RISS RtI Needs Assessment and Planning Process

Transcription

1 RISS RtI Needs Assessment and Planning Process RISS RtI Project Summary The RISS (Response to Intervention Support System) project was funded in August 2009 with a Maine Department of Education IDEA professional development grant. RISS supports Response to Intervention (RtI) system design and implementation in two demonstration districts - RSU 10 and RSU 38. It is completing its second year. Project Goals: 1. Increase the number of effective RtI systems in a majority of the schools in each RSU. 2. Increase opportunities for collaborative work and learning among special educators, CDS staffs, and other educators in the two pilot RSU s. 3. Increase the number of schools in the two RSU s using a continuous improvement model to implement and sustain RtI systems over time. 4. Increase the information available on effective school and district RtI system implementation. With its RSU partners, RISS is developing and disseminating RtI implementation tools and processes, including: Seven RtI Foundations with indicators of full implementation Classroom-level RtI needs assessment. School and district action planning frameworks. A school RtI collaborative review process to provide feedback and opportunities for reflection on RtI implementation and next steps. Using the Common Core State Standards to build intervention lesson plans. Classroom intervention resources for teachers. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 1

2 The RISS RtI Needs Assessment and Planning Process RISS organized the available literature and guidance about RtI implementation, systems change, and increasing student achievement into Seven RtI Foundations. The seven foundations are an RtI To Do list. Each foundation is described with indicators of full implementation at the classroom, school, and district levels. The indicators come from the same body of RtI, school improvement, and student achievement research. The indicators were created simultaneously across all the levels to clarify how increased student achievement is supported at all levels of the system. RISS Seven RtI Foundations 1. Ensure leadership, structure, coordination, and continuous improvement. 2. Know what all students need to know and be able to do and how well. 3. Use universal screening data. 4. Target interventions (evidence-based strategies and programs). 5. Track response to the intervention (progress monitoring). 6. Strengthen the core program. 7. Build shared responsibility. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 2

3 Recommended School Planning Steps 1. As a team, discuss the Seven RtI Foundations: Indicators of Full Implementation one foundation at a time. Concentrate on the classroom and school sections. Use the blank columns to enter a + if you ve done some work or feel you have the indicator solidly in place and a if more work is needed. Feel free to use any other coding system that works for you! Don t worry about exactly how far you ve gone toward full implementation. 2. Use the where we are and what we need to do notes section at the end of each foundation to capture your discussion and your plusses and minuses. 3. After reviewing the indicators for all seven foundations and your notes for each section, poll the group to identify the top two-four priorities for action next year across all seven foundations. Try to limit priorities to those that meet multiple needs, connect RtI with all student achievement goals in the school and district, and build a strong foundation for continuing the work in the year after next. 4. Use the RISS action plan format or another that makes sense to you to write measureable objectives for each of the priorities. Write objectives that state WHAT will change, by WHEN, for WHOM, and by HOW MUCH). Use SMART goals if you are already familiar with writing them: Specific, Measurable, Attainable, Related to student learning, and Time bound. 5. Write action steps for each goal. 6. Improving student achievement with RtI takes a long time! It makes sense to put less in your plan and to evaluate how a few essential activities are impacting what happens for students and teachers. Include checkpoints and check-ins in your plan so you ll know when you re making real progress and when you need to change the plan. RtI leadership teams, RtI problem solving teams, interventionists and specialists, and classroom teachers are the best sources of information about implementation progress. 7. RISS recommends using its RtI Classroom-Level Assessment before planning to assess how classroom teachers are feeling about RtI. We found that school and district needs assessments are helpful at the beginning of implementation, and not needed yearly after that. The Classroom-Level Assessment data may be all you need to create next year s implementation plan. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 3

