UNIVERSITY OF CINCINNATI SUMMER INSTITUTE

Proven Practices for Response to Intervention (RtI):

Implementation Strategies for Supporting a Comprehensive System of Intervention

Sponsored by:

Center for Student Success UC School Psychology Program

www.cech.uc.edu/student_success

June 14 & 15, 2010

Roberts Centre

123 Gano Road

Wilmington, OH 45177

CENTER FOR STUDENT SUCCESS

About the Center: The Center for Student Success is affiliated with the School Psychology Program at the University of Cincinnati. The Program has been recognized for linking research and practice, training in innovative approaches, and supporting schools and educational agencies in implementation of effective practices. The mission of the Center is to provide support and resources for schools, educators, and families for effective, research-based practices to promote positive outcomes for all students. A specific focus of the Center is supporting learning and implementation of effective, comprehensive systems of instruction and intervention (within a response to intervention framework).

Center Goals: • Provide learning opportunities and professional development on effective, research-based practices • Serve as a resource for schools, educators, and educational agencies, by providing resource materials, tools for

implementation, and research-based strategies • Provide technical assistance for implementation • Conduct research on effective practices and provide evaluation expertise on methods to evaluate school-level practices and

impact • Provide opportunities for networking and sharing of exemplars of effective practices

Center Personnel: Dr. Janet Graden, Co-Director, Professor, School Psychology Dr. Rita Poth, Co-Director, Academic Director Dr. David Barnett, Professor, School Psychology Dr. Renee Hawkins, Assistant Professor, School Psychology Dr. Ed Lentz, Professor, School Psychology Dr. Julie Morrison, Assistant Professor, School Psychology

Advisory Board:

Ken Baker Ohio Association of Secondary School Administrators

David Barnett University of Cincinnati

Anne Bauer University of Cincinnati

Susan Bunte Cincinnati Public Schools

Renee Hawkins University of Cincinnati

Tanya Ihlo Nebraska Center on Research on Youth, Families & Schools - University of Nebraska

Alicia Lateer-Huhn Hamilton County Educational Services Center

Ed Lentz University of Cincinnati

Dana Marolt North Olmstead City Schools

Margie McGlinchey Michigan Integrated Behavior and Learning Support Initiative

Julie Morrison University of Cincinnati

Amy Murdoch College of Mt. St. Joseph

Barbara Murphy Ohio Department of Education

David Prasse Loyola University, Chicago IL

John Rocchi Muskingum Valley Educational Services Center, State Support Team Region 12

Helene Stacho Education Service Center of Central Ohio

Stephanie Stollar Dynamic Measurement Group

David Tilly Heartland Area Education Agency, Des Moines, IA

Markay Winston Cincinnati Public Schools

Matt Wissman Fairfield Freshman School

CONFERENCE OBJECTIVES

• Provide opportunity for enhancing leadership practices for RtI implementation with a conference leadership strand • Provide opportunity for enhancing mathematics instruction and intervention in an RtI approach with a conference

mathematics strand • Learn from exemplars of district and school RtI implementation outcomes • Link literacy assessment to instruction in a tiered model for all students • Make connections with other educator colleagues interested in implementing the RtI approach • Learn and network about the importance of integrating culturally responsive academic and behavior support in a

tiered practice model • Interact with sponsors who support and share the mission of improving outcomes for all students

CONFERENCE OVERVIEW

June 14, 2010 June 15 , 2010

7:30 – 8:30

Registration & Continental Breakfast 7:30 – 8:30 Continental Breakfast

8:30 – 8:45

Welcome and Conference Overview 8:30 – 10:00 Concurrent Sessions

8:45 – 10:00

Keynote Presentation: David Prasse 10:15 – 11:45 Concurrent Sessions

10:15 – 11:45

Concurrent Sessions 12:00 – 1:00

Lunch in Ballroom A

12:00 – 1:00

Lunch in Ballroom A 1:15 – 2:45 Concurrent Sessions

1:15 – 2:45

Concurrent Sessions 3:00 – 4:30 Concurrent Sessions

2:45 – 3:00

Afternoon Break Hosted by AIMSweb   Adjourn from Final Breakout Session

3:15 – 4:30

Concurrent Sessions

6:30 – 8:00

Grill Out on the Patio Sponsored by Voyager Learning and Center for Student Success

