Taking Our Core Instructional Model to a New Level Through RtI

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• Taking Our Core Instructional Model to a New
  Level Through RtI

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Iredell County total population 146,384
Iredell-Statesville Schools student
population 21, 333 teacher population 1,
270
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Our Mission
Iredell-Statesville Schools will rigorously
challenge all students to achieve their academic
potential and to lead productive and rewarding
lives. We will achieve this mission with the
support of parents, staff, and the community.
Our Vision
A school system committed to improving student
learning by igniting a passion for learning.
Our Values

• Student and learning focus
• Motivated faculty and staff
• Partnerships and teamwork
• Continuous improvement focus
• Management by fact
• Results focus
• High ethical standards

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Interlocking plans connect the work at all levels
of the system
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and provide SYNERGY!
Great organizations row as one they are quite
clearly in the same boat, pulling in the same
direction in unison.There is a palpable sense of
we. - Lickona and Davis 2006
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Formative Assessments
Learning Centered

1. What do students need to know?
2. How will they learn it?
3. How will we know theyve learned it?
4. What will we do if they dont learn it?
5. What will we do if they already know it?

Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator Support
Mission, Vision, and Values Data-driven
Decision-making PDSA Aligned Strategic Plans
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• Instructional Facilitators
• Coach and support teachers through modeling in
  classrooms
• Support PLC teams
• Help facilitate data-driven decision making
• Help facilitate professional development
• Lead teams during Curriculum Review Week
• Support the vision of their schools Leadership
• Collaborate with Compass Team members to support
  implementation of RtI

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Formative Assessments
Learning Centered

1. What do students need to know?
2. How will they learn it?
3. How will we know theyve learned it?
4. What will we do if they dont learn it?
5. What will we do if they already know it?

Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator Support
Mission, Vision, and Values Data-driven
Decision-making PDSA Aligned Strategic Plans
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• Common Core/Essential Standards
• New standards in every subject area, every grade
  level implemented this year
• http//commoncoreiss.pbworks.com
• Lesson plans created by our teachers online
• Early Release Professional Development
  providing 3 job-alike days
• Curriculum Review Week
• Math and Reading Foundations
• AMP support for Integrated Math teachers
• Innovation Showcase

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Formative Assessments
Learning Centered

1. What do students need to know?
2. How will they learn it?
3. How will we know theyve learned it?
4. What will we do if they dont learn it?
5. What will we do if they already know it?

Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator Support
Mission, Vision, and Values Data-driven
Decision-making PDSA Aligned Strategic Plans
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• Effective Assessment Student Success!
• It is not the assessment itself, its how you use
  the results!
• Formative Assessment What learning comes next
  for this student at this point in time?
• Benchmark Assessment How are students
  progressing? How well is this program working?
• Summative Assessment How are schools and
  district progressing? How is the state
  progressing?

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• With new standards, comes the need for new,
  aligned assessments
• Math moving beyond rote computation and
  memorizing formulas to problem solving approach
• Other content areas- students will need to
  explain their thinking, justify their reasoning,
  and use text-based evidence to answer questions

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Formative Assessments
Learning Centered

1. What do students need to know?
2. How will they learn it?
3. How will we know theyve learned it?
4. What will we do if they dont learn it?
5. What will we do if they already know it?

Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator Support
Mission, Vision, and Values Data-driven
Decision-making PDSA Aligned Strategic Plans
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Plan- (Q 1 2)
Assess- (Q 3)
Share- (Q 1 2)
PLC
With support from IF Admin.
Analyze- (Q 4 5)
Score- (Q 3)
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Matrix to Guide the Work of PLCs
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Formative Assessments
Learning Centered

1. What do students need to know?
2. How will they learn it?
3. How will we know theyve learned it?
4. What will we do if they dont learn it?
5. What will we do if they already know it?

Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator Support
Mission, Vision, and Values Data-driven
Decision-making PDSA Aligned Strategic Plans
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Plan (Learning targets from CCSS/ES) Start/End Date Tied to standards
Do (HYIS/ Criteria for Success) Learning Focused Voice and Choice Empowerment
Study Graph data with dates Data Analysis
Act Plus/Delta (feedback on instruction/ reflect on the data)
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Strategic Learning Goal
Strategic Learning Results (Benchmark
Assessments, Common Assessments)
Class/Course/ Program Mission
DO How will we learn it?
PLAN What do we need to learn?
ACT What will we do if we dont learn it? What
will we do if weve already learned it?
STUDY How will we know weve learned it?
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Its also NCDPIs formative assessment model
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Step 1 Define the Problem Develop a behavioral
(observable) definition of problem
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Step 2 Develop an Assessment Plan Generate a
hypothesis and assessment questions related to
the problem
Step 7 Analysis of the Intervention Plan make a
team decision on the effectiveness of the
intervention
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Data
Step 6 Implement the Intervention Plan Provide
strategies, materials, and resources include
progress monitoring
Step 3 Analysis of the Assessment Plan Determine
if problem is correctly defined
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Step 5 Develop an Intervention Plan Base
interventions on best practices and
research-proven strategies
Step 4 Generate a Goal Statement Specific
Description of the changes expected in student
behavior
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Formative Assessments
Aimsweb, Reading 3D and other Diagnostic
assessments, progress monitoring
ISS Model RtI
Learning Centered
All students receive core instruction-
differentiated to meet their needs
PLCs work together to problem solve discuss
intervention strategies
1. What do students need to know? 2. How will
they learn it? 3. How will you know theyve
learned it? 4. What will we do if they dont
learn it? 5. What will we do if they already know
it?
Common Core/ Essential Standards
Collaborative Teams
Instructional Facilitator
Mission, Vision, and Values
Datadriven Decisionmaking PDSA
Aligned Strategic Plans
Using data to make instructional decisions about
students in the RtI process
The RtI model is a PDSA, problem-solving process
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Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
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• NC DPI Definition of RtI
• NC Responsiveness to Instruction (NCRtI) is a
  multi-tiered framework which promotes school
  improvement through engaging, high quality
  instruction by using a team approach to guide
  educational practices, using a problem solving
  model based on data to address student needs and
  maximize growth for all.
• As we train schools, we emphasize the aspects of
  RtI that are already part of our way of working
  in I-SS through the use of PDSA.

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If you teach the same curriculum, to all
students, at the same time, at the same rate,
using the same materials, with the same
instructional methods, with the same expectations
for performance and grade on a curve you have
fertile ground for growing special education.
Gary Germann, 2003
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• What is RtI?
• Framework that focuses on
• Appropriate, targeted instruction (Plan)
• Researched-based teaching strategies (Do)
• Early intervention (Study)
• Accurate assessment with valid, reliable data
  (Study)
• Frequent progress monitoring (Study)
• Informed instructional decisions (Act)

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• Focus on the Core Year 1 is Tier 1
• RtI has caused us to look at our CORE
  instruction and make sure we differentiate for
  varying abilities while using small focused
  groups to make sure all students are mastering
  specific objectives that week.
  Steve Sheets

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• Troutman Elementary
• In first year of implementation, TES
  completely eliminated separate pull out time for
  intervention/enrichment and focused solely on
  strong core instruction. Leadership vision and
  collaboration were key elements of the schools
  success. TES had the highest growth overall out
  of 17 elementary schools.

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• Universal Screening has been completed at all
  Pilot Schools.
• All hands on deck approach
• (I3 Team, C I Team, Leadership Academy, IF
  Core, Inst. Technology Spec., Finance, Child
  Nutrition, Superintendent, Human Resources,
  Maintenance, A-team Chairs, classroom teachers,
  school administrators)
• Effective Scheduling
• Progress Monitoring

We are using our screening data to identify
students who need extra help in the classroom and
at other times during the day to help them get on
grade level. Jonathan Ribbeck,
Principal Celeste Henkel
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Skill Specific Strategies
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i3 grant-level Collaboration

• The Model includes
• Common/Aligned Professional Development of
  Support Structures
• Support to schools provided by Support Structures

• Collaborative
• Organizational
• Model to
• Promote
• Aligned
• Support
• Structures

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• Four Support
• Structures
• Exceptional Children Program Specialists
• Instructional Facilitators
• Instructional Technology Coordinators
• Responsiveness to Instruction (RtI)
  Coordinators/A-team Chairs

• Two Focus Areas
• RtI
• PLCs
• Grant Goals
• Effective Teachers
• Academic Success of high-need students
• Academic Success of EC and ELL students

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Structure/Content Differentiated
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• Kelly CooperExecutive Director of Middle
  Grades Education RtISherrard LewisProject
  Director of the C.O.M.P.A.S.S./i3 grantAllison
  KiserDirector of Curriculum Support for
  SecondaryKim RectorDirector of Curriculum
  Support for Elementary