Session Targets...2009/03/26 · MN RtI Conf j.Elliott/3.26.09 1 RtI: Leadership Straight from the...

1MN RtI Conf j.Elliott/3.26.09

RtI: Leadership Straight from the Gut

Judy Elliott, Ph.D.Chief Academic Officer

Los Angeles Unified School [email protected]

Session Targets

y Reinforce and remind ourselves the importance of leadership in all that we do

y Integrate what we know what works

y Think systems today

y Examine systemic use of data to drive instruction, interventions, and programs

y Keep a sense of humor and laugh as much as possible

In our short time together we will work to:

Basic Tenet of Educational Reform Include…

Standards

Assessment

Instruction

A C C O U N T A B I L I T Y


Accountability Must Be Reciprocal

If you want to change and improve the climate and outcomes of schooling – both for students and teachers, there are features of the school culture that have be to changed, and if they are not changed, your well intentioned efforts will be defeated.

Seymore Sarason1996

The last 30 years of American Public Education can be characterized by

remarkable sameness of approach and remarkable flatness of performance.

Joel Klein Chancellor, NYC Schools


Three Cultures that Need to Change

• From Excuse to Accountability

• From Compliance to Performance

• From Uniformity to Differentiation Based on Talent and Need

Are We “Every Ed” Yet?:A National Perspective

• CASE National Survey– www.k12spectrum.com

• 424 Districts– 14% West, 18% Northeast, 32% Midwest, 37% South

• Conducted March 7-18, 2008

• Margin of Error +/- 4.6%, 95% Confidence Level

Key Findings• 32% of districts expect full implementation by 2010.

• 47% of districts have a “defined RtI process”—53% do not

• 71% of districts report that implementation is led by general education or a joint general ed/special ed effort

• Only 29% of districts report that it is a special ed effort


Key Findings• 71% of districts report that they are using RtI for ALL

students. 29% report that they are using it primarily to identify students for specialized services.

• Implementation is primarily with elementary levels (67%), with 27% implementing at middle schools and 16% at high schools

• 67% report planning to implement at middle and 49% report planning to implement at high school level.

Key Findings

• Impact on employment– 75% of districts report no change in staff FTE– 22% of districts report increase in staff FTE– 3% of districts report decrease in staff FTE

• 52% of districts report Tier 3 services for both general and special education students. 48% report Tier 3 services primarily for special education students

Key Findings

• 84% of districts report implementation for reading, 53% for math and 44% for behavior.

• 96% of districts report that RtI has not been the focus of any legal proceedings.


There is a need for Special Education, but not as it currently exists.

Special Education in the past has not done well by students with students with disabilitiesToo much time has been spent admiring problems.

The best place to address diverse learning needs is in the instructional process.

Fundamental Assumptions

No student is worthless. Even the worst student is a good example of what’s not working.

Expected Course of Student Learning

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Actual Course of Learning of Student

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Effect of Decision Making on Educational Progress

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Decision Making

Who is this kid???

If you want to change and improve the climate and outcomes of schooling – both for students and teachers, there are features of the school culture that have be to changed, and if they are not changed, your well intentioned efforts will be defeated.

Seymore Sarason1996

Piecemealness

Fullan, 2003

“It is not the pace of change that is the culprit, it is the

piecemealness and fragmentation what

wears us down.”


The word of the year…

C H A N G E

Change Model

Consensus

Infrastructure

Implementation

Change Across Levels

• Consensus, Infrastructure, Implementation applies to EVERY level at which change occurs:– State– District– School– Profession

• Consensus building is similar across levels• Infrastructure and Implementation processes

are different across levels


Stages of Implementing Problem-Solving/RtI

• Consensus– Belief is shared– Vision is agreed upon– Implementation requirements understood

• Infrastructure Development– Problem-Solving Process– Data System– Policies/Procedures– Training– Tier I and II intervention systems

• E.g., K-3 Academic Support Plan– Technology support– Decision-making criteria established

• Implementation

Building Consensus• Knowledge• Beliefs• Understanding the

“Need”- DATA• Skills and/or Support

Consensus:Essential Beliefs

• No child should be left behind• It is OK to provide differential service

across students• Academic Engaged Time must be

considered first• Student performance is influenced most

by the quality of the interventions we deliver & how well we deliver them- not preconceived notions about child characteristics

• Decisions are best made with data• Our expectations for student performance

should be dependent on a student’s response to intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing.


Response To Intervention:Policy considerationsAnd implementation

They’re here…

BLUEPRINTS for State, District, and Siteimplementation!

NASDSE.org

District Plans

School Plans


National Resources to Support District and School Implementation

• www.nasdse.org– Building and District Implementation Blueprints– Current research (evidence-based practices) that supports

use of RtI (RtI: Research to Practice)• www.rtinetwork.org

– Blueprints to support implementation– Monthly RtI Talks– Virtual visits to schools implementing RtI– Webinars– Progress Monitoring Tools to Assess Level of

Implementation• www.floridarti.usf.edu

– Introductory Course (Web-Based/Competency Driven)

What RtI Is and Is NotIs:

• RtI is an overall integrated system of service delivery.• RtI is a data-based way to push students to higher

levels of achievement in a systematic way.• RtI is effective for students who are at risk for school

failure.

Is Not:• RtI is not limited to students with learning

disabilities.

What do we know?We know far more about the causes of learning disability and reading problems

We know more about effective instruction

We know more about the limitations of our current systems and have viable alternatives

It is not so much the issue any longer of “what works?”

It is an issue of how we deploy it so that it can work.


This is not about another new “initiative”

This is about integrating what we know works!

Response to Intervention: What’s in a name?

• Problem Solving Model• School Improvement/Safe & Civil School

– Review, Revise, Adopt, Implement• Action Research• Gap Analysis• Circle of Inquiry• Audit• Baldridge

– Plan, Do, Study, Act

Evaluate•Response to Intervention (RtI)

Problem Analysis•Validating Problem•Identify Variables that contribute to Problem•Develop Plan

Define the Problem•Defining Problem/Directly Measuring Behavior

Implement Plan•Implement As Intended•Progress Monitor•Modify as Necessary

Problem Solving Process


What is RtI?• “An ongoing process of using

student performance and other data to guide instructional and intervention decisions”

EARLY INTERVENTION

Why RtI?

2 words…

AND, despite our system wide efforts, there are still many children who are at-risk for school failure and successful in acquiring basic skills


Paradigm Shift

• Eligibility focus– Diagnose and Place– Get label

• Outcome focus – Problem Solving and

Response to Intervention

– Get help

If We’re Honest With Ourselves

• What we have been doing has not been predictably effective for ALL of our kids

• If we want to become more effective, we can’t do the same things harder, faster or longer

• We need to do different things that are more effective

Key Features of RtI• Effective instructional/intervention programs

– Core– Supplemental– Intensive

• Frequent assessment of student performance– Screening– Diagnostic– Progress Monitoring

• Use of data to make instructional/intervention decisions


So… What Does it Look Like???

Long Beach Unified School District DemographicsDistrict Population = 93, 500

- 49.7% Hispanic

- 18.3% Black

- 16.7% White - 9.3 Asian

- 2.1% Pacific Islander - 3.5 Filipino

- 25.5% ELL

- 66.6% ELL and FEP combined

- 65.9% Free & Reduced Price Lunch

Special Education Demographics

- 7.039%

- 48% LD

- 44% SP/ELL

- 60% of total pop. receive Resource Services- 60% of Central Office is general education administrators and teachers via reorganization efforts


District ProfileThird largest school district in CA

Over 46 languages spoken

Most diverse city according to Census 2000

Over 8,000 faculty, second largest employer in the city

There are over 89 Schools53 elementary8 K-814 Middle Schools11 High Schools (six of which are large comprehensive high schools)3 Charter Schools

Historical Perspective

In 1994 LBUSD started on a path of comprehensive reforms to increase student achievement.

Early BOE initiatives included:- Standards-based reform- K-3 Literacy- School Uniforms- Middle School Reform- School Choice- Ended Social Promotion- Seamless Education

Established Key Grade Level Checkpoints

Establishing standards-based curriculum across all grade levels resulted in:

> Retention Policies at grades 1, 3, 5, & 8

> District-wide Assessments in Reading, Writing & Open-ended Mathematics

> End-of-Course District exams for High School


Essential Components

Multiple tiers of intervention service Problem-solving methodAn integrated data collection/assessment system to inform decisions at each tier of service delivery

Core Principles

We can effectively teach all childrenIntervene earlyUse a multi-tier model of service deliveryUse a problem solving method to make decisions within a multi-tier model

Core Principles – Cont.Use evidence-based interventions/instruction Monitor student progress to inform instructionUse data to make decisionsUse assessment in screening, diagnosis, and progress monitoring


A Tiered Approach to Instruction

Tier 3

Targeted Interventions

Tier 2Comprehensive

School Wide Universal Interventions

Tier 1

Sped

EligibilityIndividualized Interventions

~5-10% of studentsINTENSIVE

Intensity of needs

~10-15% of StudentsSTRATEGIC

~75-85% of studentsCORE

Tiers of Service DeliveryBehavioral Systems

Tier III: Intensive Interventions(Few Students)Students who need Individual Intervention

Tier II: Targeted Interventions (Some Students)Students who need more support in addition to school-wide positive behavior program

Tier I: Universal Interventions(All students; all settings)

Academic Systems

Tier II: Strategic Interventions (Some Students)Students who need more support in addition to the core curriculum

Tier I: Core Curriculum(All students)

Tier III: Comprehensive/Intensive Interventions ( Few Students)Students who need Individualized Interventions

RtI: Framing Issues and Key Concepts• Academic Engaged Time (AET) is the best

predictor of student achievement– 330 minutes in a day, 1650 in a week and 56,700 in

a year– This is the “currency” of instruction/intervention– Its what we have to spend on students– How we use it determines student outcomes.

• MOST students who are behind will respond positively to additional CORE instruction. – Schools have more staff qualified to deliver core

instruction than specialized instruction.– Issue is how to schedule in such a way as to provide

more exposure to core.


RtI: Framing Issues and Key Concepts

RtI: 3 Priorities

1. Prevention: Identify students at-risk for literacy failure BEFORE they actually fail.– Kindergarten screening, intervention and progress

monitoring is key.– No excuse for not identifying ALL at-risk students

by November of the kindergarten year.– This strategy prevents the GAP.– Managing GAPs is more expensive and less likely

to be successful.

RtI: 3 Priorities

2. Early Intervention– Purpose here is the manage the GAP.– Students who are more that 2 years behind

have a 10% chance, or less, or catching up.– Benchmark, progress monitoring data,

district-wide assessments are used to identify students that have a gap of 2 years or less.

– Students bumping up against the 2 year level receive the most intensive services.

– This more costly and requires more specialized instruction/personnel


RtI: 3 Priorities

3. Intensive Intervention– Reserved for those students who have a GAP

of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining.

– Problem-solving is used to develop instructional priorities.

– This is truly a case of “you cannot do something different the same way.”

– This is the most costly, staff intensive and least likely to result in goal attainment

How Does it Fit Together?Standard Treatment Protocol

Addl.DiagnosticAssessment

Instruction ResultsMonitoring

IndividualDiagnostic

IndividualizedIntensive

weekly

All Students at a grade level

ODRsMonthly

BxScreening

Bench-Mark

Assessment

AnnualTesting

Behavior Academics

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly Assessments

StandardProtocol

SmallGroupDifferen-tiatedBy Skill

2 times/month

Step 1 Step 2 Step 3 Step 4

Supplemental

1-5%

5-10%

80-90%

Core

Intensive

A Tiered Approach to Literacy:

Core Interventions• Options that are provided to students as a

part of the general curriculum with specific intent

Comprehensive/School Wide Interventions

Tier 1 In LBUSD = 81%


A Tiered Approach to Literacy:

Strategic Interventions

• Targeted interventions focus on students who need more assistance


Tier 1


Tier 2

LBUSD = 8%

A Tiered Approach to Literacy: Intensive Interventions

• Intense and often individualized interventions are for the smallest group of students with the most extreme needs


