Walking the Talk: The Role of Leadership in Implementing an RtI Framework

1. Walking the Talk:The Role of Leadership in Implementing an RtI Framework Presented By: Barb Sramek, District Administrator Barb Johnson, Elementary Principal

2. The Marshall Story • Understanding the context • Rural district in eastern Dane County • Demographics

3. Shared Vision • District Vision and Goals • Goal: Create a culture of excellence for everyone • Focus: Increase student achievement • Action Steps • Student, teacher and administrator commitment to excellence • Staff development in pursuit of excellence • Curriculum and instruction focused on excellence • Data informed decision making leading to excellence • Outreach that broadens the sphere of excellence

4. Shared Beliefs and Understanding • Philosophical foundation • Equity • Excellence • Teachers of ALL children

5. Research Foundations • Valencia • Skrla & Scheurich • Capper, Frattura, & Keyes

6. Legal Underpinnings • Elementary and Secondary Education Act (ESEA) • No Child Left Behind Act (NCLB) • Education for All Handicapped Children Act (PL 94-142) • Americans with Disabilities Act (ADA) • Individuals with Disabilities Education Act (IDEA) • Section 504 of the Rehabilitation Act

7. Undoing Deficit Thinking • What is special education? • Overidentification • Parent education • Efforts to address identification rates • Professional development • reframe thinking about special education

8. RtI Our Journey Giving Directions vs. Showing the Way

9. RtI Our Journey • Service delivery shift • Is a label necessary in order to receive services? • Staffing • General education initiative

10. Service Delivery • Continuum of Services • Inclusive Best Practices • Access to the Curriculum • Supporting Students Who Struggle

11. Creating Common Understanding • Administrative leadership/common vision • Board of Education support • Professional development • Development of common language with a tiered approach • Identification of building leaders • District RtI Council • Action plan

12. Developing and Monitoring a Guaranteed Curriculum • Curriculum review process • Math and literacy • Alignment to state and national standards • Learning goals • Assessments • Academic vocabulary • Grade-level monitoring meetings • Data analysis • Supervision and evaluation

13. School Improvement Process-RtI Process? Marshall School District School Improvement Process Curriculum Alignment • (What we DO) • PK-12 Content Area Meets • Curriculum Mapping • Curriculum Review Process Instructional Strategies Assessment • (How we DO IT) • Differentiation • ELL Instructional Strategies • Academic Vocabulary (6 Step Process) • TRIBES • Instructional Technology • Reading Across the Content Areas • Early Literacy Strategies • (How we MEASURE IT) • Data-Driven Decision-Making • Grading to Communicate Student Learning • DIBELS • MAP • EPAS • Common Formative Assessments • Assessment Literacy

14. Professional Development Initiatives • Early literacy strategies • Literacy • ELL instructional strategies • Reading in the content areas • Grading to communicate student learning • Differentiation • Assessment literacy • Data-informed decision making

15. Professional Development Strategies • Learning walks/drives • Professional resource studies • Professional learning communities • Conferences/workshops

16. Assessments • Universal screeners • DIBELS (K-3) • Fountas & Pinnell (K-6) • MAP (3-8) • EPAS (9 & 10) • Common assessments • Balanced assessment framework & triangulation

17. Data-Driven Decision-Making • Tools • Spreadsheets, pool lists, quadrant tool, item analysis, common assessments • Collaboration time • Grade-level team meetings, faculty meetings, professional development days, BCTs, curriculum review meetings

18. Building-Level Data Teams • What are performance targets to predict that 80% of students will be successful on the next WKCE-CRT? • Which students are 1.0, 1.5, and 2.0+ SD below/above the class mean or norming group? • Which students need intervention/enrichment and how can we group students to receive timely and specific services? • Are interventions working to close the gap for students? • Are 80% of students responding favorably to the core curriculum? Do our grades accurately reflect achievement?

19. Problem-Solving Process • Building Consultation Teams • Referral • Meeting • Use of data to support student concerns • Problem-solving to identify appropriate intervention(s) • Identification of case manager • Progress monitoring • Communication with parents • Review and evaluate success of intervention • Change as necessary

20. Service Delivery of Interventions Tier 1 • General classroom • Differentiation • Common assessments aligned to curriculum • Universal screeners

21. Service Delivery of Interventions Tier 2 - Elementary Level • Cardinal Time • Daily • ALL students • Use of data and fluidity of students • Literacy focus initially • Standard protocol of interventions • Progress monitoring

22. Service Delivery of Interventions Tier 2 - Secondary Level • Mentoring student achievement • READ 180 • ALEKS • START Study Halls • Study Skills • Math and English Support

23. Service Delivery of Interventions Tier 3 • Intensity • Frequency • Time • Individualized

24. Allocation of Resources • Scheduling • Personnel • Shifting roles • Supplemental Curricula

25. Reflections on Leadership • Common Vision • Shared Beliefs • Understanding the Context • Staff Development • Curriculum Review • Resource Allocation • Staffing & Personnel • Data Informed Decisions • Service Delivery Considerations • Building-Level Decisions

26. Next Steps What is the right next question? Increasing Student Achievement

27. Questions? Contact Information: Dr. Barb Sramek, District Administrator barb_sramek@marshall.k12.wi.us Barb Johnson, Elementary Principal barb_johnson@marshall.k12.wi.us