RTI/MTSS-ESSENTIAL ELEMENTS Mike Jacobsen White River School District-Director of Assessment & Curriculum-Retired [email protected] Bainbridge Island

RTI/MTSS-ESSENTIAL ELEMENTS

Mike Jacobsen

White River School District-Director of Assessment & Curriculum-Retired

[email protected]

Bainbridge Island School District

RTI/MTSS: THE BIG IDEAS

System for identifying students at risk

Multi-level prevention/intervention system

Ongoing and frequent monitoring of progress

Data-based decision making processes are used

ESSENTIAL COMPONENTS OF RTI

3

BIG IDEAS IES Practice Guides-Assisting Students Struggling with Mathematics:

Response to Intervention (RtI) for Elementary and Middle Schools. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_math_pg_042109.pdf

IES Practice Guides-Using Student Achievement Data to Support Instructional Decision Making.

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf

IES Practice Guides-Assisting Student Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades

• http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_math_pg_042109.pdf

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

BIG IDEAS Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for

Elementary and Middle Schools

Recommendation 1. Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades

Recommendation 1. Screen all students for potential reading problems at the beginning and again in the middle of the year. Regularly monitor the progress of students who are at elevated risk for developing reading disabilities.

Recommendation 2. Provide differentiated reading instruction for all students based upon assessments of students’ current reading levels (tier 1).

Recommendation 3. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening. (tier 2).

BIG IDEAS Using Student Achievement Data to Support Instructional

Decision Making Recommendation 1. Make data part of an ongoing cycle of

instructional improvement

Recommendation 2. Teach students to examine their own data set learning goals

Recommendation 3. Establish a clear vision for school-wide data use

Recommendation 4. Provide supports that foster a data-driven culture within the school

Recommendation 5. Develop and maintain a district-wide data system

THE REALLY BIG IDEAS-NCRTI RUBRIC Leadership

How do leaders/administrators understand and support RTI at the school level?

How do leaders/administrators understand and support RTI at the district level?

RTI Team in place Regular meeting time established?

Clear purpose and vision?

Monitors development & fidelity of RTI system?

Data-Based Decision Process in place Data-driven and based upon validated methods?

Involves multiple stakeholders?

Evidenced-Based Intervention(s) What information is available to indicate interventions are supported with evidence?

LEADERSHIP/RTI TEAM JOURNEY AT WRHS

Initial HS Team composition RTI Facilitator-School Psychologist District RTI Coordinator Special Education Department Team Leader LAP-Reading Teacher Assistant Principal Principal-Occasionally

Current HS Team composition RTI Facilitator District RTI Coordinator Special Education Department Team Leader LAP Reading Teacher Principal Gen Ed Algebra teacher

DATA-BASED DECISION PROCESS @WRHS

Benchmark screening & progress monitoring in place for at risk student receiving intervention in tier’s 2 & 3

Schedules for benchmark & progress monitoring are set

Process for conducting benchmark & progress monitoring is in place

Data is routinely shared at each RTI meeting via graphs

In program assessments are used in conjunction with progress monitoring to make decisions

EVIDENCED-BASED INTERVENTIONS @WRHS

Selected:

Tier 2-Reading

Reading Success

Tier 3-Reading

Language!

Tier 3-Math

Connecting Math Concepts

Essentials to Algebra

HOW WERE EVIDENCE-BASED INTERVENTIONS SELECTED?

Reviewed/Discussed/Talked w/: National Center on Response to Intervention:

http://www.rti4success.org/instructionalTools

What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/

IES Practice Guides http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Florida Center for Reading Research http://www.fcrr.org/

Wayne Callendar

Colleagues from other RTI districts, Richland, Walla-Walla

http://www.rti4success.org/instructionalTools

http://ies.ed.gov/ncee/wwc/

http://ies.ed.gov/ncee/wwc/publications/practiceguides/

http://www.fcrr.org/

HOW WERE EVIDENCE-BASED INTERVENTIONS EVALUATED ON AN ONGOING BASIS?

