The Principal’s Role in RtI Implementation

1. The Principal’s Role in RtI Implementation MESPA Institute February 6, 2008 Ann Casey, Ph.D. Susan Risius, Ph.D.

2. Presentation Outcomes • What is RtI • What are the necessary components of RtI? • What next steps could I take?

3. What is our role as Instructional Leaders? 1. Make student and adult learning the priority 2. Set high expectations for performance 3. Gear content and instruction to standards 4. Create a culture of continuous learning for adults 5. Use multiple sources of data to assess learning 6. Activate the community’s support for school success National Association of Elementary School Principals (2001)

4. What is Response to Intervention? Response to Intervention is a process of: 1. implementing high-quality, scientifically validated instructional practices matched to learner needs 2. monitoring student progress using learning rate over time and level of performance 3. To make important educational decisions based on the student’s response to instruction NASDSE, 2005

5. Fundamental Assumptions • ALL the students in a school are ALL our responsibility. • ALL students can make progress when given the amount and kind of support needed. • Teaching to the middle doesn’t meet all students’ need. • Therefore, we must use our resources in new, different, and collaborative ways to ensure each student is as successful as possible!

6. RtI is more about general education than special education This is a “process” that will take time (3-5 years) “Response”-data based (frequent measurement that can be graphed over time) “Intervention”-evidence-based Strong basis in statute and rule A Closer Look at RtI

7. RtI: An Integrated System Problem Solving RtI Measurement Instruction

8. The 3 Components of RtI • A Measurement system that allows for frequent monitoring of progress to inform decisions at each tier of service delivery. 2. Instruction that is evidenced-based for both core and interventions. 3. A Problem Solving Process that relies on data to determine who needs interventions, when, how, and what interventions to be delivered.

10. Measurement/Assessment • Core feature of RTI is using a • measurement system that provides universal screening and frequent progress monitoring • *Screen large numbers of students • --DIBELS/Aimsweb/EdCheckup & others • *Identify students not on track to be proficient • --Grade level meetings • *Monitor students of concern more frequently • --Weekly/biweely

11. Universal Screening • Key feature in an RtI model - we don’t wait for students to be referred. • Instead, the data tell us who is not on track for being proficient - this serves the screening purpose - much the same as height/weight charts serve as screening measure. • We use a measurement system that is reliable, valid, simple, quick, inexpensive, easily understood, can be given frequently, and is sensitive to growth.

12. Frequent Progress Monitoring • Students who meet screening benchmarks don’t need to be monitored frequently - they are progressing as we would expect. • However, students not at benchmark, need their progress assessed frequently (weekly/biweekly) to determine if the interventions we use are moving the student closer to the proficiency goal. • We need a tool to gauge progress.

13. What tools are available for this purpose? • We want a tool we can use for both screening and progress monitoring. • General Outcome Measures (GOMs) are the best tool we have at this time - also referred to as Curriculum Based Measurement (CBMs). • GOMs are like a thermometer; a thermometer provides an indicator of overall health but it doesn’t say what’s wrong with you if your temp. isn’t normal. • See website: National Center on Student Progress Monitoring.

14. Evidenced Based Practices The first assumption in an RtI model is that there is effective instruction, and if the student is not making progress, we have not figured out how to teach them.

15. 3 Tiered Instructional Model Tier 1 - strong core instruction Tier 2 - targeted, strategic, supplemental instruction Tier 3 - intensive intervention

16. What are Evidence-Based Literacy Practices? National Reading Panel [2000], Put Reading First [1998], Adams [1990] - a convergence of evidence that these 5 elements must be present: - Phonemic awareness - Phonics/word study - Fluency - Vocabulary - Comprehension

17. An Organizational Structure/Schedule Supporting a 3-Tiered Model • Do you have this problem - students who receive supplemental, including special education services, miss part of the core instruction? • Title I, reading and special education teachers’ job is to teach skills students have been having trouble mastering - Teaching the core curriculum is the classroom teachers’ job. • When struggling students miss core instruction to receive supplemental instruction, we cannot expect them to bridge the gap.

