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Parent rt i presentation

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First presentation to Elmbrook Parents about our response to intervention framework. In the future, other modules will be released.

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Parent rt i presentation

  1. 1. ELMBROOK RTI Response to Instruction and Intervention
  2. 2. Edu-jargon CBM = Curriculum Based Measure MLSS = Multi Level Systems of Supports MTSS = Multi Tier Systems of Supports PBIS = Positive Behavior Interventions and Supports PLC = Professional Learning Community PM = Progress Monitoring PST = Problem Solving Team RTI = Response to Intervention RTII = Response to Instruction and Intervention
  3. 3. Outline: 1. Rationale for RtI 2. Goals ahead for education and Elmbrook 3. Essential Elements of RtI 4. How Elements incorporated 5. Where to find RtI on our Site:  http://www.elmbrookschools.org/rti
  4. 4. Why RtI? • Increased accountability and demands for proficiency • Special Education concerns • Research into learning shapes practice
  5. 5. Accountability • Need all students to be college and career ready • Focus on outcomes rather than labels
  6. 6. Special Education • Original Plan: Provide intensive intervention and • • • remediate skills (1975) Over time: Paperwork, procedures, and significant increases in number of students involved Change to bureaucratic process vs. better outcomes Now: Provide service, THEN Assess
  7. 7. Special Education • 2010-2011 school year: 6.4 million students in the US were involved in special education services • 13 percent of population • Elmbrook special education in 2012-13 was 12%
  8. 8. Special Education Change 2000-2001 SLD % of Special Ed. OHI % of Special Ed. Autism All Disability Areas 2009-10 Change % increase/ decrease 2859999 45.4 302762 4.8 92997 6295816 2430716 37.5 689267 10.6 377909 6480540 -429283 -7.9 386505 5.8 284912 184724 -15.01% 2007: 24% of districts reported using RTI 2010: 61% of districts reported using RTI 127.66% 306.37% 2.93%
  9. 9. Special Education
  10. 10. Elmbrook Data Review 2012 WKCE Math Adv/Proficient= 74.5% 2012 WKCE Reading Adv/Proficient = 54.8% 2012-13 ACT Participation= 87.4% (state=61.8% took ACT) Elmbrook Average ACT= 24.9 Benchmark District Average= 24.5 State Average= 22
  11. 11. Elmbrook, then and now… 2002-2003 7633 2012-2013 7030 (-603) English Language Learners 2% 4% (37 Languages) Economic Disadvantaged 6% 12% Special Education 12% 12% Total Enrollment
  12. 12. Elmbrook Data Review-cont 2012-2013: • 29.4 % of high school students took AP Courses • Elmbrook: 80% earn 3’s or higher on AP exams • State: 68 % earn 3’s or higher on AP exams 2012-13: • 85% of graduates planned to attend 4 year college • 8% of graduates planned to attend 2 year college
  13. 13. Comprehensive Analysis of Special Education in Elmbrook From Executive Summary by Elise Frattura, PhD: • • Students with disabilities, African American, Hispanic, and those of poverty underperform, by significant margins, those students who are white, from families who are financially stable in advanced performance on state assessments – in all subjects in all grades. … Students who are African American, Hispanic, of poverty, students at across the district are over-identified in special education and underrepresented in gifted and talented. • Only 10% of students with disabilities take the ACT • Over 40% of students take AP courses, but only 1.3% of students with disabilities take AP courses
  14. 14. From Strategy and Accountability area of district site http://www.elmbrookscho ols.org/district/strategy/in dex.aspx?wp124663269 4-tab=4
  15. 15. Goals for ALL ● Mastery of the curriculum ● Growth for all students ● Prepare students for college and career
  16. 16. What is RtI? It is Not: ● Resistance to Implementation ● Rusted Toyota Impounded ● Repurposed Teacher Initiative ● Refusal to Identify …A curriculum …or purchased product
  17. 17. Response to Intervention is… From the National Association of State Directors of Special Education (NASDSE): ● “Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data.”
  18. 18. RtI Framework- academics and behavior: ● ● ● ● ● Impacts all students with focus on early intervention Applies to both academics and behavior Requires data based decision making to manage by fact Involves continual monitoring of progress toward goals Utilizes multiple measures to monitor progress
  19. 19. RtI Framework for academics and behavior: ● ● ● ● Is only successful through collaboration and a continuum of services Relies on the concept that the most powerful instruction is in the classroom RtI is a process not a product Emerges from and supports research and evidence-based practice