Tier 1


Tier 2

Tier 3

LBUSD = 6%

Language! AssessmentOnly those 2 or more years

below grade level

Classroom Grades

ELA CoreDiagnostic Test

All Students

Content Standards TestAll Students

English-Language Arts Placement


“Benchmark/Core”(Tier I)

• .5 years below to above grade level

• Regular ELA/Reading Class

“Strategic”(Tier II)

• .5 – 2.0 years below grade level

• Double Block consisting of:– Open Court Reading– “Literacy Workshop”

• Use of additional support materials to scaffold core materials

• After school reading program, if needed

“Intensive”(Tier III)

• 2.0 or more years below grade level

• Double Block consisting of:– Intensive ELA Program

• LANGUAGE! • Lindamood-Bell or ???


English Language Development (ELD):A Mandated State Curriculum

All ELL students – an example- Administered the California English Language - Development Test (CELDT) and…- the California Standards Tests (CSTs) and…- the End-of-Grade ELD Assessment

ELD I and II – Double Block Intensive Literacy Intervention program.

ELD III – ELD class and Language!

ELD IV – ELD class & Literacy Wksp

Mathematics… AlgebraAll students – CA Standards Test, Grade 8 EOC

exam then…

– Intensive - Double Block consisting of:- 2 year stretch Algebra Course - Math Development course- Math everyday

– Strategic - Double Block consisting of:- ABCD or 1year of Algebra

– Benchmark - One period Algebra or Geometry

Essential ComponentsTier 3: IntensiveDesigned to provide intensive targeted intervention to the most at-risk learners who have not responded adequately to Tier 2 instruction. Tier 3 instruction is more explicit, more intensive, and specifically designed to meet individual needs. The duration and intensity of this intervention is variable based upon student assessment and progress monitoring data.

Tier 2: StrategicSupplemental-targeted instruction in addition to Tier 1 that addresses the specific needs of students who do not make adequate progress in Tier 1.Tier 2 interventions should be targeted, evidenced-based, and aligned with core classroom instruction.

Tier 1: CoreQuality core instruction, that is explicit, systematic and differentiated and utilizes evidenced-based research to teach critical elements outlined fidelity.

Tier 3: IntensiveIntensive individual interventions for students who have not responded to a school-wide positive and proactive system and targeted intervention. This level of of intervention, wrap-around services, often requires collaboration with family, community agencies, and juvenile justice officials.

Tier 2: StrategicSupplemental targeted intervention for students who are in need of behavioral support in addition to a school-wide positive and proactive system. Targeted behavioral interventions include matching of students with intervention based on need in an efficient system of delivery.

Tier 1: CoreUniversal preventative, proactive, and positive school-wide discipline practices that include: established expectations, explicitly taught expectations, reinforcement & acknowledgement of following expectations, and systematic correction and re-teaching of behavioral errors.

Draft 11.07

Academic Behavioral

FEW5-10% of StudentsReceive Intensive

Intervention

SOME10 to15% of StudentsRequire SupplementalTargeted Intervention

ALL80 to 90% of Students

Meet Performance IndicatorsAll Staff Preventative and Proactive


PracticesTier 3: Intensive60 minutes daily in addition to Tier 1 classroom instruction. Use of research based intervention programs and materials that target diagnosed reading in one or more of the five critical areas.

Tier 2: Strategic30 – 60 minutes daily literacy instruction in addition to Tier 1 classroom instruction. Use of evidenced based core materials practices that support core curricula and target one or more of the five critical elements of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension), as well as oral language and writing.

Tier 1: Core120 – 180 minutes of literacy instruction each day for elementary and 60 minutes of literacy instruction each day for secondary. Use of Standards based core reading program that emphasizes the five critical elements of reading as well as oral and written language.