FEATURED SPEAKERS David Prasse, PhD Dean, School of Education, Loyola University, Chicago IL

Ben Clarke, PhD Research Associate, Pacific Institutes for Research

Bradford Findell, PhD Mathematics Initiatives Administrator, Ohio Department of Education

Margaret McGlinchey, PhD Co-Director, Michigan Integrated Behavior and Learning Support Initiative (MiBLSi)

Kimberly St. Martin, MEd Lead Technical Assistance Coordinator, Michigan Integrated Behavior and Learning Support Initiative (MiBLSi)

   

Keynote  

Monday, June 14, 2010

8:45 – 10:00

Ballroom A Reforming  PK-­‐12  Education:  The  Promise  of  RtI,  David  Prasse,  Loyola  University  

Concurrent Sessions

10:15 – 11:45

Ballroom B          The Time is Now: Leading RtI Margaret McGlinchey and Kimberly St. Martin, MiBLSi Participants will be provided with an overview of the leadership practices that have documented research in supporting student outcomes. Participants will view the leadership practices through the lens of leading RtI as a building administrator. This session will serve as the foundation for subsequent sessions over the course of the two-day Institute.

Ballroom C            Get in “Line:” Screening and Progress Monitoring Behavior and Social Skills with AIMSweb                                                                         Scott Hooper, AIMSweb

With the broader implementation of assessments such as Curriculum-based measurement (CBM), schools have become more comfortable and confident assessing students’ level of academic risk and monitoring their progress toward academic goals. However, there continues to be a need for an efficient, cost-effective, and valid method for screening students' behavior, emotional well-being, and social skills. AIMSweb has added a tool to its existing successful academic screening and progress monitoring program to meet this need. Components of the AIMSweb behavioral module will be presented and implications for its use for screening and monitoring purposes will be discussed

Franklin Creating an RtI Culture at the District Level in Order to Make Sound Eligibility Decisions Keri Bennett, Chelsey Schneider, Brooks Klosterman, Jessica Fuhrman, Amy McNabb, Oak Hills Schools  

This session demonstrates how the action planning process, including understanding adaptive change, has assisted in the adoption of RtI, and provides examples of the application of RtI at Oak Hills Local School District. Discussion of how the implementation of RtI is building a culture for making sound eligibility decisions

Hamilton                   Carrying out Response to Intervention and Positive Supports in Head Start and other Preschools: Assessments, Interventions and Resources David Barnett, University of Cincinnati; Molly Halpin, University of Cincinnati and Clermont County ESC; and Julia DeGreg, Stacy Ling, and Elizabeth Rausch, University of Cincinnati

The objective of this presentation is to describe a “start-up kit” of ideas, methods, and resources for preschool response to intervention (RtI) and positive behavior supports (PBS). We share the development and implementation of RtI and PBS in an area Head Start including significant support for children transitioning to kindergarten. Widely accepted empirically-based interventions are described that can be tiered by agencies for teachers and parents to use immediately and for long term planning. Examples of classroom and teacher-managed (Tier 1), small group and embedded (Tier 2), and more intensive and individualized (Tier 3) interventions will be demonstrated. Standard and innovative measures used for evaluating instruction, student performance, and behavior will be introduced.

Liberty               RtI for English Language Learners (ELLs) Patty Cornelius, Lakota Local Schools

This session will explore special considerations of ELLs in the RtI framework. Participants will learn how to evaluate the effectiveness of core instruction in meeting the needs of ELLs, define and discuss progress monitoring issues for ELLs, and identify effective practices for ELLS who require more intensive interventions.

