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San Diego Unified School District


									            Instructional Leadership RTI²
               Building Tiers of Support

   There is no silver bullet; all our students need is a shot!
12/4/2011                                                        1

 To introduce the district model of RTI²
 To understand the role of ILTs in implementing RTI²
 To understand the role of ILTs in working with PLCS
   in implementing RTI²
 To identify tools and strategies to maximize systems
   of intervention and instruction for Tiers of Support

12/4/2011                                                 2
      Why do we do what we do?
So, we can give every student a shot!
• All children deserve to reach their potential
• We can’t leave any child behind?
     – At the core of NCLB is a reminder of the moral
       imperative to ensure that every student
     – It’s the response of the adults that is critical

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            Thinking it Through
If we believe that all students can learn…

1. What are the core
   beliefs of your
2. What evidence do we
   have in your school
   that truly exhibit this

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            Three Guiding Strategies
              Lessons from Sanger Unified School District

1. Hope is not a strategy.
    – It is the actions of the adults.
    – We have to change as adults
2. Don’ t blame the kids
3. It’s all about student learning
    – Teaching must result in learning.
    – We must guarantee learning takes place

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            Quality Core Instruction
      “Without high quality initial instruction,
    significant numbers of students will require
       supplemental instruction and intensive
        intervention that are costly and time
     consuming…A troubling misapplication of
     RTI is that Tier 2 supplemental support is
          often used to mitigate ineffective
                  core instruction”
                                Fisher & Frey, 2010
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            Hehir Recommendation
  “Develop a comprehensive Response to
Intervention (RTI) program incorporated into
  a revised SST process with district-wide
  academic and behavioral interventions.”

12/4/2011                                  7
• As of 2010, San Diego Unified School District (SDUSD) is
  in program improvement status.

• SDUSD has spent the last 3-5 years exploring ways to
  incorporate tiers of support for struggling students.

• Most folks see SSTs as a way to refer students to special

• Most of the concern has been on what Tier II and III
  interventions are available.

• We lack understanding of how to provide a strong Tier I
  support system.

 12/4/2011                                                    8
            Identify Percentages
                    9:00 – 9:45

     Analyze your site data to determine the
      percentage of students who are not
               successful in Tier 1

12/4/2011                                      9
 Data We Could Examine to Determine % of
     Students Not Successful in Tier 1
• Benchmark Assessments
• CST School Summary Sheet
• Percentage of Students Scoring At
  Proficient or Advanced Levels by Grade
• School Accountability Report Cards

12/4/2011                                  10
            Consider Four Sample Schools From
                   Whatever It Takes            by DuFour
The Charles Darwin School
We believe all kids can learn based on their ability
The Pontius Pilate School
We believe all kids can learn…if they take advantage of the opportunity
we give them to learn
The Chicago Cub Fan School
We believe all kids can learn…something, and we will help all students
experience academic growth in a warm and nurturing environment.
The Henry Higgins School
We believe all kids can learn…and we will work to help all students
achieve high standards for learning.

  As a team, determine which school most closely resembles your school
                                10:00 – 11:00

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1.     Is it not true that in the real world of schools in North
       America today, we have all four of these responses
       occurring in the same school at the same time?
2.     Do we need to stop leaving the critical questions of
       how we will respond when a student is not learning to
       the discretion of each teacher?
3.     Do we instead need to develop consistent, systematic
       procedures that ensure each student is guaranteed
       additional time and support when needed?

12/4/2011                                                      12
             Breaking Ground

How should we respond when kids don’t learn?

 12/4/2011                                13
                 RTI² Makes Sense

            RTI² is a systematic, three tiered,
                  data-driven approach
             to instruction and intervention
              that benefits every student.

12/4/2011                                         14
     RTI² in San Diego Unified School District

                                         1-5% of
     RTI²                  Tier 3

     Response            Individual

     to                   Tier 2

                     5-15% of Students
                      High Efficiency
                      Rapid Response
     Intervention          Tier 1
                    80-85% of Students
                        All Settings

12/4/2011                                           15
              Three-Tiered Model of RTI² Behavioral Systems

                                                                 Tier 3: Intensive, Individual Interventions
                                                                 1. One-on one counseling
                                 1-5% of                         2. Home visits
                                 students         Tier           3. Mental health support
                                                                 4. Frequent (daily) monitoring
                                                    3            5. Individual contracts
                                                Intensive,       6. Behavioral support plans
Tier 2: Targeted Group Interventions            Individual
1. Counseling groups                           Intervention
2. Mentoring programs                                                          Tier 1: Core Instructional
3. Parent groups                                                                    Interventions
4. Use of contracts                                                            1. Positive Behavioral
5. Regular monitoring                              Tier 2                           Interventions and Supports
                                            10-15% of Students                      (PBIS)
                                               High Efficiency                 2. Safe and Culturally responsive
                                              Rapid Response                        classroom environments
                                                                               3. Teachers model appropriate
                                                                               4. Teachers explicitly teach
                                                  Tier  1                           behaviors
                                            80-90% of Students                 5. Consistency across the school
                                                Preventive                     6. Regular communication
                                                 Proactive                          and/or parent conferences
                                                All Settings                        with teachers
                                                                               7. Refocus contracts
                                                                               8. Universal interventions

