MODULE 1 Getting Started with RtI
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Transcript of MODULE 1 Getting Started with RtI
MODULE 1
Getting Started with RtI
MODULE 1
Getting Started with RtI
RtITrainingModules
MODULE 1Getting Started with RtI
MODULE 2Data
Meetings & Problem Solving
MODULE 3
Interventions &
Progress Monitoring
MODULE 4
Data-Based
Decision Making
MODULE 5
Scaling UpDevelop a Plan for Year 2
Training Modules
Agreements
Stay focusedKeep sense of humorDon’t shoot the messengerSilence cell phonesHonor time limits
STAND UP IF
YOU…
Participants will understand… Consensus Building
Definition, Rationale, and Goals of RtI in Florida
Laws – NCLB, IDEIA, Florida Rules & Statute
InfrastructureMulti-Tiered ModelBig Ideas of Problem SolvingFormation, Function and Purpose of Problem
Solving TeamsPrincipal’s Role in RtI
Implementation Steps of RtI
Outcomes – Module 1
Consensus Building
In the beginning
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills,
Knowledge
All of Beliefs, Skills,
Knowledge
Over Time
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills,
Knowledge
All of Beliefs, Skills,
Knowledge
PS/RtI: Definition
RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction.
National Association of State Directors of Special Education, 2005.
Rationale for Using RtIRtI is a way to help all students obtain the
appropriate instruction and intervention to improve their academic process.
RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs.
RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.
Rationale, continued
RtI prevents inappropriate identification of students for special education services.
Racial disproportionality is reduced in
programs for students with learning disabilities, mental handicaps and emotional handicaps.
RtI is a means for those students who “fall between the cracks” to get the help they need.
SLD
?
60 80 90 100 11070 120Intelligence
60
70
90
80
100
110
120
ReadingLevel
Catching them all…
Intellectually Disabled
Three different students
Identify students early.
Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner.
Modify instruction and implement evidenced-based interventions based on individual needs.
Make informed decisions about what resources are needed to ensure student success.
Goals of RtI in FloridaT i R – Thinking is Required
Why is RtI now being adopted by schools?
Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.
This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.
Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations:Explicitly ALLOW districts to use RtI to identify
ESE students.
No Child Left Behind (2001)
RequirementsEvidenced-based practicesFrequent progress monitoring with
changes in programs as neededEarly interventionStudent outcomes drive decisions
A Shift in Thinking
The central question is not:“What about the student is causing the
performance discrepancy?” but“What about the interaction of the
instruction, curriculum, environment, and learner should be altered so that students will learn?”
This shift alters everything!
Changes that RtI brings…
Teachers will meet regularly in grade levels with an increased focus on data.
An emphasis on a collaborative approach among teachers to share best practices.
Resources will be utilized in different ways.
Students will receive services earlier in their school career.
Earlier and more precise identification of problems.
A more accurate identification of qualifying students for ESE.
Decisions become more data driven.
Assessments become a common tool to gauge student growth, classroom growth, and building wide growth.
Changes that RtI brings…
And…the principal’s role as a
lead learner will be magnified…
Changes that RtI brings…
Challenges to Implementation
The challenge of implementing an RtI system
demands: adopting new beliefs, attitudes,
knowledge, and skills. demonstrating the discipline to change
what traditionally we have done.
Consensus Building Activity
RtI IS NOT:
RtI IS:
RtI IS NOT:
Complete T-Chart
1. Collaborate with members at your table to complete chart.
2. Envelope with sentence strips containing statements describing what RtI is and what RtI is not.
RtI IS: RtI IS NOT:Data Driven Decision-Based Decisions are based on the “gut feel”
approach
Matching needs and resources Intended to encourage or stop placement of students
A collaborative effort Possible to implement alone
Uniquely defined for each school building
The same for each school
Serving whole school, groups, and individuals
Serving one student at a time
Guided by Outcome = Result orientation
Guided by philosophy or habits
Opportunity to learn for ALL Opportunity to learn for some
A problem solving framework to structure our thinking and decision making
An instructional program
An “Every” Education Initiative A special education, general education, Title I, etc. initiative
Infrastructure
Infrastructure
Multi-Tiered System that supports RtI
Resources: time, personnel, materials
Problem Solving ProcessThree teams that will look at
dataPrincipal leadership
What is the Multi-Tiered
System that RtI supports?
Challenges to Implementation
Tiered Model of School Supports &
The Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports.
Tier 2: Targeted, Supplemental
Interventions & Supports.
Tier 1: Core, Universal Instruction &
Supports.
Three Tiered Model of School Supports
What is the Problem?
Why is itoccurring?
Is it working?
What are we going to do about it?
