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Responsiveness to Instruction (RtI) Iredell Statesville Schools 1.

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Presentation on theme: "Responsiveness to Instruction (RtI) Iredell Statesville Schools 1."— Presentation transcript:

1 Responsiveness to Instruction (RtI) Iredell Statesville Schools 1

2 Objectives 1.I can explain the connections between the ISS model and RtI. 2.I can explain why RtI is a proactive problem-solving model. 3.I can identify elements of RtI in my classroom environment and my instruction. 4.I can identify/locate resources and people who can help me.

3 What Are Our Beliefs? What are characteristics or qualities of a great school? For 2 minutes, work alone to write each characteristic or quality on its own sticky note. For 4 minutes, work with your team to categorize your characteristics by placing similar qualities together. Work together to label each category. Decide who will share your categories with the rest of the group.. 3

4 Learning Centered 1. What do students need to know? 2. How will they learn it? 3. How will you know they’ve learned it? 4. What will we do if they don’t learn it? 5. What will we do if they already know it? Formative Assessments Common Core/ Essential Standards Collaborative Teams Mission, Vision, and Values Data—driven Decision—making PDSA Aligned Strategic Plans Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring PLCs work together to problem solve & discuss intervention strategies All students receive core instruction- differentiated to meet their needs The RtI model is a PDSA, problem-solving process Using data to make instructional decisions about students in the RtI process ISS Model & RtI

5 What IS RtI? 5

6 National RtI Model “Responsiveness to Instruction” –Born out of Reauthorization of Special Ed Law (IDEA 2004) Two Models of RtI: –Problem-Solving Model –Standard Protocol Problem- Solving 6

7 Why ? NCLB 2002 IDEIA 2004 ESEA Blueprint For Reform 2010 Accountability for ALL students Using research- based practices Data-based decision making Evidence- based practices Frequent assessments Incentives for rigorous standards and accountability Subgroup analysis Career and college ready 7

8 Title I ESL AIG Special Education Educating in silos Educating Collaboratively 8

9 Layering of Support Differentiated Core Supplemental Support Intensive Support 9

10 NC DPI Definition of RtI “NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.” 10

11 What is RtI? Framework that focuses on: –Appropriate, targeted instruction –Researched-based teaching strategies –Early intervention –Accurate assessment with valid, reliable data –Frequent progress monitoring –Informed instructional decisions 11

12 12 Tier I Tier II Tier III Tier IV Student Needs Resources 12

13 Total School Improvement Model 13

14 Total School Improvement Model Problem solving for all students Setting goals for groups of students and individual students Maximizing curriculum to meet needs of all students 14

15 As Albert Einstein said: “The significant problems we face cannot be solved by the same level of thinking that created them.”

16 3 Components of RtI 16

17 How is This Different? Creates a shift in focus –proactive rather than reactive –eliminates “Wait to Fail” Early intervening to prevent failure More efficient use of resources Supports family partnerships 17

18 Problem Solving for all students Something is “wrong” with this student… 18

19 The Heart, Art, and Science of Teaching One must first have the heart for teaching. One can then learn the science and the art of teaching. Confidential Dea Allan, 2010

20 We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1982 in DuFour et al., 2004 THE Conundrum of American Public Education

21 Science without Passion is uninspiring. Passion without Science is self centered. Science with passion is THE key to student success! Kukic, 2008 Conquering the Conundrum

22 Rosa Parks

23 Change is good. You go first! Judy Elliott, 2004

24 The only person who likes change is a wet baby.

25 Always do right (things right). This will gratify some people and astonish the rest. Mark Twain and Stephen Covey

26 Mindset Fixed v. Growth Dweck, 2007

27 The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Dweck, 2006

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29 Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit. Dweck, 2006

30 The Standard All policies, programs, and practices are considered through the lens of “How does this impact student learning?” Those that encourage learning are embraced. Those that interfere with learning are discarded. DuFour, et al., 2004

31 If it works, don’t break it. If it doesn’t work, break the sucker! Kukic, 1993

32 32

33 Student is performing below grade level Pre-Referral Team Meets Interventions/ Accommodations are implemented Class work samples collected Refer for testing Test Do not test Does not qualify Qualifies Meet and repeat every three weeks 33

34 Now what? What is working for this student? Family Questions What did that report really mean? Is my child getting ‘services’? Teacher Questions Will my child ever be good at school? They said by 2 nd grade my child should be able to get services…now what? What does this student need? 34

35 The educational achievement gaps in the United States have created the equivalent of a permanent, deep recession in terms of the gap between actual and potential output in the economy. McKinsey & Co., 2009

36 Build a System of Support Students fluidly move between a seamless support system 36

37 What Should I Expect in the Problem Solving Process? The level of difficulty a student is experiencing and the necessary resources to address the student’s difficulties will often be referred to as “tiers” within the problem-solving model. There are four different tiers:

38 Tier I and Tier II  Tier I The student’s needs are addressed through informal parent and teacher conferences.  Tier II There are times when help from additional school staff is needed to address the student’s needs. At this level, other educators are asked to provide additional support, services, and/or recommendations for the instructional plan (PLC, IF, IS).

