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 MEASURE IT)
• Data-Driven Decision-Making
• Grading to Communicate Student Learning
• DIBELS
• MAP
• EPAS
• Common Formative Assessments
• Assessment Literacy

• (How we DO IT)
• Differentiation
• ELL Instructional Strategies
• Academic Vocabulary (6 Step Process)
• TRIBES
• Instructional Technology
• Reading Across the Content Areas
• Early Literacy Strategies

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_at_marshall.k12.wi.us
• Barb Johnson, Elementary Principal
• barb_johnson_at_marshall.k12.wi.us