Colorado Springs School District 11

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Getting Serious About Implementing RtI

• Colorado Springs School District 11
• Bob Null Board of Education Director
• Tom Strand Board of Education Director
• Dr. Terry Bishop - Superintendent
• Mike Poore Deputy Superintendent
• Brenda LeBrasse Executive Director/ Response to
  Intervention
• Jeanice Swift Principal, Russell Middle School
• Tom Hunt Data Base Coordinator

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The D11 Story

• Historical Perspective for D11

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The D11 Story

• Closing the Achievement Gap
• Successes
• Integrating 21st Century Skills
• Establishing the Need for RtI
• Leadership of the Board of Education

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District 11 Systems
COMPASS High Achieving School District
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The District 11 Systems
Learner
Classroom
Grade/Dept.
School
District
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Aim of the Organization The 21st Century Graduate
Favorite programs
Goals and Measures
Because weve always done it that way
Data Driven Decisions
quarterly assessments
Curriculum alignment
Employee performance
Adapted from The Management Compass by Michelle
Bechtell
SIP
student success
Non-negotiables
Random Acts of Alignment
Adapted Jim Shipley Associates
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Aim of the Organization The 21st Century Graduate
Goals and Measures
Data Driven Decisions
quarterly assessments
Curriculum alignment
Employee performance
Adapted from The Management Compass by Michelle
Bechtell
SIP
student success
Aligned Acts of Improvement
Adapted Jim Shipley Associates
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Three Things

• Talk about three things you would like to get out
  of the presentation.
• Pair-Share

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How Can the School Board Have Impact?

• Implement a Board Policy
• Explore and Provide Financial Support
• Get Involved (RtI/PBS District Leadership Team)
• Monitor Short and Long Term Goals
• Monitor Implementation/Fidelity
• Build Capacity and Sustainability

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Response to Intervention (RtI)
COMPASS High Achieving School District
CDE Video
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District Goal become a data driven culture so
that we can be responsive to the learning needs
of all students using the response to
intervention model (RtI).
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District Goal To scaffold what we do in valid
research and use data to evaluate the
effectiveness of instruction and program
implementation with the Continuous Quality
Improvement (CQI) Model.
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What is our role?
PLAN 100 of D-11 sites will implement the RtI
model by August 2008
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Determine Research Based Interventions and
Instructional Practices
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Success for ALL Students
Response to Intervention An Instructional
Framework to Increase Student Learning
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RtI History

• Increased concern about the continuing rise in
  the number of students identified as learning
  disabled.
• 2001 U.S. Department of Education - the Response
  to Intervention process was endorsed to identify
  and address learning needs in students as early
  as possible in their educational experience.

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RtI History

• Congress passed the Individuals with Disabilities
  Act of 2004 authorizing local educational
  agencies to use RtI.
• A multi-tiered intervention option is recommended
  as a means to integrate educational
  problem-solving across educational levels,
  consistent with IDEA and NCLB and scientific
  research.
• Discrepancy Formula disappears as of August 15,
  2009.

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Colorado Multi-Tiered Model of Instruction
Intervention
Intensive Level Interventions provided to
students with intensive/chronic academic and/or
behavior needs
1-5
Strategic Level Interventions provided to
students identified as at-risk of academic and/or
social challenges who require specific supports
to make adequate progress in general education
5-15
Universal Level ALL students receive research
based, high quality, general education that
incorporates on-going universal screening,
progress monitoring, and prescriptive assessment
to design instruction. Expectations which are
taught, reinforced, and monitored in all settings
by all adults. Discipline and other data inform
the design of interventions that are preventive
and proactive.
Families
80-90
Community
Academics and/or Behavior
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TIER I CORE CLASS INSTRUCTION
Focus
All students

