Implementing RtIThe Chief Joseph Story

Do’s and Don’ts:  Using Assessment to Map a Plan

for Success with RtI

Jon LobdellJohn Mancinelli

Purpose The purpose of this presentation is to

clarify your own vision through our story.

Agenda A Brief History

– Where we started– Where we are now

Applying the Data Do’s and Don’ts

– Structures– Processes– People

The Felt Need

Year FRLunch Sp Ed ELL Students2004-2005 27.3% 13.9% 0.0% 7732005-2006 31.3% 16.4% 0.0% 6532006-2007 37.0% 15.1% 0.0% 6022007-2008 40.7% 12.7% 4.0% 678 2008-2009 43.7% 10.5% 2.6% 701

Equity in District Programs

MS 1 MS 2 CJMS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1937

123

2623

32183167

113

6032

15

Proportion Comparision Between MS

HCTier 1Tier 2Tier 3

A Different Look

Closing the Differentiation GapTypical Classroom

100%

20%

Special Ed/Resource Room

Tiered ClassroomHiCapTop 5%

Tier I> 40%

Tier II> 20%

Tier III< 20%

Original Concept Sketch

Take inventory of your current system…

The easy transition in definition of Tier 1, 2 or 3 students was:

Orange = Tier 1 = HicapBlue & Green = Tier 1 = BenchmarkYellow = Tier 2 = StrategicRed = Tier 3 = Intensive

In addition, we brought the color scheme with the terminology as well.

Take inventory of your current system…

Richland has been using NWEA Measurement of Academic Progress for a number of years. Staff were already well versed and understood the relationship between RIT score and student learning (Descartes).

Putting the Pieces Together Customer Service Comment Card Grouping of students Identifying the needs Building the schedule What have we gotten ourselves into? Now how do we do this? Wow, that was cool. Now how do we make it better?

Doctrinal RtI Model

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

80%

15%

5%

Traditional RtI Pyramid - Percentage of Population

Tier 3

Tier 2

Tier 1

CJMS RtI Model

0%

20%

40%

60%

80%

100%

45%

11%

43%

Our RtI Pyramid - Standards Based

Tier 3Tier 2Tier 1

The Economics of it all…

LevelQty

StudentsClass Size

Raw Sections Needed

HC 15 30 .5Tier 1 113 30 3.76Tier 2 32 22 1.45Tier 3 123 15 8.2

How do you maintain a program?

13.91 per core

Traditional Method283/25 = 11.32 Sections

Initial Master Schedule6th Grade Team - Model ATeacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6Teacher A LA SS E/PE RP LA SSTeacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MATeacher D SC SC E/PE E/PE SC SCTeacher E LA SS E/PE E/PE LA SSTeacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MAT3 Reading Specialist LA SS

Many Singletons

causing bottlenecks

Low Flexibility for student movement

One team gets hit with many IEP,

MDT, Parent meetings and the

other team doesn’t.

Current Master Schedule6th Grade Team - Model C

Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6Teacher A LA SS E/PE RP LA SSTeacher B LA SS E/PE RP LA SSTeacher C MA MA MP E/PE MA MATeacher D SC SC E/PE E/PE SC SCTeacher E LA SS E/PE E/PE LA SSTeacher F LA SS E/PE E/PE LA SSTeacher G MA MA E/PE MP MA MATeacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MAT3 Reading Specialist LA SS

Taking Inventory• The marriage of curriculum, logistics and assessments• Data based decisions become very intensive so plan on

• Single point of reference for data• A way to manage your data so that multiple

people can have access• Train staff to access and use the data for

decision making

Curriculum• Reading and Math Core• Tier II intervention• Tier III intervention• The time - frequency and duration

Assessment• Questions

• When do you retest a student?• How do we identify students that need

intervention?• The 4 types of learners• It’s all about the trend

• How do we know who’s ready to be promoted?• What do we do with the ‘bubble’ students?• How much growth is enough?

