Response To Instruction (RTI) Levels 1 and 2

1. Response To Instruction (RTI)Levels 1 and 2 Leigh Gates, Ed.D. RTI Liaison Leigh.gates@nhcs.net 10-24-11

2. How We Will Do It… • Pre-Questions (Clickers) • Overview (PowerPoint) • Small Group Discussion & Whole Group Share • Complete Documentation • Identify Interventions • Post-Questions (Clickers)

3. Clicker Questions

4. We know the differences and similarities related to the acronyms “PSM” and “RTI.” Yes No Somewhat

5. RTI is implemented state-wide. True False

6. What does ICEL stand for? • Intensity, CBM, Evaluation, Levels • Instruction, Curriculum, Environment, Learner

7. Why ICE then L? • Level Comes Last • Label Comes Last • Learner Comes Last • Lesson Comes Last

8. What does RIOT stand for? • Research-based, Intensive, Operational, & Tiered • Review, Interview, Observe, & Test • Reach, Introduce, Orient, & Transition

9. When defining interventions, include: • Classroom, Seat, Score • Activity, Days, Times • Period, Disposition, Arrival • Knowledge, Skills, Ability

10. Response to Instruction (RTI) is… a MULTI-TIERED instructional FRAMEWORK for increasing ACHIEVEMENT, decreasing BEHAVIORS, and integrating INTERVENTION & ASSESSMENT.

11. RTI & PSM: Differences and Purposes RTI PSM

12. Brief History of RTI in NC • 2000 NC started researching RTI • 04-05 5 Pilot LEA (we were one) • 06-07 DPI Provided Training • 2007 Changed to RTI (I=Instruction=All) • 09-10 Regular Ed. on DPI RTI Leadership Team • 2011 RTI is in State Regs. (p. 80) Since 2006… • Trained= 105 LEAs with 1,630 admin., teachers, & personnel

13. Goals of RTI • Prevention of academic/behavior problems • Interventionfor academic/behavior problems • Determination of eligibility as a student with a specific learning disability IDEA Partnership

14. Essential Components of RTI • High Quality Instruction • Tiered Instruction/Intervention • Ongoing Assessment • Data-based Decision Making • Family Involvement RTI Action Network of the National Center for Learning Disabilities

15. Small Group Discussion In a small group (2-5 people), discuss the following: • The top 3 RTI things that you do well What successful strategies can you share with others? • As an individual (e.g., your role as a teacher, counselor, etc.) • In your classroom (e.g., interventions, assessment, etc.) • As a school (e.g., infrastructure, culture, etc.) • The top 3 RTI things you want to learn more about What kinds of strategies do you want others to share? • Where are your gaps as an individual, classroom, or school? • What do you need to move forward with the process?

16. Whole Group Share One Representative From Each Group Shares … • The top 3 RTI things that you do well… • The top 3 RTI things you want to learn more about…

17. RTI: The Process Tier IV Consultation with parents, team members, and teachers for IEP consideration. Tier III School-wide Team Change Environment Progress Monitor Tier II Grade Level Targeted Standard Protocol Interventions Based on Data Tier I Universal Screening General Education Differentiated Instruction PEP General Education Teacher, Parent, (and Another?) Amount of Resources Needed to Solve Concerns General Education Teacher & Parent School-wide RTI Team (including interventionist) Data-based, DI Interventions & Progress Monitoring Intensityof Problem

18. RTI Process -Tier 1 Tier 1: The General Education Teacher… • Obtains T1/PEP Documentation • Meets w/ Parents (RTI Invitation & p.1 & top of p.2 of T1/PEP) • Implements Intervention • Analyzes Results Using Data (p.2 T1/PEP) • Assessments: ClassScapes, Products, Observations, Probes • Progress: continue & meet w/parents 1x/marking period • NoProgress: document decision to move to T2

19. RTI Process- Tier 2 Tier 2: The General Education Teacher… • Obtains Tier 2a Documentation • Meets w/ Parents (RTI Invitation & T2a) • Can bring in others (e.g., case manger, grade level chair) • Implements T1 and T2 Interventions • Analyzes Results Using Data (T2b) • Assessments: ClassScapes, Observations, Probes, Curriculum, Rubric • Progress: continue & meet w/parents periodically • No Progress: document decision to move to T3

21. DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier • ICEL (how to define the problem) • Instruction • Curriculum • Environment • Learner • RIOT (how to design/conduct the assessment) • Review • Interview • Observation • Test ICE, then L

22. ICEL INSTRUCTIONdelivery of the academic/affective curriculum Differentiated Level of Instruction • Grade level skills, higher, lower Rate of Instruction • Pacing Presentation • Modality and/or tools Teacher/Student Ratio • Whole class, small group, one-to-one Instructional Transitions • Classroom/behavior management, transitions

