1. LEIGH GATES, ED.D. RTI LIAISON LEIGH.GATES@NHCS.NET 10-24-11 Response To Instruction (RTI) Levels 1 and 2

2. How We Will Do It… Pre-Questions (Clickers) Overview (PowerPoint) Small Group Discussion & Whole Group Share Complete Documentation Identify Interventions Post-Questions (Clickers)

3. Clicker Questions

4. We know the differences and similarities related to the acronyms “PSM” and “RTI.” 1.Yes 2.No 3.Somewhat

5. RTI is implemented state-wide. 1.True 2.False

6. What does ICEL stand for? 1.Intensity, CBM, Evaluation, Levels 2.Instruction, Curriculum, Environment, Learner

7. Why ICE then L? 1.Level Comes Last 2.Label Comes Last 3.Learner Comes Last 4.Lesson Comes Last

8. What does RIOT stand for? 1.Research-based, Intensive, Operational, & Tiered 2.Review, Interview, Observe, & Test 3.Reach, Introduce, Orient, & Transition

9. When defining interventions, include: 1.Classroom, Seat, Score 2.Activity, Days, Times 3.Period, Disposition, Arrival 4.Knowledge, Skills, Ability

10. Response to Instruction (RTI) is… a MULTI-TIERED instructional FRAMEWORK for increasing ACHIEVEMENT, decreasing BEHAVIORS, and integrating INTERVENTION & ASSESSMENT.

11. RTI PSM RTI & PSM: Differences and Purposes

12. Brief History of RTI in NC 2000 NC started researching RTI 04-05 5 Pilot LEA (we were one) 06-07 DPI Provided Training 2007 Changed to RTI (I=Instruction=All) 09-10 Regular Ed. on DPI RTI Leadership Team 2011 RTI is in State Regs. (p. 80)State Regs Since 2006…  Trained= 105 LEAs with 1,630 admin., teachers, & personnel

13. January 2010 IDEA Partnership Goals of RTI Prevention of academic/behavior problems Intervention for academic/behavior problems Determination of eligibility as a student with a specific learning disability

14. 14 Essential Components of RTI High Quality Instruction Tiered Instruction/Intervention Ongoing Assessment Data-based Decision Making Family Involvement RTI Action Network of the National Center for Learning Disabilities

15. Small Group Discussion In a small group (2-5 people), discuss the following: 1. The top 3 RTI things that you do well What successful strategies can you share with others?  As an individual (e.g., your role as a teacher, counselor, etc.)  In your classroom (e.g., interventions, assessment, etc.)  As a school (e.g., infrastructure, culture, etc.) 2. The top 3 RTI things you want to learn more about What kinds of strategies do you want others to share?  Where are your gaps as an individual, classroom, or school?  What do you need to move forward with the process?

16. Whole Group Share One Representative From Each Group Shares … The top 3 RTI things that you do well… The top 3 RTI things you want to learn more about…

17. RTI: The Process Tier I Universal Screening General Education Differentiated Instruction PEP Tier II Grade Level Targeted Standard Protocol Interventions Based on Data Amount of Resources Needed to Solve Concerns Intensity of Problem Tier III School-wide Team Change Environment Progress Monitor School-wide RTI Team (including interventionist) Data-based, DI Interventions & Progress Monitoring Tier IV Consultation with parents, team members, and teachers for IEP consideration. General Education Teacher, Parent, (and Another?) General Education Teacher & Parent

18. RTI Process -Tier 1 Tier 1: The General Education Teacher…  Obtains T1/PEP DocumentationT1/PEP  Meets w/ Parents (RTI Invitation & p.1 & top of p.2 of T1/PEP)RTI Invitation  Implements Intervention  Analyzes Results Using Data (p.2 T1/PEP)  Assessments: ClassScapes, Products, Observations, Probes  Progress: continue & meet w/parents 1x/marking period  No Progress: document decision to move to T2

19. RTI Process- Tier 2 Tier 2: The General Education Teacher…  Obtains Tier 2a DocumentationTier 2a  Meets w/ Parents (RTI Invitation & T2a)RTI Invitation  Can bring in others (e.g., case manger, grade level chair)  Implements T1 and T2 Interventions  Analyzes Results Using Data (T2b)T2b  Assessments: ClassScapes, Observations, Probes, Curriculum, Rubric  Progress: continue & meet w/parents periodically  No Progress: document decision to move to T3

21. DEFINE THE PROBLEM & DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier ICEL (how to define the problem)  Instruction  Curriculum  Environment  Learner RIOT (how to design/conduct the assessment)  Review  Interview  Observation  Test ICE, then L

22. I CEL INSTRUCTION delivery of the academic/affective curriculum Differentiated Level of Instruction  Grade level skills, higher, lower Rate of Instruction  Pacing Presentation  Modality and/or tools Teacher/Student Ratio  Whole class, small group, one-to-one Instructional Transitions  Classroom/behavior management, transitions

23. I C EL CURRICULUM what is taught including, but not limited to: Content  Skills and/or behavior being taught Instructional Materials  Adopted/supplemental texts, types of assignments Progress Monitoring/Assessment  Probes, benchmarks, EOGs, ClassScapes, bell ringers

24. IC E L ENVIRONMENT school/home/community including Instructional Style Class Size Physical Arrangements Medical Factors Counseling (other community services) Transience Attendance/Tardiness ELL Issues Cultural Issues Socioeconomic Issues

25. ICE L Then, Learner look at child last in order to consider all information Hearing and Vision Social/Behavioral Skills Understanding of Instruction Internally/Externally Motivated Ability to Engage and Remain on Task Organizational Skills

26. RIOT: TYPES OF ASSESSMENTS REVIEW  Available data: Academic, behavioral, and discipline records; Work samples; Curriculum materials; & Information from community resources INTERVIEW  Teachers, parents, student, and others OBSERVE  Classroom instruction, Classroom behavior systems and discipline, Student’s academics and behavior in the context of the school environmen TEST  Nomed probes by grade level, Back sampling and survey level in areas of weakness, Behavioral counts and time sampling

27. Information for Documentation Information for Tier 1  Page 1 Page 1  What is the problem definition for the Target Area of Concern? What is the specific difficulty and what is it impacting?  What is the Intervention? Activity/Time/Days  Helpful Hints for Completing Documentation Helpful Hints for Completing Documentation

28. Information for Documentation Information for Tier 2  Form 2a Form 2a  Write the Goal Statement (SMART goal)  Specific, measurable, attainable, realistic, time-bound  e.g., In 8 weeks given instruction with repeated readings, will increase # of sight words per minute from 28 to 36.  Define the Interventions.  Helpful Hints for Completing Documentation Helpful Hints for Completing Documentation  Tier 2b Tier 2b

29. Intervention Activity Think about challenging students or areas in which you need additional interventions to work students Go to the Reading/Writing, Math, Behavior Corner With the group, work through the conversation starters (5 minutes) THEN, Find an intervention resource in the respective corner Identify 1-3 interventions that you would like to implement Mark the page(s) with a sticky note (I will scan and post on a wiki.)

30. Clicker Questions

31. We know the differences and similarities related to the acronyms “PSM” and “RTI.” 1.Yes 2.No

32. RTI PSM RTI & PSM: Differences and Purposes

33. RTI is implemented state-wide. 1.True 2.False

34. Brief History of RTI in NC 2000 NC started researching RTI 04-05 5 Pilot LEA (we were one) 06-07 DPI Provided Training 2007 Changed to RTI (I=Instruction=All) 09-10 Regular Ed. on DPI RTI Leadership Team 2011 RTI is in State Regs. (p. 80)State Regs Since 2006…  Trained= 105 LEAs with 1,630 admin., teachers, & personnel

35. What does ICEL stand for? 1.Intensity, CBM, Evaluation, Levels 2.Instruction, Curriculum, Environment, Learner

36. DEFINE THE PROBLEM & DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier ICEL (how to define the problem)  Instruction  Curriculum  Environment  Learner RIOT (how to conduct the assessment)  Review  Interview  Observation  Test ICE, then L

37. Why ICE then L? 1.Level Comes Last 2.Label Comes Last 3.Learner Comes Last 4.Lesson Comes Last

38. ICE L Then, Learner look at child last in order to consider all information Hearing and Vision Social/Behavioral Skills Understanding of Instruction Internally/Externally Motivated Ability to Engage and Remain on Task Organizational Skills

39. What does RIOT stand for? 1.Research-based, Intensive, Operational, & Tiered 2.Review, Interview, Observe, & Test 3.Reach, Introduce, Orient, & Transition

40. DEFINE THE PROBLEM & DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier ICEL (how to define the problem)  Instruction  Curriculum  Environment  Learner RIOT (how to conduct the assessment)  Review  Interview  Observation  Test ICE, then L

41. When defining interventions, include: 1. Classroom, Seat, Score 2. Activity, Days, Times 3. Period, Disposition, Arrival 4. Knowledge, Skills, Ability

42. Information for Documentation Information for Tier 1  Page 1 Page 1  What is the problem definition for the Target Area of Concern? What is the specific difficulty and what is it impacting?  What is the Intervention? Activity/Time/Days  Helpful Hints for Completing Documentation Helpful Hints for Completing Documentation

43. What’s Next? 2 nd PD for New/Review in South & East Regions  Monday, November 28  Bradley Creek 3:00-4:30  Schoollink: EC7077 Tier 3:  Goal Setting,  Graphing,  Decision Making, &  Interventions  Up to 5 RTI Team members or designees from school

44. Questions?

45. LEIGH GATES, ED.D. RTI LIAISON LEIGH.GATES@NHCS.NET 10-24-11 Response To Instruction (RTI) Levels 1 and 2