Student Learner TypesBelow Standard Meets Standard

Hi Skills •Can be successful•Inconsistent•Adapts•Not resilient•Frustration

•Successful in traditional classes.•Adapts•Resilient to challenges

Lo Skills •Not successful in traditional classes•Not resilient•High frustration

•Inconsistent success•Adapts•Resilient

When do you retest?Fa

ll 07

Win

ter 0

8

Sprin

g 08

Fall

08

Win

ter 0

9

Sprin

g 09

170

180

190

200

210

220

230

240

250

Single test outside standard deviation.

BenchmarkLinear (Benchmark)Student BLinear (Student B)

Don’t kid yourself, it’s not just the ‘low’ students…

Fall

07

Win

ter 0

8

Sprin

g 08

Fall

08

Win

ter 0

9

Sprin

g 09

170

180

190

200

210

220

230

240

250

Tier 1 Student - Negative Trend

BenchmarkLinear (Benchmark)Student ALinear (Student A)

What do we do with this?Fa

ll 07

Win

ter 0

8

Sprin

g 08

Fall

08

Win

ter 0

9

Sprin

g 09

170

180

190

200

210

220

230

240

250

Inconsistent Annie

BenchmarkLinear (Benchmark)Student CLinear (Student C)

What is Success?Fa

ll 07

Win

ter 0

8

Sprin

g 08

Fall

08

Win

ter 0

9

Sprin

g 09

170

180

190

200

210

220

230

240

250

Is growth good enough?

BenchmarkLinear (Benchmark)Student DLinear (Student D)

Year One: Structures

Do RtI – It is effective Talk about doctrine vs.

reality Blend SpEd and BEA

funds to support interventions in Tier III classes

Recognize that there is a cost increase in staffing

Don’t Implement

interventions in a tiered program until you have the curriculum to support it

Limit the flexibility that you have to move students between tiers

Year One: Processes

Do Develop your general

screeners Identify benchmark

and your cut scores on your assessments

Don’t Rely on non-normed

data Create a structure that

does not permit flexibility

Use “opinion” based placement

Year One: People

Do Keep parents informed

early and often Educate your staff

about RtI and your model

Know the difference between doctrine and reality

Use blended funding model

Don’t Wait – the bigger risk

is kids continuing to fall behind

Place your expectations on one or two people – share the wealth!

Year Two: Structures

Do Recognize the

difference in elementary and secondary assessment tools

Don’t Assume that you will

get it right the first time

Year Two: Processes

Do Use formative

classroom based assessments

Recognize the value of trend data and growth rate vs. single points of data

Be consistent in progress monitoring

Don’t Rely on a single point

of data to make a decision

Use comprehensive assessments as screeners (MSP/WASL/ITBS)

Year Two: People

Do Learn about the

components of literacy and numeracy

Don’t Think RtI will answer

all of your questions or solve all of your problems

Year Three: Structures

Do Develop Core (Tier I)

Curriculum and Power Standards

Develop Common Assessments

Don’t Rely on tiers without

maintaining differentiation at all levels

Let RtI tiers become a “place”

Year Three: Processes

Do Include behavioral

analysis and interventions as part of academic assessment

Don’t Use screeners to drive

instruction Don’t feel like you

need to buy commercial assessment tools

Year Three: People

Do Continue to conduct

staff development about RtI

Develop a PLC structure that is focused on student learning

Don’t Assume everybody

knows what the lessons that we have learned over time

Looking at the results

Grade 6 Grade 7 Grade 80%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12392

71

32

49

47

113117

135

15 23 30

2010 8th Grade Cohort Distribution

HCTier 1Tier 2Tier 3

References/Further Study OrRTI - Oregon Response to Intervention — Tigard-Tualatin

School Districtwww.ttsd.k12.or.us/district/student-services/orrti

OSPI RtI - www.k12.wa.us/RTI/ Foundational Book on All Things RtI:

– Pyramid Response to Intervention, by Buffum, Mattos, Weber

Nuts & Bolts of RtI Realities: – Whatever It Takes, by DuFour, DuFour, Eaker, Karhanek

Purposeful Goals & Objectives:– Designing & Teaching Learning Goals & Objectives by

Marzano

Contact Information

Jon LobdellJon.Lobdell@rsd.edu(509) 967-6403

John MancinelliJohn.Mancinelli@rsd.edu(509) 967-6404

Chief Joseph Middle School504 Wilson StreetRichland, WA 99352