1. RTI & THE CONNECTION TO PLC’S Essentials for Administrators Sept. 27, 2012

2. Presentation Outcomes As a result of today’s presentation administrators will:  review their current understanding of RTI & PLC’s  gain a deeper understanding RTI & the connection of the work of a PLC

3. What we Learned from Chris Weber Regarding PLC & RtI - August 2011  RtI has everything in common with PLCs  RtI is a verb consisting of various, more individualized levels of intervention for struggling students  RtI cannot be a mandate – it will look different in each school  RtI can work with our current level of resources  RtI & PLC’s ≠ lots of paperwork  Small group instruction must be a part of every classroom

4. Continued Refocus on RtI We know that RtI is an instructional framework:  which utilizes high-quality interventions matched to student needs  coupled with formative evaluation to obtain data over time to make critical educational decisions Effective problem solving and data-based decision making are the essence of good RtI practice!

5. We know that this framework provides for:  Strong curriculum and instruction for all students  Targeted/secondary interventions for students who continue to exhibit learning and behaviour problems  Intensive/individual interventions for students with the most significant needs Shores, 2009 Continued Refocus on RtI

6. 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 1-5% 5-10% Academic Systems Behavioural Systems School-Wide Systems for Student Success A Response to Intervention Model

7. Tier One – Universal Interventions Tier One consists of universal strategies:  A high-quality research-based core curriculum  Evidence-based teaching strategies  School-wide screening to identify students’ current level of performance and students at risk for difficulty

8. Tier One – Universal Interventions Sample Tier One supports:  differentiated learning activities to address individual needs based on readiness  adaptations to ensure that all students have access to the instructional program (time, environment, pacing, output, etc…)  problem solving to identify interventions and to address behaviour issues that prevent students from demonstrating the academic skills they possess  universal screeners  interest inventories/learning style inventories  flexible groupings/small group instruction  environmental supports and routines  Additional attention, focus, support, additional opportunities to practice embedded throughout the day, pre-teach, review skills, frequent opportunities to practice Effective Tier Two and Three interventions cannot be built without a strong Tier One

9. Tier Two - Secondary Interventions There are three necessary components of the Tier Two system: 1) a data management system, 2) the appropriate interventions based on what is shown by the data, and 3) a team charged with the oversight and management of the system.

10. Tier Two - Secondary Interventions Sample Tier Two &/or secondary interventions for the failed intentional non-learners:  Mandatory study hall  Mandatory homework help  Frequent progress reports  Study skills classes  Goal-setting and career planning supports  Extra curricular involvement  PSP consultation

11. Tier Three – Tertiary Interventions Tier Three addresses:  the needs of students who continue to display an inadequate response to instruction despite the use of high-quality, evidence-based Tier Two strategies;  instruction and interventions are further individualized and students may be referred for further evaluation by the Inter-disciplinary team (i.e. PSP).

12. Tier Three – Tertiary Interventions  Most intensive interventions – begins with a more intensive version of the intervention program used in Tier Two (longer sessions, individualized, more frequent)

13. Tier Three – Tertiary Interventions  Sample Tier Three interventions for the failed intentional non-learners:  PSP consultation/direct therapy  IIP development  Outside agency support and involvement  Alternate, functionally integrated programs

14. RtI Assumptions:  A problem-solving model should be used to make decisions;  Evidence-based interventions should be implemented to the furthest extent possible;  Progress monitoring must be implemented to inform instruction; and  Data should drive decision making.

15. Clarification around RtI:  Consider your current approach to RtI. Would it be classified as an adaptation (making adjustments in approved educational programs to accommodate diversity in student learning needs) or an intervention (screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making) ? Why?

16. “Burning Questions” around RtI: