Martin County School District

Martin County School DistrictMTSSS Leadership InstituteJune 2011Tabathia Baldy, District RtI CoordinatorLynnette Hallonquist, District Reading CoordinatorPaula Lewis, School PsychologistLiz Tetreault, Elementary School Assistant PrincipalTab1

Located along the Treasure Coasthttp://www.insideflorida.com/map/florida-counties-map/Tab2Approximately 18,000 Students11,577 Caucasian1408 African American4260 Hispanic53 Indian289 Asian406 Multi-Racial7 Pacific Islander

District DemographicsPaula3DemographicsPaula441% of students are Economically Disadvantaged13% of students are English Language Learners16% of students are Students with Disabilities

Demographics ContinuedPaula53 High Schools5 Middle Schools12 Elementary Schools2 Charter Schools4 Special Program SitesDepartment of Juvenile Justice SiteResidential Hospital SettingAlternative Education SettingSeparate Day School (ESE)

Martin County SchoolsPaula6District Organizational ChartTab - Martin County chose for the Instructional Services Department to be responsible for the implementation of Response to Intervention rather than the Exceptional Students Education Department.7Organizational Chart (continued)Tab - The Coordinator of RtI works under the directors of elementary & secondary programs and school improvement and alongside the curriculum coordinators and the coordinator of Assessment & Accountability. This ensures a streamlined process for Professional Development across curriculum areas as well as for School Improvement. This also helps to align PD for effective interventions with what is expected at the core instructional level. RtI Coaches work under the RtI Coordinator and alongside Reading Coaches. This organizational structure allows for cross-training of coordinators and coaches and allows for more uniformity across the district. 8A paradigm shift is neededIn order for stakeholders to realize PS/RtI is not simply a track to ESE, they must see it as a General Education Initiative designed to ensure ALL students receive the support they need to meet expectations.We want to send a clear message that PS/RtI is not about placing a student, it is about effective instruction for all.

Why Instructional Services?Tab92009/2010 ARRA

2010/2011 ARRA & CEIS

2011/2012 CEIS

Funding SourcesTab10Our goal is to provide all students effective & appropriate instruction/intervention in a more timely manner using both historical and real time data. We hope to implement a streamlined system in which students are matched to an intervention which provides them with the level of intensity and duration necessary for them to accelerate their learning to achieve benchmark expectations. We hope that individuals and teams of personnel use the problem solving process to identify appropriate instruction for all students.

Rationale for ImplementationLynnette11The mission of the Martin County School District, in partnership with family and community, is to equip students with the skills and knowledge necessary to become responsible citizens through comprehensive learning experiences and innovative environments that extend beyond traditional walls.Implementation of RtI allowsschools in Martin County to develop a framework for supporting the unique academic and behavioral needs of all students. It encourages instructional and support staff to collaborate on best instructional practices.

Our MissionLynnette12It is the district expectation that ALL schools will use the problem solving process when developing their school improvement plans and reflect on how students are responding to instruction/interventions to inform their instructional decisions at an individual, classroom and school wide level.

District ExpectationsPaula13Spring 2009 - Martin County formed a District PS/RtI Leadership Team which met periodically to develop our district RtI plan. Membership included the Assistant Superintendent, Executive Director of Instructional Services, Executive Director of Exceptional Student Education, Director of School Improvement, Reading and Math Curriculum Coordinators, School Psychologist, Behavior Analyst, teacher union representation, and others as interested participate in the process. The plan was structured using the Response to Intervention Blueprints: District Level Edition, NASDSE.

Development & StructurePaula14Current District Based Leadership/Problem Solving TeamPaula15Martin County is at full implementation status.All 12 Elementary SchoolsAll 5 Middle SchoolsAll 3 High SchoolsAll School Based Leadership/Problem Solving Teams have received training in PS/RtI and either have a coach assigned to their school or can request one as neededHowever, levels of implementation vary across schools.Current Implementation StatusTab High Schools are more at the initial stage of implementation and Elementary Schools are at more of an advanced level of implementation. Middle Schools are somewhere in the middle. 16The School Based PS/RtI Team problem solves around ANY student in need of intervention, regardless of the need being academic or behavioral.Teams are fluid. Academic and behavioral specialists will participate in problem solving process depending on identified need.Many PS/RtI team members are also PBIS team members.We would like to move forward in blending these teams into one fluid team.Integration of RtI: A & BTab17

Our goal is to always look at the Whole Child when problem solving.