39 Tier III and Tier IV  Tier III If the student is not making adequate progress and additional information is needed, a “Problem-Solving Team” can be consulted. The planning, documentation, and data collection are very specific at this level (IF, EC. IS, IT, ESL, and ATeam/RtI Coordinator).  Tier IV Based on information that has been collected it may become clear that additional resources and services are necessary to address the student’s needs. In this case, referral for special education services can be considered. Parents may be asked to sign a consent form giving permission to evaluate their child to determine need and eligibility for special education services.

40 All students are screened three times a year using either AIMSweb, Reading 3D, Math 3D, V-Math or other diagnostic assessments. Teachers/PLCs evaluate data and determine which students are in need of the next layer of support. For Tier II, teachers determine which students may require more detailed assessment(s) in order to select targeted interventions. Teachers use this data for placement groups and target goals. Diagnostic Assessment at Tier I and Tier II

41 Severe behavior problems have been exhibited over time. Disciplinary or office referrals occur on a regular basis.

42 Inform parents and teachers of concern. Establish communication between parents and teachers. Attempt initial resolution of problems. Differentiating instruction to meet the needs of all students. Core – regular classroom

43

44 To gather information about the severity of the problem. To re-define the problem. To develop and monitor new plans to address the problem. To get help from other teachers. To examine how behaviors interfere with school performance.

45 Tier II

46 Purpose of Tier III To review the problem To develop and monitor new plans to address the problem To provide increased support in addition to Core and Tier II To get help from other professionals through assistance from the C.O.M.P.A.S.S. Team Begin collecting: Vision Screening, Hearing Screening, Speech/Language Screening, Social/Dev. History, Academic Functional Observation Collectively (with parent) decide if student needs to be referred for EC testing

47 Purpose of Tier IV This tier only serves students who are identified as EC Students in Tier IV receive differentiated Core Instruction (Tier I “layer” of support) Tier II “layer” of support Tier III “layer” of support Meets IEP requirements

48 Definition of Iredell Statesville Tiers Handout Table Discussion: –Discuss what aspects of your classroom and instruction already reflect an RtI approach to meeting ALL students’ needs in your classroom? –Identify 1 area or concept in which you/your PLC would like support by the end of September. Write it on a sticky note & include your PLC name/grade.

49 Evidenced based / Research-based Instruction/Intervention Evidence-Based Practice Educational practices/instructional strategies supported by relevant scientific research studies. Research-based Instruction/Intervention/ A research-based instructional practice or intervention is one found to be reliable, trustworthy, and valid based on evidence to suggest that when the program is used with a particular group of children, the children can be expected to make adequate gains in achievement. Ongoing documentation and analysis of student outcomes helps to define effective practice. In the absence of evidence, the instruction/ intervention must be considered "best practice" based on available research and professional literature.

50 Be highly engaging and brisk Conform to students pace = enough repetition needed for mastery Focus on the specific learning need(s) Provide practice and review Give immediate correction Give ample time to respond

51 Flexible reading groups Daily routine intervention/enrichment time Routinely scheduled PLC & RtI meetings Trained staff providing group interventions Documentation folders to include: -Tier forms -Work samples -Diagnostic information-Target needs assessments -Parent conference notes -Progress chart

52 Learning Centered 1. What do students need to know? 2. How will they learn it? 3. How will you know they’ve learned it? 4. What will we do if they don’t learn it? 5. What will we do if they already know it? Formative Assessments Common Core/ Essential Standards Collaborative Teams Mission, Vision, and Values Data—driven Decision—making PDSA Aligned Strategic Plans Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring PLCs work together to problem solve & discuss intervention strategies All students receive core instruction- differentiated to meet their needs The RtI model is a PDSA, problem-solving process Using data to make instructional decisions about students in the RtI process ISS Model & RtI

53 Further training/support will be provided on the following topics: –Student data analysis –Placing students in the appropriate tier –Writing appropriate student goals –Grouping students for success –Instructional resources for student skill gap(s)


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