New Jersey Department of Education Ne w Jersey

New Jersey Department of Education Ne w Jersey Tiered System of Supports June 24, 2020

Why NJTSS? MTSS/ NJTSS RTI I&RS 2

New Jersey Tiered System of Supports for Early Reading (NJTSS-ER) ○5 - year federal grant ○Partnership with Rutgers Graduate School of Applied and Professional Psychology ○30 school districts implementing in about 60 schools ○Goal to Scale Up and Expand to Mathematics and Behavior ○Includes Family Engagement and Leadership https: //www. nj. gov/education/njtss/ 3

Welcome to NJTSS Webinar #2 Using the Leadership Tool to Inform and Guide Decisions Bobbie Felip July 8, 2020

RTI Fidelity of Implementation Rubric for Administrators The Leadership Tool

Your Presenter – Bobbie Felip ● Learning Consultant ● NJ FEA program developer, presenter, coach and mentor ● 20+ years teaching special, general, and G&T education at elementary, middle and high school levels ● 10+ years in Building and District Leadership positions ○ District Professional Learning Facilitator ○ High School Special Services Coordinator ○ Middle School Assistant Principal ○ District Director of Curriculum and Instruction ● Experience in public, special needs, and state institution schools ● Innovative Thinker and Lifelong Learner

Today’s ● Review the layout and components of the RTI Fidelity of Implementation Rubric for Administrators ● Explore the building leader’s role in the NJTSS process ● View the NJTSS process as an overall, systemic framework that can guide all areas of instruction and learning in schools/districts ● Reflect on current reality ● Consider action steps for moving forward

Essential Questions ● Why might thinking about a system of supports as an overall framework for the instructional process help improve student learning and growth? ● How might thinking about a system of supports as an overall framework help strengthen leadership decisions and result in greater student achievement?

NJTSS New Jersey Tiered System of Supports

h c r O e t a estr Mon itor Effective District and School Leadership District and building leadership teams provide direction and coordinate school personnel in various aspects of the multi-tiered service delivery. Tasks include: ● Select and apply protocols and procedures ● Analyze data ● Evaluate effectiveness of core programs ● Coordinate multi-tiered instruction/intervention services ● Adopt a school-wide approach to developing cultural and linguistic competence ● Include various stakeholders - school and community Manage or Conduct e e s r e v O

★ Which areas show the greatest need in your situation right now? ★ ★ ★ Selecting and applying protocols and procedures Analyzing data Evaluating effectiveness of core programs Coordinating multi-tiered instruction/intervention services Adopting a school-wide approach to cultural and linguistic competence Including all stakeholders ★ For what information do you need to remain alert as we review the RTI Fidelity of Implementation Rubric for Administrators ? Spark Your Thinking

https: //intensiveintervention. org/audience/educators

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Domain Component Element Descriptor Needed Universal Screening Tools LAYOUT Partially Met Fully Met DESCRIPTORS The Response to Intervention (RTI) Fidelity Rubric is for use by administrators who are responsible for overseeing and monitoring school-level and classroom-level fidelity of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for successful implementation. The administrators’ role includes oversight of bulleted responsibilities and monitoring of all aspects of the essential components described in the rubric. It is accompanied by a worksheet with guiding questions and score points for use in an interview with a school’s RTI leadership team.

RTI Fidelity of Implementation Rubric for Administrators DOMAINS ● ASSESSMENTS ● MULTILEVEL INSTRUCTION ● FIDELITY and EVALUATION

RTI Fidelity of Implementation Rubric for Administrators 1: N I A COMPONENTS: M O S T D EN M S S E S S A ● Screening ● Progress Monitoring ● Data-Based Decision Making ● Responsiveness to Tier 2 & Tier 3 Interventions

RTI Fidelity of Implementation Rubric for Administrators : T N NE O S P T N M CO SSME E S S A ASSESSMENTS ELEMENTS 1. Screening ● Universal Screening Tools ● Administration of Universal Screening ● Use of Universal Screening ● Data Point to Verify Risks 2. Progress Monitoring ● Progress Monitoring Tools ● Progress Monitoring Process 3. Data-Based Decision Making ● Decision Making Process ● Data System 4. Responsiveness to Tier 2 & Tier 3 Interventions

RTI Fidelity of Implementation Rubric for Administrators PROGRESS MONITORING ELEMENTS : ● Progress-Monitoring Tools ● Progress-Monitoring Process

RTI Fidelity of Implementation Rubric for Administrators Fully PROGRESS MONITORING TOOLS : Met Meets all of the following conditions: ● Provides guidelines for accepted alternate forms of progress monitoring tools of equal and controlled difficulty ● Specifies and monitors minimum acceptable growth based on progress monitoring data, minimum of three times throughout the year ● Monitors the reliability and validity of students’ performance level scores ● Oversees staff articulation of reliability and validity information in support of selected progress monitoring tools ● Provides staff professional learning opportunities when appropriate ● Budgets for appropriate materials and needed professional learning

RTI Fidelity of Implementation Rubric for Administrators Fully PROGRESS MONITORING PROCESS : Met Meets all of the following conditions: ● Oversees the progress monitoring process and helps identify intervals for interventions based on intervention level (Tier 2 or Tier 3) ● Oversees that progress monitoring occurs at least biweekly for students receiving Tier 2, supplemental intervention, weekly for students receiving Tier 3, intensive intervention ● Reviews benchmark data for minimum acceptable end-of-year performance ● Monitors procedures for accurate implementation (i. e. , appropriate students are tested, scores are accurate, decision-making rules are applied consistently) ● Monitors that progress-monitoring administration schedule is shared with staff and regularly communicated in a variety of formats ● Includes staff input of progress data points for data team meetings and decisions.