Tier 3: IntensiveIndividual Problem Solving and Behavior Intervention-Function Based InterventionMental Health Wrap-Around Services

Tier 2: Strategic Targeted behavioral interventions must include the following critical features: Continuously available, accessed rapidly (<7 days), consistent with school-wide expectations, Implemented by all staff, function based, and, continuously monitored-Behavior Education Program (BEP)-Other Class Time Out with Debriefing-Social Skills-Student Mentoring (peer and adult)-Academic Tutoring-Newcomers Clubs (new students)-Structured Recess

Academic Behavioral

FEW5-10% of StudentsRequire Intensive

Intervention

SOME5 to 15% of Students

Require SupplementalTargeted Intervention



1. Consensus and participation of all staff in establishing and defining expectations (publicly posted rules)

2. Teaching expectation using explicit methods with modeling and practice in specific settings (beginning of year, mid-year, and after extended breaks)

3. Reinforcing exhibition established expectations (Principal’s 200 Club)

4. Systematically correcting behavioral errors (Computerized Data Collection and Analysis)

Tier 1: Core

Data and Program Evaluation

Tier 3: Intensive-Repeated Progress Monitoring Measures (at least weekly)-Diagnostic Assessments as needed-Program Fidelity Checklists-Further Evaluation as needed

Tier 2: Strategic-Repeated Progress Monitoring Measure (at least twice per month)-Diagnostic assessments as needed-Program Fidelity Checklists

Tier 1: Core-Schoolwide Screening for All Students 3 times per year (Benchmarking) using reliable Curriculum Based Measurement (CBM)-Progress Monitoring-Diagnostic Assessments as needed-Outcome Measures-Schoolwide Fidelity Checklists

Tier 3: IntensiveIndividual Program Solving and Behavior Intervention-Functional Behavioral Assessment-School Based or District Required Student Support Assessment (including crisis referral)Mental Health Wrap Around Referrals

Tier 2: StrategicTargeted behavioral intervention is dependent on prevention strategies school-wide. Identification of students and fidelity of interventions are evaluated using:-Repeat Office Disciplinary Referrals (ODR)-Systematic Screener for Behavioral Disorders (SSBD) Gate 2-Teacher Referral-Behavior Education Program data and fidelity check-Other Class Time Out data (Minors) and fidelity check

Tier 1: CoreSchool-wide Screening for All Students and Staff

AcademicBehavioral

FEW5-10% of StudentsRequire Intensive

Intervention

SOME10 to 15% of StudentsRequire SupplementalTargeted Intervention



-Effective Behavior Support Survey (EBS)-School-wide Evaluation Tool (SET)-Systematic Screener for Behavioral Disorders (SSBD) Gate I

-Office Disciplinary Referrals (ODR)-School Climate Surveys (students, parents and teachers)

The Colorado – Long Beach Connection

Manuel Ramsey, Principal

Colorado Springs D-11, K-5 125 students

CO Reading First School

80% FRPL

100% Proficient or Advanced 2007 3rd grade Reading CSAP


The Colorado – Long Beach Connection

Stephanie Holzman and Manuel Ramsey

Roosevelt Elementary School, K-3 School

Over 4 year period – gained 144 points in CA State Ranking

California Distinguished School

1,200 Students4 Track Year Round School

100% FRPL85% ELL

How well you teach = How well they learn.

Anita Archer, 2006

Summer Institutes for Teachers

Monthly Support Meetings

Coaches (centrally paid)

Professional Learning Communities

Numeracy & Literacy Committees

Cycle of Inquiry

Infrastructural Support: School Site


Infrastructural Support:School Site

Curriculum Mapping

Committees on Student Assessment

Pacing Chart Development

District-wide Walk Throughs

Student Work Review

Literacy Across the Content Areas

Infrastructural Support: Site Administration

Summer Leadership Institutes

Monthly Focus Group Meetings: Data & Instruction


Leadership Institutes

District-wide Walk Throughs

Numeracy and Literacy Committees

Planned & Coordinated Collaborative Activities


Numeracy and Literacy Committees

District-Wide Walk Throughs

Literacy Across the Content Areas


Making What Matters Happen

Distributed Leadership via Professional Learning Communities

Counselor InitiativeSupport Personnel Accountability Report Card (SPARC)

Graduation Profile

AP/Honors –AP Potential Software, multiple measures

AVID (Advancement via Individual Determination)

Increasing Parent ParticipationParent Advisory: ELAC and PTSA

Activities Director

Points for Parent Participation….gets you...

Yearbooks

Winter Formal tickets

Post graduation scholarships

Prom tickets

Graduation Pictures

Hand the diploma to your student

Systemic ResultsLack of competition among High Schools

More similar than different

Teachers expected to teach all students to standards

Same texts, standards, programs

Student transfers, for various reasons, within the school district are done without disruption of student programming and learning.