4 Seven RtI Foundations: Indicators of Full Implementation 1. Ensure leadership, structure, coordination, and continuous improvement. Classroom Level -- Individual School Level teachers: 1. Understand their responsibility for applying Response to Intervention in their classrooms. 2. Know how RtI works in the school. 3. Know when to consult with a problem solving team regarding an individual student s progress. 1. The school s leadership: a. Establishes and maintains purpose and direction for RtI. b. Provides follow-up support to ensure RtI implementation. c. Integrates RtI with existing programs and practices. d. Assesses how well student achievement goals and objectives are being addressed. e. Ensures RtI goals, objectives, and activities are effective in improving teaching and learning. f. Acts on information about the effectiveness of RtI implementation. 2. The school has a yearly RtI plan to ensure continuous improvement. 3. Written RtI policies include decision rules governing student movement up and down tiers. 4. RtI decision rules are clearly articulated and uniformly used. District Level 1. The district s leadership: a. Establishes and maintains purpose and direction for RtI. b. Monitors the implementation of the RtI plan across the district. c. Assesses how well student achievement goals and objectives are being addressed. d. Evaluates the value RtI goals, objectives, and activities add to teaching and learning for all students in the district. e. Intentionally and systematically acts on information about the effectiveness of RtI to improve quality and deepen implementation. 2. All staff receive high quality professional development to support the implementation and ongoing improvement of the RtI system. 3. Professional development includes RtI s: a. Purpose, tiered structure and essential components. b. Use of assessments and assessment data. c. Implications for classroom practice. d. Use of research-based strategies. 4. Key RtI staff members are identified and receive enhanced training in core aspects of RtI. 5. The district has a yearly RtI plan which ensures continuous improvement. 6. Written RtI policies include: a. RtI design, implementation, and continuous improvement. b. The RtI framework or model to be used at the RSU and building levels. c. Leadership and teacher roles and responsibilities at each tier. d. Parent involvement, notification, and participation at each tier. e. Data management procedures. f. How students will experience a seamless transition into grade spans and across schools. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 4

5 Foundation 1. Ensure leadership, structure, coordination, and continuous improvement. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 5

6 2. Know what all students need to know and be able to do and how well. Classroom Level -- Individual teachers: School Level District Level 1. Use district-identified written curriculum to guide literacy instruction in my classroom. 2. Use district-identified written curriculum to guide mathematics instruction in my classroom. 3. Use district-identified specific learner outcomes and grade level expectations/benchmarks to guide my instruction. 4. Use identified learner outcomes and sub-skills to target specific learning interventions for small groups of students in my classroom. 5. Use identified learner outcomes and sub-skills to target specific learning interventions for individual students in my classroom. Tier II and III interventions address specific student learning outcomes and identified benchmarks. 1. Curriculum clearly aligns with current state and/or national content standards. 2. Specific, measurable learner outcomes and grade level benchmarks in the behaviors and performances identified for intervention are clearly articulated. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 6

7 3. Use universal screening data. Classroom Level Individual teachers School Level District Level 1. Use student data to: a. Evaluate student progress toward grade level benchmarks/expectations. b. Adjust instruction for all students. c. Identify effective instructional strategies to meet student learning needs. d. Identify students needing interventions. e. Identify interventions that target exactly what individuals and groups of students need to learn. f. Evaluate the effectiveness of the interventions selected for individuals and small groups. 2. Develop individual learning plans for students who are not meeting specific learner outcomes and grade level expectations/benchmarks. 3. Have timely access to the student data I need. 4. Know what universal screening assessments are used to identify students who need instructional intervention. 5. Know how to use the data from universal screening assessments to identify students needing instructional intervention. 6. Know how to use the data from universal screening assessments to identify targeted interventions for individuals and small groups of students. The school s data management system has the capacity to track individual student progress across tiers of intervention. 1. The district s data management system has the capacity to track individual student learning and behavioral progress. The system: a. Records individual student data from universal and progress monitoring assessments. b. Provides skill level information to guide intervention strategies. c. Allows for correlation of academic and behavioral data. d. Can be used to monitor and evaluate RtI system effectiveness. e. Is accessible to all instructional staff. 2. The same universal screening assessments are used at prescribed intervals throughout the system. 3. Universal screening assessments are valid measures. They are: a. Aligned with outcomes and benchmarks in the written curriculum. b. Uniformly administered. c. Informative about specific learning needs for which interventions are needed. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 7

8 Foundation 3. Use universal screening data. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 8

9 4. Target interventions (evidence-based strategies and programs). Classroom Level Individual teachers School Level District Level 1. Use research/evidence based practices to meet the instructional needs of their students. 2. Know what intervention strategies are available to them to meet the learning needs of individuals and small groups in their classrooms. 3. Have had sufficient professional development to use intervention strategies effectively in their classrooms. 1. Students receive increasingly intense interventions targeted at assessed skill deficits in addition to core classroom instruction. 2. Tier II students receive at least 30 additional minutes of targeted, intensive instruction per day. 3. Tier III students receive additional minutes (added to Tier II increased time) of targeted, intensive instruction per day. 4. Problem-solving teams use student learning data to identify increasingly intensive Tier II and III interventions for individual students. 5. School leaders: a. Monitor Tier II and III implementation. b. Revise school policies and procedures to support RtI s three-tiered system. c. Ensure the school s schedule provides time for Tier II and III interventions. 1. The district provides appropriate research-based materials to support instruction. 2. The curriculum includes research-based strategies aligned with the outcomes and benchmarks. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 9