  20. 20. Successful RtI: Characteristics: Leadership Professional Development System Supports • • •
  21. 21. Successful RtI: Major Components: Universal Screening Tier 1 Instruction with Fidelity Identifying Tier 2-3 Interventions Creating Instructional Groups Progress Monitoring (with fidelity) Grade Level Meetings (Professional Learning Communities) Fidelity of Interventions • • • • • • •
  22. 22. RTI Framework
  23. 23. Universal Level
  24. 24. Elements of Academic Universal Tier ● High quality instruction ● Balanced assessment ● Collaboration Elements systemically interact to create a multi-level system of supports to provide structure to increase success for every student.
  25. 25. District Initiatives to Support Universal Academic Tier ● Collaborative Time ● Continuous Improvement ○ Decision Making for Results ○ Building Data Teams ○ Instructional Data Teams ● Literacy and Numeracy Alignment ● School Leadership Model ● Technology Integration ● Art & Science of Teaching
  26. 26. Screening: Targets and Triggers Targets: ● Aligned with expected proficiency ● Provide guidelines for expectations ● Able to modify or increase based on graduated levels Triggers: ● Based on research of learning difficulties ● 25th percentile is often where difficulties arise
  27. 27. Tables of Performance Found at: www.elmbrookschools.org/rti then MLSS (Universal Screening) Reading (achievement tests) Reading (Teachers’ College levels) Math Language Usage
  28. 28. Elements of Behavior PBIS: Universal Tier ● ● ● ● ● ● ● School Leadership and/or PBIS Team PBIS Self-Assessments/Measures Conducted School-Wide Expectation Developed Expectations Taught Continuum of Reinforcements Continuum of responses to Negative Behaviors Procedures for Data Collection and Use
  29. 29. District Initiatives to Support Universal Behavior Tier ● ● ● ● ● ● District level PBIS Leadership Team Internal and external coaches at each level Deployment of universal tier at all district schools Quarterly coaches meetings Consistent behavioral recording K-8 Bus Intervention Group (BIG)
  30. 30. Universal Expectations
  31. 31. Data Collection By time: (When’s lunch??) By Location By Behavior
  32. 32. Problem Solving Teams (PST)
  33. 33. Problem Solving Teams (PST) ● ● ● ● ● ● Universal Screening Targets and Benchmark RtI Tab to “Trigger” Students Interventions Selected based on Data Additional Screening to Target Monitoring of Progress- CBM
  34. 34. What is an Intervention? Anything a school does, above and beyond what all students receive, that helps a child succeed in school. However, effective interventions contain the following elements: ● Research-based ● Directive ● Administered by trained professionals ● Targeted ● Timely
  35. 35. Intervention Recommendations: DPI recommends that intensive interventions are: ● Systematic ● Used with individuals or small groups ● Focus on single skills or small groups of targeted skills ● Substantial number of minutes (core general ed. + 30, 60, 90 minutes)
  36. 36. Interventions also should be: ● Delivered in a manner consistent with design ● Be aligned to student need (based on data) ● Be culturally appropriate
  37. 37. Interventions ● RtI Steering Committee selected interventions in the areas of reading, math, and behavior ● Updated information maintained on website http://www.elmbrookschools.org/teaching-andlearning/curriculum/response-to-intervention/multi-level-systemsof-support/index.aspx?wp1071201657-tab=7
  38. 38. Meeting Needs- Student Plans ● Emphasis to drive process through use of data ● Data based decision making through entry, monitoring and exit criteria ● Student plans developed in team setting
  39. 39. PST Steps: ● Statement of Problem: ● Root Cause (attendance, behavior, math, reading, written expression, oral expression, listening comprehension) ● Goal: data based (CBM) ● Intervention and data collection ● Decision- continue, change, exit
  40. 40. Monitoring Progress Curriculum Based Measures (CBM) ● Quick, repeatable measures (1-5 minutes) ● Reading, math, writing ● Outcome measures ● Norm and criterion referenced ● Sensitive to change ● Standardized
  41. 41. Curriculum Based Measures (CBM) Clear, Visual Graph of Progress Example of first grade letter sounds Important to monitor rate and accuracy
  42. 42. Systems Change
  43. 43. The RTI Vision for Buildings We want you to become like master jazz musicians: able to play the correct RTI melody, but also to improvise and, ultimately, create your own music (Buffum, Mattos & Weber, 2012).
  44. 44. What’s next? ● Continue refinement of processes ● Evaluate effectiveness ● All updates posted on RtI site ● Professional Development continues
  45. 45. Questions? Chris Birr, RtI Coordinator 262-781-3030 ext. 1118 birrc@elmbrookschools.org Elmbrookschools.org/rti

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