Lake County Schools

1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C²Collaborative Cohort February 21, 2013

2. Underperforming SubgroupsPart 2 Robin Neeld Jeanette Tietjen

3. Bell Ringer • As participants arrive, using the post-it notes on your table, (based on your homework from Part I) for each RTI Resource Pyramid write one resource for each level in each of the three tiers used at your school. • Later in the session, we will share these resources for each Academic, Behavioral, and ELL Tiered Levels of Support. • Example: Academic: Secondary Reading Plus Behavioral: Elementary Check-in/Check-out ELL: Rosetta Stone

4. Under-Performing Subgroups: Part II Shifting Gears Bell ringer: Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid. • Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement . February 21, 2013 Benchmarks: Domain 1 : Classroom Strategies and Behaviors Domain 2 :Planning and Preparing Domain 4 : Communicating with Parents Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support. Objective Sum-It-Up Utilizing the RTI process with fidelity provides necessary support for moving subgroups from underperforming to performing. Essential Question How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom? NEXT STEPS: We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity. Common Language • Predictions • Hypothesis • Problem Analysis • Intervention • Integrity • Fidelity

5. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

6. Academic Services Curriculum & Instruction ~ Professional Development ~ Teaching & Learning • The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement. Assurances • We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. • We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. • We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. • We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

8. How do the 21st Century SkillsSkills Align? Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

9. Building Relationships Among Problem Solvers to Strengthen RTI

10. Marshmallow Challenge Rules • Each team will have 18 minutes to complete the challenge. • The largest freestanding structure wins as measured from the table top to the top of the marshmallow.  • The structure cannot be supported by anyone or anything that is not included with the kit. • The marshmallow needs to be supported on the top of the structure.  • Any team that cuts or eats part of the marshmallow will be disqualified. • Teams are free to break up the remaining kit components anyway they like.  • Teams are also allowed to use as much or as little of the kit as needed • Any structure not freestanding with a marshmallow on top will be eliminated.

11. Team Marshmallow Challenge Kit 20 sticks uncooked spaghetti One yard of string One yard of masking tape One Marshmallow

12. 18 minutes Stopwatch http://www.timeme.com/timer-stopwatch.htm

13. Challenge Reflection Turn to Shoulder Partner and Respond to Question Below: How did this challenge help us build relationships through problem solving?

14. Challenge Reflection • Why the Marshmallow Challenge? • Identify the hidden assumptions • Common language • Problem-Solving • Shared experience • Prototyping • Facilitation • Nature of Collaboration • Team Development • How does this activity relate to the function of the RTI Team?

15. Problem-Solving Model • Step 1: • Problem Identification • What is the problem? • Step 4: • Response to Intervention • Is it working? • Step 2: • Problem Analysis • Why is it occurring? • Step 3: • Intervention Design • What are we doing about it?

16. Moises – is the kid in your classroom, the ONE that you are NOT reaching… Immersion

17. http://www.youtube.com/watch?v=I6Y0HAjLKYI Student Focus

18. What resonates for you from the “Immersion” video? What student behavior alerted the teacher to the student’s problem? If you were faced with Moises’ situation at your school, describe how your problem solving process would begin?

19. Best Practices in Linking Assessment to InterventionBatsche, et al • Overview • Problem Solving Model Purpose • Primary Outcomes: development, implementation , and evaluation of interventions for student success • Three-tiered system is both effective and efficient • Multi-tiered Service Delivery Model • Linking Assessment to Intervention

20. Best Practices in Linking Assessment to Intervention 3 3 4 2 1 5 Jigsaw – Each participant is numbered in table teams.

21. Using A Tree-Map to Identify Essential Data MTSS:PS/ RtI Step 2 Problem Analysis Step I Problem Identification Step 3 Intervention Development Step 4 Response to Intervention Hypothesis Development

22. Reviewing the Problem-Solving Model • Team Jigsaw • In teams of four or five, count off to establish team member number • Divide the article among the team: • Team Member 1, Page 179-181 - Hypothesis Development and Linking Assessment Results to Intervention Development • Team Member 2, Page 181-182 Problem Identification Team • Member 3, page 182-183 Problem Analysis • Member 4, Page 183-185 Intervention Development and Implementation • Team Member 5, Pages 185-186 Program Evaluation/RTI • Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section. • Each team member will have a completed Tree Map at the end of the Jigsaw.

