Response to Intervention (RtI)/ Multi-Tiered System of Support (MTSS)

1. Response to Intervention (RtI)/Multi-Tiered System of Support (MTSS) The Connections and the Considerations

2. Partnering with Iowa’s Local Schools C4K – Building an efficient and effective delivery system to impact critical outcomes for kids Our initial focus as we build this system is early literacy with a goal that---- All learners will be proficient in reading by the end of 3rd grade across subgroups

3. OverviewA Note Page is Provided • What RTI/MTSS is • What RTI/MTSS is not • Drivers and intended results • Assumptions of RTI/MTSS systems • Stages in developing RTI/MTSS systems • Key Components

4. Response to Intervention in Iowa • Response to Intervention (RtI)/MTSS in Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education. • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

5. Response to Intervention in Iowa • As an every-education process, RtI/MTSS allows educators to judge the overall health of their educational system by examining data on all students, as well as identifying students who need additional supports. • Those supports are provided in both small group and individual settings, and measured to determine if these supports are making a difference to ensure all learners demonstrate proficiency in the Iowa Early Learning Standards and Iowa Core standards and leave school ready for life. • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

6. So, What is RtI/MTSS About in Iowa? Implementation of the Iowa Early Learning Standards and the Iowa Core Evidence-based instruction and intervention Used with academics and behavior Prevention and early intervention Linking and matching instruction to the assessment at all levels Tiered or leveled intensification of intervention On-going monitoring and response • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

7. What RtI/MTSS is Not About in Iowa • Only struggling learners • Only interventions • A single way of doing business • A special education identification process • A means of finding learning disabilities • Used only for Child Find purposes • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

8. What RtI/MTSS is Not About in Iowa • Simply doing “something” as an intervention • Failing to teach missing or deficit skills • Failing to provide on-going monitoring • “RtI/MTSS Time” • Doing what wehave always done • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

9. Discussion • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 • Discuss at your table your understanding of the definition of RtI/MTSS and the Guiding Principles. What questions do you have about the definition? What questions do you have about the Guiding Principles?

10. Why RtI/MTSS?The Drivers • Growing accountability for improving achievement for all students • Overall growth • Achievement gap (disability and minority) • Development of higher order skills • Research results on effective schools • Iowa Core / Common Core / Early Learning Standards • Growing national and state attention to Multi-tiered instruction and intervention models for meeting the needs of all learners • Responsibility to intervene with students on the margins

11. Why RTI/MTSS?The Results • Shared responsibility across General, Supplemental, and Special Education • Alignment of assessment, instruction, curriculum, curriculum materials, and programs • Do what works and stop doing what doesn’t • Efficiently integrate and deploy resources • Tailored services to meet individual school needs • We address each and every student’s needs

12. Discussion • Discuss at your table: • Are you in agreement with the Drivers? • Are you interested in the Results?

13. Assumptions About RtI/MTSSand the Connections to Other Work • We sometimes look at different processes as separate rather than integrated • This leads to making artificial priorities • RtI/MTSS is a means of integrating the work • Common Core standards • Professional Learning Communities • Data Teams (instructional, school, and district) • RtI/MTSS is a common framework to address disproportionality, SINA/DINA, closing achievement gaps, etc.

14. Assumptions for RtI/MTSS Systems • Decisions will be based on data • Curriculum standards are clear and known • Instructional materials and teaching focuses on expected curriculum • Assessments are aligned with curriculum and instruction and are used to guide instruction

15. Assumptions for RtI/MTSS Systems • Meaningful universal screening occurs • There is reliable administration, scoring, and data entry of assessments • There is reliable data analysis and display of assessment results • Levels of sufficient performance are known for assessments given • Diagnostic assessments in varied areas are available

16. Assumptions for RtI/MTSS Systems • Instructional matching to problem area/diagnostic data occurs • Validated instructional materials are used in the manner and to the intensity needed for desired results • Differentiation of instruction occurs individually and by group • Progress monitoring of students occurs at the required frequency

17. Assumptions for RtI/MTSS Systems • Implementation integrity will be monitored and evaluated • Instructional re-grouping occurs on a regular basis • Results are viewed and analyzed within a system context; impact above and below the point of origin

18. Time for an Honest Reflection • Review and Consider the last four frames of Assumptions… • Which of these are commonly known, understood, and in place on a regular and on-going basis in your district? • Which of these are generally known, heard of, or have been discussedbut are not really in place? • Which of these are pretty new or unheard of? • Could you or your administrators look for and find these assumptions in your school? • What are the implications of your analysis?

19. Stages of Instituting RtI/MTSS • Consensus • Belief is shared • Vision is agreed upon • Implementation requirements are understood • Willingness to learn and perform new skills and expectations

20. Stages of Instituting RtI/MTSS • Infrastructure Development • Regulations and/or policies • Time and Coordinated Data Reviews • Training/Technical Assistance • Model (e.g., Standard Protocol v. Problem Solving) • Universal Screeners and Monitoring (FAST) • Universal, targeted, and Intensive instruction & intervention systems • Data Management (TIER...Tools for Innovation and Educational Results) • Technology support • Decision-making criteria and process established • Collaborative Inquiry Questions

21. Stages of Instituting RtI/MTSS • Implementation/Sustainability • Level (building, grade, district) • On-going consensus • Integrity and adherence • Continued learning growth • Resource the work • Short term specific components • Long term outcomes

22. The Process of Systems Change • Until, and unless, Consensus is reached no support will exist to establish the Infrastructure. • Until, and unless, the Infrastructure is in place Implementation will not take place. • A fatal flaw is to attempt Implementation without Consensus and Infrastructure • Leadership must come from all levels (the state, district level, and building level) • Batsche, Kurns, and Morrison 2006

23. Where are You? • Talk to your colleagues and think about your current reality… • Where are you on consensus for RtI/MTSS? • What infrastructure is in place and what might you additionally need? • Would implementation and sustainability be possible?

24. RtI/MTSS Key Components Evidence-based curriculum & instruction at universal tier Universal screening Evidence-based, instructional interventions at targeted and intensive tiers Progress monitoring Data-based decision making • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

25. RtI/MTSS Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students

26. RtI/MTSS Targeted Tier: Small group, targeted, evidence-based instruction for some students ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students

27. Intensive Tier: Individualized, intensive, evidence-based instruction for a few students RtI/MTSS ~1-5% Targeted Tier: Small group, targeted, evidence-based instruction for some students ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students

28. Intensive Tier: Individualized, intensive, evidence-based instruction for a few students RtI/MTSS ~1-5% Targeted Tier: Small group, targeted, evidence-based instruction for some students ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students

29. Universal, Targetedand Intensive Layers are added for those that need additional supports! • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 •

30. Discussion and Questions • Talk at your table first: • What reinforced what you already knew? • What was new learning for you? • What do you want to know more about?