Waukegan Public Schools NASP Conference 2010 Implementing RTI at a District Level: What...
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Transcript of Waukegan Public Schools NASP Conference 2010 Implementing RTI at a District Level: What...
Waukegan Public Schools
NASP Conference 2010
Implementing RTI at a District Level: What Psychologists Should Know
Contact Information
Dr. Christina Conolly-WilsonCrisis Intervention Coordinator
[email protected] Cavanaugh
Coordinator of School [email protected]
Laurie LeeCoordinator for Response to Intervention
Contact Address: Waukegan Public Schools1201 North Sheridan RoadWaukegan, IL 60085
Session Objectives
The presentation will demonstrate four main elements for theimplementation of RTI:
• Implementing and sustaining an RTI structure in a school district• Budgetary considerations• Professional development requirements for school district staff• The role of the school psychologist in the change process
• 16,963 Students• Student Population
– 72.3% Hispanic– 17.5% African American– 6.2% White– 1.5% Asian/Pacific Is.– 1% Native American– 2.4%Multi-racial
• 72.8% Low income• 31.9% ELL
White Asian
Hispanic
African American
Native American, & Multiracial
Low income
Not Low income
English Language Learner
Not classified as ELL
Student Demographics
District Configuration
• 4 At-risk Pre-Kindergarten sites• 15 Elementary Schools• 5 Middle Schools• 1 High School - 2 sites organized into 9 Small
Learning Communities• Alternative Educational Programs
Where We Started
• I-ASPIRE Grant provided training and support at two demonstration buildings
• PBIS universal supports were already in place at selected buildings
• PBIS Tertiary Grant provided additional training and support for secondary and tertiary systems for nine demonstration buildings
• Re-organization of the district• District focus
– High expectations, quality instruction, quality interventions
• Shared ownership of I-ASPIRE and PBIS• Combining resources• Collaboration on funding• Working with stakeholders including teachers union• Establishment of RtI Department
Working with System Change
What Our Data Told Us
• Academic data indicated low overall performance across grade levels in reading
• Behavior data indicated high loss of instructional time due to suspensions
• Data indicated over-identification of students for special education eligibility
Waukegan’s RtI Model
• Model has been defined over the past 4 years with special education entitlement being defined during this current year.– Universal – Supports for all students and all teachers
– Targeted – Supports for students below the 25th percentile for grade level
– Intensive – Supports for students below the 10th percentile for grade level
– Multi-tiered service delivery focused on:
• Building quality systems of support for students and staff
• Improving academic outcomes for all students Pre-K through 12
• Addressing over-identification of students requiring special education services
• Reducing loss of instructional time due to problem behaviors through implementation of Positive Behavior Supports
• Improving graduation rate
Academics Behavior• Benchmark assessment three
times per year• Get it Got it Go for Pre-K• Early Literacy for Kindergarten• Early Literacy and Oral Reading
Fluency for first grade• Oral Reading Fluency for second
through eighth grades• NWEA MAP is used at grades
second through tenth
• Office Discipline Referrals• Systematic Screener for
Behavior Disorders (SSBD) at selected elementary and middle schools
• Signs of Suicide (SOS) at Middle School and High School
Universal Screening For All Students
Note: The district currently does not conduct universal screening at the high school.
Academics Behavior• Early Literacy Measures at
Kindergarten• Oral Reading Fluency grades
one through eight• Keeping an eye on behavior data
as well• Twice a month for students at
tier II• Weekly for students at tier III
• Office Discipline Referral data• Check in/Check Out data• Data generated by behavior
intervention plan• Academic data• Wraparound data
Progress MonitoringTier II and Tier III
Core IPS IPS• Identifies students below the 10th
percentile, monitors progress in intensive interventions
• Uses response to intervention data to identify and problem solve systems issues
• Analyzes data and determines next steps for students not making adequate progress
• Identifies students who require individual problem solving including wraparound
• Designs individualized interventions and progress monitoring for students not responding to tier III interventions
• Coordinates needed services including services from the community
• Reviews and responds to parental requests for evaluation or 504 plans
• Makes determinations regarding the need for special education services
Individual Problem Solving (IPS)
Tier III
• Building Consensus and Support– All district staff should be involved in conversations
regarding the initiative– Staff must be willing to do things differently– Staff must practice patience – 5 years for change to
occur– Staff must be willing to work together to support the
initiative • Supporting the RTI Initiative includes: budgetary, changes in
job descriptions and functions, curriculum changes, etc.• This includes working with the teachers’ union on possible
contract and job description changes!
• Establishing Demonstration Sites
Implementing and Sustaining an RTI Initiative
• Cross Departmental Collaboration– Departments (Curriculum, ELL, Special Education) need
to work together to provide funding and curriculum changes
– Although the Psychology Department is under special education, the school psychologists work in collaboration more with the RTI coaches and social workers than any other staff member.