Tiers of Service Delivery
I
II
III
Problem Identification
Problem Analysis
Intervention Design
Responseto
Intervention
Tier 1: Instruction and Support General academic and behavior instruction and support provided to all students in all settings .
Tier 2: Intervention/Support More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 3: Intensive, Individualized Interventions & Supports
Tiers as Resources
Tier I
Tier II
Tier III
Inventory all universal programs in the school intended to prevent student academic or behavioral failure.
Inventory programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties.
Inventory the most intensive programs reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports.
Inventory of Resources
Utilizing Resources…
EVERYONE in the school building is a potential intervention resource
Re-conceptualize who does what
Personnel are used AFTER needs are identified
Survey personnel resources across grade- level teams
Analyze data and build instructional groups based on “specific” need
Take inventory and recommend materials needed for instruction
Investigate and problem solve scheduling/spacing issues
IMPLEMENTATION STEPS: Critical Order Prioritized
Utilizing Resources…
REMEMBER, student performance matters more than labels, locations and staff needs
Find time without requiring additional personnel…
Staggering instruction Differentiating instruction Cross grade instruction Skill-based instruction
Before and/or after school
In other words, creative time management
Utilizing Resources…
Example of Staggered Reading Blocks with “Walk and Read”
(Sarasota County)
Team Reading Writing Math Science/SS Special
Area
Lunch
K 8:45-10:30 10:30-11:30 1:35-2:35 12:15-12:50 12:50-1:35 11:30-12:15
1 8:45-10:30 12-1 1-2 2-2:30 11:15-12 10:30-11:15
2 10:30-12:15 9:45-10:30 8:45-9:45 1:15-1:40 1:40-2:25 12:30-1:15
3 10:30-12:15 9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1
4 12:45-2:30 8:45-9:35 10:20-11:20
11:20-11:55 9:35-10:20 11:55-12:40
5 12:45-2:30 9:45-10:25 8:45-9:45 11:50-12:35 10:25-11:10
11:10-11:50
Palm Bay Elementary MASTER SCHEDULE 2009-2010TIME KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE
800-810 ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS
810-830 INTERVENTION INTERVENTION INTERVENTION INTERVENTION READING BLOCK
SCIENCE 8:10-8:58
ACTIVITY
830-845 8:10-8:40 8:10-8:40 8:10-8:40 8:10-8:40
845-900 READING BLOCK READING BLOCK READING BLOCK READING BLOCK 8:10-9:40 ACTIVITY 8:15-8:55
900-915 8:40-10:10 8:40-10:10 8:40-10:10 8:40-10:10 EXTENDED P.E.
915-930 8:58-9:38 8:55-9:25
930-945
Intervention 9:30-10
945-1000 ACTIVITY READING BLOCK LUNCH
1000-1015 14 min 10:00-10:36
1015-1030 EXTENDED P.E. ACTIVITY WRITING LUNCH 9:41-10:21 9:40-11:10
1030-1045 10:10-10:40 (3 to Recess) LUNCH 10:12-10:54 EXTENDED P.E. BLOCK 1
1045-1100 LUNCH 10:24-11:04 10:30-11:09 10:21-10:51
1100-1115 10:42-11:37 ACTIVITY WRITING 10:40-12:10
1115-1130 WRITING EXTENDED P.E. 10:50-11:40 MATH
1130-1145 WRITING 11:05-11:35 11:10-11:40 11:07-11:47 LUNCH 11:10-12:10
1145-1200 11:40-12:15(3 to Recess) SCIENCE 11:35-12 MATH 11:40-12:29
1200-1215 ACTIVITY LUNCH 11:40-12:40 EXTENDED P.E. LUNCH
BLOCK 2 12:15-2:20
1215-1230 12:02-12:40 11:50-12:20 MATH 12:19-12:58
1230-1245 12:17-12:57 MATH 12:45-1:45
1245-100 EXTENDED P.E. WRITING 12:20-1:20 EXTENDED P.E.
