Triangle of Systemic Supports JUNE 13, 2016 LAURIE FIORENZA, - - PowerPoint PPT Presentation

Triangle of Systemic Supports

JUNE 13, 2016

LAURIE FIORENZA, MICHELE FROST, BRIAN LECRONE, CISSY TOBIN, LAURA DEVINE JOHNSTON, JEN LAW

Current status

• Schools have been using the RtI process for many years.
• Individual problem solving (Tier 3) process is well

established.

• District had invested time, training and resources into

several interventions prior to implementation of the new Illinois Learning Standards.

• Needed to update that work to align tiered systems of

support, assessment and PLC’s.

Goals

• To develop a common list of interventions that

can be supported by the district.

• To ensure that schools are using valid

interventions by creating a list of tools that will be supported by the district.

• To capitalize on the knowledge and experience

from other buildings in our district.

• To utilize the principals and district office

administrators to implement the PLC process.

• To create a system to vet future interventions

and evaluate intervention effectiveness.

Connecting Response to Intervention and Professional Learning Communities

PLC Q1: What do we want students to learn? PLC Q2: How will we know if they learned it? PLC Q3: What will we do if students don’t learn it? PLC Q4: What will we do if they already know it?

Based upon the work of Richard DuFour

Tier 3 (ELA/Math/SEL) Tier 2 (ELA/Math/SEL) PLC #1 Curriculum & Standards Tier 1 Instructional Strategies

Descriptors of Research Validation

http://iris.peabody.vanderbilt.edu/module/ebp_01

Principal and District Administration Group Process

• 1. Learned about the RtI and Pyramid of Interventions process together and

developed common definitions.

• 2. Conducted an audit of interventions being used across the district in four

areas: ELA (English Language Arts), Math, Social Emotional Learning, & Instructional Strategies. Instructional tech department conducted an audit simultaneously.

• 3. Worked in small groups to review and to begin vetting most prevalent

interventions.

• 4. Shared vetting process with instructional specialists in C&I
• 5. Discussed criteria for district support for an intervention
• 6. Established steps for next year

Index

Resource for schools to use when looking for an intervention.

Vetting Process

• 1. Established a protocol for vetting

interventions

• 2. Started with interventions used

most prevalently across district

• 3. Reviewed publisher’s information
• 4. Reviewed independent peer

reviewed research

• 5. Used common references such as

whatworks.gov and CASEL

Criteria for District Support

• 1. Develop the district Triangle of Systemic Supports to ensure that there is an

intervention at each tier for each subject area. Use stakeholder groups to make recommendations.

• 2. Look at factors such as training, sustainability, adaptability, effectiveness and

cost

• Training- What training is required? How is it offered? Is there an ongoing

training cycle? Can we offer it locally? What is the cost?

• Effectiveness- Is there local or national data to support this intervention?

(work with assessment group to determine methods of data collection)

• Adaptability- addressing building needs, looking at guidelines for

implementation- size of group, who can implement, etc

• Sustainability- Can the school sustain the intervention- is it person

dependent? Is it cost effective?

Example of District Triangle

Curriculum & Standards ELA curriculum Math curriculum PBIS & CHAMPS Read Naturally Guided Math, Moby Max Equals, AVMR PATHS, CICO Wilson Instructional Strategies: Kagan, CRISS SuperFlex, Zones of Regulation

Next Steps

• 1. Draft district triangle of systemic supports for each area
• 2. Plan for local assessments (collecting data) on previously used intervention
• Use other stakeholders
• Link to Assessment Group
• 3. End of year goal for school triangle
• Draft at school
• Revisions with Instructional Leadership Teams
• 4. Refine the process to review a new interventions

Questions