RtI/DI Intervention Model for The Public Schools of Petoskey Building Strong, Life-long Learners

Today’s Essential Questions How can we address the needs of struggling learners in all grades, K-12 th, even better? What are the components of the RtI/DI Model that are essential to our district? How does best-practice, implementation, & coordination happen at the classroom, school, & district levels?

Group Reflection Question: How do our schools currently address interventions for students who struggle or already know the material? Please write down current interventions on your notepads.

Later Interventions According to the National Institute of Child Health and Human Development (NICHD), it takes 4 times as long to intervene in the 4 th grade as it does to intervene in Kindergarten. Imagine what this means to secondary students. How will this influence our RtI/DI model?

The RtI/DI Model Preventative model for early intervention Aims at identifying struggling learners before they fall behind and promotes learning for all Provides struggling learners and accelerated learners with support based on individual needs On your notepads, please write down additional interventions you would like see in Petoskey schools.

Who Benefits from the 3-Tier Model? ALL Students!

The Foundation is the Tiered Instructional Model.

Purpose of a Multi-Tiered Approach TiersPurpose 1 Reduce the number of new cases of learning/behavioral difficulties 2 Reduce the duration of existing cases of learning/behavioral difficulties 3 Reduce the complications from established cases of learning/behavioral difficulties Sharon Vaughn, 2006

The best intervention is good instruction.

Essential 3 Tier Components 1.Universal Screening & Progress Monitoring 2.Teaming & Collaboration 3.Data-based Decision Making 4.Professional Development 5.Differentiated Instruction 6.Know Content & High Powered Delivery 7.Adaptability Connecting with Kids!

Tier #1: Elementary Core Classroom Instruction Universal screening (all students) 90 minutes of instructed, intentional reading (Elementary level) Research-based instruction Differentiated instruction

Tier #1: Secondary Core Classroom Instruction Universal screening & common assessments Basic skill discrepancy- Yes (Treat) & No (Support) Research-based instruction Differentiated instruction with a “Big Ideas” focus Quality curriculum, syllabus & grading High student engagement

More About Tier #1 Predominantly Push-In and Can Provide Technology-Based Support

Tier #2: Elementary Small group intervention Instruction in addition to core instruction (30 minutes/day) Small groups of 3-5 students for targeted skills instruction Programs, strategies, and procedures designed to support Tier #1 (in a team approach) Research-based interventions Progress monitoring to adjust instruction Affective needs addressed

Tier #2: Secondary Small group intervention Reading & Writing Mastery Mathematics Mastery Science & Social Studies Mastery Credit Recovery Programs Progress monitoring to adjust instruction & delivery Programs, strategies, and procedures designed to support Tier #1 (in a team approach) Affective needs addressed

Tier #3: Elementary Intense intervention Intensive, strategic, & supplemental instruction Small group or individual intervention in addition to the core program & Tier 2 Targeted skill groups of 3 students or fewer Typically min/day Maybe special education or behavioral support

Tier #3: Secondary Intense intervention Intensive, strategic, & supplemental instruction Small group or individual intervention in addition to the core program & Tier 2 Targeted skill groups of 3 students or fewer Maybe special education or behavioral support services

Building Utopia So, what is the difference between what we have been doing and where we want to be? On your notepads, please write down any additional interventions you would like see in Petoskey schools.

Coordinating RtI/DI Parts Prevention & Intervention Collaboration & PLC Work Research-based Instruction Professional Development Data-based Decision Making with Universal Screening & Progress Monitoring

Instruction & Support Classroom teacher Intervention Team Members Administrators Title 1 aides Special educators Academic tutors Speech/language pathologists Mentors Instructional coaches Co-teachers Community agencies

Building Utopia Please place your note cards on the blank elementary or secondary RtI/DI Intervention Pyramids in the room. RtI & DI

Collaboration is the key to success!

What will it take to make the model work in Petoskey? How can we effectively communicate with our staff ?

Year 1 Priorities Tier I program implementation Professional development Data to adjust instruction RtI teams The change process

Years 2-3 Priorities Subsequent years, provide opportunities to refine, expand, and add depth to Tiers II & III

Intervention Task Force Roles Building Level Tier Builders Data Analyzers Collaborators Budget Makers Prioritizers Team Makers District Level Electronic Data Inventors Process Thinkers Building Conduits Resource Finders Communication Experts Data Miners

March 2010 Tasks Electronic Data Inventors: Process Thinkers: Building Conduits: Resource Finders: Communication Experts: Data Miners: Others: Next Meeting Dates: