RtI, SDUSD and the EXCEED Student Management System “Diversity is the norm, not the exception.” CAST, 2009 Michelle Cr

1. RtI, SDUSD and the EXCEED Student Management System “Diversity is the norm, not the exception.” CAST, 2009 Michelle Crisci Linda Trousdale mcrisci@sandi.netltrousdale1@sandi.net

2. What does RtI look like at your school? What is the RtI Problem Solving Process? Where does the EXCEED Student Data Management System fit in RtI? How will you plan interventions for a student or groups of students?

3. What is new… EXCEED Student Achievement Management System This will replace your current SST process Individual Intervention Plans are replacing the previous Learning Contract documentation A way to create and store your individual student goals and monitor student progress

4. RtI2 -District Alignment • Community - Based School Reform Model • A pre-K-12 model for building academic and social skills • A core set of foundational skills • Integrates RtI2 academically and behaviorally • Utilizes i21 technology, standards, engagement strategies • Increases Positive Behavioral Interventions and Supports (PBIS)

5. RtI2 - District Alignment • Single Plans for Student Achievement (SPSA) • Learning Contracts • Operational Expectation -3 : Learning Environment/ Treatment of Students/Discipline • Goals for Student Achievement: • Critical Thinking • Student Achievement to the whole person • Citizenship Development

6. What does RtI2 leadership look like at your schools? Instructional Leadership Teams (ILT) Professional Learning Communities (PLC) • Goals of ILT are to raise student achievement and narrow the achievement gaps. • Instructional programming • Professional development • Collaboration time • Research-based instructional focus • The role of PLC’s is to support quality instruction and ensure Tier 1 fidelity. • Examine achievement data • Implement interventions • Support universally designed instruction (UDL) • Provide positivebehavioral supports (PBIS)

7. What does tiered instruction look like at your schools? Positive Behavioral Supports Universal Design for Learning Proactive approach to behavior • Provide structures for behavioral success in all environments • Develop common expectations • Define positive behaviors • Build relationships Proactive approach to learning • Provide instructional flexibility in the ways • Information is presented • Students demonstrate learning • Students are engaged

9. Instructional Technology • Computer access • CAI software such as Learning Upgrade, Read 180, System 44, We All Can Read, FASTT Math, Fraction Nation • Comprehensive reading, writing, and learning software such as Kurzweil • Text to voice and voice to text such as Dragon Naturally Speaking • Web mapping software such as Inspiration or Writer’s Companion • Reader Software such as (free) Microsoft Reader and Natural Reader • Audio Books and eBooks through sources like Bookshare • Word prediction software such as Co-writer

10. Knowing that <20% of students are auditory learners, we differentiate instruction • Gather facts about the students: strengths, interests, learning style(s), background, goals, etc. • Look at content demands (what students need to learn), process demands (how they learn it), and product demands (how they show what they’ve learned) for each student • Approach instruction with a Universal Design for Learning: curriculum should be designed from the outset to accommodate all kinds of learners • Provide options for perception • Provide options for physical action • Provide Multiple Means of Engagement

11. DEFINE THE LEARNING PROBLEM Is there a problem? What is it? EVALUATE Did our plan/intervention work? Why or why not? ANALYZE What are the instructional “holes”? DEVELOP A PLAN / Intervention What should we do about the missing instruction?

12. The majority (80%) of students in a school should be experiencing academic and behavioral success at Tier 1. Tier 2 is designed to supplement, support, and enhance Tier 1 instruction/intervention rather than replace it. In Tier 3 a greater degree of intensive interventions (frequency, duration, and/or teacher-student ratio) are provided.

13. Tier 1 Classroom InterventionsAccomplished through frequent small group instruction organized by using consistent assessment of learning Changes in instructional practice • Planning Instruction • Managing Instruction • Delivering Instruction • Evaluating Instruction Peer Assisted Learning Strategies • Practice • Multiple mass opportunities to respond • Immediate corrective feedback

14. Tier 2Targeted Intervention, an approximation of the Skill Deficit Scheduling (ILT) Intervention (PLC) Fluid and flexible small groups (4-6 students) located in classroom School-wide common intervention period such as SURGE (secondary) Student scheduled into existing intervention period of 12-14 students (secondary) • Computer Assisted Instruction (PSI) • Direct instruction in small groups delivered by credentialed educator • Immediate , frequent, and explicit feedback • Guided practice • Relevant independent practice • Keeping students interested and motivated

15. Tier 3a Problem Solving TeamsSystemic problem solving is what differentiates PST from traditional SST’s 1. Problem Identification. What is the difference between what is expected and what is occurring? 2. Problem Analysis. Why is the problem occurring ? 3. Developing a Hypothesis. What are the students needs? 4.Choosing an Intervention. What is the goal? What is the intervention plan to meet this goal? How will progress be monitored? 5. Plan Implementation. How will intervention integrity be ensured? 6. Plan Evaluation. Was the Intervention Plan Successful? EXCEED documents all of #4

16. RtIis Assessment Based • Tier 1- assessment used for instructional and behavioral planning (i.e., CSTs, Benchmarks, DRA, CAHSEE) • Tier 2- assessment used to • Identify deficiencies • Plan interventions • Progress monitor

17. Tier 3 Functional Case Study • Problem Identification/certification • Problem Analysis • Plan Implementation • Plan Evaluation

18. Purpose of Tier 3b Functional Case Study • The purpose of the Case Study is to findthe intervention (instructional methodology) which works for the student. • NOT to find a disability