts represented)Purpose: To provide an overview of the IISD RtI initiative, facilitate a deeper understanding of RtI structures and processes, and clarify the principals role.Agenda included:Ingham County UpdateOverview of RtI Core PrincipalsWhy RtI?Connection of RtI to Michigan School Improvement FrameworkImportance of prevention and early interventionElementary and secondary implicationsLeading change in your schools and districtBeginning RtI implementationNext stepsOverall Evaluation of Academy:Excellent = 88% (28 principals)Good = 12% (4 principals)Neutral = 3% (1 principal)

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MR.PRINCIPAL333333TO CHANGE ADULT BEHAVIOR, Administrators will have to:Hold staff accountable-REPORT CARDEmpower the Leadership Team to do the work- ACTION!Reinforce staff for following expectations and implementing the new system-CHEERLEADER!

The following slide just provides Written POINTS for review purposes, will cover quicklyLeadership is VitalLeaders set the tone, provide the necessary resources, and create reinforcement and accountability systems for teachers and staff to be successful. The implementation and sustainability of RtI will not be successful without your strong leadership and administrative support.Have you ever been part of something that has FAILEDbecause of a lack of leadership?343434Ingham RtI InitiativeBuilding Based SupportsCoaching Supports & ProcessesIntensive Coach InstituteMonthly Meetings with Coaches and PrincipalsMonthly Meetings with Building Based Leadership TeamsCoach Cluster MeetingsOngoing Job Embedded Technical AssistanceKick off Intensive Coaches Training: 9/8-11/09

Attendees: All RtI and MiBLSi coaches county-wide (approx. 50 per day with 100% of districts represented)

Purpose:To provide an in-depth training to prepare the coaches for their roles and responsibilities

Agenda included:Day 1: Setting the Context and Overview of the RtI InitiativeDay 2: Coaching RtI: Establishing a Successful and Sustainable FrameworkDay 3: Managing Change and Transitions to Improve Student Learning: A Focus on RtIDay 4: Response to Intervention: Focus on CoachingResponsibilities of the RtI Coach Knowledge/Skills/Organizational/Professional Development/Responsive Coaching

Develop deep understanding of the RtI initiative Become knowledgeable of the principles of effective coaching Understand adult learningAcquire knowledge of the change process Learn the steps of building consensus Learn the components of the Positive Behavior Support (PBS) modelGain knowledge and expertise in evidence-based reading research- materials, assessments and instruction/intervention strategies Develop expertise in collecting, organizing, displaying, analyzing, and interpreting data Develop technology skills as needed Participate collaboratively on the school RtI leadership team Communicate regularly and effectively with principal and staff Attend required external coach professional development sessions/meetings Plan and conduct ongoing school professional development sessionsMaintain documentation of meetings, interactions and other coaching activities Order, organize, and deliver assessment and instructional materials as needed Develop assessment schedules for screening and progress monitoring Assist in administering assessments and collecting, organizing and reporting data results Participate in school data meetings and child study team meetings Collaborate in organizing a system of supplemental and intensive intervention Develop trust and maintain professional relationships with all staff Facilitate grade level meetings and problem solving actions with teachers Engage in individual focused conversations with teachers Assist teachers with interpreting and using data to inform instruction/intervention Assist teachers in planning and delivering evidenced-based behavioral and instructional interventions Provide differentiated coaching support to teachers:Ongoing Coaching Support Coach principal meetings (monthly)Coach cluster meetings (monthly)Individualized support from ISDOngoing professional development to build skillsFocus on working with SBLTEven Super Coach has his/her limitationsLeadership is more than one personIt takes a team to get the work done

404040Transition slide.. Going from survey that was specific about the administrator, then from discussing what leadership looks like in the school model activity, now to now discussing leadership teams! Ingham RtI InitiativeUniversal Screener/AIMSweb

Fiscal support for districts to purchase AIMSweb through the RDI GrantRegional Data Initiatives GrantTwo year grantCover costs for AIMSwebBegan with the winter benchmarkProfessional development regarding using data to improve instruction and student outcomes

In the beginning.Consensus BuildingEducators will embrace new ideas when two conditions exist:They understand the NEED for the ideaThey perceive that they either have the SKILLS and PRACTICES to implement the idea OR they have the SUPPORT to develop the skills444444Change is Hard for Some

REMEMBER Consensus Building Takes Work!454545What were some of our obstacles or barriers and how have we overcome them?Purpose unclearLack of ongoing communicationUnrealistic expectations of initial successLack of screening dataParticipants not involved in planningSchool culture/ religion wars Failure to achieve CONSENSUSDealing with change resisters464646We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we havent so far.Ron Edmonds, 1982 in DeFour et al., 2004

The Conundrum of American Public Education4747Voices from the Field

Program Evaluation for RtI InitiativeThe overall evaluation design for this RtI initiative includes both formative and summative approach with focus on the:Beliefs, knowledge, skills and satisfaction of educators. (Consensus)Infrastructure development for RtI structures and processes. (Developing Infrastructure)Impact of the RtI Initiative on student academic and behavioral outcomes as well as on special education outcomes. (Implementation)

Indicators and EvidenceIndicators and EvidenceIndicators and EvidenceMeasuring Progress Toward an RtI ModelConsensusInfrastructureImplementationConsensusInfrastructureImplementationSMART GoalSMART GoalSMART Goal505050Indicators and Evidence How will we know?Building Self-AssessmentBelief Survey, Perception of Skills and Practice SurveyDocumentation of professional development:CoachesPrincipalsBuilding-based Leadership TeamsSurveys and Focus Groups: Coaches, Principals, Staff, Parents, StudentsCoachs LogUniversal screening dataProgress monitoring dataDocumentation of problem-solving processDocumentation of intervention strategies used with studentsSchool Improvement Plansand moreSMART Goal

ExampleResponse to Intervention (RtI):Overall SMART GoalBy the fall of 2011, 75% of local districts will develop a Response to Intervention (RtI) multi- tiered system of prevention and intervention in a minimum of one school per level (elementary and secondary).

Evidence of development will be measured in three key areas: consensus, infrastructure, andimplementation. ConsensusInfrastructureImplementationImproving Student OutcomesResearch on change initiatives saysAfter the change becomes sustainable, (3 years),6% to 8% gains in student achievement will be attained.

Early Reports of SuccessReduction of special education referrals Districts exploring core programs to align Great interest in intervention training and supplementing the coreChange re: behavior Positive response to screener and alignment to more time consuming assessment Infrastructure Restructuring the WorkAlign job descriptions and responsibilities to this work

Changing job expectations

Re-prioritizing resources

Data driven decision makingA mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that theyve sent us the wrong kids.

5757 WE BELIEVE ALL CHILDREN CAN LEARNEXCEPTFelica JoseBubbaCharlieSherees

595959One of the major reasons why schools dont change much is that change needs leadership. It needs committed, intelligent leadership, an agenda, an awareness of the conditions that have to be in place and a grasp of the strategies that one has to use to effect change.

John Goodlad, 2000The most important outcome of any fundamental change process must be a change in the stakeholders mindsets and beliefs about education. Without changes in the users mindsets, no fundamental change is likely to succeed.Squire & Reynolds, 2000InformationContact:Roberta Percontirpercont@inghamisd.org or (517) 244-1213

Websites:Ingham Intermediate School Districthttp://www.inghamisd.orgRtI Ingham County Blog Sitehttp://blogs.inghamisd.org/rti