Scientific-based instruction and curriculum
emphasizing mastery of content standards
Program
Grouping
Differentiated Instruction w/ flexible grouping
Time
60 minutes per day
Baseline Spring CSAP NWEA-MAP Tests (Measures
of Academic Progress), Quarterly Short-Cycle
Assessments
Assessment
Interventionist
General education teacher
Setting
General education classroom
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TIER II SUPPLEMENTAL INSTRUCTION
Students identified with marked needs and have
not responded to Tier I efforts as documented by
assessment
Focus

Specialized, scientifically based program(s)
targeting area of need and ability level. Ex.
SuccessMaker Math/Reading
Program
Homogeneous small group instruction (16 to 112)
Grouping
45 minutes per day in small group in addition to
regular 60 minutes of core reading instruction
Time
Progress monitored biweekly (or more) on target
skill to ensure adequate progress AIMSWeb
SuccessMaker reports
Assessment
Determined by the school (classroom teacher, SPED
teacher specialized reading/math teacher/tutor,
etc.)
Interventionist
Designated by the school - may be the regular
classroom, classroom w/ computers dependent
upon intervention
Setting
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TIER III INTENSIVE INTERVENTION
Students with marked needs and who have NOT
responded adequately to Tier I and Tier II efforts
Focus

Sustained, intensive, scientifically-based
reading/math program(s) emphasizing the critical
elements for students with difficulties or
disabilities (Barbara Wise Reading Interventions)
Program
Grouping
Homogeneous small group instruction (15)
Minimum of two 30 - 45 minute sessions per day in
small group in addition to 60 minutes of core
instruction.
Time
Weekly progress monitoring on target skill to
ensure adequate progress and learning
Assessment
Specialized personnel determined by the school
(SPED teacher, specialized reading/math teacher,
school psychologist, etc.)
Interventionist
Setting
Designated by the school
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Six Major Components
Leadership Curriculum and Instruction School
Climate and Culture Problem Solving
Process Assessment and Use of Data Family and
Community Involvement
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Rubric
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Positive Behavior Approach (PBS) (5.0 Human
Resource Focus)

• School-wide common approach to discipline
• Positively stated expectations for all students
  and staff
• Procedures for teaching expectations to students
• A continuum of procedures for encouraging
  demonstration and maintenance of these
  expectations
• A continuum of procedures for discouraging
  rule-violating behavior
• Procedures for monitoring and evaluating the
  effectiveness of the discipline system on a
  regular and frequent basis

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• Develop academic and behavior intervention
  strategies
• Ensure that interventions are implemented with
  fidelity
• Full collaboration among a team of professionals
  along with parents
• Use of data to guide decisions and frequently
  monitor progress

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When Interventions in the Classroom Do Not
Produce the Desired Results
a Referral Should be Made to the Problem-Solving
Team
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Problem Solving Process

• What does it look like?

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Academic Intervention
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Behavioral Interventions
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Average PA in Math and Reading/FRL
Holmes On Target for Achievement
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Leveraging EASy
DATA DRIVEN CULTURE
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Student Profile for Baseline Data

• Demographics
• Academics
• Attendance
• Standardized Tests
• Growth Report
• Programs

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Using Student Groups

• Small Group Differentiation
• Assign Interventions
• Track Progress

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Student Learning Plan

• Set Goals
• Track Tier I Interventions
• Integrate Literacy Plan, Advanced Learning Plan,
  Educational Plan
• Evaluate Progress

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Progress Monitoring

• Weekly Progress Monitoring Standardized Tests
• Curriculum Based Probes
• Benchmark Tests

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Monitoring for Success
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Reflection

• Take a moment and reflect on the system you use
  to track student progress, how could you leverage
  your system to optimize a Response to
  Intervention Model?

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Empowering the Wonder Years Creating
Three-Tiered Instructional Systems
Charles M. Russell Middle School Of the
Performing Arts and Science
Our RMS Story
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Welcome!

• 825 students
• Located in north central Colorado Springs
• Socio, ethnic, and geographical mix
• Significant demographic shifts over 5 years
• Increasing impact from poverty and mobility
• 27 mobility rate 42 FRL status
• 2 American Indian 2.5 Asian
• 10 Black 14 Hispanic 71 White
• Dramatic socio-economic changes past 5 years

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Why RtI?

