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Tiered Instruction and Interventions: Experiences of the Vail (AZ) and
Mahtomedi (MN) Districts
Denise Waalen - Mahtomedi School District, MNLynne Viker - Mahtomedi School District, MN
Laurie Emery - Vail School District, AZ
May 20, 2009
Overview of Webinar• Setting the Stage for RTI
– District Support– District Beliefs– Logistical Considerations
• Interventions and Tiered Instruction– Integrated Model in the Mahtomedi District– RTI in Old Vail Middle School
• Lessons Learned • Resources
District Support
• Curriculum • Data collection and storage • District calendar for curriculum and data• Personnel • Autonomy and innovation at school level• Adoption of proven practices
• State-aligned, curriculum-calendared performance objectives
• Reteach/Enrich Model• Use of data to drive instruction• Professional development• Universal screening- K-5 (2003)• Universal screening three times/year- K-8,
Math, Reading, and Writing (2004)
District Support
• Leadership Philosophy: Primary focus on student outcomes while supporting teachers’ needs
• Identifying a “shared” vision and developing a plan to support staff with the skills they need to get there
• Equal may not be Fair
• Responsibility is SHARED, not shifted
• There are certain non-negotiable factors that must be acknowledged regardless of personal philosophy or inclination
District Beliefs
Some Reasons a district may want to consider RTI:
• Students are not making desired academic Students are not making desired academic or social emotional growthor social emotional growth
• Collaboration amongst staff could improveCollaboration amongst staff could improve• Staff feeling dissatisfied with traditional Staff feeling dissatisfied with traditional
model for seeking help for kids model for seeking help for kids • The staff is not able to address the wide The staff is not able to address the wide
range of needs for all students in a range of needs for all students in a classroom classroom
• Data is being collected, but nobody really Data is being collected, but nobody really knows what to do with it…knows what to do with it…
• Reorganized Building Schedules (Literacy and Math blocks with flexible grouping of students)
• Restructure the use of Support Staff (e.g., Paraprofessionals, Title Teachers, Reading Teachers)
• Plan Assessment Schedule
• Set up Academic Data Management (AIMS web)
Implementing RTI: Logistical Considerations
Implementing RTI: Logistical Considerations
• Behavioral Data Management System – SWIS (School Wide Information System)
• Obtain at least 80% Commitment of Staff
• Trust-Building Activities
• Identified one staff person to manage RtI logistics and one to manage PBIS logistics
Interventions and Tiered Instruction
in Mahtomedi School District
System-Wide Intervention Model (SWIM): Combination of Big Ideas
• RtI = Response to Intervention (where interventions address specific concerns, progress is monitored, and changes made based on data)
• PBIS = Positive Behavior Interventions and Supports (building school-wide capacity to support all kids, but especially those with challenging behaviors)
• Problem-Solving for intensive concerns and Standard Treatment Protocols for less intensive concerns (and “focused” treatment protocols for intermediate concerns)
• 3-Tiered Model for:– Data/Assessment Systems– Problem-Solving Structures– Intervention – fluidly increasing intensity of support and/or
increasing allocation of resources
Face 1: Data and Assessment Systems
AIMSWeb (CBMs) 3 X/yr NWEA 2-3 X/yr
SWISSET
EBS Survey
Teacher reportsRunning Records
Work SamplesReport Cards
Health recordsAttendance Records
Aims Web(bi-weekly monitoring)Curriculum assessmentsCICO
Mini-FBATeacher-managed behavior charts
CBM(weekly monitoring)Portfolio reviewsFBABehavior chartsPsychoeducationalassessment dataCRT’s / Task Analysis
Tertiary: Individual, Intensive(~5% of students)
Secondary: Targeted(~10-15% of students)