1:15 - 2:45

Ballroom B Creating a Framework for Successful and Sustainable RtI Implementation Margaret McGlinchey and Kimberly St. Martin, MiBLSi

This session is designed for leaders who attended the foundational RtI session presented during the morning session of the first day. Participants in this session will learn about structural considerations that are essential for successful and sustainable implementation of an RtI Framework. The structural considerations that will be discussed in this session will be viewed through the lens of the leadership practices anchored in the research for improving student outcomes. Participants will be asked to review their school improvement plan through the lens of how it is currently is or will need to be integrated to included the RtI Core Principles. The creation of a building-based leadership team and work groups necessary for successful and sustainable RtI implementation will be discussed and problem solving will occur around common roadblocks and barriers associated within those areas. Principals will leave this session with a realistic, practical, and doable framework that can be integrated into their school improvement plans for fall 2010 implementation.

Ballroom C           AIMSweb M-CAP and M-COMP: The Next Generation of Curriculum Based Assessments in Mathematics Scott Hooper, AIMSweb

AIMSweb is introducing revised math computation (M-COMP), a revision of the current collection of math computation probes into a single series that will replace M-CBM, M-CBM2, M-CBMAP and Math Facts. M-COMP will be used for universal screening and progress monitoring, and will replace M-CBM assessments completely by the start of the 2011–2012 school year. M-COMP will be consistent with Mathematic Concepts and Applications (M-CAP) in terms of format, number of benchmark and progress monitoring probes per grade, scoring rules, and reporting. Both M-COMP and M-CAP represent the psychometric evolution of Math CBM to a more streamlined scoring method. With both M-COMP and M-CAP schools have enhanced content to increase overall rigor and align more closely with NCTM standards. An overview of the format and content of M-COMP and M-CAP will be presented along with new reporting options that will link AIMSweb assessments with instructional references.

Franklin                   Formative Assessment Revisited: Practical Guidelines for Streamlining Your District’s System for Data-Based Decision Making

Julie Morrison and Ed Lentz, University of Cincinnati

School district leaders understand well the importance of using data to drive instructional decisions. Yet with so many assessments available (e.g., DIBELS, AIMSweb, SWIS), districts frequently have more data than they can possibly use. Recent research suggests that most districts are not using interim assessment data effectively to change instructional practices. This interactive presentation will to revisit the fundamentals of formative assessment for use in data-based decision making and describe a model for using data to accelerate learning outcomes system-wide.

Hamilton             Introduction to DIBELS Next Amy Murdoch, College of Mount St. Joseph

Participants will learn about the new DIBELS Next, which includes all new forms and passages and new measures for early phonemic awareness, DAZE, and retell fluency integrated into Oral Reading Fluency.

Liberty                              RtI for English Language Learners Patty Cornelius, Lakota Local Schools

This session is a repeat of the 10:15 session.

3:00 - 4:30

Ballroom B     Selecting, Training, and Coaching Teacher Leaders for Effective and Sustainable RtI Implementation Margaret McGlinchey and Kimberly St. Martin, MiBLSi

This session is designed to move participants deeper into the problem solving around effective and sustainable implementation of an RtI Framework. Principals will learn strategies to support the implementation of evidence-based practices and programs across the building. To do this well, leaders must consider how evidence-based practices/programs are selected for participation, how individuals are prepared for successful implementation, and how to create and utilize coaching feedback loops to ensure that all staff are implementing the evidence-based practices/programs with fidelity. Principals will discuss the necessity of establishing effective feedback loops with central office in order to have policy enhance practices and to have practices inform policy. The presenters will review the leadership practices associated with implementing this work.

Ballroom C   Creating an RtI Culture at the Building Level in Order to Make Sound Eligibility Decisions Keri Bennett, Chelsey Schneider, Brooks Klosterman, Jessica Fuhrman, Amy McNabb, Oak Hills Schools  

Representative school teams from elementary, middle, and high school will discuss the evolution of RtI practices at each building level, focusing on implementation to create and sustain a comprehensive system of intervention at each tier to move toward a framework for sound eligibility decisions. The overview will include successes and areas for continued growth and next steps.