• Sense of Urgency
• Adequate Yearly Progress
• 03-04
• 17 of 18 indicators met in Math
• 18 of 18 indicators met in Reading
• 04 -05
• 18 of 18 indicators met in Math
• 17 of 18 met in Reading

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Why RtI?
Moral Imperative
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RTI A Continuum of Support for All
Few
Some
All
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3-Tiered Philosophy Framework
Small reading, math, writing intervention
groups LANGUAGE! Instruction READ 180
Tier 3 Intensive
Math Intervention Classes Reading
Intervention Classes Spiral support in CORE
classrooms
Tier 2 Strategic
Tier 1 Universal
SOLVE - Common problem-solving format used
schoolwide across all classrooms Math Mates
Spiral Curriculum RACE - Common short,
constructed response format used schoolwide
across all classrooms Extended writing
schoolwide common writing rubric
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Tier 3
Tier 2
Intensity
Duration
Tier 1
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Planning for a Three-Tiered Design

• Designing/Improving Tiers of Intervention
• Build from schools strengths
• Design for a menu/options approach
• Alternative instructional format is best
• Kid-friendly, age appropriate, elective
• Interventions should fly first class
• Schedule students in prior to begin of year, if
  possible

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Response to Intervention RtI
The Proof!
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Russell Middle School Free/Reduced Lunch 02-08

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Typical Scenario Proficient or Higher FRL

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Russell Middle School Free/Reduced Lunch
Composite CSAP Scores
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Consistent Outcomes Math Reading Intervention
Results Tier 2 3 Gains range from 2 4
years growth as measured by SuccessMaker
Math Readers Workshop assessment Average
growth 2 years for each school year
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Russell Middle School Proficient
Advanced CSAP Composite

RMS refines problem-solving process
RMS begins RtI three-tier implementation
RMS begins intervention system
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At Russell Middle School No Child Left Behind
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Mrs. Knights Reading ClassSeptember to May
Progress7th Grade

2.14 year's growth!
as measured by SuccessMaker Readers Workshop
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Mrs. Knights Reading Class September to May
Progress 7th Grade
3.69 years growth!
as measured by SuccessMaker Readers Workshop
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RMS 6th Grade Math Achievement Summary 2004-2007
Math Achievement for ALL is improved from
50 PA to 65 PA 15 pts Overall gap in
math performance reduced from 37 pts in 04 to 13
pts in 07 All subgroups are improved in
percentage of PA achievement Advanced
achievement is up from 12 to 22 Unsat
achievement is reduced from 16 to 10 Subgroup
Gains Black 35 points White 11
points Hispanic 27 points Male 16
points Female 15 points
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What Interventions Do You Have?

• Pair-Share
• What interventions do you have in place in your
  District or System to ensure success for all of
  your students?
• What are some of the hurdles you have/had to
  overcome to implement these?

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When you change the way you look at things . .
. things you look at begin to change-
-Wayne Dyer

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• In Closing

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Whats on the Horizon

• Progress Monitoring
• Short Cycle Assessments
• Aligned Transparent Curriculum in EASy and on the
  D-11 Web
• Using data with Students
• Full Implementation of RtI and EASy

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What We Still Need to Overcome

• RtI a natural part of the instructional process
• So Important Time is Not an Issue - Priority
• Data perceived as a tool not a hammer
• Questioning Skills Rich Data Dialogue
• Willing to Drill Down to get to Root Cause of
  Weaknesses and Strengths
• Bridge the Gap with Technology Reluctance
• Transparent Instructional Practice
• Laser Focus on Tier I Instruction

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Questions and Answers
RtI References
www.interventioncentral.com www.aimsweb.com www.dw
w.ed.gov www.disciplinehlep.com www.pplsp.org www.
studentprogress.org www.pbis.org www.rtinetwork.or
g www.d11.org/RtI www.schoolnet.com