RTI Team monitors results

Teachers implementing interventions provided feedback

Administrators/Counselors provided feedback

Progress monitoring and benchmark results were regularly reviewed

MSP/HSPE results were reviewed

Students were interviewed

PSF MCOMP MCAP MCAP MCAP MCAP MCAP MCAP MCAP MCAP

LSF R-CBM MAZE MAZE MAZE MAZE MAZE MAZE MAZE MAZE

LNF NWF R-CBM R-CBM R-CBM R-CBM R-CBM R-CBM R-CBM

F W S F W S F W S F W S F W S F W S F W S F W S F W S F W S

Kind 1st 2nd 3rd 4th 5th 6th 7th 8th 9th-12th

PSF=Phonemic Segmentation Fluency, LSF=Letter Sound Fluency, LNF=Letter Naming Fluency, MCOMP=Math Computation Fluency, MCAP=Math Concepts and Applications, R-CBM=Oral Reading Fluency, NWF=Nonsense Word Fluency and MAZE=Comprehension. AIMSWeb

White River Universal Screener-System for identifying student at risk of

poor learning outcomes

GENERAL OUTCOME MEASURES, AKA, EXTERNAL MEASURES

35 year history of use and research base Developed to be sensitive to instruction Represents overall competence in the year

long curriculum Indicators of achievement Done under standard conditions

ADVANTAGES Designed to measure growth

Comparable from one point in time to another

Allows for evaluation of instruction/interventions as well as plotting growth for individual students

Are reliable and valid Brief Curriculum independent

WHAT WE LEARNED

Constantly evaluate Strengthen the Core Leadership/advocacy mattersTeachers need immediate feedback Take a long term view ( it takes time ) Take a systems approach

WHAT DOES BAINBRIDGE ISLAND HAVE IN PLACE?


Multi-level prevention/intervention system

Ongoing and frequent monitoring of progress

Data-based decision making processes are used

GAP ANALYSIS

What are the results for students who struggle with reading, math and/or behavior? A-Academics B-Behavior (SEL) C-Courses

Do you see increases in the % of students meeting standard?

What is your graduation/drop out rate?

GAP ANALYSIS

What is your % of proficient readers at 3rd grade?

What do you see at the transition grades (5th-6th, 8th-9th)?

What is the strength of your pre and/or kindergarten program?

What is the strength of your Core instructional program?

GAP ANALYSIS

Conduct your gap analysis with each demographic group Demographic status Special Education Title/LAP Transitional/Bilingual Free & Reduced Lunch New vs returning students

LEARNING TARGETS Participants will gain:

• An understanding of the demographics of the White River District prior to the implementation of an RTI/Multi-Tiered System of Supports

• An initial understanding of the key system changes that have resulted in improved performance

• An initial understanding of the importance of merging academic and behavioral concerns.

DEMOGRAPHICS-WRSD

2006 2013

Students 4,112 Students 3,500

Percent Free/Reduced 22.9% Percent Free/Reduced 32.4%

Percent SPED 13.0% Percent SPED 13.9%

Ethnicity 88.4% White Ethnicity 84.0% White

Extended Graduation Rate 82.2 %

Adjusted 4 Year Cohort Graduation Rate 83.1%

WHERE WERE WE AS A DISTRICT IN 2006

No guaranteed and viable curriculum Core and Intervention

Variable assessments between buildings Variable systems and levels of intervention

supports Poor results for students in intervention Approaches to CORE curriculum still

essentially decentralized Data-based decision-making variable by site

PROCESS BEGINNING IN 2006-2007

Small grant from PSESD Review of data for tiers 1-3 Review of interventions Results of interventions District leadership met

WHERE ARE WE NOW?

Coordinated approach to core instruction

Assessment systems are coordinated across the district

Guaranteed and viable curriculum Behavior assessed in the Core Data-based decision-making is

recursive and consistent across the district

WHERE ARE WE HEADED?

Continuing to build common formative assessments (standardized)

• Early Warning System More opportunities for rigor at every level of

learning Core behavior assessed grades K-8 and social

skills curriculum implemented Increased use of Progress Monitoring

OUTCOMES-WRSD-MSP/HSPE2006 2013

Reading Math Writing Science

Reading Math Writing Science

Grade Level

3rd Gr. 73.3 69.7 83.3 71.1

4th Gr. 85.2 63.3 61.8 76.3 79.3 72.1

5th Gr. 83.7 55.4 30.9 81.9 68.5 72.9

6th Gr. 58.8 48.2 77.6 59.4

7th Gr. 55.5 44.5 61.6 73.4 66.1 71.5

8th Gr. 67.8 48.6 42.0 76.1 48.4 70.0

10th Gr. 85.5 43.6 86.3 25.4 84.7 56.4 EOC

86.6 71.4

29

Letter Sound Fluency-District-Two Year Comparison

30

4th-MAZE-District-Two Year Comparison

74.6%

31

STUDENT GROWTH PERCENTILES: “WHAT IS ADEQUATE GROWTH?”