★Reflect on the layout and information so far. ★What sparked your thinking? (Share in chat) ★What questions do you have? (Ask in chat) Reflect and Connect

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https: //intensiveintervention. org/audience/educators

PROGRESS MONITORING CONSIDERATIONS to AVOID MANY COMMON MISTAKES ● Use the same progress measure EVERY TIME you do progress monitoring * extremely important ○ EX. : Use DIBELS one week and AIMSweb next, different norms = inconsistent data ● Understand grade level scoring nuances of progress measure before transitioning student to next level

PROGRESS MONITORING CONSIDERATIONS to AVOID MANY COMMON MISTAKES ● Administer progress monitoring in the same way every time, the same : ○ Environment (room, noise level, etc. ) , ○ Instructions with consistent prompts, etc. , ○ Amount of encouragement or praise, same amount of time-whether student uses it or on, ○ Scoring and data collecting methods and procedures, ○ Scoring of pronunciation, dialect, regional, or speaking pattern differences with documented evidence of adjustments

RTI Fidelity of Implementation Rubric for Administrators N 2: I A DOM EVEL TIL L U M ON Primary-Level I● T C RU INST ○ Tier 1 COMPONENTS: Instruction/Core Curriculum ● Secondary-Level Instruction ○ Tier 2 ● Intensive Intervention ○ Tier 3

RTI Fidelity of Implementation Rubric for Administrators T: N E N O COMP EVEL L MULTI ION CT INSTRU Primary Level Instruction/Core Curriculum - Tier 1 ● Research-Based Curriculum Materials ● Articulation of Teaching and Learning (in and across grade levels) ● Differentiated Instruction Core Instruction a. ) Core Instruction ● Differentiated Instruction Core Instruction b. ) Interventions ● Standards-Based ● Exceeding Benchmark 1 ELEMENTS Secondary Level Intervention - Tier 2 ● Evidence-Based Intervention ● Instructional Characteristics ● Standards-Based ● Addition to Primary INtensive Intervention Tier 3 ● Data-Based Intervention Adapted Based on Student Need ● Instructional Characteristics ● Standards-Based ● Relationship to Primary

RTI Fidelity of Implementation Rubric for Administrators T: N E N O COMP EVEL L MULTI ION CT INSTRU Primary Level Instruction/Core Curriculum - Tier 1 ● Research-Based Curriculum Materials ● Articulation of Teaching and Learning (in and across grade levels) ● Differentiated Instruction Core Instruction a. ) Core Instruction ● Differentiated Instruction Core Instruction b. ) Interventions ● Standards-Based ● Exceeding Benchmark 1 ELEMENTS Secondary Level Intervention - Tier 2 ● Evidence-Based Intervention ● Instructional Characteristics ● Standards-Based ● Addition to Primary Intensive Intervention Tier 3 ● Data-Based Intervention Adapted Based on Student Need ● Instructional Characteristics ● Standards-Based ● Relationship to Primary

RTI Fidelity of Implementation Rubric for Administrators ELEMENTS NT: E N PO COM ILEVEL T Prevention Focus MUL C● ION T RU INST ● Leadership Personnel ● ● ● ● School-Based Professional Development Schedules Resources Cultural & Linguistic Responsiveness Communications with & Involvement of Parents Communications with & Involvement of All Staff NJTSS Teams

RTI Fidelity of Implementation Rubric for Administrators FI N 3: ION I A DOM ALUAT EV & Y T DELI COMPONENTS: ● Fidelity ● Evaluation

RTI Fidelity of Implementation Rubric for Administrators MP O C FID ELEMENTS T: N E N O Y& T I EL N LU A V E O ATI ● Fidelity ● Evaluation

★What gifts and/or talents do you bring to the TSS process? ★Where do you need to focus efforts to recruit others, fill gap areas, and strengthen the instruction/learning process? Reflect and Connect

The Leader’s Role ★ Provide purposeful and strategic support ★ Build Capacity of all ★ Facilitate learning opportunities, formal and informal ★ Ensure integrity and equity ★ Advocate and budget for personnel, resources, materials ★ Share and discuss evidence for all of the above

A Few Key Words Fully Integrated Strategic Student Need Focused Seamless Standards-Based Data-Informed Essential Ongoing Purposeful Consistent Growth Oriented

★ Which of the key words spoke most to you today? ★ Where do you need to focus your immediate efforts? ★ How might you leverage your gifts and/or talents, or empower others to successfully accomplish needed tasks and processes? ★ With whom do you need to communicate? ★ What supports might you need to secure to help you? Reflect and Connect

THANK YOU for choosing professional development with NJPSA This webinar is supported through a grant from the NJ Department of Education Visit the NJPSA website for more courses that can support your work For questions about this webinar or suggestions for future webinars, email: bgantwerk@njpsa. org

Resources www. nj. gov/education/njtss - New Jersey Department of Education KSDE TASN - Kansas Technical Assistance Network (TASN) https: //rti 4 success. org - Center on Response to Intervention https: //www. schoolclimate. org/ - National School Climate Center http: //www. njpbs. org/Intervention_Resources/self_assessment. html https: //ies. ed. gov/ncee/edlabs/regions/southeast/scmtss_plan_webinars. asp - Regional Educational Laboratory Pogram https: //intensiveintervention. org National Center on Intensive Intervention