Primary: Universal(80-85% of students)
Data and Assessment Systems Instructional Practices
and Interventions
How we Determine how our Tiers are Populated: Reading and Math
• The Correlation between performance on NWEA-MAP tests (i.e., district-wide formative assessments) and performance on state-wide high stakes / accountability tests (per logistical regression analyses from TIES)
• Tier 1 = High probability (~90% chance of proficiency)• Tier 2 = Moderate probability (~40%-50% chance of
proficiency)• Tier 3 = Low probability (~90% chance of non-proficiency)
TIES Data Helped CreateTarget/Cut-Score Table
Grade Tier MAP CBM-Math Facts
MAP CBM-Math Facts
MAP CBM-Math Facts
Tier 1+ >200 >205 >210 Tier 1 176-200 8+ 184-
205 13+ 190-210 16+
Tier 2 164-175 --- 173-183
--- 179-189 ---
Tier 3 <164 --- <173 --- <179 --- Tier 1+ >212 >218 >224 Tier 1 191-212 11+ 198-
218 13+ 203-224 16+
Tier 2 180-190 --- 188-197
--- 194-202 ---
Tier 3 <180 --- <188 --- <194 ---
Fall Winter Spring
2
3
How we Determine how our Tiers are Populated: Social/ Emotional/ Behavioral Skills
• SWIS Referrals:– 0-1 ODR’s = Tier 1– 2-6 ODR’s = Tier 2– 6+ = Tier 3
• ODR’s (Office Discipline Referrals)
• SWIM List Referrals: Generate Tier 2 needs and intensive health/mental health needs
• Health office visit and attendance information: generate add’l Tiers 2 & 3 needs– Nurse visits – good source of internalizing data!!
Face 2: Instructional Practices and Interventions
Academic Skills
Problem-Solving
Tertiary: Individual, Intensive(~5% of students)
Secondary: Targeted(10-15% of students)
Primary: Universal(80-85% of students)
Instructional Practices and Interventions
Academic BehaviororganizationMaterials mgm’tTime mgm’tWork ComplSocial / Behavioral Skills
Tier 1 Intervention Menu – Academics
• Literacy• Core = Houghton-Mifflin• Supplements =
– Flexible grouping at instructional level
– Tucker Signing– Guided Reading– Add’l supplements per
data
• Math• Core = Everyday Math• Supplements =
– Math Minutes– Yearly Progress Pro– Vertical/developmental
alignment of outcomes: Committee alignment of standards and curriculum (e.g., aligning MCA II expectations with class)
Tier 1 Intervention Menu – Behavior
• Responsive Classroom• Bullying Prevention (building-
wide antibullying plan)• All-School Morning Meetings• Take-a-break• Social Conferencing• Buddy Teacher• Problem-Solving Class
Meetings• Role Play• Corrective Teaching• Pre-Referral manual
• Peer Mentor• Teacher Support Plans• Student Strengths Plan• Structured Response Plan• Access to fidgets or other
sensory items• Visual Schedule• Conflict Resolution• Parent information• Secure 4:1 ratio of Positives
to Corrections in classroom• Classroom organization
(environment)
Tier 2 Intervention Menu – Academics
• Core = Houghton-Mifflin• Supplements:
– Sonday System– Read 180– Repeated reading– Six Minute Solution– Incremental Rehearsal– Error correction procedures– Word Study– Additional time with Additional time with
Reading Specialists Reading Specialists engaging in specific data-engaging in specific data-driven interventiondriven intervention
• Core = Everyday Math• Supplements:
– Math Minutes– Yearly Progress Pro
(assessment and instruction – in progress)
– Intervention Central– Everyday Math – games and
core concepts– Math notebooks– Additional time with Math Additional time with Math
Specialists engaging in specific Specialists engaging in specific data-driven interventiondata-driven intervention
Tier 2 Intervention Menu – Behavior • Check-In-Check-Out (M&M
club)• Social Skills Group (targeted)• Targeted Classroom
Intervention• Mini-FBA w/PBSP• School-based group
counseling• Mentor program• Need-a-break cards • Instruction in self-
monitoring strategies• Work systems
• First/Then cards• Sensory breaks – preventive• Morning run-through of
visual schedule• Parent conference and
targeted support• Peer mediation• Access to calming space – as
needed• Modifying academic
expectation• What Am I Working For?
