Building RTI Fidelity

1. Building RTI Fidelity Paula Freer, PhD RTI Consultant Bibb County February 2014

2. Objectives • Critical role RTI plays in School Improvement • Review the major components of RTI Framework Fidelity • Review RTI Fidelity -Using the SSTAGE RTI Rubric • Action plan Bibb County district and school level RTI Fidelity

3. Random Acts of Improvement Or Aligned Acts of Improvement

7. GaDOE- SSTAGE RTI Rubric Essential Elements • Collaborative Problem-Solving • Assessment • Instruction and Intervention In each essential element are these components: • Leadership and Infrastructure • Professional Learning • Parent/Family and Community Involvement • Process and Procedures

8. Ware County Schools- RTI Model of Achievement & Accountability First Adopted July 11, 2006 • High School Graduation Rate Where We Were Then-2004-05 Where We Are Now- 2011-12

9. What Changed? • No single “silver bullet” • Increased expectations that underscored the unacceptability of waiting for students to fail • A laser-like focus on standards based instruction • A strong emphasis on rigor, relevance, and relationships • The development of the Ware County Pyramid of Interventions (RtI) that is fully integrated into a systemic, unified, and comprehensive approach to school improvement • Work hard to engage and/or re-engage students in instruction • Dr. Joseph Barrow, Ware County Superintendent now Fayette County Supt.

10. Griffin Spalding County School System Working Together: RTI-Academics & RTI-BehaviorPositive Outcomes

11. GSCS Discipline Data-Reduced with PBIS • Reduced Incidents 38% • Reduced ISS/LEC 45% • Reduced OSS 30% • Reduced Bus Referrals 53% • Graduation Rate Increased 10%

12. RTI Standards Core Skill Based Deficits Deficits *Reading *Math *Behavior *Written Lang It is CRITICAL that these core differences are understood

13. 4 Tier 3 Tier 2 Tier 1 Key elements: Ga Pyramid of Interventions Specially-Designed Learning: CCGPS access/extension, greater frequency of progress monitoring, specialized programs, methodology or instructional delivery (Special Ed, EL, Gifted, 504, ...) SST-Driven Learning: In addition to Tier 1 and Tier 2 Different by including individualized assessments, formal progress monitoring, interventions tailored to individual needs. SST Process is required in every Georgia school. Needs-Based Learning:In addition to Tier 1 Different by including standard intervention protocol process for identifying and providing targeted groups research based interventions based on school & class wide data/needs and ongoing progress monitoring Standards-Based Classroom Learning : All students; implementation of the CCGPS through research-based practices, differentiated instruction and progress monitoring through multiple formative assessment and analysis of student work. School-Wide Positive Behavioral Interventions and Supports.

14. Positive Student Outcomes areDependent Upon • Fidelity of implementation of RTI Framework (at the system and school levels) •Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher level- classroom level) (Pierangelo & Giuliani, 2008)

15. What is Fidelity? Fidelity of implementation refers to how closely the prescribed procedures of a process or intervention are followed (Mellard & Johnson, 2007). Fidelity and Integrity are two major terms used in RTI research. They are often used interchangeably.

16. RTI Fidelity System Level

17. High School Middle Elementary

18. RTI Fidelity Matters Tier 4 Problem-Solving Process Frequent progress monitoring Most intensive interventions Tier 3 SST Problem-Solving Process Individualized interventions Progress Monitoring Tier 2 Data teams-PST Targeted group, standard protocol interventions Progress Monitoring Tier 1 Assessment and Universal Screening Instruction, Curriculum Walk-Through (e.g., instructional fidelity) Leadership Data Driven Prob -Solv Assessment Instruction & Intervention Student Teachers/Staff

19. SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: Problem Solving Process Assessment and Progress Monitoring Instructional/Behavioral supports Professional Learning /Teacher support Parent/Family Communication & Involvement 19

20. What is Fidelity of Assessment? Universal Screening -US & Progress Monitoring-PM Fidelity of the data collection process means that all individuals are collecting data following exactly the same procedures (Barringer, 2011)

21. Universal Screening and Progress Monitoring Universal screenershelp show the “big picture” Whole school or large groups of students: Universally screened- using grade level CBM Probes: Reading (1min. fluency, 2-5 min Maze Rdg. Comp) Math (2-4 min computation fluency; concepts/applic 5-20 min) Writing (5 min fluency) Behavior (Frequency/type of office referrals, attendance…) Essential Q’s Universal Screening: How are our 9th graders performing in reading using 9th grade probe? Progress Monitoringassesses targeted student skills to measure response to intervention using CBM Probes Progress monitoring- CBM Probes at student’s performance level Essential Q’s Universal Screening: How is John- a 9th grader (who is at 6th gr level math) responding to PALS- Math intervention using normed 6th grade math probe?