Building a Multi-Tiered Approach Across Levels

• What interventions are available at the school site for academics and behavior?

• In which tier does the intervention fit?• How do you determine when an intervention

falls on varying levels (e.g. tutoring)?• Who is implementing, monitoring and

tracking the interventions?• How do you ensure the fidelity of the

intervention?

Elementary Interventions: Tier 1Academics

• Content Standards• Class Size Reduction• Extended Kinder.• Differentiation• EEEI Strategies• ELD• Academic Awards

Behavior• Character Education• Peace Builders• Safe and Civil• Spirit Assemblies• Red Slip/ Blue Slip• Awards Programs• School Wide Behavior

Plan

Elementary Interventions: Tier 2

Academics• Tutoring• Flexible grouping• Literacy classes• Intensive ELD• Math Facts Clinic• Extra Parent Contact• Intersession

Behavior• Mentor Programs• Behavior Contract• Group Counseling• Grade Level

Collaboration• Second Step• Extra Parent Contact


Elementary Interventions: Tier 3Academics

• Specialists support• Reading Recovery• Cross-grade Level

Collaboration• Case Management

for Monitoring

Behavior• SBMH

• School Social Worker

Support/Referral• Administrator Daily

Check-in/Support• TOPS

Secondary Interventions: Tier 1Academics

• Tutoring• ELD• AVID• Study Labs• Academic

Counseling Groups• Link Crew

(Orientation/Mentor Program)

• Teacher/Parent Conf.

Behavior• Study Labs• Counseling Groups• Progress Reports• Uniform Policy• Point System• Safe and Civil• Peace Builders• Human Relations

Training (NCCJ)• Attendance Checks

Secondary Interventions: Tier 2Academics

• Language!• Lindamood-Bell• Stretch Algebra• CAHSEE Prep• Tutoring• Male Academies• Study Labs• Academic Success

Class• Literature Workshop

Behavior• Counseling• Peace Builders• Point System• SBMH• Mentor Program


Secondary Interventions: Tier 3

Academics• Lindamood-Bell• 504 Plan• Alternative Education

Behavior• Counseling• SBMH• 504 Plan• Behavior Contract• Alternative Education

The Big Bang Theory of RtI

1. Decide what is important for students to know.

2. Teach what is important for students to know.

3. Keep track of how students are showing what they know.

4. Make changes according to the data and results you collect!

David Tilly, 2005

Los Angeles Unified School District Demographics

K-12 Enrollment approx. 690,000

Black, not Hispanic 11.2%Hispanic 72.8White, not Hispanic 8.9%Asian 3.7%

Special Education 11.9% (82,735)SLD 57%Speech 12%Autism 9%OHI 6%



Approx. 53 languages

EL Students 240,389 (35%)

Hispanic of EL = 94%

FEP 225,463 (33%)

EL and FEP 421,231 (61%)

SPELL 69%


885 K-12 Schools

109 Early Ed Centers

520 Elementary Schools

119 Middle Schools

123 High Schools

18 K-8 Schools

19 Special Education Schools

86 Alternative Ed Schools


77,281 Employees

36,767 Teachers

8 Cities entirely within LAUSD

24 Cities partially within LAUSD

Total area of the LAUSD 710 square miles

8 “mini” Districts ranging from 65,000 – 114,000 students


First Semester – “Hanging Hooks”

End of First Semester – RtI Kickoff with Supts and Leadership staff

Hanging stuff on the hooks:

Central District Management Group

Central District Leadership Team

Local District Leadership Team

3 Year Professional Development Plan

Board Staff – RtI Orientation

Board of Education – “RtI and Reading by 9”

Where to Begin…

4. Form a Central District Team to guide implementation at the Local District level.

3. Create on-going commitment by benchmark review of District progress on implementation, support, achievement.

2. Endorse an overall instructional framework that will lead to use of data to drive instruction and resource management decisions

1.Develop overarching policy that embraces the tiered approach to instruction

Status of Implementation(Completed – On-going)

Target Date

Personnel Responsible

Task

Central District Management Group

4. Review/modify/develop job descriptions that align with an RtIframework (particularly for student support services).

3. Identify funding sources to support professional development, implementation practices (e.g., RtIcoaches), and technology (e.g., data, documentation).