MSP/HSPE/SBAC Low Growth-1st-34th PR Typical Growth-35th-67th PR High Growth-68th-99th PR

AIMSWeb Very Low Growth-1st-10th PR Low Growth-11th-25th PR Average Growth-26th-75th PR High Growth-76th-90th PR Very High Growth-91st-99th PR

32

Falling behind

Keeping Up Growth

Catching Up Growth

Falling behind

Keeping Up Growth

Catching Up Growth

GAP ANALYSIS

Does each student receive a guaranteed and viable core curriculum?

Is there equity in interventions delivered to struggling students? Dosage

Duration Intensity Frequency Progress monitored Delivered by trained/qualified staff


SYSTEM FOR IDENTIFYING STUDENTS AT RISK

SYSTEM FOR IDENTIFYING STUDENTS AT RISK

GR Tier l-CORE Program Components Strategic Tier ll Program Components Intensive Tier lll Program ComponentsK Core:

Imagine It Reteach

Plus Targeted Intervention options: Language for Learning

Core: Imagine It Interventions Plus Targeted Intervention options: Language for Learning

Replacement Core: Reading Mastery Kindergarten –

Signature Edition Plus targeted intervention options: Language for Learning

1 Core: Imagine It!

Reteach Intervention

Core: Imagine It Interventions Plus Targeted Intervention options: Language for Learning

Replacement Core: Reading Mastery First Grade-

Signature Edition Plus targeted intervention options: Language for Learning Double dose of replacement core

2 Core: Imagine It!

o Reteacho Intervention

Core: Imagine It Interventions Imagine It! Plus Targeted Intervention options: Language for Learning

Replacement Core: Reading Mastery Second Grade-

Signature Edition Plus targeted intervention options: Language for Learning Double dose of replacement core

THE WHITE RIVER SCHOOL-WIDE, MULTI-LEVEL SYSTEM FOR PREVENTING SCHOOL FAILUREGR Tier l-CORE Program Components Strategic Tier ll Program

ComponentsIntensive Tier lll Program Components

3 Core: Imagine It

Reteach

Core: Imagine It Interventions Plus Targeted Intervention options:

Replacement Core: Reading Mastery Signature

Edition

Plus targeted intervention options:

4 Core: Imagine It!

Reteach Intervention

Core: Imagine It Interventions Plus Targeted Intervention options:


Edition Plus targeted intervention options:

5 Core: Imagine It!

o Reteacho Intervention

Core: Imagine It Interventions Imagine It! Plus Targeted Intervention options:


Edition Plus targeted intervention options:

THE WHITE RIVER SCHOOL-WIDE, MULTI-LEVEL SYSTEM FOR PREVENTING SCHOOL FAILURE

GR Tier l-CORE Program Components Strategic Tier ll Program Components Intensive Tier lll Program Components6 Core:

Springboard Reteach Under Construction

Core: Springboard

Reteach Read to Achieve Read Naturally Under Construction

Replacement Core: Language!


7 Core: Springboard

Reteach Under Construction

Core: Springboard


Replacement Core: Language! Plus targeted intervention options:

8 Core: Springboard

o Reteacho Under Construction

Core: Springboard



GR Tier l-CORE Program Components Strategic Tier ll Program Components Intensive Tier lll Program Components9 Core:

Springboard Reteach Under Construction

Core: Springboard

Reteach Reading Success

Replacement Core: Language!


10 Core: Springboard


Core: Springboard

Reteach Reading Success




Core: Springboard





Core: Springboard



2007-08 WASL

2008-09 WASL

2009-10 HSPE

2010-11 HSPE

2011-12 HSPE

2012-13 HSPE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

HSPE-10th Special Education Reading-WR vs. State

District State

2006-07 WASL

2007-08 WASL

2008-09 WASL

2009-10 HSPE

2010-11 HSPE

2011-12 HSPE

2012-13 HSPE

75%

80%

85%

90%

95%

100%

HSPE 10th Grade General Education Writing-WR vs. State

District State

2012-2013

2011-2012

2009-2010

WK Kindergarten Letter Sound Fluency

2012-2013

2011-2012

2010-2011

3rd Maze-Comprehension-District

MSP=80.8%

MSP=78.1%

MSP=83.4%

2012-2013

2011-2012

2010-2011

4th Oral Reading Fluency-District

MSP=69.7%

MSP=74.0%

MSP=76.4%

2012-2013

2011-2012

2010-2011

8th Maze-Comprehension-District

MSP=81.0%

MSP=77.3%

MSP=76.1%

Kindergarten -Letter Sound

Fluency Special Education & Title

2nd Grade-Oral Reading Fluency (R-CBM)-Special Education & Title

9th Grade-MAZE Special Education

(Language! & Reading Success)

