Winston/Salem Forsyth County Schools RESPONSIVENESS TO INSTRUCTION (RTI)

What is RtI? A multi-tier approach to the early identification and support of students with learning needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning.

What is RtI? Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction.

Essential Components High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group.

Essential Components Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs. Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

TIER I Core instruction Differentiated instruction in classroom Consultation between teacher and parent FOUNDATION & TIER I Core Instruction Differentiation in Classroom TIER II Strategic Intervention TIER III Intensive Intervention TIER III Increased intensity of intervention plan Increased data collection to determine student progress Decision-making based on student progress Consultation between teacher, parent, and SAT TIER II Research-based intervention plan in the classroom Personalized Education Plan Data collected to determine student progress Consultation between teacher, parent, and other related professionals RtI Model

Assumption: Some students have deficits and therefore will fail to learn. Level below which we infer possible deficits Test students to identify deficits to provide services. Must prove discrepancy between ability and achievement. Educational Need - Discrepancy Model RtI Model A Paradigm Shift

Educational Need - Risk Model Assumption: All kids can learn basic skills to a basic level of proficiency. Some kids are at risk of not learning them. Assess students to identify who is at risk of not learning basic skills to a minimum standard of proficiency. Identify risk-status on instructionally relevant foundational skills. Minimum Proficiency

RtI… IsIs Not A framework to implement effective practices for all students An instructional program A collaborative effortPossible to implement alone Matching needs and resourcesIntended to encourage placement of students Uniquely designed for each building The same for every school An “Every” Education Initiative A special education, a general education, a Title 1, ESL initiative

In the Past… General Education Title I Reading, Tutoring, Extended Learning Special Education Adapted from GCS

General Education Title I Reading, Tutoring, Extended Learning Special Education Now… Adapted from GCS

In what ways am I already engaged in RtI processes? Core Curriculum (CCES/Imagine It) PLC/SSC Lesson Planning (Learning Focused) Differentiation Personalized Education Plans Small Group Support Intensive Interventions Student Assistance Team Tier II Tier III Tier I

Rationale & Benefits RtI is a school-wide systematic framework that unites separate processes into one cohesive framework to make instructional decisions that are: Efficient Proactive Based on early intervention Focused on student learning

Guiding Beliefs: Students All students are part of one proactive educational system. All students can learn.

Guiding Beliefs: Instruction Use of scientific, evidence-based curricular and instructional tools that have a high probability of success for most students

Guiding Beliefs: Assessment Use of instructionally relevant assessments that are reliable and valid Roles of assessment tools: Summative assessments, benchmark assessments, formative assessments, universal screening, diagnostic evaluation, progress monitoring

Guiding Beliefs: Decision Making Data are used to guide instructional decisions Match curriculum and instruction to assessment data to allocate resources and drive professional development Problem-solving method used to make decisions based on a continuum of student needs Provide increasing level of support based on intensity of student needs

Guiding Beliefs: Professional Development Quality, continuous professional development with follow-up coaching supports effective instruction for all students Based on data

Guiding Beliefs: Leadership Leadership is vital Administrator  ensures commitment and resources  is the instructional leader School RtI team  builds internal capacity/ knowledge  builds sustainability and institutionalizes process

Most importantly! "What's in a name? That which we call a rose By any other name would smell as sweet.” - Shakespeare We need to ensure that our students are receiving scientifically-proven in a similar context interventions via proactive processes, no matter whether you call it Response to Intervention, Responsiveness to Instruction, Multi-tiered system of supports, or anything else!

Commitments: Universal Screeners: Continued universal screening with DIBELS in K-2 three times per year, Universal screening using DIBELS 3-5, Universal screening in math K-5 (TBD) At least twice a year (once per semester) Plan for screening all students in place (e.g. classroom teachers or sweep team)

Commitments: Supplementary Tier II school-wide interventions in place for students below cutoff This is to avoid overloading classroom teachers with individual PEPs RtI team members identified: Administrator, Data Coach, Content Coach, Interventionist RtI Foundations Training attended by all RtI team members Full RtI Overview attended by all staff at beginning of year Staff training on Foundations of Reading and Foundations of Math Continuous PD regarding RtI, how to interpret the data, PEPs, interventions, etc.

For more information The RtI Network is a valuable resource. Ask me or Rebecca Payne, Program Specialist for Student Interventions, with any

Discussion As part of Star 3 we are compelled to implement RtI. North Hills is already involved in the implementation of RtI. We have already seen tremendous growth with our at-risk students in grades k-2 and 3-5 as a result of RtI. On August 24 th our school will participate in training on Math DIBELS, 3-5 DIBELS, and the EXCEED software system.

Immediate Questions