Cards
Tier 3 Intervention Menu – Academics
Literacy• Core = Houghton-Mifflin• Supplements = Small Group or
1-1 Instruction– Reading Mastery– Orton-Gillingham– Tucker Signing– Word Study– Repeated reading– Six Minute Solution– Incremental Rehearsal– Error correction procedures– individually-designed
instruction based on multiple curricula
Math• Core = Everyday Math• Supplements = Small Group or
1-1 Instruction– Math Minutes– Yearly Progress Pro
(assessment and instruction – in progress)
– Intervention Central– Everyday Math – games and
core concepts– Math notebooks– Additional time with Math Additional time with Math
Specialists engaging in specific Specialists engaging in specific data-driven interventiondata-driven intervention
Tier 3 Intervention Menu – Behavior • One-on-one or direct skills
instruction w/task analysis• FBA w/full Behavior
Intervention Plan• Pull-out behavioral
instruction• Pull-out instruction in
schedule strategies, social stories, etc.
• Wrap-around, person-centered planning
• Crisis intervention plan• School-based individual
counseling• Instruction in self-monitoring
strategies
• Instruction in conflict resolution
• Access to calming space – as needed and strategic/planned use
• Special education resource room
• Frequent sensory experiences planned throughout day (preventative)
• Intensive teaching of how to run a schedule and implement changes
• Parent training• Out of building placement
Face 3: Problem-Solving Structures
Zephyr PrideDevelopmental Design Coaches
PLC’sAcademic committeesInformal consultation
SWIM Team(Core S/ST in PLC’s)Formal consultation
with academic/behaviorspecialists
SolutionsTeamFormalConsultationAcademic/BehaviorSpecialistSchool Psychologist
Related Services PersonnelCommunity Providers
Tertiary: Individual, Intensive(~5% of students)
Secondary: Targeted(10-15% of students)
Primary: Universal(80-85% of students)
Problem-Solving Structures
Data and Assessment
Face 3: District-Wide Solutions-Based Structures
Professional Learning Communities
(Aligning Grade Level and Individual
Student Systems)
Building Leadership Teams
(Aligning Building Systems)
AdministrativeTeam(Aligning District Systems)
Tertiary: Few staff
Secondary: Some staff
Primary: All staff
Problem-Solving StructuresData and Assessment
General Outcomes• Increased collaboration between staffIncreased collaboration between staff• Increased sharing of concernsIncreased sharing of concerns• More appropriate matching of concerns to interventionMore appropriate matching of concerns to intervention• Efficiency has increased for meeting needsEfficiency has increased for meeting needs• Literacy skills have improved!!Literacy skills have improved!!• Better understanding of needs system-wideBetter understanding of needs system-wide• Better direction regarding data needsBetter direction regarding data needs• Doors have opened for more opportunities:Doors have opened for more opportunities:
– Alt. Delivery AwardAlt. Delivery Award– Reapplication for RtI grantReapplication for RtI grant– Additional Participation in PBIS CohortsAdditional Participation in PBIS Cohorts
Impact of “shared responsibility” on Special Education
• Impact on referrals– Referrals are for SOLUTIONS, not special education– We are assessing the RIGHT students – long-term Tier 3– 2007-08: 15 Total K-2 Initial evaluations (non DD to
Categorical)– 3 driven by poor response to academic intervention– 5 were Private School referrals– Zero parents at WW insisted on pursing eval rather than
interventions where academics were only concern• Two parents wanted eval for Health reasons (both students qualified – OHD or
TBI)
– Results: 14 Qualified (4 ASD, 3 EBD, 2 SLD, 4 OHD, 1 TBI, 2 DNQ)
QuestionsIf you have a question please submit it using the Q&A tab at the top of your screen.