2012-2013



2012-2013



2012-2013



2011-2013

K-LSF-2009

K-LSF-2010

K-LSF-2011

K-LSF-2012

K-LSF-2013

0%

10%

20%

30%

40%

50%

60%

70%

80%

Kindergarten Growth in Letter Sound Fluency-2009-2013

K-LSF-2009

1st ORF-2010

2nd ORF-2011

3rd ORF-2012

4th ORF-2013

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Cohort Growth in Letter Sound Fluency-2009 to 4th ORF in 2013

MSP=76.9

RTI Team Rubric

Kindergarten First Grade Second Grade Third Grade

FNFall 2010

LNFWin 2011

LNFSpring

2011 LNF Fall 2010 LSFWin 2011

LSFSpring 2011

LSFWin 2011

PSFSpring 2011

PSFFall 2011

NWFFall 2011 R-

CBMWin 2012

R-CBM

Spring 2012 R-

CBMFall 2012 R-CBM

Win 2013 R-CBM

Spring 2013 R-

CBMFall 2013 R-CBM

Fall 2013 Maze

A 22 45 67 0 39 69 6 32 48 12 28 66 64 64 89 65 13B 5 42 61 0 36 59 35 52 55 20 88 116 96 116 118 118 23C 6 35 50 0 14 56 29 63 15 10 54 97 62 100 114 80 24D 0 6 12 1 2 13 1 7 0 1 17 65 40 70 94 75 7E 5 12 55 0 12 47 62 62 37 5 36 69 58 86 99 74 10F 45 70 80 27 64 78 47 48 88 94 134 172 168 177 174 186 36G 35 41 52 5 32 44 19 57 52 16 60 100 103 118 109 127 17H 29 54 68 4 30 63 38 53 29 32 90 139 138 149 129 16I 2 32 46 0 5 46 2 7 34 5 50 102 68 101 117 87 18J 18 14 73 3 14 57 30 64 14 13 52 84 63 83 94 80 9K 14 41 34 9 17 20 16 37 15 7 20 25 65 78 63 5L 2 3 7 0 2 8 12 40 0 0 2 5 5 10 13 8 0M 1 5 15 0 7 38 5 36 7 5 36 79 53 101 109 86 16N 6 6 38 0 17 47 11 64 0 4 31 73 53 82 91 56 21O 38 47 70 16 32 57 51 57 42 80 129 136 118 128 153 155 24P 24 47 54 6 37 46 4 48 40 31 79 107 92 134 133 132 15Q 23 53 71 6 46 76 48 59 53 38 73 112 100 114 131 107 17R 34 45 55 12 26 52 9 49 22 6 44 104 82 107 140 112 21S 36 38 46 6 26 53 7 44 48 19 52 91 85 106 130 109 18T 16 23 60 5 19 47 40 62 30 8 33 58 33 67 66 50 12U 2 3 3 37 24 29 25 0 38 56 34 74 104 57 12

V 26 37 49 12 26 35 49 54 23 30 63 120 89 108 133 136 21W 12 21 38 0 20 51 28 50 23 6 28 62 51 84 99 67 15X 11 31 46 0 13 35 29 48 11 3 51 94 75 93 113 93 14Y 13 37 44 4 35 63 5 22 35 19 51 79 48 82 113 72 13Z 1 4 10 0 3 20 0 21 10 0 27 87 70 95 127 68 10Z1 18 53 58 6 23 54 32 49 38 12 32 59 48 67 88 63 8Z2 24 64 68 21 45 47 51 47 59 40 95 123 114 142 151 136 20

11+ 32+ 44+ 3+ 17+ 36+ 22+ 45+ 25+ 12+ 20+ 57+ 42+ 105+ 92+ 76+ 11+3-10 14-31 27-43 1-2 6-16 16-35 5-21 12-44 10-24 7-11 9-19 20-56 13-41 50-104 54-91 34 -75 35 -750-2 0-13 0-26 0-0 0-5 0-15 0-4 0-11 0-9 0-6 0-8 0-19 0-12 0-49 0-53 0-33 0-4

Documents

RTI/MTSS-ESSENTIAL ELEMENTS Mike Jacobsen White River School District-Director of Assessment & Curriculum-Retired [email protected] Bainbridge Island