10 Foundation 4: Target interventions (evidence-based strategies and programs). Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 10

11 5. Track response to the intervention (progress monitoring). Classroom Level Individual teachers: School Level District Level 1. Document the impact of classroom interventions with records showing the number of trials and the frequency of correct responses. 2. Know what progress monitoring assessments to use and how to use them. 1. Progress monitoring data determine student movement through the tiers. 2. Problem-solving teams have the capacity to document individual student progress over time with a sufficient number of data points to determine progress toward identified benchmarks. 1. The assessments in use are aligned with the content and performance standards. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 11

12 6. Strengthen the core program. Classroom Level Individual teachers: School Level District Level 1. Believe it is important for at least 80% of students to meet grade level expectations/benchmarks in their regular classrooms. 3. Use district-identified written curriculum to guide literacy instruction in their classrooms. 4. Use district-identified written curriculum to guide mathematics instruction in their classrooms. 5. Use district-identified specific learner outcomes and grade level expectations/benchmarks to guide instruction. 6. Use assessments that are aligned with the identified learner outcomes and grade level expectations/benchmarks. 1. School leaders: a. Continually reinforce RtI as the organizing structure for student learning in the building. b. Support and/or intervene with classroom teachers as appropriate to ensure effective instruction. 2. Professional development to support the core curriculum, instruction, and assessment all students receive (Tier 1) is driven by student learning needs. 3. Professional development to support the core program is designed to impact classroom practice through: a. Workshops and training with classroom follow-up. b. Time for teachers to improve practice through peer observation, coaching, and/or action research. a. The active support of existing staff with expertise in core RtI components and content-area expertise. 1. The district regularly analyzes district, school, grade-level and classroom data to: a. Set district and school improvement goals. b. Set curricular priorities. c. Evaluate the effectiveness of programs over time. d. Set professional development priorities. 2. Professional development regarding implementing curriculum effectively and efficiently is accessible and available for all staff. 3. Curriculum clearly aligns with current state and/or national content standards. 4. Curriculum is aligned and continuous within and across grade levels in these areas. 5. Curriculum includes research-based strategies aligned with the outcomes and benchmarks. 6. Curriculum leadership roles and responsibilities are clearly identified and provided for. 7. A system of formative and summative assessments includes multiple, aligned assessments (classroom, grade level, school, and external). 8. The assessments in use are aligned with the content and performance standards. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 12

13 Foundation 6: Strengthen the core program. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 13

14 7. Build shared responsibility. Classroom Level School Level District Level 1. Teachers in the school work together to identify students who are not reaching grade level expectations/benchmarks. 2. Teachers in the school work together to use effective interventions. 3. All teachers in the school accept responsibility for helping all students reach outcomes and grade level expectations/benchmarks. 4. Teachers guide students in tracking their own learning progress and setting their own learning goals. 1. Building-based teams share leadership and responsibility for monitoring the effectiveness of the Tier I core program. 2. Grade level teams have consistent time to work collaboratively to identify and address student learning needs. 3. Grade level teams: a. Set measurable grade-wide goals based on student achievement data. b. Develop or identify classroom strategies to meet identified goals. c. Monitor student progress toward goals. d. Adjust core instruction. 4. Problem-solving teams include regular education, Title I, special education, and other school staff. 5. School leaders continually reinforce RtI as the organizing structure for student learning in the building. 6. The school provides consistent opportunities for parents to learn how to support their child s learning. 1. The district s leadership: a. Integrates RTI with existing programs and practices. b. Acts on information about the effectiveness of RtI implementation. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 14

15 Foundation 7: Build shared responsibility. Where we are: What s next: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 15