– Training across departments must occur
Implementing and Sustaining an RTI Initiative
• Strategic Planning– Needs Assessment Survey– PBIS school-wide surveys– Team Planning Days
• Universal Teams (BLT)• Secondary Teams
– Coaching Support– Tier 3 Training Sequence Planning
Implementing and Sustaining an RTI Initiative
• Implementing Multi-tiered service Delivery for both Academic and Behavior– See attached handout with Academic and
Behavior Interventions at each tier
• Job Descriptions– See attached School Psychologist job description– RtI External and Internal Coaches
Implementing and Sustaining an RTI Initiative
• Staff Development Designed to Build Capacity– Training in teams to build capacity– Training across departments– Training from the foundation upward– Building capacity at each level
• Coaching an Integral Element of Implementation– Training coaches at each level– Everyone receives coaching– Coaching both academic and behavior systems and practices– Training psychologists and social workers to coach tier III and
entitlement process
Designing Staff Development
• Open Court Trainings via curriculum specialists• Core Leadership Walk-Thru Trainings (w/coaches
and Curriculum Specialists)• School Psychologists’ trainings on curriculum• Three day training in Coaching Skills and Strategies• Instructional Planning Form
Professional Development for Psychologists
Tier I
• Progress Monitoring Training
• CICO and other Behavior Interventions
• Coaching Strategies
• Counseling
Professional Development for Psychologists
Tier II
• May 2009 – Tier III Training Needs Assessment– Completed by all school psychologists, social workers, external
RtI coaches, special education specialists and special education coordinators
– Identified staff for scheduled tier III trainings based on needs
• All building and district administrators were invited to attend the Tier III trainings
• WPS Tier III Training Sequence– See handout
• Fidelity Trainings for school psychologists from CORE
Professional Development for Psychologists
Tier III
• Yearly Training Progression
– Spring 2007- Mark Shinn and Madi Philips came to present to the psychologists about what RTI entails
– 2007-2008- Mark Shinn and Madi Philips had monthly trainings with the psychologists about the RTI model and Tier I structure
– 2008-2009- Psychologists attended bimonthly trainings with the department and Tier I and II level trainings in their building(s) and the Illinois PBIS Network
– 2009-2010- Tier III training sequence and continued refreshers and coaching on Tier I and II structure and Bi-Monthly Training Meetings for School Psychologists
Professional Development Psychology Department
Timeline
• Coaching Structure: – 9 District RTI Coaches, 2 Internal Coaches/building, 18 School
Psychologists, 2 Psychology Interns, 40 Social Workers, 9 Curriculum Specialists,
• Coaching Professional Development:- 3 Day training in Coaching Skills and Strategies - Training by Grant Partners for External Coaches, Psychologists and
Social Workers- Internal RtI Coach Meetings- Coaching for psychologists and social workers in 09-10 around
WRAP and IPS- Psychologists and social workers trained to coach tier III and special
education entitlement process.
Coaching Model
• Cross Departmental Funding– Title I and Title III funds support staff salaries,
professional development and tiered curriculum– Full utilization of 15% of IDEA funds for staff salaries,
stipends for internal coaches, professional development and tiered curriculum
– Local funds (Psychology and RtI Departments)– Mental Heath Grant (Social Work Department)– PBIS Grant– I-ASPIRE Grant
Budgetary Considerations
• Reallocation of Funds– $40K in the psychology department used to pay for
testing kits and supplies– 2007-2008- used the $30K to pay for RTI resources
and textbooks for 2008-2009 training– 2007-2008- $30K in the psychology department to
pay for community psychiatrists to provide psychiatric diagnoses for students
– 2008-2009- Transferred the $30K to a professional development account to either send the psychologists to training or provide training in district on behavioral interventions/counseling and NASP/ISPA
• Christina retrained the psychologists on how to give common diagnoses to children with her consultation and coaching
Psychology Department Budget
• RtI structure fully defined• Coaching staff identified across three tiers• District leadership team focus to improve implementation
and accountability• Goal to evaluate implementation and district wide
resource management• Continuing struggles
– Climate and culture– Implementation of academic and behavior programs across
three tiers– Training of special education staff – Coaching support for social emotional instruction groups– Integrating positive behavior supports into discipline structure
Where We Are Now
• Continue supporting implementation at elementary and middle schools
• Waukegan High School– PBIS at Universal Level (PRIDE)– Planning Targeted Level Behavior Interventions such as CICO– SWIS System– Train Special Education Teachers on Progress Monitoring– Develop Curriculum and Common Formative Assessments
• Preschool– Data System – Universal PBIS and CHAMPs– BLT
• District Discipline Code
Next Steps
Getting Started
• Build a foundation for change– Spend time building consensus– Promote conversations around district data– Focus on staff belief systems– Build support systems in the beginning– Support cross-departmental collaboration
• Create a funding plan– Set priorities– Reallocate funds
• Create a professional development plan– Train teams whenever possible– Provide tools for staff– Coach what is trained
Questions