23. ICEL CURRICULUM what is taught including, but not limited to: Content • Skills and/or behavior being taught Instructional Materials • Adopted/supplemental texts, types of assignments Progress Monitoring/Assessment • Probes, benchmarks, EOGs, ClassScapes, bell ringers

24. ICEL ENVIRONMENT school/home/community including Instructional Style Class Size Physical Arrangements Medical Factors Counseling (other community services) Transience Attendance/Tardiness ELL Issues Cultural Issues Socioeconomic Issues

25. ICEL Then, Learner look at child last in order to consider all information Hearing and Vision Social/Behavioral Skills Understanding of Instruction Internally/Externally Motivated Ability to Engage and Remain on Task Organizational Skills

26. RIOT: TYPES OF ASSESSMENTS • REVIEW • Available data: Academic, behavioral, and discipline records; Work samples; Curriculum materials; & Information from community resources • INTERVIEW • Teachers, parents, student, and others • OBSERVE • Classroom instruction, Classroom behavior systems and discipline, Student’s academics and behavior in the context of the school environmen • TEST • Nomed probes by grade level, Back sampling and survey level in areas of weakness, Behavioral counts and time sampling

27. Information for Documentation • Information for Tier 1 • Page 1 • What is the problem definition for the Target Area of Concern? • What is the specific difficulty and what is it impacting? • What is the Intervention? • Activity/Time/Days • Helpful Hints for Completing Documentation

28. Information for Documentation • Information for Tier 2 • Form 2a • Write the Goal Statement (SMART goal) • Specific, measurable, attainable, realistic, time-bound • e.g., In 8 weeks given instruction with repeated readings, will increase # of sight words per minute from 28 to 36. • Define the Interventions. • Helpful Hints for Completing Documentation • Tier 2b

29. Intervention Activity Think about challenging studentsorareas in which you need additional interventions to work students Go to the Reading/Writing, Math, Behavior Corner With the group, work through the conversation starters (5 minutes) THEN, Find an intervention resource in the respective corner Identify 1-3 interventions that you would like to implement Mark the page(s) with a sticky note (I will scan and post on a wiki.)

30. Clicker Questions

31. We know the differences and similarities related to the acronyms “PSM” and “RTI.” Yes No

32. RTI & PSM: Differences and Purposes RTI PSM

33. RTI is implemented state-wide. True False

34. Brief History of RTI in NC • 2000 NC started researching RTI • 04-05 5 Pilot LEA (we were one) • 06-07 DPI Provided Training • 2007 Changed to RTI (I=Instruction=All) • 09-10 Regular Ed. on DPI RTI Leadership Team • 2011 RTI is in State Regs. (p. 80) Since 2006… • Trained= 105 LEAs with 1,630 admin., teachers, & personnel

35. What does ICEL stand for? • Intensity, CBM, Evaluation, Levels • Instruction, Curriculum, Environment, Learner

36. DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier • ICEL (how to define the problem) • Instruction • Curriculum • Environment • Learner • RIOT (how to conduct the assessment) • Review • Interview • Observation • Test ICE, then L

37. Why ICE then L? • Level Comes Last • Label Comes Last • Learner Comes Last • Lesson Comes Last

38. ICEL Then, Learner look at child last in order to consider all information Hearing and Vision Social/Behavioral Skills Understanding of Instruction Internally/Externally Motivated Ability to Engage and Remain on Task Organizational Skills

39. What does RIOT stand for? • Research-based, Intensive, Operational, & Tiered • Review, Interview, Observe, & Test • Reach, Introduce, Orient, & Transition

40. DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN We Use ICEL and RIOT at Each Tier • ICEL (how to define the problem) • Instruction • Curriculum • Environment • Learner • RIOT (how to conduct the assessment) • Review • Interview • Observation • Test ICE, then L

41. When defining interventions, include: • Classroom, Seat, Score • Activity, Days, Times • Period, Disposition, Arrival • Knowledge, Skills, Ability

42. Information for Documentation • Information for Tier 1 • Page 1 • What is the problem definition for the Target Area of Concern? • What is the specific difficulty and what is it impacting? • What is the Intervention? • Activity/Time/Days • Helpful Hints for Completing Documentation

43. What’s Next? 2nd PD for New/Review in South & East Regions • Monday, November 28  • Bradley Creek 3:00-4:30 • Schoollink: EC7077 Tier 3: • Goal Setting, • Graphing, • Decision Making, & • Interventions • Up to 5 RTI Team members or designees from school

44. Questions?

45. Response To Instruction (RTI)Levels 1 and 2 Leigh Gates, Ed.D. RTI Liaison Leigh.gates@nhcs.net 10-24-11