Response to Instruction & Intervention (RtI 2 )

1. Response to Instruction & Intervention (RtI2) Using Differentiation to Provide Equity and Access for All Students

2. Our Beliefs • RtI2 is not a program, but a process and framework for consolidating and using your existing resources wisely • RtI2 is designed to assure high levels of learning for all students

3. For all students to learn, we must: • Start with a highly effective research-based core instruction • Systematically identify students who are not succeeding in our core program • Provide additional time and support to struggling students

4. PLCs RtI Over the past decade, two proven processes have been developed to achieve this goal: Both are Systems Changes

5. Greek Root - Syn = bringing together Greek Root - ectics = diverse elements RtI2 Visual Synectic Response to Instruction & Intervention is like… … because …

6. Response to InterventionWhat Is It? Why Do It? Is It Worth It? • “Say Something*” Activity • Paired Reading Strategy • Thinking-Out-Loud & Attentive Listening • Individual & Shared Understanding * ‘something’ might be a question, a brief statement, a key point, an interesting idea, or a personal connection

7. RtI Video http://www.cde.state.co.us/media/rti/rtivideo/rti.htm • “We’re creating a system that supports students at whatever level they need to be supported. ALL students fit within the system of RtI and the three tiered services model.” • -Montina Romero

8. K-W-L Chart (L is for Later)

9. Core Principles of RtI • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method to make decisions within a multi-tier model • Use research-based, scientifically validated interventions/instruction • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for 3 purposes: screening, diagnosis, progress monitoring

10. Essential Characteristics of RtI • Collective responsibility • Quality core instruction • Universal screening and diagnostic assessment • Research-based supplemental services and interventions • Progress monitoring – Use of data to make instructional and intervention decisions • Quality problem solving • Guaranteed access for all students (http://www.rti4success.org/)

11. Big Ideas of RTI: To BE Effective We Must: • Use an instructionally relevant and efficient resource deployment system • Use scientifically research – based practice to extent available • Match instruction to individual student needs • Make sure the instruction is sufficiently explicit and sufficiently intense • Monitor implementation fidelity • Monitor student response and change instruction as necessary - David Tilly, 2008

12. RtI: A Definition Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction (differentiation) or goals and applying student response data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data.Source: School Level NASDSE Blueprint

14. The RtI2 – PLC Link RtI2 cannot be implemented effectively without a collaborative process in place for on-going progress monitoring and looking at data.

15. Problem Solving Process (COI) • Define the problem • Where are our gaps? • Analyze the problem • Why is it happening? • Develop a Plan • What shall we do about it? • Evaluate • Did our plan work?

16. The Three Big Ideas of a PLC 1. Focus on learning 2. Build a collaborative culture 3. Focus on results

17. Creating a PLC Foundation What is your current reality? What are the barriers to the collaborative process?

18. The RtI2 – PLC Link • Marathon Meetings • Strengths, concerns, interventions, desired outcome, action plan, time-line, follow up, meet 3 times a year • (Team can consist of Teacher, Psych, Speech Therapist, Admin, Counselor, other Resource Teachers)

19. PBIS: Family Support Teams IEPs & Marathon Meetings SSTs, & Marathon Meetings Progress Monitoring happens at each tier! PLCs/Data Teams, Grade Level/Dept. Teams, & Marathon Meetings

20. In a PLC, Collaborative TeamsFocus on Three Key Questions 1. What do we expect students to learn? 2. How will we know when they have learned it? 3. How will we respond when they have/haven’t learned it?

21. Existing Program Qualities How well are your students currently being served?

22. Guaranteed Access For All: • Schools systematically identify, place, monitor, and revise individual student intervention in a timely way • Interventions are part of a system that ensures that no matter which teacher a student is assigned, the same thing happens when they don’t learn

26. What does the data say? Does the data provide new insights into your perceived reality? What did you learn?

27. Pair Share Think The RtI2 – PLC Link

28. RtI2… - David Tilly, 2008

29. A Moral Responsibility “Our work must be driven by the knowledge that our collaborative efforts will determine the life long success or life-ending failure of our students.” -Pyramid Response to Intervention

30. Day 1 Evaluation Reflect on Day 1 Learning (http://estaffroom.sccoe.org) Day 2: Digging Deeper into Your School’s Data