16 Priorities for NOTES: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 16

17 Seven Foundation References and Sources Buffum, A., Mattos, M., Weber, C. (2008). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids don t learn. Bloomington, IN: Solution Tree. Comprehensive Assessment Systems for ESEA Title I, State Collaborative on Assessment and Student Standards, Council of Chief State School Officers. (December 2005). District audit tool: A method for determining level of need for support to improvement. Dorn, L., & Schubert, B. (Spring, 2008). A comprehensive intervention model for preventing reading failure: A response to intervention process. Journal of reading recovery, Elmore, R. (Winter, 2000). Building a new structure for school leadership. Albert Shanker Institute, 555 New Jersey Avenue, NW, Washington, DC Florida Problem-solving/Response to Intervention Project. (2008). Self-assessment of problem solving implementation (SAPSI). Retrieved June 16, 2009 from Fullan, M. (1998). Education reform as continuous improvement. Retrieved September 15, 2009 from Hall, Susan L. (2007). Principal s guide to implementing response to intervention. Thousand Oaks, CA: Corwin Press. Holmes, E. (June 4, 2009). RTI: Response to intervention: What is it? What does it mean for me? How do we move forward? (presentation). Illinois State Board of Education. (2008). Illinois response to intervention (RtI) district self-assessment template. Retrieved April 3, 2009 from Mehrotra, D. (n.d.). Applying total quality management in academics. Retrieved September 9, 2009 from National School Boards Association. (n.d.). Tools for continuous improvement. Education leadership tool kit: Change and technology in American schools. Retrieved September 9, 2009 from New England Comprehensive Assistance Center at Education Development Center. (2002). Assessment continuum of school wide improvement outcomes, 55 Chapel Street, Newton, MA Pennsylvania Department of Education. (2007). Response to intervention readiness and implementation self assessment tool. Retrieved September 9, 2009 from Shores, C., & Chester, K. (2009). Using RtI for school improvement: Raising every student s achievement scores. Thousand Oaks, CA: Corwin Press. The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 17

18 RISS School Planning Tools 1. School Planning Questions 2. School Plan Template 3. Sample Six-Month School Plan 4. RISS Classroom-Level Assessment The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 18

19 School Planning Questions Professional development: 1. Have we planned professional development that really impacts classroom practices? How will we know? 2. Have planned professional development that meets teachers individual and collective needs? 3. How are we involving teachers in planning their own professional development? 4. Have we planned professional development to help the school s RtI Leadership Team coordinate the plan s implementation? 5. How will we communicate with teachers about why RtI is important to us and to our students? Two-way communication: 6. Have we planned how and when we will inform everyone in the school about the plan and why it includes what it does? 7. Have we planned how and what to communicate to parents about RtI s importance and our plans for the year? 8. How will we get feedback on how things are going during the year? Leadership: 9. What important messages do the principal and the school s RtI Leadership Team need to communicate during the rest of the school year? How and when will that happen? 10. How will the principal and the RtI Leadership Team work together and support each other this year? The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 19

20 RISS RtI School Planning Template School: District: Long-Term Goal(s): Objective 1: (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.) Action Steps Target Completion Date Measures to track success (Data source and data you will use to document progress and achievement for each activity and objective.) Person Responsible Resources needed: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 20

21 Objective 2: (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.) Action Steps Target Completion Date Measures to track success Person Responsible Resources needed: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 21

22 Objective 3: (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.) Action Steps Target Completion Date Measures to track success Person Responsible Resources needed: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 22

23 Objective 4: (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.) Action Steps Target Completion Date Measures to track success Person Responsible The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 23

24 SAMPLE: A Six-Month School Plan RISS RtI School Planning Template School: District: Long-Term Goal(s): 80% of students will meet grade level expectations in their regular classrooms. Objective 1: (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.) Increase by 10% the number of 1 st and 2 nd graders in all subgroups who meet great level expectations in literacy by June 20, Action Steps (Short term activities that are logically linked to objectives so the objective can be met in the time specified.) 1.1. Train teachers to see alignment between literacy skills and subskills and curriculum and instruction. Set up benchmark monitor levels for NWEA and DRA Train teachers to identify student work that meets grade level benchmarks Each grade level will use data and benchmarks from NWEA and DRA2, and M Cay to identify at risk, monitor, low risk students Target Completion Date Measures to track success (Data source and data you will use to document progress and achievement for each activity and objective.) 1/31/10 Grade level teams alignment maps/documentation. 2/15/10 Exemplars at each grade level for a majority of literacy skills. 4/15/10 1. Class lists that include individual student strengths and needs using universal screening tools data and support provided. 2. School RtI Leadership analyzes progress and writes the next plan (5/10/10). The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 24 Person Responsible Literacy specialist; district curriculum coordinator. Literacy specialist; district curriculum coordinator. Literacy specialist; district curriculum coordinator. Objective 2: Provide all teachers with professional development and in-class support to respond to student learning needs in literacy. Action Steps 2.1. Introduce RtI framework and talk about it in the context of what the school is currently doing. Target Measures to track success Completion Date 1/31/10 1. Written reflection from staff after RtI introduction. 2. RtI Classroom-Level Assessment results in January and in early May. 4/15/10 1. Walkthrough observations; peer observations. 2. School RtI Leadership Team and principal evaluate teachers use of literacy strategies and develop the next plan (5/10/10). Person Responsible Consultant 2.2. Provide PD on literacy strategies, including: Consultants; Maine s DVD literacy specialist Café Menu Principal, grade Classroom literacy block (Daily 5) level leaders Student goal setting Flexible grouping and Differentiation Conferencing Resources needed: Professional development materials and student data; literacy specialist and curriculum coordinator time; staff time for professional development; RtI Leadership Team time; principal s time for walkthroughs; consultant fees.

25 RISS Classroom-Level RtI Assessment School Date Instructions: Put a checkmark in the column that best describes how frequently the practice is true for YOU. Use the comments box to provide additional information to explain your answer. Indicators of Full Implementation Current Practice A. Curriculum and Instruction 1. I use district-identified written curriculum to guide literacy instruction in my classroom. 2. I use district-identified written curriculum to guide mathematics instruction in my classroom. 3. I use district-identified specific learner outcomes and grade level expectations/benchmarks to guide my instruction. 4. I use identified learner outcomes and sub-skills to target specific learning interventions for small groups of students in my classroom. 5. I use identified learner outcomes and sub-skills to target specific learning interventions for individual students in my classroom. 6. I use research/evidence based practices to meet the instructional needs of my students. 7. I use differentiated instruction to help all my students achieve the identified outcomes and grade level expectations/benchmarks. Comments: Never Sometimes Frequently Always B. Assessment and Information Use and Management 1. I use assessments that are aligned with the identified learner outcomes and grade level expectations/benchmarks. 2. I inform parents of their child s strengths and needs in relation to the grade level expectations/benchmarks. 3. I use student data to: a. Evaluate student progress toward grade level benchmarks/expectations. b. Adjust instruction for all students. c. Identify effective instructional strategies to meet student learning needs. d. Identify students needing interventions. e. Identify interventions that target exactly what individuals and groups of students need to learn. f. Evaluate the effectiveness of the interventions I select for individuals and small groups. g. Develop individual learning plans for students who are not meeting specific learner outcomes and grade level expectations/benchmarks. 4. I document the impact of my classroom interventions with records showing the number of trials and the frequency of correct responses. 5. I guide students in tracking their own learning progress and setting their own learning goals. Comments: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 25

26 Instructions: Put a checkmark in the column that best describes your agreement/disagreement with each statement. Use the comments box to provide additional information to explain your answer. C. Understanding RTI It is important for at least 80% of students to meet grade level expectations/benchmarks in their regular classrooms. 2. I understand my responsibility for applying Response to Intervention in my classroom. 3. I know how RTI works in this school. 4. I know what intervention strategies are available to me to meet the learning needs of individuals and small groups in my classroom. 5. I have had sufficient professional development to use intervention strategies effectively in my classroom. Comments: Strongly Disagree Disagree Agree Strongly Agree D. Assessment 1. I have timely access to the student data I need. 2. I know what universal screening assessments are used to identify students who need instructional intervention. 3. I know how to use the data from universal screening assessments to identify students needing instructional intervention. 4. I know how to use the data from universal screening assessments to identify targeted interventions for individuals and small groups of students. 5. I know what progress monitoring assessments to use and how to use them. Comments: E. Collaboration and Problem Solving 1. Teachers in the school work together to identify students who are not reaching grade level expectations/benchmarks. 2. Teachers in the school work together to use effective interventions. 3. I know when to consult with a problem solving team regarding an individual student s progress. 4. All teachers in this school accept responsibility for helping all students reach outcomes and grade level expectations/benchmarks. Comments: The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro. Page 26