School Improvement and Response to Intervention: One Common Voice—One Plan

1. School Improvement and Response to Intervention: One Common Voice—One Plan May 4, 2010

2. Response to Intervention (RtI) Ingham ISD County-Wide Initiative

3. Our Journey 2007-2009 Focused work on mission, vision, values and goals • Collaborative PLC with local district special education and curriculum directors • Failure is NOT an Option

4. Response to Intervention (RtI) We began with general education. • 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)

5. Creating Consensus, Building Infrastructure and Implementation of RtI across IISD Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk Universal Intervention Core Instruction, all students Preventive Reading 1-5% 7-15% 80% Behavior

6. Components of RtI All 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)

7. Why 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)

8. ARRA Opportunity IDEIA (Special Education) funds can be spent on educational change initiatives as long as it supports reducing the achievement gap between special educationstudents and their general education peers.

9. ARRA Opportunity PLAN Early PLAN Deep Identify your greatest challenges Research-based Substantial reform Establish the Foundation––Build Capacity

10. Our Local Rationale Increased accountability for all students to meet rigorous state standards Achievement gaps with student subgroups Dwindling resources Increasing student subgroup populations

11. ARRA Accountability Short term investment, long term gains Building capacity, not providing direct services Focused on systemic change Efforts must be sustainable, not person driven

12. 100% of Districts Agreed to Support Response to Intervention (RtI) Districts chose to fund RtIwith… School based coach/coaches PD series for identified school based leadership teams Ongoing training and school based support for leadership teams, principals and coaches

13. How Did We Get To 100%? Meetings…meetings…more meetings! • Superintendent meetings • Curriculum Director meetings • Special Education Director meetings • Saturday meetings • Individual District Administrative Meetings • Business Official meetings

14. Ingham County-Wide StructureContinuum of RtI Supports 22 schools Not participating

16. RtI Change Model Three Phases Consensus Building (Commitment) Infrastructure Development Implementation Implementation Consensus Infrastructure

17. Ingham RtI Initiative

18. Ingham RtI Initiative

19. RtI ProcessesBuilding 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

20. District Level RTI Leadership Function Political Support Visibility Funding District School Leadership Team: Managing RtI Training Resources Coaching Evaluation Building Level School Implementation Adapted from Horner, Sugai

21. Superintendent Assistant Superintendent Curriculum Director Special Education Director Principals Human Resource/ Personnel Director GE teachers SE teachers Title I/ELL staff G/T staff Parents District Leadership Team (DLT) Membership

22. District Leadership Team (DLT) Roles • Assess needs • Building Consensus and Commitment • Allocate Resources and Build Infrastructure • Support Systems Change and Implementation Components

23. District Leadership Team (DLT) Specific Responsibilities • Provide clear expectations for RtI implementation • Provide supports to ensure sustainability of RtI district-wide • Develop a multi-year district implementation plan • Monitor progress of and adjust implementation of RtI

24. Ingham RtI Initiative

25. Michigan Behavior Learning Support Initiative (MiBLSi) Schools • These 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/Stockbridge • Cohort 6 – Marble Elementary/East Lansing, Aurelius and Alaiedon Elementary/Mason, Cornell and Edgewood Elementary/Okemos Murphy, Ralya, Wilkshire/Haslett

26. Ingham RtI Initiative

27. Targeted 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.

28. Why School Based Leadership Teams? Top 7 Research 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.org

29. Ingham RtI Initiative

30. Professional 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.

31. Ingham RtI Initiative

32. Principal 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 principal’s role. This academy was offered in mid-August.

33. MR.PRINCIPAL

34. Leadership is Vital Leaders set the tone, provide the necessary resources, and create reinforcement and accountabilitysystemsfor teachers and staff to be successful. The implementation and sustainability of RtI will not be successfulwithout your strong leadership and administrative support. Have you ever been part of “something” that has FAILED because of a lack of leadership?

35. Ingham RtI Initiative

36. Building Based Supports Coaching Supports & Processes Intensive Coach Institute Monthly Meetings with Coaches and Principals Monthly Meetings with Building Based Leadership Teams Coach Cluster Meetings Ongoing Job Embedded Technical Assistance

37. Kick 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 Initiative • Day 2: Coaching RtI: Establishing a Successful and Sustainable Framework • Day 3: Managing Change and Transitions to Improve Student Learning: A Focus on RtI • Day 4: Response to Intervention: Focus on Coaching

38. Responsibilities 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 learning Acquire knowledge of the change process Learn the steps of building consensus Learn the components of the Positive Behavior Support (PBS) model Gain 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 sessions Maintain 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:

39. Ongoing Coaching Support • Coach principal meetings (monthly) • Coach cluster meetings (monthly) • Individualized support from ISD • Ongoing professional development to build skills • Focus on working with SBLT

40. Even Super Coach has his/her limitations… Leadership is more than one person It takes a team to get the work done

41. Ingham RtI Initiative

42. Universal Screener/AIMSweb Fiscal support for districts to purchase AIMSweb through the RDI Grant

43. Regional Data Initiatives Grant • Two year grant • Cover costs for AIMSweb • Began with the winter benchmark • Professional development regarding using data to improve instruction and student outcomes

44. In the beginning….Consensus Building Educators will embrace new ideas when two conditions exist: • They understand the NEED for the idea • They perceive that they either have the SKILLS and PRACTICES to implement the idea OR they have the SUPPORT to develop the skills

45. Change is Hard for Some REMEMBER Consensus Building Takes Work!

46. What were some of our obstacles or barriers and how have we overcome them? Purpose unclear Lack of ongoing communication Unrealistic expectations of initial success Lack of screening data Participants not involved in planning… School culture/ religion wars Failure to achieve CONSENSUS Dealing with change resisters

47. We 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 haven’t so far. The Conundrum of American Public Education Ron Edmonds, 1982 in DeFour et al., 2004

48. Voices from the Field

49. Program Evaluation for RtI Initiative The 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)

50. Measuring Progress Toward an RtI Model Implementation Consensus Infrastructure Infrastructure Implementation Consensus SMART Goal SMART Goal SMART Goal Indicators and Evidence Indicators and Evidence Indicators and Evidence