Implementing RtI The Chief Joseph Story

1. Implementing RtIThe Chief Joseph Story Do’s and Don’ts:  Using Assessment to Map a Plan for Success with RtI Jon Lobdell John Mancinelli

2. Purpose • The purpose of this presentation is to clarify your own vision through our story.

3. Agenda • A Brief History • Where we started • Where we are now • Applying the Data • Do’s and Don’ts • Structures • Processes • People

4. The Felt Need Year FRLunch Sp Ed ELL Students 2004-2005 27.3% 13.9% 0.0% 773 2005-2006 31.3% 16.4% 0.0% 653 2006-2007 37.0% 15.1% 0.0% 602 2007-2008 40.7% 12.7% 4.0% 678 2008-2009 43.7% 10.5% 2.6% 701

5. Equity in District Programs

6. A Different Look

7. Closing the Differentiation Gap Tiered Classroom HiCap 100% Top 5% Tier I > 40% Tier II > 20% 20% Tier III < 20% Special Ed/Resource Room Typical Classroom

8. Original Concept Sketch

9. Take inventory of your current system… The easy transition in definition of Tier 1, 2 or 3 students was: Orange = Tier 1 = Hicap Blue & Green = Tier 1 = Benchmark Yellow = Tier 2 = Strategic Red = Tier 3 = Intensive In addition, we brought the color scheme with the terminology as well.

10. Take inventory of your current system… Richland has been using NWEA Measurement of Academic Progress for a number of years. Staff were already well versed and understood the relationship between RIT score and student learning (Descarte).

11. Putting the Pieces Together • Customer Service Comment Card • Grouping of students • Identifying the needs • Building the schedule • What have we gotten ourselves into? • Now how do we do this? • Wow, that was cool. • Now how do we make it better?

12. Doctrinal RtI Model

13. CJMS RtI Model

14. The Economics of it all… Traditional Method283/25 = 11.32 Sections How do you maintain a program? 13.91 per core

15. Initial Master Schedule Many Singletons causing bottlenecks One team gets hit with many IEP, MDT, Parent meetings and the other team doesn’t. Low Flexibility for student movement

16. Current Master Schedule

17. Taking Inventory • The marriage of curriculum, logistics and • assessments • Data based decisions become very intensive so • plan on • Single point of reference for data • A way to manage your data so that multiple • people can have access • Train staff to access and use the data for • decision making

18. Curriculum • Reading and Math Core • Tier II intervention • Tier III intervention • The time - frequency and duration

19. Assessment • Questions • When do you retest a student? • How do we identify students that need • intervention? • The 4 types of learners • It’s all about the trend • How do we know who’s ready to be promoted? • What do we do with the ‘bubble’ students? • How much growth is enough?

20. Student Learner Types

21. When do you retest?

22. Don’t kid yourself, it’s not just the ‘low’ students…

23. What do we do with this?

24. What is Success?

25. Year One: Structures Do Don’t Implement interventions in a tiered program until you have the curriculum to support it Limit the flexibility that you have to move students between tiers • RtI – It is effective • Talk about doctrine vs. reality • Blend SpEd and BEA funds to support interventions in Tier III classes • Recognize that there is a cost increase in staffing

26. Year One: Processes Do Don’t Rely on non-normed data Create a structure that does not permit flexibility Use “opinion” based placement • Develop your general screeners • Identify benchmark and your cut scores on your assessments

27. Year One: People Do Don’t Wait – the bigger risk is kids continuing to fall behind Place your expectations on one or two people – share the wealth! • Keep parents informed early and often • Educate your staff about RtI and your model • Know the difference between doctrine and reality • Use blended funding model

28. Year Two: Structures Do Don’t Assume that you will get it right the first time • Recognize the difference in elementary and secondary assessment tools

29. Year Two: Processes Do Don’t Rely on a single point of data to make a decision Use comprehensive assessments as screeners (MSP/WASL/ITBS) • Use formative classroom based assessments • Recognize the value of trend data and growth rate vs. single points of data • Be consistent in progress monitoring

30. Year Two: People Do Don’t Think RtI will answer all of your questions or solve all of your problems • Learn about the components of literacy and numeracy

31. Year Three: Structures Do Don’t Rely on tiers without maintaining differentiation at all levels Let RtI tiers become a “place” • Develop Core (Tier I) Curriculum and Power Standards • Develop Common Assessments

32. Year Three: Processes Do Don’t Use screeners to drive instruction Don’t feel like you need to buy commercial assessment tools • Include behavioral analysis and interventions as part of academic assessment

33. Year Three: People Do Don’t Assume everybody knows what the lessons that we have learned over time • Continue to conduct staff development about RtI • Develop a PLC structure that is focused on student learning

34. Looking at the results

35. References/Further Study • OrRTI - Oregon Response to Intervention — Tigard-Tualatin School Districtwww.ttsd.k12.or.us/district/student-services/orrti • OSPI RtI - www.k12.wa.us/RTI/ • Foundational Book on All Things RtI: • Pyramid Response to Intervention, by Buffum, Mattos, Weber • Nuts & Bolts of RtI Realities: • Whatever It Takes, by DuFour, DuFour, Eaker, Karhanek • Purposeful Goals & Objectives: • Designing & Teaching Learning Goals & Objectives by Marzano

36. Contact Information Jon Lobdell John Mancinelli John.Mancinelli@rsd.edu (509) 967-6404 Chief Joseph Middle School 504 Wilson Street Richland, WA 99352 Jon.Lobdell@rsd.edu (509) 967-6403