Integration of RtI: A & BTab18Integration of RtI: A & B School level teams are progressing faster than district level teams to integrate PS/RtI & PBIS.

Tab - School level teams are progressing faster than district level teams to integrate PS/RtI & PBISThis may be due to the organizational structure at the district level. PS/RtI and PBIS are currently in two different departments. These departments are even in different buildings. If we want to move progressively forward to providing a Multi-Tiered System of Student Supports, collaboration at all levels is key. 19District Team provides Professional Development for all School Based Leadership/Problem Solving Teams.RtI Coaches support School Based Leadership/Problem Solving Teams, classroom teachers, and students on a daily basis.RtI Coordinator continuously arranges additional effective Professional Development.PS/RtI SupportsPaula20High Quality Progress Monitoring & Intervention Materials have been purchased.Will be used in the future as wellHigh Quality Professional Development has been provided on how to effectively use these materials.Coaches attend trainings alongside teachers to provide continuous support and coaching .Teaming is often used as a system of supports.PS/RtI SupportsPaula ARRA funds allowed us to purchase enough materials to meet the needs of all schools along with providing high quality PD on how to effectively use these materials. The materials can be used again and again. Schools seem to have an understanding that these materials are precious and many schools have dedicated certain rooms to store them in over the summer so they will have extra protection. Coaches always attend PD with their respective schools. This allows for continuous support and coaching to occur. It sends the message that you are not in this alone. We are here to help you and provide you want ever support you need. Teachers have expressed how helpful it is to have coaches there. Teaming refers to a multi-tude of people, not just coaches. Schools that are at the level of functioning as a cohesive team are progressing much more rapidly and effectively with problem solving. 21Coaches and Coordinator formally meet each month to problem solve and reflect on implementation.Coaches give insight to the district coordinator about the actual implementation level of each school site.RtI BulletinDuring Year 1 implementation, the RtI Coordinator would send out a bulletin periodically to address reoccurring concerns & to build a common language. PS/RtI Supports Paula22Collaboration is keySchool PsychologistsESE SpecialistsReading, Writing, & Math CoachesBehavior SpecialistsGuidance CounselorsAdministratorsTeachersParentsOutside Agencies

PS/RtI SupportsPaula23Act as liaisons between SBLT & District Facilitate the Problem Solving Process at the school levelProvide consistent coaching and modeling for teachersAnalyze academic and behavioral dataConduct non-threatening observations and provide timely feedback and suggestions

PS/RtI CoachesPaula24Display student responses to instruction/intervention graphically for SBLT teamMaintain accurate records of all students receiving interventions and their responsesConsult with & support teachers in identifying appropriate interventionsAre a consistent presence at the schools

RtI Coaches Paula25PrincipalAssistant PrincipalRtI CoachReading CoachWriting CoachSchool PsychologistGuidance CounselorBehavior SpecialistMath SpecialistESE Teacher/Team LeaderParent LiaisonClassroom Teacher(s)School Based PS/RtI TeamsPaula-The circle on the left demonstrates the roles that team members fill. The list on the right is an example of who those team members may be. Roles will vary and team members will vary depending on the need of the student and the purpose of the meeting. Some meetings will only need a few team members and others will need all hands on deck. The important part is for teams to remain fluid so that each team member is using their strengths.

