Presentation on theme: "Responsiveness to Instruction (RtI) Iredell Statesville Schools"— Presentation transcript:
1 Responsiveness to Instruction (RtI) Iredell Statesville Schools Coop
2 ObjectivesI can explain the connections between the ISS model and RtI.I can explain why RtI is a proactive problem-solving model.I can identify elements of RtI in my classroom environment and my instruction.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..KarrikerGive directions only one step at a time. Show them the first direction, then have them do that step. Then, show them the next direction, and have them complete. MUCH easier than showing them the directions at the same time!!Have participants share categories by placing sticky notes in large triangle on Sticky Paper after stating categories with the large group.
4 Formative Assessments ISS Model& RtIFormative AssessmentsAimsweb, Reading 3D and other Diagnostic assessments, progress monitoringLearning CenteredAll students receive core instruction- differentiated to meet their needsPLCs work together to problem solve & discuss intervention strategies1. 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?Common Core/ Essential StandardsCollaborative TeamsMission, Vision, and Values Data—driven Decision—makingPDSA Aligned Strategic PlansUsing data to make instructional decisions about students in the RtI processThe RtI model is a PDSA, problem-solving process
6 National RtI Model “Responsiveness to Instruction” Born out of Reauthorization of Special Ed Law (IDEA 2004)Two Models of RtI:Problem-Solving ModelStandard ProtocolProblem- Solvingcoop
7 Why? ESEA Blueprint For Reform IDEIA NCLB 2010 2004 2002 Career and college readyWhy?Subgroup analysisESEA BlueprintFor Reform2010Frequent assessmentsData-based decision makingIncentives for rigorous standards and accountabilityIDEIA2004Accountability for ALL studentsCoopEvidence-based practicesNCLB2002Using research-based practices
8 Educating Collaboratively Educating in silosEducating CollaborativelySpecial EducationAIGESLTitle IKarriker
9 Layering of Support Intensive Support Supplemental Support Differentiated CoreMoore
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.”Moore
11 What is RtI? Framework that focuses on: Appropriate, targeted instructionResearched-based teaching strategiesEarly interventionAccurate assessment with valid, reliable dataFrequent progress monitoringInformed instructional decisionsMoore
12 Tier IV Tier III Tier II Tier I ResourcesTier IMarty - CoopStudent Needs12
17 How is This Different? Creates a shift in focus proactive rather than reactiveeliminates “Wait to Fail”Early intervening to prevent failureMore efficient use of resourcesSupports family partnershipsCoop
18 Problem Solving for all students Something is “wrong” with this student…CoopGreen/red…..funnel
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.Dea Allan, 2010Confidential
20 THE Conundrum of American Public Education 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., 200420
21 Conquering the Conundrum Science without Passion is uninspiring.Passion without Science is self centered.Science with passion is THE key to student success!Kukic, 200821
27 The fixed mindset limits achievement 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
29 Plus allies in learning. 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 StandardAll 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., 20043030
31 If it works, don’t break it. If it doesn’t work, break the sucker! Kukic, 199331
32 CoopEmphasize what/who currently gets blamed:Lower grade(s)ParentsHome lifeStudentPrevious family membersIn the newer model- a team is looking at a computer screen –AIMSweb- to come up with a solution addressing the student needsThe change is from one person being told to address the needs to a team problem solving approach
33 Class work samples collected Student is performing below grade level Pre-Referral Team MeetsInterventions/ Accommodations are implementedMeet and repeat every three weeksRefer for testingDo not testCoopMake a point to realize that the red in all three circles indicate a stopping point because for a Learning Disabled student- no new information for the teacher(s) or parent is learned at this point. This is a step by step model with little learned about the progress of the student over a period of time. The teacher walks away from the meeting lost- still asking questions.Does not qualifyQualifiesTest
34 Is my child getting ‘services’? Family Questions Teacher Questions They said by 2nd grade my child should be able to get services…now what?What does this student need?What did that report really mean?Is my child getting ‘services’?Family QuestionsTeacher QuestionsCoopParents and teachers leave eligibility meetings with so many questions.There are still no answers- just more abstract questions. These questions lead to distrust and frustration.Will my child ever be good at school?What is working for this student?Now what?
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., 200935
36 Build a System of Support Students fluidly move between a seamless support systemCoop
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 Diagnostic Assessment at Tier I and Tier II 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.
41 “Red Flags” Severe behavior problems have been exhibited over time. Disciplinary or office referrals occur on a regular basis.
42 Purpose of Tier I 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
44 Purpose of Tier IITo 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.
46 Purpose of Tier III To review the problem To develop and monitor new plans to address the problemTo provide increased support in addition to Core and Tier IITo get help from other professionals through assistance from the C.O.M.P.A.S.S. TeamBegin collecting: Vision Screening, Hearing Screening, Speech/Language Screening, Social/Dev. History, Academic Functional ObservationCollectively (with parent) decide if student needs to be referred for EC testing
47 Purpose of Tier IVThis tier only serves students who are identified as ECStudents in Tier IV receive differentiated Core Instruction (Tier I “layer” of support)Tier II “layer” of supportTier III “layer” of supportMeets IEP requirements
48 Definition of Iredell Statesville Tiers HandoutTable 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 PracticeEducational 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 Interventions Should… Be highly engaging and briskConform to students pace = enough repetition needed for masteryFocus on the specific learning need(s)Provide practice and reviewGive immediate correctionGive ample time to respond
51 Helpful Structures Flexible reading groups Daily routine intervention/enrichment timeRoutinely scheduled PLC & RtI meetingsTrained staff providing group interventionsDocumentation folders to include:-Tier forms-Work samples-Diagnostic information-Target needs assessments-Parent conference notes-Progress chart
52 Formative Assessments ISS Model& RtIFormative AssessmentsAimsweb, Reading 3D and other Diagnostic assessments, progress monitoringLearning CenteredAll students receive core instruction- differentiated to meet their needsPLCs work together to problem solve & discuss intervention strategies1. 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?Common Core/ Essential StandardsCollaborative TeamsMission, Vision, and Values Data—driven Decision—makingPDSA Aligned Strategic PlansUsing data to make instructional decisions about students in the RtI processThe RtI model is a PDSA, problem-solving process
53 Remember…Further training/support will be provided on the following topics:Student data analysisPlacing students in the appropriate tierWriting appropriate student goalsGrouping students for successInstructional resources for student skill gap(s)