PLC & RTI Tammy Rasmussen Southern Oregon RTI Dean Richards Oregon RTI

How do we ensure a systematic response?

Medical Emergency Assess the Situation Consult Experts Provide support Determine if your support is working Review/Revise your Plan Learning Emergency Urgent Directive Timely Targeted Administered by Trained Professionals Systematic

PLC Critical Questions What exactly do we expect all students to learn? How will we know if they’ve learned it? How will we respond when some students don’t learn it? How will we respond when some students have already learned?

Connections What exactly do we expect all students to learn? How will we know if they’ve learned it? How will we respond when some students don’t learn it? How will we respond when some students have already learned? Core program Standards Alignment Documents

Connections What exactly do we expect all students to learn? How will we know if they’ve learned it? How will we respond when some students don’t learn it? How will we respond when some students have already learned? Progress monitoring Universal screener In program assessments

Connections What exactly do we expect all students to learn? How will we know if they’ve learned it? How will we respond when some students don’t learn it? How will we respond when some students have already learned? Interventions Decision rules Protocol

Connections What exactly do we expect all students to learn? How will we know if they’ve learned it? How will we respond when some students don’t learn it? How will we respond when some students have already learned? Decision rules Protocol

PLC Essential Characteristics Focus on learning and collaborative culture Focus on results (data driven) Action experimentation (is your system able to respond) Collective inquiry RTI Fundamental Elements Collective responsibility and teaming Universal screening and progress monitoring Systematic interventions and decision protocols Research based core program and interventions

What if you don’t have PLC’s in place? What work needs to be done to ensure you have the right teaming structures? "Eliminate entire layers of management and supervision to unleash the untapped energy and expertise of self managing teams." Mike Schmoker How many teams are you engaged in each week? Are those teams answering and asking the same questions? How do you evaluate and monitor the "health" of your teams? ( Have you created norms?) "Teaming Smarter NOT Teaming Harder"

Decision rules, reading protocols, and assessments are only effective if you have a team dedicated to using them, and you have the right people in the room to ensure you can respond.

PLC Leadership Commitment to the curriculum - Have you spent enough time ensuring that the curriculum is aligned and all members of the team understand the essential characteristics of the material you are teaching?

PLC Leadership The principal as the instructional leader Monitoring the instruction o Intention vs. implemented o Quality of instruction The principal as the learning leader Focus on outcomes

PLC Leadership Understanding of assessment types and ability to triangulate

PLC Leadership District level commitment and vision o are all people/schools held accountable o do you have protected teaming time built into your day and your budget?