1. Responsiveness to Instruction (RtI) Welcome! 1.Gather at your table with your team. 2.Before we begin, use sticky dots to answer the 6 statements posted around the room. 1

2. Responsiveness to Instruction (RtI) Overview North Carolina Department of Public Instruction 2011 2

3. Welcome! Introductions Who are we & Why are we here? –Choose a spokesperson. –Share with the group: Who are you? Where are you from? School? District? Other? Why are you attending this training? What do we already know about RtI? What do you want to learn? 3

4. Objectives Prepare school and district teams to begin building the foundation of a problem-solving model. Become familiar with the essential components of implementation science. Identify and utilize resources to support RtI for school improvement. Understand the basic tenets of RtI as a School Improvement model. 4

5. What Are Our Beliefs? What are characteristics or qualities of a great school? For 2 minutes, work alone to write each characteristic or quality on its own sticky note. For 4 minutes, work with your team to categorize your characteristics by placing similar qualities together. Work together to label each category. Decide who will share your categories with the rest of the group.. 5

6. Facilitating Change People fear change-why? –More work –Less time –Lack of understanding Change perceived as “adding” Good change is welcomed –Extra paycheck –Additional day off –No interest on payments 6

7. Facilitating Change: How Long Does it Take? School Culture -Practices -Beliefs -System Structures Outcome Data Standardized Tests School Culture 2-4 Years Outcome Data 4-7 Years 7

8. What IS RtI? 8

9. National RtI Model “Response to Intervention” –Born out of Reauthorization of Special Ed Law (IDEA 2004) Two Models of RtI: –Problem-Solving Model –Standard Protocol Problem- Solving 9

10. Public Health & Disease Prevention Primary (ALL) -Reduce the new cases of problem behavior Secondary (SOME) -Reduce the current cases of problem behavior Tertiary (FEW) -Reduce complications, intensity, severity of current cases Kutash et al., 2006; Larson, 19994 10

11. Why ? NCLB 2002 IDEIA 2004 ESEA Blueprint For Reform 2010 Accountability for ALL students Using research- based practices Data-based decision making Evidence- based practices Frequent assessments Incentives for rigorous standards and accountability Subgroup analysis Career and college ready 11

12. Title I ESL AIG Special Education Educating in silos Educating Collaboratively 12

13. History of RtI in NC 13

14. Research on RtI begins Efforts led by SLD Consultant in EC Department 5 pilot LEAs selected (two schools per pilot site) Pilots trained Norming Project 2000 2004-2005 14

15. Trainings across NC began “Response to Intervention” changed to Responsiveness to Instruction” Focus on ALL students 2006-2007 2007 15

16. Regular Education personnel added to RtI Leadership Team at DPI 2009-2010 1 EC Representative 3 Regular Ed Representatives 16

17. Currently Since 2006 Representation from 105 traditional LEAs, 12 Charter/Special Schools trained in State RtI Foundations Over 1630 administrators, teachers, and LEA school-based personnel trained 17

18. Current NCRtI Leadership One exceptional children consultant Two regular education, early elementary consultants ESL/Title III consultant Three contracted field support specialists 18

19. Layering of Support Differentiated Core Supplemental Support Intensive Support 19

20. NC DPI Definition of RtI “NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.” 20

21. What is RtI? Framework that focuses on: –Appropriate, targeted instruction –Researched-based teaching strategies –Early intervention –Accurate assessment with valid, reliable data –Frequent progress monitoring –Informed instructional decisions 21

22. 22 Tier I Tier II Tier III Tier IV Student Needs Resources 22

23. Total School Improvement Model 23

24. Total School Improvement Model Problem solving for all students Setting goals for groups of students and individual students Maximizing curriculum to meet needs of all students 24

25. 3 Components of RtI 25

26. Layering of Support 26

27. RtI Teaching & Executive Standards NC Falcon Early Literacy Common Core & Essential Standards ACRE: Accountability and Curriculum Reform Effort Is This One More Thing? 27

28. Making Connections: Common Core Standards Anchor Standard for reading… “10. Read and comprehend complex literary and informational texts independently and proficiently.” Common Core is the bus RtI is the driver 28

29. Making Connections: ACRE Accountability and Curriculum Reform Effort “provide a new model for measuring school success that gives parents and educators more relevant information about how well schools are preparing students for college, work and adulthood” A key tenet of RtI: Communication of Student progress in timely manner 29

30. Making Connections: NC Professional Teaching Standards “Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding” Did students respond to the delivered instruction? 30

31. Making Connections: Comprehensive Balanced Assessment “A comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and statewide assessments that are aligned to state standards” Each allows insight into students’ response to instruction 31

32. Reality of Current Education 32

33. Current Reality “The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global market place.” - The Perfect Storm 33

34. Dilemma Our traditional U.S. school system was not designed to ensure all students learn at high levels. 34

35. “Getting a good education is the time- honored path of upward mobility; education is viewed as the means to achieve the [American] Dream. Over the past 30 years …jobs have [changed], making education an even greater necessity for economic success.” Yeskel (2008) 35

36. How is This Different? Creates a shift in focus –proactive rather than reactive –eliminates “Wait to Fail” Early intervening to prevent failure More efficient use of resources Supports family partnerships 36

37. Problem Solving for all students Something is “wrong” with this student… 37

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39. Student is performing below grade level Pre-Referral Team Meets Interventions/ Accommodations are implemented Class work samples collected Refer for testing Test Do not test Does not qualify Qualifies Meet and repeat every three weeks 39

40. Now what? What is working for this student? Family Questions What did that report really mean? Is my child getting ‘services’? Teacher Questions Will my child ever be good at school? They said by 2 nd grade my child should be able to get services…now what? What does this student need? 40

41. Build a System of Support Students fluidly move between a seamless support system 41