22. Green Zone Yellow Zone Red Zone

23. Instr Mastery Frust Green Zone Yellow Zone Red Zone

24. Key Components (Barringer, 2011) Students’ Universally Screened & Progress monitored • CBM assessments (normed) • Results graphed against goals, comparison groups, and expected rates of weekly progress- all based on research/norms • Decisions regarding curriculum and instruction based on data (NRCLD, 2006)

25. Fidelity of RTI Assessment:US and PM

26. What is Fidelity of Data Decision-Making and Interpretation? • Fidelity means that the same decision making processes/rules are being applied to every case, across settings and across time • Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation (Barringer, 2011)

27. Looking at data by class level Many students in red zone. Q’s: core curriculum, instructional issues? Consider group or classwide interventions rather than referring one student at a time (STEEP, 2009)

28. What does this data by class level tell us? (STEEP, 2008) In this class we have identified a small number of students who need: Small Group Intervention Supports

29. (Easy CBM, 2011)

30. National Center on Student Progress Monitoring, 2008

31. Fidelity Activity -Universal Screening Interpreting Results Between and Within Campuses • What does the universal screening data tell you about these 6 schools? • What questions would you ask about certain school’s curriculum and instructional practices? • The readiness of each school for the Common Core?

32. Fidelity Activity -Universal Screening

33. What is Fidelity of the Problem-Solving Process? • Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation. • Tier 1- School-wide and grade level data trends • Tier 2- Data teams, targeted small group school needs- standard protocol interventions • Tier 3- SST- Individualized student support plans • Tier 4- Specialized Programs- Gifted, EL, SWD… (Barringer, 2011)

34. Successful RTI/POI School Improvement focus NotWHO/individual student problems Larger Who( Tier 1-school-wide, grade level, class), WHAT, WHERE, WHY, HOW (Curric., Instr…, Tchg…Learning) • Equitable Data Driven Practices School Grade Level Classroom Student groups Individual students

35. What It Is Integrated system of service delivery Prevention model School Improvement Using data-driven decision making process Aligned with NCLB, IDEIA , GaKEYS, CCRPI… What It Is Not Special education eligibility system Generalized discussions of students’ problems (can’t read, not motivated, etc.)* Focus on what is wrong with student (vs. school, grade level, classroom, instructional, curriculum, targeted group needs, individual student) Georgia’s Student Achievement Pyramid of Interventions/RTI

36. RTI Barriers/MYTHS • Purpose of POI is to refer for testing or sped • Students who fail, must be disabled • Students should be tested if they are behind grade level • If students have a diagnosis from physician or private psychological, they must be eligible for special education • All students who are tested will be eligible for special education • All sped students are eligible K-12/life • All SDD students should continue to be eligible for sped

37. Transitioning to RTI Roles • Central Office Staff • School Administrators • School Improvement coaches • Instructional Coaches • Department Chairs • RTI Chair • SST Chair • Teachers • Counselors • School Psychologists • Social Workers • Special Educators • Support Staff • Parents • Students

38. What is Fidelity of the Problem-Solving Process?

39. E:\Bibb\admin sch imp coaches\TIPS-Fidelity-Checklist-Revised.pdf

40. SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: Problem Solving Process Assessment and Progress Monitoring Instructional/Behavioral supports Professional Learning /Teacher support Parent/Family Communication & Involvement

41. ..\..\Pff file timers funny stuff\count_down_10MIN.wmv F:\Pff file timers funny stuff\count_down_10MIN.wmv

42. SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: Problem Solving Process Assessment and Progress Monitoring Instructional/Behavioral supports Professional Learning /Teacher support Parent/Family Communication & Involvement 42

43. What is Fidelity in Curriculum and Instruction? • Fidelity of implementation is the delivery of instruction and interventions in the way in which they are designed to be delivered(Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000) • Examples of assessing instructional fidelity include: • Walk-Throughs • Peer observations (Barringer, ret. 2011)

44. Tier 1 is the Foundation for ALL Tiers Tier 1 is the foundation of the Pyramid. Tier 1 academic and behavioral supports are vital to the success of all Tiers. School-wide, grade level, class- wide data guides: Selection of Tier 1 research based strategies Universal Design for Learning Differentiation Instructional planning including core foundational skills Ongoing formative assessment Focus for coaching, consultation, feedback Common Core GPS

45. RTI, Differentiation, and UDL Tier 4 Tier 3 Tier 2 Classrooms: Instruction is differentiated based on the readiness, interests, or learner profile data of specific students in the class HOW Tier 1 District-wide/School-wide: Local curricula incorporate UDL Principles to maximize student access Statewide: CCGPS and GPS—WHAT Snyder, 2012

46. Successful RTI/POI School Improvement • Data-Driven Problem Solving • School Level Data Trends • Grade Level Data Trends • Classroom Level Data Trends • Targeted Group student Trends/ID needs • Individual Student data trends SW GR.L Classrm Grp-Stu Individual student

47. What is Fidelity ofIntervention Implementation? • Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher level- classroom level) (Barringer, 2011)

48. There is a great deal of confusing language being used to ‘qualify’ strategies, interventions, programs and practices Which is which? Strategies ______________ Interventions: Scientifically-Based ______________ Research-Based ______________ Evidence-Based ______________ 48

49. Strategies Definition of Strategy A loosely defined collective term that is often used interchangeably with the word “intervention”; however strategies are generally considered effective instructional and behavioral practices rather than a set of prescribed instructional procedures, systematically implemented (GaDOE RTI Guidance). Examples (Classroom Instruction that Works, Marzano) Cooperative learning Reinforcing effort and providing recognition Setting objectives and providing feedback Nonlinguistic representations Graphic organizers

50. Interventions are NOT… (John McCook, 2006) Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same Retention Peer helpers (informal)