23. ICEL/RIOT

24. Reviewing the Problem-Solving Model • Team Jigsaw • In teams of four or five, count off to establish team member number • Divide the article among the team: • Team Member 1, Page 179-181 - Hypothesis Development and Linking Assessment Results to Intervention Development • Team Member 2, Page 181-182 Problem Identification Team • Member 3, page 182-183 Problem Analysis • Member 4, Page 183-185 Intervention Development and Implementation • Team Member 5, Pages 185-186 Program Evaluation/RTI • Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section. • Each team member will have a completed Tree Map at the end of the Jigsaw.

25. MTSS:PS/ RtI Step 2 Problem Analysis Performance or Skill Deficit Step I Problem Identification Define Replacement Behavior Step 3 Intervention Development Informed by Problem Analysis Step 4 Response to Intervention Plan for Progress Monitoring Hypothesis Development Use of ICEL/RIOT

26. Summary

27. Break for Eight Stopwatch http://www.timeme.com/timer-stopwatch.htm

28. Intervention Versus Resources What is an intervention/resource? Are there a differences? Are there similarities?

29. Turn & Talk • Discuss the following questions: • What is an intervention? • What is a resource? • What are the similarities? • What are the differences?

30. What’s the Difference? Time Close The Gap Strategies Resources Intervention

31. Bell Ringer: Round Robin • As a Team, Compare & Contrast Resources for each RtI Pyramid • As a Team, choose one Resource for each Tier and Write it on a post-it note for the 3 RtI Pyramids. • Jigsaw Partner #3 will place these resources for each Tiered Levels of Support. on the classroom poster. • Rosetta Stone • Check-in/ • Check-out Harcourt

32. Rate your understanding of your school’s resources…

33. Providing Tiered Levels of Support • Guiding Questions • How do we design a Multi-Tiered System of Supports? • What type of structure is most successful? • Which schools have effective practices in place? • How will you build capacity in your school? • How do we get the answers to these questions?

34. Spotlighting Best Practices We will be spending the last portion of this workshop hearing from personnel from four schools in Lake County. We have representatives from Elementary, Middle, and High School. Each school will spotlight an effective practice from their school. In the remaining time, the panel will answer questions from the workshop participants. Prior to getting started, let’s look at a tool to assist in planning the next steps you will take to build capacity at your school.

35. Let’s Examine How One School Approaches RtI Tigard High School http://teachertube.com/viewVideo.php?video_id=218571&title=Implementing_RTI__Tigard_High_School

36. RtI – Making It HappenTigard High School Successfully

37. How will you build capacity for MTSS:PS/RtI in your school? Utilize data analysis to identify a problem Identify resources at school Determine which interventions are working

38. Panel Presenters East Ridge High School East Ridge Middle School Clermont Elementary School Beverly Shores Elementary School

39. Under-Performing Subgroups: Part II Shifting Gears Bell ringer: Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid. • Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement . February 21, 2013 Benchmarks: Domain 1 : Classroom Strategies and Behaviors Domain 2 :Planning and Preparing Domain 4 : Communicating with Parents Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support. Objective Sum-It-Up Utilizing the RTI process with fidelity provides necessary support for moving subgroups from underperforming to performing. Essential Question How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom? NEXT STEPS: We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity. Common Language • Predictions • Hypothesis • Problem Analysis • Intervention • Integrity • Fidelity

40. Participant Scale and Reflection

41. Ticket Out - Reflection 1. What new perspectives did you gain from the panel of presenters?2. How will you make use of these new perspectives when you return to your school?3. My Learning Scale Score for today is:4 3 2 1 0 (circle)