Interventions and Tiered Instruction in Old Vail Middle
School
Big Picture: Data Sources
• STEEP - general outcome• ATI - mastery - formative and summative• AIMS - summative - state test• Teacher made tests - formative and
summative
Big Picture: Personnel
• Principal• Student Achievement Teacher• Psychologist• Classroom Teacher• Special Education Teacher
Tier 1 School-wide
• Curriculum• Formative use of data• Data team meetings• Professional development• Leadership
Tier 2 Classroom
• Identification of struggling students• Materials for intervention• Progress Monitoring• Scheduling intervention• Personnel
Tier 2 Beyond the classroom
• Identification of struggling students• Materials for intervention• Progress Monitoring• Scheduling intervention• Personnel
Tier 2 In Detail
• Standard Protocol Model• Universal Screening-3 times a year• Classwide vs. individual problems• Classwide = full class intervention• Individual = Can’t Do/Won’t Do• Individual interventions with peer coach• Progress Monitoring for Generalization
Moving from Tier 2 to Tier 3
• Child Study Team– Via data team meetings
• Inadequate response to peer coaching intervention– Via psychologist monitoring for generalization
• Each of these avenues may result in Multidisciplinary Evaluation Team Meeting
Tier 3 Special Education
• Special Education services provided in co-teach setting
• Basic skills groups are scheduled on an as needed basis
• Progress toward special ed goals is closely monitored.
Maintaining the Tiers
• Part of District and School culture• Consistent, knowledgeable leadership• Personnel has training and ongoing PD• Investment in tools
– Curriculum– Data collection and management
• School and district level problem solving• Monitoring of integrity
QuestionsIf you have a question please submit it using the Q&A tab at the top of your screen.
Lessons Learned
Lessons Learned• Systems Change is hard! Systems Change is hard!
– Rely on systems change ideas; don’t let the initiative Rely on systems change ideas; don’t let the initiative be the reason you’re changingbe the reason you’re changing
• Intervention Integrity Checks / FidelityIntervention Integrity Checks / Fidelity• Grade Level PLC TeamsGrade Level PLC Teams
– Consistency; differences in perceptions of purposeConsistency; differences in perceptions of purpose• Implementation in new buildings – using “what works” Implementation in new buildings – using “what works”
vs. allowing new staff to go through the processvs. allowing new staff to go through the process– Pacing; funding; training; etc.Pacing; funding; training; etc.
• Staff changesStaff changes
Lessons Learned• Diverse training needs within and between grade levels, Diverse training needs within and between grade levels,
buildings, etc.buildings, etc.• S/ST – Responsiveness to staff needsS/ST – Responsiveness to staff needs• Staff roles – balancing expertise, flexibility, funding, etc.Staff roles – balancing expertise, flexibility, funding, etc.
– Re-framing vs. re-specializing (a new title with the Re-framing vs. re-specializing (a new title with the same duties doesn’t cut it!)same duties doesn’t cut it!)
– Conflicts can arise when people don’t understand Conflicts can arise when people don’t understand why someone isn’t doing what they’ve always done why someone isn’t doing what they’ve always done before!before!
• Perceptions of what’s “fair” Perceptions of what’s “fair” • Philosophical differences (e.g., Bottom-up skills vs. Philosophical differences (e.g., Bottom-up skills vs.
Whole Language instruction, fluency as instructional Whole Language instruction, fluency as instructional objective; Punishment vs. skill-building orientation)objective; Punishment vs. skill-building orientation)
Humble Suggestions – 1: Start with What You’ve Got!
1) START WITH CONSENSUS BUILDING– The best way to kill an initiative is to have it lead the change!
Let the need for change guide the initiative!2) Inventory what you’ve got! (i.e., Look in your closet
before you buy those new shoes!)– Current core curricula and interventions (Tier? Eligibility?
Who Delivers?)– Data sources (does your data tell you the story you need for
making decisions? Where are there holes? Do you have a district/building Assessment Plan including screening, diagnostic eval, etc.?)
– Problem-Solving Structures (system or individual level? i.e., grade level teams, PLC’s, Collaboration Groups, Houses, lateral teams, TAT/SAT/SIT/PAT, etc.; eliminate duplicative efforts)
Humble Suggestions - 23) Arrange available data to create a picture of your
building’s “pyramid” (who’s “responding”?)– If you can’t tell who’s responding, identify what
information you’re missing– If your non-responders are >20%, evaluate core
curriculum
4) For those who are NOT “responding,” are there common needs?
– If you can’t tell from your data, what’s missing?
5) Do you have Standard Treatment Protocols to address non-responders? Are you relying solely on an individual referral model to address non-responders?