100-115 MATH 12:40-1:00 ACTIVITY 1:00-1:20
115-130 SCIENCE MATH SCIENCE 1:45-2:20 WRITING
130-145 1:10-2:10 1:00-1:40 WRITING 1:20-1:45
145-200 1:00-2:20 1:20-
1:50
INTERVENTION
INTERVENTION
200-220 SCIENCE 1:40-2:20 SCIENCE 1:50-2:20 1:45-2:15 1:45-2:15220Dismissal Dismissal
225 Dismissal Dismissal Dismissal Dismissal Dismissal
3rd Grade – Walk to Intervention (Turner Elementary)
CVCSkill 2
(Jungovich 506)
CVCSkill 2
(Mazziotti 801)
Blends Skill 3(Ross 507)
Comp/FluencyVoyager
(Shelton/Pagan)
ComprehensionAnthologies(Walsh 504)
ComprehensionAnthologies
( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)
SRAJungovichCaleb Sara Travis Dwight Ashley (5)
JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom
Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)
JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)
WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2
Instructional Delivery: SRA
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3
Instructional Delivery:Voyager Passport F
Instructional Delivery:Comprehension through Anthologies
Instructional Delivery:Comprehension through Anthologies
Progress Monitoring Tool: PSI Form B and C
Progress Monitoring Tool: PSI Form B and C
Progress Monitoring Tool: PSI Form B and C
ProgressMonitoring Tool: Voyager Passport RCT
Progress Monitoring Tool:CARS
Progress Monitoring Tool: CARS
Complete Resource Map RTI Resource Map – ______________ Elementary
RtI Resource Map - _______________ Elementary
RTI Resource Map – ______________ ElementaryRTI Resource Map – ______________ Elementary
Tier Assessment Instruction/Interventions
Resources:Personnel
ResourcesMaterials
Tier 1 Example: FAIR Example: Differentiation, Flexible Grouping, etc.
Tier 2 Example: Phonics Screener
Tier 3
What is the Problem-Solving Process?
A process that uses the skills of
professionals from
different disciplines to develop and
evaluate
intervention plans that improve
significantly the
school performance of individual and/of
groups of
students.
Problem Solving Process –Florida’s Model
EvaluateDid the plan work?
Problem AnalysisWhy is it occurring?
Problem IdentificationWhat is the problem?
Develop and Implement PlanWhat can we do about it?
Key Beliefs of the Problem-Solving Model
Every child can learn.
Every child is everyone’s responsibility.
Parents are an integral part of the problem
solving process.
Intervention-focused problem solving can
accelerate learning.
PSM is a paradigm shift from a traditional test-
place model to a proactive model that integrates
classroom based assessment and instruction.
Key Beliefs (continued)
Effective collaborative problem solving teams are built for training, for working together, and for making effective use of a school’s resources.
The problem-solving model does not necessarily demand an increase in resources.
It does demand the use of existing resources in a different way.
Problem Solving/RtI… “The Scientific Method”
Identify
the ProblemDesign
Intervention
Monitor
ProgressAnalyze
the ProblemImplement
Intervention
Evaluate
Intervention
Effectiveness
Timeline
LJ
RtI… The 5 Step ProcessAnother Way of Saying It…1. Find ‘em (assessment)2. Do something with ‘em
(interventions)3. Watch ‘em (progress
monitoring)4. Make informed decisions
(data-based)5. Change .. if necessary
(instructional modification)
Paradigm Shift
Eligibility Focus Diagnostic/Test & Place
Model Get label
Outcome Focus Problem Solving/
Response to Intervention Model
Get help
Outcomes of the Problem-Solving Model
Flexible use of all resources through greater coordination and communication among staff.
Involved parents will have an understanding of their child’s ability as it relates to expectations.
Interventions are implemented within the general education environment by the available staff.
Thinking is Required!
THERE IS NO BOX and IT IS NOT EASY . . . TiR
It takes a VILLAGE . . . TiR
You MUST have DATA . . . TiR
Procedures will only create cosmetic changes . . . They will never produce the necessary paradigm shift (BELIEFS, ATTITUDES, AND PRACTICE) . . . TiR
Address the problems that arise using the problem-solving process . . . TiR
Recognize the importance of the learning process . . . TiR
Problem Solving Teams
School Leadership Team
Teacher Data Team
Individual Problem Solving Team
School Leadership Team
MEMBERS
Administrator (facilitator)
Guidance Counselor/Service Professional
Instructional Coach(es) Primary/Intermediate
Teacher(s) Exceptional Education
Teacher(s) Activity Teachers(s)
FUNCTION
Provides vision for both academic and behavioral success
Plan, implement and monitor the progress of school improvement
Implement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes
Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures
Build a Leadership Team
One individual can’t
accomplish this level of
school reform.
The charge of the team is to guide the staff
through the process.
The School Leadership Team must…
be seen as lead learners.
be willing to learn the RtI model in depth.
have skills in collaboration, communication, and leadership.learn about systems to support data based decision making.learn about evidenced-based research & multi-tiered interventions.
learn about the problem solving process.
Meeting the Challenges
How strong is the current core instruction and does it meet the needs of at least 80% of our students?
Which student groups are at risk for failure?
Does any over-representation of particular student groups exist in those students identified at-risk?
How can existing resources be reallocated to support RtI?
