Braiding Responsiveness to Instruction/Intervention RtI

1. Braiding Responsiveness to Instruction/Intervention RtI Carol White, Ed.D; Daniel Haithcox; Nancy Keuffer; Michael Thomas Artist: Mark Farrington Durham School of the Arts

2. Objectives Broaden awareness of the RtI Framework Define braiding Illustrate connections between RtI and school supports

3. RtI: Definition The practice of: 1) providing high qualityinstruction and interventions matched to students’ needs, 2) monitoring progress frequently to make changes in instruction or goals and, 3) applying student response data to important educational decisions.

4. Benefits of RtI Eliminates a “wait to fail” situation because students receive early intervention within the general education setting Differentiates between inadequate instruction and a student disability Provides information that supports teachers in evaluating student needs for alignment with instruction through progress monitoring Supports standards 6 and 8of the NC educator evaluation instrument

5. RESEARCH Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model. Stewart, Benner, Martella, & Marchand-Martella, 2007Quality instruction can reduce student engagement in problem behavior. Sanford, 2006; Preciado, Horner, Baker, 2009Children who fall behind academically will be more likely to find academic work aversive and engage in escape behaviors. Mcintosh, 2008

6. Essential Components of RtI

7. How have we historically addressed this child’s needs in the regular education classroom? What could be assumed about this child if he did not perform well today? Who should address his needs?

8. Our education system has grown up through a process of “disjointed incrementalism”(Reynolds, 1988) Gifted Title 1 EC Regular Ed. ELL

9. Unintended effects • Conflicting programs • Conflicting funding streams • Redundancy • Lack of coordination across programs • Nonsensical rules about program availability for students • Extreme complexity in administration and implementation of the programs

10. RtI…. Tier II Tier III Tier I Intensive Intervention Targeted Intervention Universal: General Education

11. Activity: Resource Identification Braiding It All Together

12. Common Core PLC PEP Assessments SIOP EC Law PBIS Is there one Way to braid it all together?

13. Don’t be overwhelmed… Its all the same thing

14. Activity: Identifying resources PEP PBIS SIOP EC Law IT’S ALL ABOUT SCHOOL IMPROVEMENT! Assessments Common Core

15. Braiding Defined • Braiding is “A combining of services and funding to create a system of comprehensive support in an educational setting. “ • Walker, 2009

16. Benefits of Braiding Aligns all resources to meet the needs of the whole student Fosters a culture of collaboration Between departments Between Stakeholders Provides continuity across curricular areas, instruction and assessmentIncreases program sustainability

18. Behavior Academics Response to Intervention Common core

19. Slide created by Carol White Ed.D Response to Intervention Common core

20. Braiding Lessons Learned: Tier I Provide training for use of screening data during PLC Set guidelines for intensifying instructional supports within tiers of intervention Make decisions about ESL and Gifted learners Create a district RtI Team inclusive of a variety of stakeholders (i.e. principals, teachers, facilitators) Evaluate use of assessments Identify redundancies Know what purpose they serve and how to use the information Identify resources

21. Slide created by Carol White, Ed.D Response to Intervention Common core

22. Braiding Lessons Learned: Tier II Continue to make connections to other district initiatives such as equity work and dual language Ensure collaboration with PBIS team members Collaborate regularly across departments Create supportive community and business partnerships Strengthen communication between EC and General Education Continue ongoing parent contact

23. Slide created by Carol White, Ed.D Response to Intervention Common core

24. Braiding Lessons Learned: Tier III All stakeholders work to develop and implement a collaborative plan utilizing research-based interventions that will support the individual student Schedule Problem Solving Team meetings to include the partners needed to support the plan created Partners collaborate to identify how stakeholders will know when to refer students for EC services

25. Role of District Leadership • Sets the vision of an integrated system of student support • Monitors for accountability and fidelity • Insures stability during change • Protects the effort (e.g., policies, financial and human resources, hiring, professional development) • Addresses challenges (infrastructure, technology deficits etc.) (Kellerer, Larsen & Mellard, 2010)

26. Braiding Lessons Learned: Leadership Conduct a district evaluation of all state and district assessments Design a long range RtI plan that utilizes implementation science frameworks Provide a RtIDistrict Coordinator/Director position along with school-based support staff Ensure the District Coordinator is included in district leadership sessions that inform and guide implementation decisions

27. “Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.” -Napoleon Hill, American speaker and motivational writer