Each person on the right is not always at every meeting, however we have found meetings where RtI Coaches are there to facilitate to be much more successful. Also, it is extremely beneficial to have an administrator present as well. Sometimes questions or situations arise that needs administrative approval or input. It is much more effective to make a decision then and continue problem solving than to have to table the decision for a later date or to have to call in an administrator. 26Each school has a set day, time, & place for PS/RtI Meetings (e.g. Tuesdays @ 2:20 in the conference room)Usually when the School Psychologist is availableThis works best when administration ensures this time remains sacred, and does not allow for other events to be scheduled during this time.It becomes part of the schools organizational structure.Of course, many teams need to meet in addition to these regularly scheduled times. SBLT Organizational StructureLiz27Coaches facilitate most meetingsA common language is encouragedAvoid admiring the problemPaperwork & Procedures follow the 4 steps of Problem Solving and guide teamsForm #194 (academic interventions & SOME behavioral interventions)Form #196 (behavioral interventions when an FBA/BIP is needed)

Ensuring fidelity of the process?Liz28Available on Outlook Forms to any district employeeSchools have copies available in specified locationUsed to problem solve around academic concerns and behavioral concerns that do not require an FBA/BIPForm # 194Lynnette29Page 1: Summary of Concerns

Lynnette30Page 2: Gap Analysis

Lynnette31Page 3: Problem Identification & Analysis

Lynette32Page 4: Intervention Design

Lynnette33Page 5: Response to Intervention

Lynnette34Page 6: Signatures & Parent Contact

Lynnette35Available on Outlook Forms to any district employeeUsed to problem solve around behaviors that require intensive interventionAligns a Functional Behavior Analysis/Behavior Intervention Plan (FBA/BIP) with the Problem Solving ProcessAdapted from the ERASE form (PBIS)Form # 196 Tab36Page 1: Problem Identification

Tab37Page 2: Problem Analysis (FBA)

Page 3: Intervention Design (BIP)

Tab39Page 4: Intervention Design (BIP) (continued)

Tab40Page 5: Response to Intervention

Tab41Unwavering Support from District Superintendent, Assistant Superintendent & DirectorsSize of DistrictNot too big, not too small Allows for infrastructure conducive to implementationAllows for relationships to be built among school level & district level staffFacilitators of SuccessLiz42ARRA fundsPurchase of high quality intervention materials as well as PD for implementationSalaries for personnel to facilitate implementationAllowed for layers of Professional Development based on need and target audienceteachers, support staff, administrators, etc.

Facilitators of Success (continued)Liz43Internal coaches to support schools on a consistent basisEffective and ongoing Professional DevelopmentPeople with open minds ready to embrace a true paradigm shiftDepartment of Education Monitoring VisitOpportunity to reflect on our practices & identify strengths and needsContinuous support from USF/RtI Project

Facilitators of SuccessLiz44Administrators who are active participants in the Problem Solving Process & set the expectation for all teachers to be active participants as wellCollaboration at the school level for streamlining initiativesConducting Planning for Next Year MeetingsEnsures students in need receive interventions from day oneEmphasizes the importance of using careful thought when placing students for next school year

Facilitators of Success Liz45Lack of true understanding by Key StakeholdersMore opportunities for learning for all stakeholders are neededOld procedures still exist that prohibit true paradigm shifts from occurringAll departments should reassess & reflect on all policies, procedures, and practices yearly

Barriers to SuccessLiz46Overcoming the mindset of A label = HelpPoorly designed interventions lead to poor responsesThis leads to a lack of buy-inOver or Under Problem SolvingA balance is needed

Barriers to SuccessLia47Lack of collaboration among some district level teamsUs vs. Them mentalityProfessional conversations must happenWe must be willing to step out of our comfort zones and truly assess where we are and where we need to be

Barriers to SuccessLia48Loss of ARRA FundsWe must be creative with fundingContinue to conduct needs assessments to determine where funds are best utilized

Barriers to SuccessAnd monitoring the progress of:LeadershipK-12 AlignmentCoachingEvaluation/AccountabilityData-Based Problem Solving/Data SystemsSustainabilityOur goal is to always reflect on our progress and look for means of improvement.