Elementary Reading AYP Data
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140
20
40
60
80
100
Total 84 78 84
White 88 82 89
Econ Disadv
71 61 73
Students w/ Disabilities
61 48 64
Expected Reading Level
51 58 65 72 79 86 93 100
Perc
en
t A
ch
ievin
g L
evel 3
or
Hig
her
Expected Reading Level
Elementary Math AYP Data
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140
20
40
60
80
100
Total 71 69 73
White 77 72 76
Econ Disadv
48 38 47
Students w/ Disabilities
44 38 47
Expected Math Level
56 62 68 74 80 86 93 100
Perc
en
t A
ch
ievin
g L
evel 3
or
Hig
her
Expected Math Level
Problem ID
In order to identify a problem, you’ve got to start with three pieces of data- Benchmark level of performance Student level of performance Peer level of performance
Problem ID ReviewIndividual Student Data
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6 7 8 9 10 11 12
Student
Benchmark
Peers
Problem ID ReviewIndividual Student Data
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6 7 8 9 10 11 12
Student
Benchmark
Peers
Problem ID ReviewIndividual Student Data
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6 7 8 9 10 11 12
Student
Benchmark
Peers
Core Reports Is the Grade Level healthy?
Is the core meeting the needs of 80% of the students?
Are we meeting the needs of our
SUBGROUPS?
Student Performance Report Is the Core Healthy?
What does this graph tell you about the problem?
Student
Peers
Student Performance ReportIs the Core Healthy?
Teacher Data Team
MEMBERS
Administrator Instructional
Coach(es): Elementary –
Grade Level Teams
Guidance Counselor/Service Provider
FUNCTION
Utilize the problem solving process to meet needs of students
Analyze data from Tier 1 and Tier 2 assessments to monitor the effectiveness of core instruction (Tier 1) and supplemental instruction (Tier 2) across the grade level or department
Monitor fidelity of core Tier 1 instruction
Fish Tank Model
Are we diagnosing a lot of fish or does the water in the fish tank need to be re-evaluated?
Examine the grade level… what trends do we see?
How can we best examine the needs of the students who have a skill deficit?
Individual Problem Solving Team (IPST)(Formerly CST)
MEMBERS
Administrator (s) Guidance
Counselor/Service Provider
School Psychologist Classroom Teacher(s) Parents ESE contact/teacher Interventionist/Title 1
Teacher
AS NEEDED MEMBERS
Speech/Language Pathologist
Staffing Specialist Instructional Staff
(coaches) Gifted Teacher Behavioral Analyst Occupational
Therapist Physical Therapist Social Worker
Intervention Support from All Team Members
Intervention plans should be developed based on student need and skills as well as availability of staff.
Teachers and other interventionists should not be expected to implement plans for which there is no support.
Role of IPST members is to provide needed support.
TABLE TALK
Discuss who will be on each of the three teams.
When will each team meet?
Where will each team meet?
Who will be the facilitator for each team?
What is the Role of the Principal?
Challenges to Implementation
Principal’s Role RtI
Building ConsensusHave conversations about Student
Achievement
Present current Best Practices
Lead teachers to discover the benefits of RtI
Communicate expectations
Principal’s Role in Tier 1
Monitors curriculum, instruction, and
assessment practices
Guides staff to focus on student learning
Provides leadership for effective instructional practices & positive behavior supports
Principal’s Role Between Teacher Data Team Meetings
Plan follow-up meetings discussing implementation agreed upon strategies.
Conduct observations to ensure strategy
implementation. Include fidelity checks.
Support professional learning. Assist
teachers to learn new strategies (peer coaching, modeling, shadowing, etc.)
What Makes a Good Coach?
NBA Coach, Mo Cheeks and thirteen year old singer, Natalie Gilbert
Implementation
Putting The RtI Model into Practice: Recommended ‘Next
Steps’ for Schools
TIMELINE: YEAR 1
TIMELINE: YEAR 1
Implementation of RtI will require:
1. Consensus among key players2. Establishing Problem Solving Teams at
all levels3. Infrastructure to support RtI and
problem solving processes and procedures
4. Monitoring Implementation of RtI and Problem Solving processes
5. Leadership and support of the school principal is essential to implementation success
The CommitmentThe Commitment
Set up systems that support:
Collection and use of student
data
A multi-tiered model of
interventions
Data-based decision making
Key Issues to be Addressed for Teachers
Differentiating instruction
Ongoing data collection and
analysis
Evidence-based intervention
strategies
Progress monitoringProblem-solving methods to
facilitate data-based instructional decision making
Professional collaboration skills
What do schools have to do differently under the RtI model? To implement RtI effectively, schools
must develop a specialized set of tools and
competencies, including:
A structured format for problem-solving
The use of evidence-based interventions that address common reasons for school failure
The ability to use various methods of assessment to monitor student progress in academic and behavioral areas
Just remember…RtI is a process, not a set curriculum
It’s a roadmap with a set of guiding
principles…
RtI Implementation Starts From Where You Are…
Questions