2. Review/modify/develop district policies/guidelines to align with an RtIframework.

1. Develop District-wide policy statement and District mission regarding RtI.

Status of Implementation

(Completed – On-going)

Target DatePersonnel Responsible

Task



9. Develop Central evaluation plan

8. Develop general timelines to guide Local District implementation (e.g., benchmark dates).

7. Develop expectations for inclusion in personnel evaluation for Local Superintendents (Action Plan), Building Principals, and Teachers regarding implementation of RtI.

6. Develop timelines for Local District Superintendents to report implementation progress to Central District Leadership Team.

5. Provide structure, timelines, and support to Local District personnel to develop Local District plans.

Status of Implementation

(Completed – On-going)

Target DatePersonnel Responsible

Task


5. Develop professional development plan for the Local District.

4. Review data to inform the development of a Local District Implementation Plan (e.g., NASDSE Blueprint).

3. Collect data on current level of staff skills (e.g., Perception of Skills Survey).

2. Collect data on current level of implementation at the building level (e.g., SAPSI).

1.Form a team to guide Local District implementation.


Target Date

PersonnelResponsible

Task


11. Facilitate the completion of school-based implementation plans.

10. Develop general timelines to guide building implementation.

9. Develop Local District evaluation plan for RtIimplementation.

8. Identify Local District-level supports (coaching, technical assistance), to support building-level implementation.

7. Identify on-going supports and monitoring for building principals.

6. Ensure school-based leadership teams are established in each building.


Target Date

PersonnelResponsible

Task



Program Improvement LEA Plan Year 3—Corrective Action

σ LAUSD defines RTI2 tiers of instruction and intervention as follows:

Tier 3 provides a program that focuses on accelerated and intensive instruction targeted to specific student need. Close monitoring allows for the adjustment of materials and methods of instruction.

Tier 2 continues to provide the foundation of the grade-level core curriculum aligned to the content standards but adds intensive and explicit instruction and intervention focused on student need. Close monitoring allows for the adjustment of materials and methods of instruction.

Tier 1 consists of grade-level core curriculum aligned to the content standards. Effective instructional practices are implemented and intervention consists of the use of supplemental materials aligned with the core program.

Tier 3

Tier 2

Tier 1

Guidelines

11

Program Improvement LEA Plan Year 3—Corrective Action

Replacement Materials

Progress Monitoring

Instructional Support

Tier 3

Supplemental Materials

Progress Monitoring

Instructional Support

Tier 2

Core Materials Progress Monitoring Instructional Support

Tier 1

Sample Tiers of Instruction and Intervention Charts Guidelines

13

Single Plan for Student Achievement

Guidelines

What are the multiple measures and decision points that will determine placement and/or movement of a student in the appropriate tier of instruction and intervention?


Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Attendance Systems

Adapted from:

Universal(All Students)

School-wide, Culturally RelevantSystems of Support

(75-85% of students)

Selected(At-risk Students)

Classroom, Family, & Small Group Strategies

(10-20% of students)

Targeted/Intensive

(3-5%)

(High-risk students)Individual Interventions

3 Tiered Approach to Intervention

Adapted from Sprague & Walker, 2004

*Incentive Programs *Clear Expectations

*Positive School Climate *Instructional program

* Asset Building

*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring

*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings

*Case Management


Why Ch Ch Ch Change?• Does our current approach to education

enhance outcomes for every ed?• Does it promote collaboration or

categorization?• Does our system find the student(s), or

does the student(s) find the system?• Does our system ‘judge a book by its

cover’ or use data to drive instructional decision making for kids?

Remember…

A cord is stronger than its individual strands

A leader is a person you will follow to a place you would not go by yourself.

Joel Barker, Future Edge,

It is about Leadership…

Date post:	29-Jun-2020
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Session Targets...2009/03/26 · MN RtI Conf j.Elliott/3.26.09 1 RtI: Leadership Straight from the...

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