We are addressingLynnette50LeadershipLynette51PS/RtI Coordinator & PS/RtI CoachesSends the message that this is important and you have supportRelationships are built Administrators can contact the coordinator or any coach at anytimeCurriculum Coordinators often integrate RtI into their Professional DevelopmentConsistent message is shared

LeadershipLynnette52Added Secondary PS/RtI Coaches this school yearElementary and Secondary Coaches will communicate needs of transitioning students & monitor their progress.A Secondary PS/RtI Team/Cohort has been established.Schools have shown interest in further development (e.g. participation in pilot programs).K-12 AlignmentLynnette53PS/RtI Coaches are highly trained in the problem solving process, literacy, content areas, and behavior.Coaches work as a team and arrange schedules to meet needs of all schools.Coaches collaborate with PBIS, Literacy, and Content Area Coaches to streamline initiatives.CoachingLynnette54Each School has an RtI Coach assigned2010/2011 (9 Coaches)1 High School Coach (3 schools)2 Middle School Coaches (5 schools)6 Elementary School Coaches (12 schools)2011/2012Budget allows for 5 coachesEven though the presence of a coach will be less, it is important to remain a presence in each school on a weekly basis

CoachingLynnette55Performance Matters Online data baseFCAT scores (3-12th grade)District Benchmark Test Scores (3rd 12th Grade)Reading, Math, ScienceAllows for item analysis per benchmark on FCAT & District Benchmark Assessments (3rd 12th Grade)Allows for sorting by AYP subgroup, gender, grade, grade level, teacher, et c. Recently added FAIR Data from PMRN (K-12) and attendance dataData Based Problem Solving/Data SystemsLiz56SWIS (School -Wide Information System)Behavioral DataMoving to RtI:B database for 2011/2012PMRN (Progress Monitoring & Reporting Network)FAIR dataTERMS (attendance, suspensions, CEIS reporting)Pinnacle (grades, attendance)Includes Parent ViewerData Based Problem Solving/Data SystemsLiz57Online Data Management Systems for Progress Monitoring of ReadingFountas & Pinnell Benchmark Assessment System Fountas & Pinnell Leveled Literacy Intervention

Data Based Problem Solving/Data SystemsAll school based teams were encouraged to use the SAPSI.6 Elementary Schools participated3 Middle Schools participatedProfessional Development is provided on an ongoing basis in schools by PS/RtI Coaches & for SBLTs by District Team.Collaboration among coordinators to streamline PD as needed

Evaluation/AccountabilityTab59Each coach maintains an intervention log for each school they serve.Excel document allows for sorting by grade, gender, ethnicity, teacher, AYP subgroup, intervention, previous retentions, attendance issues, meeting dates, et c. Evaluation/AccountabilityTab60More students are receiving interventions in a more timely manner.Attendance rates have increased.Retentions have decreased.Initial Referrals for Comprehensive Evaluations have decreased.Students are responding positively to the majority of interventions.Evaluation/Accountability: OutcomesTab61Tab62Tab63Tab64Tab65Tab66Compliance vs. CultureAlthough we are at full implementation status, we are not positive that it would continue without the supports we currently have in place.If we know change takes a minimum of 3 5 years to take effect, why would we stop providing support after only 2 years?SustainabilityTab67We have made so much progress...

http://dailykarate.wordpress.com/2009/05/14/hitting-a-plateau/Tab68

But have a lot of work aheadhttp://dailykarate.wordpress.com/2009/05/14/hitting-a-plateau/Tab69We believe the key to sustainability is support.We are striving to keep coaches in schools so that administrators and teachers are supported in their efforts to implement PS/RtI with integrity and fidelity.We are striving to continue providing high quality Professional Development, not just on Problem Solving, but also on how to improve effective instruction for all students.

Sustainability Tab70Our goal is NOT to maintain our current level of implementation.Our goal is to IMPROVE upon our current level of implementation.We must continue to build capacity at the school level so that their ability to Problem Solve can continue to evolve, even with the decrease in the presence of coaches.SustainabilityTab71Personnel Coordinator & 5 CoachesProfessional DevelopmentIntervention MaterialsSocial-Emotional & Behavioral Support

Planning for SustainabilityTab72Provide more opportunities for learning for all stakeholdersMove from just Parent Involvement to a true understanding by all parentsBuild relationships across departments to ensure collaboration at the district levelEncourage all schools to use Problem Solving in all areas

Moving ForwardTab73Begin to have difficult conversations in a professional mannerBegin problem solving systemically Create a balance between over problem solving and under problem solvingBecome more proactive in celebrating successes publiclyMoving ForwardTab74Questions?