Turtle Mountain School District

1. Turtle Mountain School District The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings Chris Weber cweber_teacher@yahoo.com @Chi_educate Chris Weber Education https://chrisawebereducation.com

2. RTI Response to Intervention HEE Highly Effective Education

3. Why RTI? Deeper Learning Equitable Learning

4. Why RTI? Academics Behavior

5. Where Did RTI Come From? Mastery Learning Time + Support = Learning Effective Schools Movement ALL students can learn Professional Learning Communities Pyramid of interventions

6. Four Questions of PLCsFour Questions of RTI • What is it we expect students to learn? • How will students demonstrate they have learned it? • How will we respond when students don’t learn? • How will we respond when students already know it? • About which students do we have concerns? • In what areas do we have concerns? • What supports are/should we be providing? • Has the student responded to instruction and intervention?

7. The Three Big Ideas of PLCs The Four Critical Questions of PLCs

8. The Three Big Ideas Focus on Learning Collaborative Culture Focus on Results

9. Focus on Learning The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. Educators demonstrate their commitment to helping all students learn by working collaboratively to address four questions.

10. What are Characteristics of a Focus on Learning? Mid-lesson checks for understanding End of lesson exit slips Built-in preview days Built-in review days An expectation that students will re-complete an assignment or assessment related to critical learning on which they did not demonstrate mastery

11. Collaborative Culture No school can help all students achieve at high levels if teachers work in isolation. Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

12. What are Characteristics of a Collaborative Culture? Regular time for collaboration Norms that focus collaboration Evidence of collaboration outside of “Collaboration Time” Collaboration is not an option – no one can opt out Products and evidence of improved student learning from collaborative efforts

13. Focus on Results PLCs measure their effectiveness on the basis of results rather than intentions. All programs, policies, and practices are continually assessed on the basis of their impact on student learning. All staff members receive relevant and timely information on their effectiveness in achieving intended results.

14. What are Characteristics of a Focus on Results? Teachers enthusiastically analyze their data in relation to other teachers data Teachers are willing and eager to share strategies that have resulted in high level so student learning Teachers visit one another’s classrooms to study best practices

15. Four Critical Questions of RTI What do we want students to learn? How will students demonstrate they have learned it? What will we do if they don’t learn? What will we do if they already know it?

16. What Do We Want Students To Learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?

17. What are Characteristics of a Curriculum Focused on Essential Learning Outcomes? Teacher teams have collaboratively identified essential learning targets Teacher have collaboratively unpacked learning targets Teachers prioritize instruction within a unit of instruction to ensure that all students master the essentials

18. How will students demonstrate they have learned it? Are we monitoring each student’s learning on a timely basis?

19. How Will Teams Gather Evidence of Student Learning? Teacher teams have… …designed common formative assessments to measure student learning of essential standards …administered common formative assessments to measure student learning of essential standards …collectively analyzed evidence to determine… …the specific learning needs of each child …the effectiveness of the instruction the child receives in meeting these needs

20. Assessment Who requires intensive supports Universal screeners Mastery of essentials at Tier 1 CFAs Diagnostics Why are students at risk Response to Tier 2 and 3 Progress monitoring

21. What Will We Do If They Don’t Learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

22. What are Characteristics of Systematic Interventions? Schools have identified… When supplemental supports can be provided in additional to core instruction on essential standards Who on staff is available, qualified, and trained to provide supports What resources and strategies can be used to meet student needs

23. What Will We Do If They Already Know It? What systematic process is in place to extend and enrich learning to greater levels of depth and complexity?

24. What are Characteristics of 21st Century Skills? Teams have identified the 21st Century Skills that they believe students should possess Teams have identified how essential learning can be explored to greater levels of depth and complexity Teams have differentiated content, the learning processes, and products that students create to demonstrate mastery

25. What is RTI? Systems of Support Coordination Communication Success

26. What is RTI? RTI is a Verb Problem-Solving Process Systemizing the Great of Work of Teachers Organized Passion HO – RTI is…

27. What Might RTI Look Like? Tier 1 Viable, Clearly Defined Curriculum Formative Assessments Scaffolds and Differentiation Small Group Supports

28. What Might RTI Look Like? Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content

29. What Might RTI Look Like? Tier 3 Deficits in Foundational Prerequisite Skills Early and Intensive Diagnostic and Targeted Close the Gap

30. How Will RTI Lead to Success Culture Beliefs Expectations Collaboration Cooperation Compromise Consistency Structures Roles Responsibilities Schedules Personnel Resources Mutual Support and Accountability

31. Culture What is school culture? What cultures are important to RTI? How will RTI look at your school? How will build and sustain an RTI-driven system of supports at your school?

32. Three Critical Teams School Intervention Team School Leadership Team Collaborative Teacher Teams

33. Collaborative Teacher Teams The Key to . . . RTI HEE PLC’S

34. Tasks and Roles ofCollaborative Teacher Teams

35. Tier 1 Viable, Clearly Defined Curriculum Common Formative Assessments Scaffolds and Differentiation Small Group Supports HO – RTI Tiers 1 and 2

36. Viable Curriculum“What do we want our students to learn?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? HO – Cognitive Planning Protocol

37. Table Talk HO – RTI Process for Teacher Teams

38. Common Formative Assessments“How will our students demonstrate their learning?” Why the task of a teacher teams? Why collaboratively? What is the BC Context? HO – Data Analysis Protocol

39. Table Talk

40. Scaffolds, Differentiation andSmall Group Supports Why the task of a teacher teams? Why collaboratively? What is the BC Context?

41. Table Talk

42. Tier 2 If It’s Predictable, It’s Preventable More Time Alternate Approaches Mastery of Prioritized Tier 1 Content

43. Table Talk

44. Three Critical Teams School Intervention Team School Leadership Team Collaborative Teacher Teams HO – RTI Teams

45. RTI Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. Teacher Teams HO – RTI Teams

46. Three Critical Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. School Leadership Team HO – RTI Teams HO – RTI Process for Leadership Teams

47. Three Critical Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. School Intervention Team HO – RTI Teams

48. Three Critical Teams School Intervention Team School Leadership Team Teacher Teams

49. Systems & Cycle of Inquiry Identify Formulate questions Develop an intervention plan Implement the plan Monitor student progress Develop / refine the hypothesis Regardless of the student Regardless of the teacher Regardless of the school

50. Systems & Cycle of Inquiry HO – RTI Systems