Franklin Formative Assessment Revisited: Practical Guidelines for Streamlining Your District’s System for Data-Based Decision Making

Julie Morrison and Ed Lentz, University of Cincinnati

This session is a repeat of the 1:15 session.

 

Concurrent Sessions Tuesday, June 15, 2010

8:30 - 10:00

Ballroom B The Path Towards Continuous Improvement: Practices Necessary to Support Data Based Decision Making Margaret McGlinchey and Kimberly St. Martin, MiBLSi

“Data” need not be a four letter word! This session will emphasize the purposes of assessment in a comprehensive school-wide reading model used to support decision making. As schools/districts are implementing evidence-based practices, it is essential for grade-level teachers to meet on a regular basis to review student data, discuss gaps in instruction, design instructional/intervention plans, and develop progress monitoring the plans. Principals play an essential role in ensuring this process is implemented effectively and results in improved student learning. Research-based leadership practices that support this work will also be discussed. By the end of this session principals will leave with an action plan to implement a data-driven problem-solving process and strategies to overcome obstacles.

Ballroom C Response to Intervention and the Common Core State Standards for Mathematics: How Do They Fit? Bradford Findell, Ohio Department of Education

Ohio’s Common Core Standards for Mathematics will be discussed, along with alignment within an RtI framework.

Franklin Implementation of PBS at the Secondary Level: Impact on Academic Achievement Matt Wissman and Team, Fairfield Freshman School

The Fairfield Freshman School has implemented PBS practices for several years, with positive results. This presentation will include the school’s most recent data on the impact on student achievement. The team also will share implementation recommendations learned through experience.

Hamilton Culturally Responsive Positive Behavior Supports: A District Success Story Karen Schaeffer and Seena Skelton, Empowering Education

Through sustained partnerships, high quality professional development and data-based decision making, an entire public school district is moving toward full implementation of culturally responsive positive behavior supports in a three-tier model. This presentation will provide information regarding implementation practices that facilitate real change in district-wide policies, practices and student performance. Presenters will share successful ways to address systems barriers and present practical strategies and resources that will move districts across the six stages of implementation from Exploration and Adoption to Sustainability.

10:15 - 11:45

Ballroom B I’ve Attended a Conference…. I’m Convinced; But My Staff is NOT! Margaret McGlinchey and Kimberly St. Martin MiBLSi

One of the research supported leadership practices for improving student outcomes involves leaders as agents of change. How do principals balance wanting staff to try something new with resistance, anger, and fear for doing something different? This session will provide leaders with a framework for minimizing the resistance, anger, and fear. Strategic planning, knowledge of the initiative/practice, and courageous leadership are necessary to move forward. Presenters will frame this session around the implementation of an RtI Framework that supports research-based literacy and behavioral practices.

Ballroom C Mathematics: What Do We Know and Where Do We Go From Here? Ben Clarke, Pacific Institutes for Research

The purpose of this session will be to introduce participants to multiple facets of implementing RTI in the area of mathematics. Primary coverage will be for grades K-8 with a focus on Tier 1 mathematical content, research based interventions and instructional strategies for Tiers 2 and 3, and implementing screening and progress monitoring systems. The research base supporting each component of a RTI mathematics system will be covered as summarized in the IES practice guide: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. The presentation will be targeted towards school district personnel with the goal of supporting districts and schools in implementing tiered levels of support in mathematics for all learners.

Franklin Introduction to DIBELS Next Stephanie Stollar, Dynamic Measurement Group

This session is a repeat of the Monday 1:15 session.

Hamilton Culturally Responsive Positive Behavior Supports: A District Success Story Karen Schaeffer and Seena Skelton, Empowering Education

This session is a repeat of the 1:15 session.

Liberty Integrating Universal Design for Learning (UDL) and Technology Tools to Enhance Response to Intervention James Basham, University of Cincinnati

Participants will learn how assistive, instructional, and UDL tools can enhance RtI models. The session will demonstrate various technology tools and describe the metrics for making evidence-based decisions.

1:15 - 2:45

Ballroom C Institute for Educational Science (IES) Practice Guide forResponse to Intervention in Mathematics Ben Clarke, Pacific Institutes for Research

The purpose of this session will be to cover in-depth the assessment related recommendations in the IES practice guide: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. The presentation will provide a review of the suggested practices for schools implementing RTI screening and progress monitoring systems, potential roadblocks to implementation, and strategies to overcome common challenges.

Franklin Center for Student Success: Center Activities and Future Directions Janet Graden and Rita Poth, University of Cincinnati

Participants will have an opportunity to learn about Center activities and to provide input for future directions.

Hamilton Integrating Universal Design for Learning (UDL) and Technology Tools to Enhance Response to Intervention James Basham, University of Cincinnati

This session is a repeat of the 10:15 session.

3:00 - 4:30

Franklin Open Forum: Join in an open forum discussion of policies, practices and future directions of RtI with featured Conference Speakers: David Prasse, Ben Clarke, Margie McGlinchey and Kim St. Martin

ROBERTS CENTRE FLOOR PLAN

2010 CONFERENCE SPONSOR

SPONSORS/EXHIBITORS

Cambium Learning / Voyager

McGraw Hill

Solution Tree

Dynamic Measurement Group

Pearson / AIMSweb

Empowering Education

Conference Exhibitors

Presenter   Agency/District   Title   Email  

Kerri  Bennett   Oak  Hills   School  Psychologist   Bennett_K@oakhills.hccanet.org  

Kimberly  St.  Martin  Michigan  Integrated  Behavior  and  Learning  Support  Initiative   Lead  Technical  Assistance  Coordinator   kimstmartin@me.com  

Margaret  McGlinchy  

Michigan  Integrated  Behavior  and  Learning  Support  Initiative   Co-­‐Director   margiemcglinchey@mac.com  

David  Prasse   Loyola  University,  Chicago   Dean,  School  of  Education   DPRASSE@luc.edu  

Seena  Skelton   Empowering  Education   Co-­‐Director   skeltonseena@gmail.com  

Karen  Schaeffer   Empowering  Education   Co-­‐Director   katms@cinci.rr.com  

Bradford  Findell   Ohio  Department  of  Education   Mathematics  Initiatives  Administrator   Brad.Findell@ode.state.oh.us  

Ben  Clarke   Pacific  Institute  for  Research   Research  Associate   clarkeb@uoregon.edu  

Julie  Morrison   University  of  Cincinnati   Assistant  Professor,  School  Psychology   julie.morrison@uc.edu  

Ed  Lentz   University  of  Cincinnati   Professor,  School  Psychology   ed.lentz@uc.edu  

Dave  Barnett   University  of  Cincinnati   Professor,  School  Psychology   david.barnett@uc.edu  

Amy  Murdoch   College  of  Mt.  St.  Joseph   Assistant  Professor     Amy_Murdoch@mail.msj.edu  

Stephanie  Stollar   Dynamic  Measurement  Group   Research  Associate  &  PD  Specialist   stollar_stephanie@fuse.net  

Jamie  Basham   University  of  Cincinnati  Assistant  Professor,  School  of  Education   james.basham@uc.edu  

Patty  Cornelius   Lakota  Local  Schools   ESL  Liaison   patricia.cornelius@lakotaonline.com  

Scott  Hooper   AIMSWEB   National  Training  Consultant   Scott.Hooper@Pearson.com  

Janet  Graden   University  of  Cincinnati  Professor,  School  Psychology/Co-­‐Director,  Center  for  Student  Success   janet.graden@uc.edu  

Rita  Poth   University  of  Cincinnati   Co-­‐Director,  Center  for  Student  Success   rita.poth@uc.edu  

Matt  Wissman   Fairfield  Freshman  School   Principal   wissman_m@fairfield-­‐city.k12.oh.us  

Graduate Student Conference Assistants Laurie Johnson Ashley Shier Rich Marsicano Stacy Ling Dan Simonson Meghan DaRin Marcie Turner Rachel Chait Jessica Rumberger

 THANK  YOU    

from  

University  of  Cincinnati  

Center  for  Student  Success  

Summer  Institute  

2010