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Responsiveness to Instruction (RtI) What ’ s New in North Carolina?

Responsiveness to Instruction (RtI) What ’ s New in North Carolina?. Objectives. Become familiar with the current work of NCDPI regarding Responsiveness to Instruction ( RtI ) Know the key differences between the four and three tier RtI model

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Responsiveness to Instruction (RtI) What ’ s New in North Carolina?

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  1. Responsiveness to Instruction (RtI) What’s New in North Carolina?

  2. Objectives • Become familiar with the current work of NCDPI regarding Responsiveness to Instruction (RtI) • Know the key differences between the four and three tier RtI model • Understand the critical components of RtI as a framework for school improvement

  3. History of RtI in NC

  4. North Carolina Problem-Solving Model • 2000 Study began • 2004 Five pilot sites • 2006 State wide training • 2008 Regional training & trainers • 2010 General education partnership • 2011 Implementation Science • 2012 Transition to RtI three tier model

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

  6. Critical Components of RtI • Leadership and Shared Responsibility • Curriculum and Instruction • Assessment • Problem-Solving/Data-Based Decision Making • Family and Community Partnerships • Sustainability and Integration

  7. Transitioning from Four to Three Tier Model

  8. Adjusting Mindsets Process for some students Framework for total school improvement

  9. Why Shift? • Place focus on problem-solving core for total school improvement • Increase focus on general education • Movement away from viewing RtI as a process to a framework for all students • Integrate with Positive Behavior Intervention and Support (PBIS)

  10. Special Education Educating in silos AIG ESL Title I Slide created by Dale Cusumano, Ph.D.

  11. Educating Collaboratively Special Education AIG ESL Title I Slide adapted from Dale Cusumano, Ph.D.

  12. Defining, Analyzing and Monitoring Tiers I, II and III

  13. Layering of Support Intensive Support Supplemental Support Differentiated Core

  14. Foundational Core: Tier I Who: All students are in Tier I (Core) What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students Effectiveness: If at least 80% of all students in all subgroups are meeting benchmarks in Core (with no additional support)

  15. Tier I – Three TierFocus on Core • Includes all students • Focus on all students across a grade and response to core • Document on one grade level problem-solving form • Monitor response (of all students) to instructional changes

  16. Tier I – Focus on Core • Enhanced core • Increased academic engaged time • Less paperwork • Less progress monitoring

  17. Analyzing Core

  18. Analyzing Core • Are at least 80% of your students proficient in each subgroup with foundational core alone? • What is working? Why? How do you know? • What’s not working? Why? How do you know? • Do teachers have needed skills & content knowledge?

  19. Supplemental Instruction: Tier II Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students) What: Evidence-based programs and practices demonstrated to improving performance in Core Effectiveness: If at least 70-80% of students improve performance (towards Core standards) Slide adapted from G. Batsche

  20. Tier II – Supplemental + Core • Instruction is connected to core content • Supplemental instruction does not supplant core • Documentation is on same form for individual student • Analysis of effectiveness of Tier II instruction for all students (towards Core Standards)

  21. Intensive Instruction: Tier III Who: Students needing intensive support in addition to supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improving performance Effectiveness: If there is progress towards performance (in Core standards) Slide adapted from G. Batsche

  22. Tier III – Intensive + Supplemental + Core • Instruction is most intensive in the building • Increase intensity and frequency (time, duration, or digging deeper in specific skill) • Documentation is on same form for individual student • Analysis of effectiveness of Tier III instruction for all students (towards Core Standards)

  23. NCDPI Responsiveness to Instruction http://www.ncpublicschools.org/curriculum/responsiveness/

  24. Contact Information • Amy Jablonskiamy.jablonski@dpi.nc.gov

  25. Questions

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