RTI For SCHOOL WIDE SUCcESS

1. RTI For SCHOOL WIDE SUCcESS Presented bY Brooke Prickett, STL regional ConsULTant Dr. Bertha Richardson, STL regional ConsULTant

2. Agenda Welcome and Introduction What is RtI? Systematic Intervention What is it ? What does it look like in a school?

3. Who Are We? • BROOKE • B abbling • R esponsive • O pen-minded • O ut-going • K nowledge- seeking • E nthusiastic • BERTHA • B usy • E nthusiastic • R eaching • T eacher • H appy • A +

4. What Do You Expect From Today ? • Who Are You? • What One or Two ‘Things’ Do You Expect from Today’s Session ? Now, Let’s Look at Our Agenda !

5. Norms (Working Agreements) Begin and end on time Be an engaged participant Limit sidebar conversations Listen fully Use electronics to focus your learning Tidy up!

6. Essential Questions What are the essential components of RtI? What instructional strategies are most effective?

7. WE are sharing A COMPREHENSIVE, MULTISENSORY AND BALANCED LITERACY rti PROGRAM WHICH PRESENTS A SEQUENCE AND STRUCTURE DESIGNED TO CLOSE THE GAP FOR ell, AT promise OR STRUGGLING READERS.

8. oUTCOMES • Examine a RTI model to close the ELL reading achievement gap and balanced language and literacy. • Discover new strategies for students in Tier 2 and Tier 3 who have not been successful with other reading strategies. • PLC implementation connection

9. Oak Hill St. Louis Public school district

10. What is RTI ? • RTI is the practice of providing high quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions. • National Association of State Directors of Special Education

11. Mo definition • Response to Intervention (RtI), in its broadest sense, is a framework that allows for instructional and behavioral effectiveness through the use of evidence-based practice, systematic data collection, and data-based decision-making within a tiered model to improve educational outcomes for all students.

12. Effectiveness of RTI • PLC (Professional Learning Community) • What do you want your students to know? • How will you know they know the information or skill? • What will you do if they have not learned it or what will you do if they have learned it? • Assessing every five weeks

13. Data cycle

14. Is There a Match ?

15. Are we ready to implement? • How will we identify students in need of intensive interventions BEFORE they start to fail? • What essential standards will be taught at Tier 1 through core instruction with embedded differentiation? • What criteria will be used to determine which students need supplemental support and which need intensive support?

16. ARE WE ready to implement (cont’D) How can we best utilize our school-wide resources to support Tier 2 and Tier 3 support? How will we monitor student progress within intervention? How will the intervention team determine if special education is necessary, appropriate, and defendable for a student?

17. Identify • Reading • Writing • Number sense • English language • Attendance • Behavior

18. Identify • Universal Screeners • Common Formative Assessments • Staff Recommendation

19. How does this compare to how your school makes determinations for placements? • What’s the same? What’s different? • What will work for us? What will not work for us?

20. Effective Interventions • Research-based • Directive • Administered by trained professionals • Targeted • Timely • Do the interventions you are currently using meet this criteria?

21. Time????

22. TIME • “Flexible Intervention Time at the Elementary/Secondary Level” • OR • “The Floating Tutor”

23. How? Explore Interventions

24. Tier 1-CORE • What is provided for all students • Direct instruction • Differentiated instruction as needed

25. Tier 2-Supplemental • Some help beyond what is provided for all students in Tier 1 • Small-group tutoring (failed learner) • Mandatory study hall to complete missing assignments (intentional non-learner) • Reward for good behavior in class (intentional non-learner)

26. Tier 2 Brainstorm

27. Tier 3-Intensive • A lot of help beyond what is provided for all students in Tier 1 • Intensive reading support class (failed learner) • Daily study skills to help the student organize and complete his homework (intentional non-learner) • 2-period math class that provides the student both access to grade-level curriculum and targeted remediation in prerequisite skills (failed learner)

28. Tier 3 Brainstorm

29. 5 Minimum Components • High-Quality, Research Based Instruction in all Classrooms • Universal Screening in Literacy, Numeracy, & Behavior (3xYr) • Progress monitoring of students receiving T2/T3 services • Research-Based Interventions • Implementation Fidelity is measured in T1, T2, & T3 • (Alan Coulter, 2008)

30. Vision for Schools of Tomorrow • Shared ownership, accountability, and leadership • All struggling students referred to the RTI system for support with a prevention focus on academics and social/emotional/behavioral issues • Eligibility considered after intervention and ongoing progress monitoring of response to intervention • Early intervening services are accessible to any student in need • Authentic assessments and progress monitoring throughout the curriculum; less focus on standardized assessments to determine eligibility for special ed • Flexible delivery of support services is the norm

31. Measure of Student GrowthKindergarten room 109 Aug. Assessment Dec. Assessment

32. Sample Schedule • Large Group Reading 30 minutes You can make it two 15 minutes sessions if need to break up • Centers or reading Activities (Small Group instruction) 1 hour • Close 5 to 10 minutes • Writing Large Group 15 minutes • Small group writing 20-30 minutes

33. Skill Set • How we help our students to obtain their skill set using multi sensory instruction

34. Lesson extension

35. IDR Independent Directed Reading

36. Technology Differentiated

37. We begin to celebrate successes