Implementing RtI The Chief Joseph Story

1
Implementing RtIThe Chief Joseph Story

• Dos and Donts  Using Assessment to Map a Plan
  for Success with RtI
• Jon Lobdell
• John Mancinelli

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Purpose

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

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Agenda

• A Brief History
• Where we started
• Where we are now
• Applying the Data
• Dos and Donts
• Structures
• Processes
• People

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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

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Equity in District Programs
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A Different Look
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Closing the Differentiation Gap
Tiered Classroom

• Typical Classroom

HiCap
100
Top 5
Tier I gt 40
Tier II gt 20
20
Tier III lt 20
Special Ed/Resource Room
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Original Concept Sketch
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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.
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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).
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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?

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Doctrinal RtI Model
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CJMS RtI Model
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The Economics of it all
Traditional Method283/25 11.32 Sections
How do you maintain a program?
Level Qty Students Class Size Raw Sections Needed
HC 15 30 .5
Tier 1 113 30 3.76
Tier 2 32 22 1.45
Tier 3 123 15 8.2
13.91 per core
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Initial Master Schedule
Many Singletons causing bottlenecks
6th Grade Team - Model A 6th Grade Team - Model A
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A LA SS E/PE RP LA SS
Teacher B LA SS E/PE RP LA SS
Teacher C MA MA MP E/PE MA MA
Teacher D SC SC E/PE E/PE SC SC
Teacher E LA SS E/PE E/PE LA SS
Teacher F LA SS E/PE E/PE LA SS
Teacher G MA MA E/PE MP MA MA
Teacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MA
T3 Reading Specialist LA SS
One team gets hit with many IEP, MDT, Parent
meetings and the other team doesnt.
Low Flexibility for student movement
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Current Master Schedule
6th Grade Team - Model C 6th Grade Team - Model C
Teacher Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A LA SS E/PE RP LA SS
Teacher B LA SS E/PE RP LA SS
Teacher C MA MA MP E/PE MA MA
Teacher D SC SC E/PE E/PE SC SC
Teacher E LA SS E/PE E/PE LA SS
Teacher F LA SS E/PE E/PE LA SS
Teacher G MA MA E/PE MP MA MA
Teacher H SC SC E/PE E/PE SC SC

T3 Math Specialist MA MA
T3 Reading Specialist LA SS
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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

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Curriculum

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

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Assessment

• Questions
• When do you retest a student?
• How do we identify students that need
• intervention?
• The 4 types of learners
• Its all about the trend
• How do we know whos ready to be promoted?
• What do we do with the bubble students?
• How much growth is enough?

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Student Learner Types
Below Standard Meets Standard
Hi Skills Can be successful Inconsistent Adapts Not resilient Frustration Successful in traditional classes. Adapts Resilient to challenges
Lo Skills Not successful in traditional classes Not resilient High frustration Inconsistent success Adapts Resilient
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When do you retest?
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Dont kid yourself, its not just the low
students
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What do we do with this?
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What is Success?
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Year One Structures

• Do

• Dont

• 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

• 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

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Year One Processes

• Do

• Dont

• Develop your general screeners
• Identify benchmark and your cut scores on your
  assessments

• Rely on non-normed data
• Create a structure that does not permit
  flexibility
• Use opinion based placement

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Year One People

• Do

• Dont

• 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

• Wait the bigger risk is kids continuing to fall
  behind
• Place your expectations on one or two people
  share the wealth!

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Year Two Structures

• Do

• Dont

• Recognize the difference in elementary and
  secondary assessment tools

• Assume that you will get it right the first time

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Year Two Processes

• Do

• Dont

• Use formative classroom based assessments
• Recognize the value of trend data and growth rate
  vs. single points of data
• Be consistent in progress monitoring

• Rely on a single point of data to make a decision
• Use comprehensive assessments as screeners
  (MSP/WASL/ITBS)

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Year Two People

• Do

• Dont

• Learn about the components of literacy and
  numeracy

• Think RtI will answer all of your questions or
  solve all of your problems

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Year Three Structures

• Do

• Dont

• Develop Core (Tier I) Curriculum and Power
  Standards
• Develop Common Assessments

• Rely on tiers without maintaining differentiation
  at all levels
• Let RtI tiers become a place

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Year Three Processes

• Do

• Dont

• Include behavioral analysis and interventions as
  part of academic assessment

• Use screeners to drive instruction
• Dont feel like you need to buy commercial
  assessment tools

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Year Three People

• Do

• Dont

• Continue to conduct staff development about RtI
• Develop a PLC structure that is focused on
  student learning

• Assume everybody knows what the lessons that we
  have learned over time

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Looking at the results
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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

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Contact Information

• Jon Lobdell

• John Mancinelli

• Jon.Lobdell_at_rsd.edu
• [phone]

• John.Mancinelli_at_rsd.edu
• [phone]
• Chief Joseph Middle School
• 504 Wilson Street
• Richland, WA 99352