  12/4/2011                                                                                                16
                   Three-Tiered Model of RTI² Academic Systems
                                                                           Tier 3: Intensive, Individual Interventions
                                                                           1. Flexible groupings
                                                                           2. Intensive support blocks
                                                  1-5% of                  3. Intensive literacy/math programs & classes
                                                  student                  4. Use of diagnostic assessments
Tier 2: Targeted Group Interventions                 s                     5. SST to determine appropriate interventions
1.    Elementary: In-class small group                         Tier
                                                                           6. Possible referral for Special Education
      instruction focused on specific
      strategies or skills, preview and review;                 3               services
      push-in support                                        Intensive,                     Tier 1: Core Instructional
2.    Secondary: In-class small group                        Individual                          Interventions
      instruction; support classes for                      Intervention                    1.    Purposeful planning
      students up to 2 grades below grade                                                   2.    Differentiated instruction
      level.                                                                                3.    Collaborative/cooperative
3.    Use of diagnostic assessments to                                                            productive group work
      determine specific needs and formative
      assessments for frequent monitoring
                                                            Tier    2                       4.
                                                                                                  Scaffolding instruction
                                                                                                  Content area literacy
4.    Grade level/department meeting to               5-15% of Students
                                                                                            6.    Technology
      determine specific interventions for              High Efficiency                     7.    Collaboration with site-based
      struggling students                              Rapid Response                             experts
                                                                                            8.    Effective instructional strategies
                                                                                            9.    Use of data to monitor progress
                                                                                                  towards standards
                                                           Tier     1                       10.   Instruction aligned to grade level
                                                     80-85% of Students
                                                                                            11.   Teacher efficacy
                                                         All Settings

     12/4/2011                                                                                                               17
             Jigsaw Reading
                   10:30 – 11:30

1. Each ILT member is to select one of the 11
   Core Academic Strategies to study and go to
   that table.
2. Complete the Frayer chart provided for the
   article you read.
3. Share out the findings at your table
4. Complete one Frayer Chart for your table/topic

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            11:30 – 1:00

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            Laying the Foundation
                        1:00 – 2:00

As an ILT, take your RTI² Manual to the 11
Frayer Charts to determine…
1. What you currently have in place for each Tier I
   core academic intervention/strategy
2. Staff attainment level
    High (90–100%)
    Medium (75–89%)
    Low (74% and below)

You will have 5 minutes per chart
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        Developing an Action Plan
                      2:00 – 2:15

• As an ILT, list the Tier 1 academic
  strategies that you scored low or medium
  on the Action Plan provided in the manual.
• Determine steps your ILT will take to move
  your staff to high or medium
     – Actions
     – Target Date
     – Person(s) responsible

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            2:00 – 2:15

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            Building the Foundation
  Because ILTs address issues of teaching and
     learning, we are the agents charged with
   establishing effective systems of instruction
        and interventions for our students.

12/4/2011                                      23
      Assessing Your ILT & PLCs
                   2:15 – 2:50

1. As an ILT, prioritize the responsibilities of
   an ILT in rank order.
2. As an ILT, prioritize the responsibilities of
   PLCs in rank order.

12/4/2011                                      24
            The Role of ILTs in RTI²
      To support quality Instruction & Intervention
      Develop and monitor processes to identify students who
       need extra support
      Ensure that the 11 effective components of instruction are
      Review, select, implement, and evaluate interventions and
      Assist staff to monitor and improve upon results
      Build a collaborative culture
      Identify and align resources for RTI² support
      Monitor Tier I,II, & III Academic and Behavioral instruction,
       interventions, and supports
      Work with PLCs in supporting quality instruction and
12/4/2011                                                              25
      The Role of PLCs in working with ILTs

To Support Quality Instruction By
      Receiving and providing information to the ILT
      Implementing the interventions
      Examining achievement data and making appropriate
       recommendations to the ILT
      Ensuring fidelity to Tier I academic and behavioral support
      Being willing to discuss how to support students as a
       whole group
      Providing flexibility and ownership of students
      Supporting each other in improving instructional practices
      Utilize technological tools to support instruction
      Supporting interactive instructional practices
12/4/2011                                                        26
                  Rocky Road Ahead
                               2:50 -3:00

 What might be some possible challenges on
 your road to success?
• Seeing RTI² as “one more
  thing to do”
• Ensuring fidelity of
  intervention strategies
• Inadequate implementation
  of Tier 1 supports
• Failure to utilize limited
  resources creatively

 12/4/2011                                   27
     ILT Homework
         1. What are the first steps your ILT needs
             to take to ensure successful
             implementation to both Academic and
             Behavioral Tiers of Support?
         2. What adjustment might your team need
            to make to ensure that the ILT can
            perform the responsibilities of
            implementing RTI² at your site?
         3. Communicate RTI² with your staffs
         4. Determine what you will use to
            determine success in Tier I
         5. Revise and/or complete action plans for
12/4/2011   each Tier (academic & behavioral)         28
• Final reflections/evaluation

12/4/2011                        29

 To introduce the district model of RTI²
 To understand the role of ILTs in implementing RTI²
 To understand the role of ILTs in working with PLCS
   in implementing RTI²
 To identify tools and strategies to maximize systems
   of intervention and instruction for Tiers of Support
 To provide planning time to develop/revise RTI²

12/4/2011                                                 30

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