18. Decisions to be made • If 80% are on track -Congratulations, you can focus your resources on Tier 2 and 3 supports for the 20% who are not. • If you have less than 80% on track to be proficient, then you have to make some data-based decisions. • The higher the percentage of students not on track, the more attention the core instruction needs.

20. Traditional Reading Curricula • Designed for average students • Intervene late by modifying curricula after students fail • Underestimate the specificity of instruction and repetition needed by diverse learners

21. Redesigned Reading Curricula • Designed to meet students’ needs at the 10 - 40th percentile • Specificity and repetition are built in • It’s easier for teachers to remove elements built into a curriculum [for more able students], than to add them later for struggling students.

22. Flexible Grouping • Instructional groups are formed based on student need: • Program • Level • Time • Student/Teacher Ratio • Etc.

23. Flexible Grouping _______________________ • These groups change regularly based on the same variables. • No student is left in a group after the group is no longer appropriate for that student. • Student move up and down and across groups as teams review the data regularly.

24. Grade Level Scheduling _____________________________ • Each grade level agrees to a common • daily time block dedicated to reading • instruction. • Classroom teachers may each teach • different level groups so students may • be flexibly placed into any classroom.

25. Concentrated Resources ________________________________ • Each grade level selects a different • time for reading so that all building • support staff are available for that • grade during the reading block. • Grade level teams may choose to • allocate these resources as needed.

26. Problem Solving Process All staff need to learn the problem solving process so we have a common approach to solving problems.

27. Problem Solving is used in all 3 Tiers Grade level teams problem-solve regarding core instruction as well as deciding who are candidates for Tier 2 interventions and what the interventions will be. A building problem solving team may decide who needs more intensive, Tier 3 support, including special education.

28. Steps of Problem-Solving 2. Problem Analysis Why is the problem occurring? 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 3. Plan Development What is the goal? What is the intervention plan to address this goal? How will progress be monitored? 5. Plan Evaluation Is the intervention plan effective? 4. Plan Implementation How will implementation integrity be ensured?

29. Why should your school consider implementing RtI? • Are you satisfied with how all your students are performing? • Reauthorization of IDEA 2004 includes RtI as an alternative way to identify students for learning disabilities - MN will be releasing new rules and procedures in the coming months. • Data are very convincing - schools who are undertaking this process are improving general education outcomes and decreasing the need for special education.

32. Early intervening for students who are struggling with reading Ambitious instructional pace for struggling students Increasingly intense levels of instructional interventions Tier decisions based on objective data (e.g., progress monitoring data) Identification of students with learning disabilities in the early grades Parental communication enhanced by the use of data Instructional decisions guided by progress monitoring data Potential reduction of behavior problems Potential reduction of the over-identification of minority students in special education programs Increased accuracy in the identification of students Potential Benefits of RtI

33. What next steps would I take if I want my school to pursue RtI implementation? • Inform yourself - see resource list. • Complete a Readiness for RtI Checklist/Survey with a representative team from your school: www.scred.k12.mn.us/RTI/RTIcontact.htm - click on ‘RTI readiness’ • Build consensus for model implementation, including building strong parent-school partnerships and involving parents when their child is struggling

34. Develop an implementation plan Create a system for universal screening & progress monitoring Provide professional development in administration/scoring Ensure there is a system to manage these data Provide professional development in entering and analyzing data Determine if the core instruction is meeting the needs of your students [What percentage of students are on track to be proficient?] Survey building for current interventions Determine if they are evidenced based Look for instructional gaps Plan for adoption of strategies,interventions, and curricula to fill gaps Plan for professional development for staff in evidenced based practices Adopt a Problem Solving Process for both teaching teams as well as a building team Provide professional development in the 5 step PS process

35. Response to Intervention (RtI) ____________________________________ Assessment Instruction Problem-Solving Process Prevent Failure!