Presentation on theme: "Turtle Mountain School District The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings Chris"— Presentation transcript:
Turtle Mountain School District The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings Chris Chris Weber Education https://chrisawebereducation.com
RTI Response to Intervention HEE Highly Effective Education
Why RTI? Deeper Learning Equitable Learning
Why RTI? Academics Behavior
Where Did RTI Come From? Mastery Learning Time + Support = Learning Effective Schools Movement ALL students can learn Professional Learning Communities Pyramid of interventions
Four Questions of PLCs Four Questions of RTI 1.What is it we expect students to learn? 2.How will students demonstrate they have learned it? 3.How will we respond when students don’t learn? 4.How will we respond when students already know it? 1.About which students do we have concerns? 2.In what areas do we have concerns? 3.What supports are/should we be providing? 4.Has the student responded to instruction and intervention?
The Three Big Ideas of PLCs The Four Critical Questions of PLCs
The Three Big Ideas Focus on Learning Collaborative Culture Focus on Results
Focus on Learning The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. Educators demonstrate their commitment to helping all students learn by working collaboratively to address four questions.
What are Characteristics of a Focus on Learning? Mid-lesson checks for understanding End of lesson exit slips Built-in preview days Built-in review days An expectation that students will re-complete an assignment or assessment related to critical learning on which they did not demonstrate mastery
Collaborative Culture No school can help all students achieve at high levels if teachers work in isolation. Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.
What are Characteristics of a Collaborative Culture? Regular time for collaboration Norms that focus collaboration Evidence of collaboration outside of “Collaboration Time” Collaboration is not an option – no one can opt out Products and evidence of improved student learning from collaborative efforts
Focus on Results PLCs measure their effectiveness on the basis of results rather than intentions. All programs, policies, and practices are continually assessed on the basis of their impact on student learning. All staff members receive relevant and timely information on their effectiveness in achieving intended results.
What are Characteristics of a Focus on Results? Teachers enthusiastically analyze their data in relation to other teachers data Teachers are willing and eager to share strategies that have resulted in high level so student learning Teachers visit one another’s classrooms to study best practices
Four Critical Questions of RTI What do we want students to learn? How will students demonstrate they have learned it? What will we do if they don’t learn? What will we do if they already know it?
What Do We Want Students To Learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?
What are Characteristics of a Curriculum Focused on Essential Learning Outcomes? Teacher teams have collaboratively identified essential learning targets Teacher have collaboratively unpacked learning targets Teachers prioritize instruction within a unit of instruction to ensure that all students master the essentials
How will students demonstrate they have learned it? Are we monitoring each student’s learning on a timely basis?
How Will Teams Gather Evidence of Student Learning? Teacher teams have… …designed common formative assessments to measure student learning of essential standards …administered common formative assessments to measure student learning of essential standards …collectively analyzed evidence to determine… …the specific learning needs of each child …the effectiveness of the instruction the child receives in meeting these needs
Assessment Universal screeners Who requires intensive supports CFAs Mastery of essentials at Tier 1 Diagnostics Why are students at risk Progress monitoring Response to Tier 2 and 3
What Will We Do If They Don’t Learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?
What are Characteristics of Systematic Interventions? Schools have identified… When supplemental supports can be provided in additional to core instruction on essential standards Who on staff is available, qualified, and trained to provide supports What resources and strategies can be used to meet student needs
What Will We Do If They Already Know It? What systematic process is in place to extend and enrich learning to greater levels of depth and complexity?
What are Characteristics of 21 st Century Skills? Teams have identified the 21 st Century Skills that they believe students should possess Teams have identified how essential learning can be explored to greater levels of depth and complexity Teams have differentiated content, the learning processes, and products that students create to demonstrate mastery
What is RTI? Systems of Support Coordination Communication Success
What is RTI? RTI is a Verb Problem-Solving Process Systemizing the Great of Work of Teachers Organized Passion HO – RTI is…
What Might RTI Look Like? Tier 1 Viable, Clearly Defined Curriculum Formative Assessments Scaffolds and Differentiation Small Group Supports
What Might RTI Look Like? Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content
What Might RTI Look Like? Tier 3 Deficits in Foundational Prerequisite Skills Early and Intensive Diagnostic and Targeted Close the Gap
How Will RTI Lead to Success Culture Beliefs Expectations Collaboration Cooperation Compromise Consistency Structures Roles Responsibilities Schedules Personnel Resources Mutual Support and Accountability
Culture What is school culture? What cultures are important to RTI? How will RTI look at your school? How will build and sustain an RTI-driven system of supports at your school?
Three Critical Teams Collaborative Teacher Teams School Leadership Team School Intervention Team
Collaborative Teacher Teams The Key to... RTI HEE PLC’S
Tasks and Roles of Collaborative Teacher Teams
Tier 1 Viable, Clearly Defined Curriculum Common Formative Assessments Scaffolds and Differentiation Small Group Supports HO – RTI Tiers 1 and 2
Viable Curriculum “What do we want our students to learn?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? HO – Cognitive Planning Protocol
Table Talk HO – RTI Process for Teacher Teams
Common Formative Assessments “How will our students demonstrate their learning?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? HO – Data Analysis Protocol
Scaffolds, Differentiation and Small Group Supports Why the task of a teacher teams? Why collaboratively? What is the BC Context?
Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content
Three Critical Teams Collaborative Teacher Teams School Leadership Team School Intervention Team HO – RTI Teams
RTI Teams Teacher Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. HO – RTI Teams
Three Critical Teams School Leadership Team Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. HO – RTI Teams HO – RTI Process for Leadership Teams
Three Critical Teams School Intervention Team Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. HO – RTI Teams
Three Critical Teams Teacher Teams School Leadership Team School Intervention Team
Systems & Cycle of Inquiry Identify Formulate questions Develop an intervention plan Implement the plan Monitor student progress Develop / refine the hypothesis Regardless of the student Regardless of the teacher Regardless of the school
Systems & Cycle of Inquiry HO – RTI Systems
Identify Universal screening Identify students who will need intensive help before they start to fail Common assessment data HO – RTI Systematic Supports
Formulate Questions Diagnose Prescribe HO – RTI Systematic Supports
Develop an Intervention Plan Implement the Plan When Who What
Monitor Student Progress There is no RTI unless we frequently check to ensure that students are “responding.” Foundational (Universal) skills Essential standards (learning targets) Behaviors CBMs CFAs CICO HO – RTI Systematic Supports
Define / Revise the Hypothesis Different experiences, expertise, and perspective Principal Counselor Psychologist Speech therapist Special educators English language development specialist Reading specialist Librarian Community resource officer Nurse HO – RTI Systematic Supports
Define / Revise the Hypothesis What if Tiers 1, 2, and 3 don’t work? Are our actions justified? HO – RTI Systematic Supports
Decision Making Within Tiers HO – Decision Making Within Tiers of Support
Tier 1 Academic engagement/instruction of ALL students Multiple opportunities to respond to instruction Immediate corrective feedback Scaffolded practice of new skills Cumulative review of previously taught skills Daily minute small group supports to more homogenously groups of students based on need
Tier 2 More time and differentiated supports, as measured by common formative assessments 30 minute flex time More homogeneous groupings In smaller groups from teachers with evidenced-based success Other staff…to reduce the teacher-student ratio Stagger times during which each grade level has flex time
Tier 3 For students who have been screened to have significant deficits in foundational skills … …or who have not responded to Tier 1 and 2 support Intensive supports provided in addition to Tier 1 and 2 supports As targeted as possible, e.g., phonemic awareness, single-syllable phonics, or multisyllabic phonics
Tier 3 Temporarily, in place of another important content, other than literacy and mathematics Creatively scheduled When students would otherwise be working independently Alternating what content students miss Adjusted to match student needs and revised until the student is adequately responding to intervention
RTI Model Tier 1 AcademicsSocial BehaviorsAcademic Behaviors Tier 1 Standards-driven maps Framework to improve and continuously refine and improve instruction Common formative assessments to provide the “target” and drive instruction Schoolwide common expectations…Resp ect, Responsibility, Readiness…consiste ntly reinforced Explicit teaching of desired behaviors 5:1 positive acknowledgments Executive functioning and self-regulatory behaviors…Motivation, Metacognition, Monitoring Support with short- term and long-terms academic tasks Explicitly taught and consistently embedded within content area instruction HO - Model RTI
RTI Model Tier 2 AcademicsSocial BehaviorsAcademic Behaviors Tier 2 Specific times, schedules, and identified personnel More time and alternative approaches to master essentials Evidence from common formative assessments and data analyses protocols Simplified Functional Behavior Analyses (FBAs) define “what” and “why” Identification and communication of strategy Check In-Check Out to mentor and monitor Re-teaching and more frequent reinforcement Moderate, behavioral skill d eficits
