2 Objectives Participants will Gain a deeper knowledge of Response to Intervention so that they can immediately apply its principles
3 Agenda The Four Questions of RTI The Four Cs of RTI Essential Standards ChartCycle of RTIBuilding a System of Supports – RTI RubricDecision Making in RTIDecision Making Within Tiers of SupportProgress Monitoring – Decision FlowchartRTI Resources
4 RTI and PLC in Good Spirit RTI has everything in common with PLCVarious, more individualized levels of intervention for struggling studentsBalancing accountability and RTIRTI cannot be a mandate – it will look different in each schoolRTI can work with our current level of resources.
5 RTI and PLC in Good Spirit RTI in a classroom, within a team, and across the school.The Who, What, and When of RTIRTI ≠ Lots of paperworkSmall group instruction must be a part of every classroomRTI – Loose v. TightHow of we measure our effectiveness?
6 Where Did RTI Come From? PL 94-142 IQ and the Discrepancy Model Over-representationPresident’s Commission on Excellence in Special EducationIDEIA 2004“RTI is a general education initiative”
9 Response to Intervention About which students do we have concerns?In what areas do we have concerns?AcademicsSocial behaviorsAcademic behaviorsWhat are we currently doing to support students and meet the student needs? What supports will we be providing in the future?Has the student responded to the instruction and interventions we have been providing?Four Questions of RTI
11 Collective Responsibility A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child. Thinking is guided by the question…Why are we here?11
12 Collective Responsibility Commit to collective responsibility for ALL students' learningOpenly discuss expectations, biases, and experiencesResearch schools that have been successful with students like those you serveFoster a collaborative cultureBuild trustStart a professional book clubIdentify and celebrate the strengths of all staffAcknowledge your areas for growth
13 Collective Responsibility Open your doors to colleagues, share best practice and ideas, and be willing to learnSchedule regular lesson studies or co-plan/co-teach opportunitiesArrange for roving substitutes so that teachers can watch and learn from teachersCreate weekly team time during which teachers focus on student learningBank minutes to build time into the dayCreate and commit to team norms that allow for open, focused dialogue
14 Concentrated Instruction A systematic process of identifying essential knowledge and skills that all students must master to learn at high levels and determining the specific learning needs for each child needed to get there. Thinking is guided by the question… Where do we need to go?14
15 Concentrated Instruction Focus on essential learningIdentify and unpack the most essential standards and learning targets for your grade level or content areaEssential Standards ChartEnsure that your core instruction is soundSystemically, collaboratively analyze your craft so that instruction constantly improvesDifferentiate for all learners (content, process, product)Build daily, small group, targeted support into each lesson
16 Concentrated Instruction Identify and explicitly teach social behaviorsTeach and expect students to self-monitorConcentrating, Screening, and Planning for Behavioral SupportsIdentify and explicitly teach academic behaviorsTeach and expect students to self-regulateSelf-Regulatory Assessment ToolSelf-Regulatory Problem Solving Tool
17 Convergent Assessment An ongoing process of collectively analyzing targeted evidence to determine the specific learning needs of each child and the effectiveness of the instruction the child receives in meeting these needs. Thinking is guided by the question… Where are we now?17
18 Convergent Assessment Efficiently screen to identify students at-riskCreate assessments to measure student mastery of essential skillsEnthusiastically monitor student progressIdentify assessments that can be use to validly and reliable monitor student progressDevelop a systematic plan to monitor the progress of students at-risk regularly
20 Convergent Assessment Assess for social behaviorsAnalysis of the Function of BehaviorSSRSBDFAssess for academic behaviorsSelf-Regulatory Assessment ToolSelf-Regulatory Problem Solving Tool
21 Convergent Assessment Schedule regular meetings during which teacher teams (weekly) and teacher teams with administrators (monthly) analyze:About which students do we have concerns?In what areas do we have concerns?What are we doing to support students?Have students responded to the instruction and interventions we have been providing?
22 Certain AccessA systematic process that guarantees every student will receive the time and support needed to learn at high levels. Thinking is guided by the question…How do we get every child there?22
23 Certain Access When – scheduling and programming Schedule time for interventions firstProtect collaborative timeProtect reading, writing, and mathematicsChallenge assumptionsWho – interventionistsInventory human resourcesUse staff creatively
24 Certain AccessWhat – identify high quality, expertly-implemented interventions for the at-risk learners at your schoolSocial behaviorsStrategies for Improving Behavior ChecklistAcademic behaviorsSelf-Regulatory Assessment ToolSelf-Regulatory Problem Solving Tool
25 Certain AccessEagerly communicate needs and progress to all stakeholdersDevelop a system for communicating the progress of students at-risk to the student, parents, and all staff who work with the studentDo whatever it takes to ensure every student learns - with intensity, a sense of urgency, and the expectation that learning WILL occurCelebrate and highlight successesStudy them so they can be replicatedMonitor every aspect of the RTI system to ensure that it is faithfully and energetically implemented.
27 Tiers Tier 1 – Core Tiers 2 and 3 – More Classroom teacher or collaborative teamWithin the instructional blockTiers 2 and 3 – MoreIncreasing the frequency of the supportIncreasing the duration of the supportDecreasing the student-teacher ratio on the intervention groupIncreasing the specificity of the support
28 Essential Standards Chart Standard/DescriptionWhat is the essential standard to be learned? Describe in student-friendly vocabulary.Example/RigorWhat does proficient student work look like? Provide an example and/or description.Prior Skills NeededWhat prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?
29 Essential Standards Chart Common AssessmentWhat assessment(s) will be used to measure student mastery?When Taught?When will this standard be taught?EnrichmentWhat will we do when students have learned the essential standard(s)?
30 Repeat for additional learning targets as needed Cycle of RTISelect and unwrap essential student learning outcomes and indicators and develop a unit assessment planGive PreTest and preteachAnalyze summative assessment results, identify students in need of supplemental interventionsIntroduce learning targets to students. Begin core instruction.Repeat for additional learning targets as neededGive Formative AssessmentGive end of unit AssessmentAnalyze formative assessment results, provide mid-unit interventions, continue and/or complete core instruction
31 Building a System of Supports RTI Rubric4 – Consistent and Effective3 – Fairly Consistent and Generally Effective2 – Inconsistent and Occasionally Effective1 – Not Present or Observable
36 Decision Making in RTI Decision Making Within Tiers of Support 4 – Consistent and Effective3 – Fairly Consistent and Generally Effective2 – Inconsistent and Occasionally Effective1 – Not Present or Observable
37 Decision Making in RTI Decision Making Within Tiers of Support
38 Decision Making in RTI Decision Making Within Tiers of Support
39 Decision Making in RTI Decision Making Within Tiers of Support
40 Decision Making in RTI Progress Monitoring – Decision Flowchart What is the rate of improvement?Meeting targets?“Consider…”