RtI Initiative

Intensive Coaches Institute 9/8/09

Setting the Context

The Context

Federal rationale

– NCLB and IDEA

State rationale

– Education YES!

– Michigan School Improvement Framework

– State Performance Plan

– Continuous Improvement and Monitoring System

Our Local Rationale

Increased accountability for all students to meet rigorous state standards

Achievement gaps with student subgroups

Dwindling resources

Increasing student subgroup populations

Shifting Paradigms

Access/Participation Progress/Success

Legal/compliance Performance/Results

Teaching Content Ensuring Student Learning

Separate/Parallel Collaborative/Unified

Our Journey (2005-2007)

“Together We Can Do It!... Raising Achievement for All Students”

Our Journey (2007-2009)

“Failure Is Not An Option – Six Principles that Guide Student Achievement in High Performing Schools”

Failure Is Not An Option – Six Principles

1. Common Mission, Vision, Values and Goals2. Ensuring Achievement for All Students: Systems of

Prevention and Intervention3. Collaborative Teaming Focused on Teaching and

Learning4. Using Data to Guide Decision Making and

Continuous Improvement5. Gaining Active Engagement from Family and

Community6. Building Sustainable Leadership Capacity

Blankstein, 2004

To address the moral imperative for change it will take “courageous leadership”

Courageous Leadership

Courage

What we know What we do

Food for Thought

Video Clip – Apollo 13

Discuss at your table – how does is this clip similar to what is facing educational leaders today?

How do we as leaders ensure successful learning for All students?

Our Journey 2007-2009

The Ingham Student Achievement Framework (ISAF)

Guiding Principles for the Ingham Student Achievement Framework

All students will learn All students will learn

All educators can effectively teach all All educators can effectively teach all studentsstudents

All children are general education studentsAll children are general education students

Failure is not an option for any studentFailure is not an option for any student

Guiding Principles (cont.)

All students benefit from multi-tiered service All students benefit from multi-tiered service deliverydelivery

All students benefit from research-based All students benefit from research-based interventions and instruction delivered with interventions and instruction delivered with integrityintegrity

Multiple sources of data for decision Multiple sources of data for decision making are criticalmaking are critical

If We Believe in Learning for ALL…

What is it that we want What is it that we want allall students to students to learn?learn?

How will we know when they have How will we know when they have learned it?learned it?

How will we respond when they do not How will we respond when they do not learn or have already learned it?learn or have already learned it?

Tier One of the ISAF

Focuses on collaborative infrastructure and shared leadership

Creates collective commitment to all students as a school community

Tier One - Essential Components

Shared understanding of mission, vision, values, goals – unity of purpose

Accepting school culture

Systems for data-driven decision making

Student, family and community involvement

Continuous learning

Tier Two of the ISAF

Universal supports for all students

Use of standards based curriculum and content expectations

High-quality instructional settings

Student, family and community engagement

Tier Two - Essential Components

Curriculum alignment, articulation and coherence

Research and evidence-based instructional practices

Universal screening and formative assessment

Job embedded, collaborative structures for data-driven professional learning focused on student achievement

Tier Three of the ISAF

Targeted, supplemental interventions in addition to the general education curriculum in Tier 2

Research and evidence based group interventions that are matched to student needs

Tier Three - Essential Components

Pre-planned small group interventions that use structured protocols and flexible student groupings

Interventions are different from instructional practices in Tier 2

Student progress and response to these interventions are monitored frequently

Tier Four of the ISAF

Targeted, supplemental intervention to the general curriculum in Tier 2

Research and evidence based individualized interventions are matched to specific student needs

Tier Four - Essential Components

Proactive multi-disciplinary identification of an individual student’s needs

Individualized interventions different from instructional practices and interventions in Tiers 2-3

Student progress and response to these interventions are monitored intensively

Tier Five of the ISAF

Modified curriculum and specially designed instruction instead of the general curriculum in Tier 2

Tier Five - Essential Components

Specialized instruction and support provided to individual student

Defined eligibility criteria used to access specialized instruction

Intensive monitoring of student progress and response to instruction

What is Response 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)

Response to Intervention is about…

• having a system of instruction and intervention.

• intensity of instruction and intervention.

• using different data measures.

• using different academic and behavior Interventions.

• a different system for determining eligibility.

Big Ideas of Tiered Models/RtI

• Curriculum, Instruction, and Intervention

• System of Assessment, including Universal

Screening, Formative Assessment and

Progress Monitoring

• Data-based Problem Solving

• Leadership

Paradigm Shifts with ISAF/RtI

Need to use existing resources differently, creatively and flexibly

Movement of a student within the tiers is flexible

Interventions must be explicit/targeted and implemented with fidelity

Structures need to be fluid and responsive to current student needs, promote shared leadership and data driven decision making

Reflection Activity

At your table, identify strategies for helping schools connect their prior work to the key components of RtI

Closing Thoughts…Our Flywheel

IDEA/ARRA

(Flywheel)

TWCDI FNO

(Buildup)

(Breakthrough) RtI