RTI Model Tier 3 AcademicsSocial BehaviorsAcademic Behaviors Tier 3 Deficits in foundational skills – and not yet responding to intervention Intensive, 30-minute sessions in place of less-essential content Shifts from A-week to B-week Math – FASTT Math, Fraction Nation Phonological Awareness – Fast ForWord, Early Reading Intervention Phonics – Fast ForWord, REWARDS Fluency – Reading Assistant, Six Minute Solution Comprehension – Making Connections Diagnosed intensive needs in specific areas – anger, trauma, etc. Research-based interventions – Anger Coping and CBITS in small groups or individually Diagnosed intensive needs in specific areas – motivation, self- image, etc. Research-based approaches in attribution (Weiner) and self- efficacy (Bandura)
RTI Plan AcademicsSocial BehaviorsAcademic Behaviors Tier 1 Tier 2 Tier 3 HO - Model RTI Plan
Elementary Schedule Sample Time Content 8:00-10:00ELA 10:05-10:20Recess 10:25-11:25Math 11:30-12:00English Language Development 12:05-12:40Lunch 12:45-1:25Social Studies / Science 1:30-1:50Physical Education 1:55-2:25Intervention / Enrichment Block 1 2:30-3:00Special / Elective
Alternative Schedules – La Serna Monday-Thursday Period 06:54-7:54 Period 18:00-8:50 Period 28:56-9:50 Break9:50-10:05 Period 310:11-11:01 Period 411:07-11:57 Lunch11:57-12:58 Interventions12:03-12:28 Period 51:04-1:54 Period 62:00-2:50
Alternative Schedules – La Serna Friday Collaboration7:30-8:25 Period 18:30-9:18 Period 29:24-10:14 Break10:14-10:29 Period 310:35-11:23 Period 411:29-12:17 Lunch12:17-1:02 Period 51:08-1:56 Period 62:02-2:50 La Serna High School, Whittier, CA
Alternative Schedules – Whittier Monday and Wednesday Period 06:50-7:55 Period 18:00-9:40 Interventions9:40-10:00 Break10:00-10:10 Period 310:15-11:55 Interventions11:55-12:15 Lunch12:15-12:45 Period 512:50-2:30 Interventions2:30-2:50
Alternative Schedules – Whittier Tuesday and Thursday Period 06:50-7:55 Period 28:00-9:40 Interventions9:40-10:00 Break10:00-10:10 Period 410:15-11:55 Interventions11:55-12:15 Lunch12:15-12:45 Period 612:50-2:30 Interventions2:30-2:50
Alternative Schedules – Whittier Friday Collaboration7:45-8:50 Period 19:00-9:48 Period 29:54-10:42 Break10:42-10:51 Period 310:57-11:45 Period 411:51-12:39 Lunch12:39-1:09 Period 51:15-2:03 Period 62:09-2:57 Whittier High School, Whittier, CA
Alternative Schedules – San Juan Hills Monday Period 06:45-7:47 Period 18:00-8:52 Period 29:02-9:54 Break9:54-9:59 Period 310:09-11:01 Period 411:11-12:03 Lunch12:03-12:38 Period 512:48-1:40 Period 61:50-2:42
Alternative Schedules – San Juan Hills Tuesday Collaboration7:15-7:55 Period 28:05-9:45 Interventions9:55-10:25 Break10:25-10:30 Period 410:40-12:20 Lunch12:20-12:55 Period 61:05-2:45
Alternative Schedules – San Juan Hills Wednesday and Friday Period 06:45-7:50 Period 18:00-9:40 Interventions9:50-10:25 Break10:25-10:30 Period 310:40-12:20 Lunch12:20-12:55 Period 51:05-2:45
Alternative Schedules – San Juan Hills Thursday Period 06:45-7:50 Period 28:00-9:40 Interventions9:50-10:25 Break10:25-10:30 Period 410:40-12:20 Lunch12:20-12:55 Period 61:05-2:45 San Juan Hills High School, San Juan Capistrano, CA
Alternative Schedules – Lynbrook Monday and Thursday Period 17:35-8:20 Period 28:25-9:10 Interventions9:15-9:45 Period 39:50-10:40 Break10:40-10:55 Period 411:00-11:45 Period 511:50-12:35 Lunch12:35-1:15 Period 61:20-2:05 Period 72:10-2:55
Alternative Schedules – Lynbrook Tuesday Period 17:35-9:10 Period 39:15-10:50 Break10:50-11:05 Period 511:10-12:45 Lunch12:45-1:25 Period 71:30-3:05
Alternative Schedules – Lynbrook Wednesday Collaboration7:35-9:10 Period 29:15-10:50 Break10:50-11:05 Period 411:10-12:45 Lunch12:45-1:25 Period 61:30-3:05
Alternative Schedules – Lynbrook Friday Period 17:35-8:25 Period 28:30-9:20 Period 39:25-10:20 Break10:20-10:35 Period 411:40-11:30 Period 511:35-12:25 Lunch12:25-1:05 Period 61:10-2:00 Period 72:05-2:55 Lynbrook High School, San Jose, CA
Analyze Time Blocks Identify staff and available times Schedule lunches, passing periods, and breaks Schedule Tier 2 supports Schedule Tier 3 supports Schedule common prep periods Schedule non-daily content Schedule ELA blocks Schedule mathematics blocks Schedule other content HO – RTI Scheduling Template
Inventory Staff Availability List ALL staff Instructional day in 30-minute time blocks Describe current responsibilities HO – RTI Personnel Inventory
Inventory Resources Scour and glean from: All classrooms and closets within the school District office warehouses Other schools in the area In the following domains: Phonological AwarenessPhonics Advanced PhonicsVocabulary/Comprehension FluencyEarly Numeracy ComputationBehavior
Reflection What ideas and practices have been confirmed and validated? What challenges do you believe still exist? What is an immediate next step?
Thank You! Chris Chris Weber Education https://chriswebereducation.com