Humble Suggestions – 3: Fill in the Gaps
6) Consider what additional needs remain “unmet” given available 6) Consider what additional needs remain “unmet” given available interventionsinterventions
– Use caution and discretion when “shopping” for interventions:Use caution and discretion when “shopping” for interventions: • ““expensive” does not equal “good”; “free” does not equal “bad”expensive” does not equal “good”; “free” does not equal “bad”• Match evidence-based interventions with IDENTIFIED NEEDS (if you Match evidence-based interventions with IDENTIFIED NEEDS (if you
can’t accurately identify the need, examine your data sources can’t accurately identify the need, examine your data sources before leaping to intervention selection)before leaping to intervention selection)
7) Set building –wide and district goals pertaining to interventions, 7) Set building –wide and district goals pertaining to interventions, data, and problem-solving systems – identify a timeline for data, and problem-solving systems – identify a timeline for reaching goals, support needed from administration and RtI reaching goals, support needed from administration and RtI coordinator, and staff development needscoordinator, and staff development needs
8) For the interventions you have or acquire, make sure ALL staff 8) For the interventions you have or acquire, make sure ALL staff being asked to implement them have needed training to do sobeing asked to implement them have needed training to do so
9) Encourage a culture that CELEBRATES SUCCESSES (assume 9) Encourage a culture that CELEBRATES SUCCESSES (assume nothing – teach everything: some buildings don’t know how to nothing – teach everything: some buildings don’t know how to CELEBRATE)CELEBRATE)
Things to Think About…
• If we had to do it over. . . If we had to do it over. . . - We would lead with data and consensus, not the - We would lead with data and consensus, not the
initiativeinitiative• If we were to coach another site. . .If we were to coach another site. . .
- We would focus on building sustainability - We would focus on building sustainability structures and problem solving structuresstructures and problem solving structures
• Integration of Initiatives: Our focus is on providing an Integration of Initiatives: Our focus is on providing an increasingly fluid continuum of increasingly fluid continuum of academic and academic and social/emotional/behavioral supports – one social/emotional/behavioral supports – one support should pick up where the other leaves off support should pick up where the other leaves off (we want kids’ needs to be met regardless of (we want kids’ needs to be met regardless of funding source – kids shouldn’t feel the difference)funding source – kids shouldn’t feel the difference)
QuestionsIf you have a question please submit it using the Q&A tab at the top of your screen.
Intervention Resources• Big Ideas in Beginning Reading (U of Oregon):
reading.uoregon.edu• What Works Clearinghouse (US Dept of Education):
http://www.w-w-c.org• Intervention Central: • www.interventioncentral.org• Positive Behavioral Interventions and Supports:
http://www.pbis.org/main.htm• Promising Practices Network:
http://www.promisingpractices.net/default.asp• SCRED RtI Center:
http://www.scred.k12.mn.us/RTI/RTIcontact.htm• FCRR Interventions for Struggling Readers
http://www.fcrr.org/Interventions/index.htm
Data Resources• Northwest Evaluation
Association – http://www.nwea.org/
• U of Oregon DIBELS homepage: – http://dibels.uoregon.edu/
• School-Wide Information System (SWIS): – http://www.swis.org
• Kids Zone Create-a-Graph:– s.ed.gov/nceskids/
createagraph/default.aspx• The Behavior Reporter (Behavior
Report Card Generator): – http://
www.jimwrightonline.com/php/tbrc/tbrc.php
• Aimsweb (GOM’s): – http://www.aimsweb.com/
• IGDI’s homepage:– http://www.igdi.ku.edu/
• PBIS Surveys: – http://www.pbssurveys.org
• CBM Warehouse: – www.interventioncentral.org/
htmdocs/interventions/cbmwarehouse.shtml
RTI Resources
• St. Croix River Education District• RtI readiness survey:
– http://www.scred.k12.mn.us/RTI/RTIcontact.htm• Progress monitoring info:
– http://www.studentprogress.org/chart/chart.asp• Intervention Programs (academic and behavior)
– http://www.fcrr.org/FCRRReports/reportslist.htm– http://oregonreadingfirst.uoregon.edu/– http://www.bestevidence.org/– http://www.pbis.org/main.htm
