Responsiveness to Instruction

(RtI)

Iredell Statesville Schools

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Objectives

1. I can explain the connections between the ISS model and RtI.

2. I can explain why RtI is a proactive problem-solving model.

3. I can identify elements of RtI in my classroom environment and my instruction.

4. I can identify/locate resources and people who can help me.

What Are Our Beliefs?

What are characteristics or qualities of a great school?

• For 2 minutes, work alone to write each characteristic or quality on its own sticky note.

• For 4 minutes, work with your team to categorize your characteristics by placing similar qualities together.

• Work together to label each category. • Decide who will share your categories with the rest of

the group.

.

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Learning Centered

1. What do students need to know?2. How will they learn it?3. How will you know they’ve learned it?4. What will we do if they don’t learn it?5. What will we do if they already know it?

Formative Assessments

Common Core/ Essential Standards

Collaborative Teams

Mission, Vision, and Values Data—driven Decision—makingPDSA Aligned Strategic Plans

Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring

PLCs work together to problem solve & discuss intervention strategies

All students receive core instruction- differentiated to meet their needs

The RtI model is a PDSA, problem-solving process

Using data to make instructional decisions about students in the RtI process

ISS Model& RtI

What IS RtI?

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National RtI Model

• “Responsiveness to Instruction”– Born out of Reauthorization of Special Ed

Law (IDEA 2004)

• Two Models of RtI:– Problem-Solving Model – Standard Protocol

Problem- Solving

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Why?

NCLBNCLB2002

IDEIAIDEIA2004

ESEA ESEA BlueprintBlueprint

For Reform For Reform 2010

Accountability Accountability for ALL for ALL

studentsstudents

Using Using research-research-

based based practicespractices

Data-based Data-based decision decision makingmaking

Evidence-Evidence-based based

practicespractices

Frequent Frequent assessmentsassessments

Incentives for Incentives for rigorous rigorous

standards and standards and accountabilityaccountability

Subgroup Subgroup analysisanalysis

Career and Career and college readycollege ready

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Title I ESL

AIGSpecial

Education

Educating in silos Educating Collaboratively

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Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

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NC DPI Definition of RtI

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

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What is RtI?

• Framework that focuses on:– Appropriate, targeted instruction– Researched-based teaching strategies – Early intervention– Accurate assessment with valid, reliable data– Frequent progress monitoring– Informed instructional decisions

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Tier III

Tier IV

Student Needs

Reso

urc

es

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Total School Improvement Model

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Total School Improvement Model

• Problem solving for all students

• Setting goals for groups of students and individual students

• Maximizing curriculum to meet needs of all students

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As Albert Einstein said:

“The significant problems we face

cannot be solved by the same level of

thinking that created them.”

3 Components of RtI

Prevention

Intervention

SLD Determination

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How is This Different?

• Creates a shift in focus – proactive rather than reactive– eliminates “Wait to Fail”

• Early intervening to prevent failure

• More efficient use of resources

• Supports family partnerships

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Problem Solving for all

students

Something is

“wrong” with this student…

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The Heart, Art, and Science of Teaching

One must first have the heart for teaching. One can then learn the science and the art of teaching.

Confidential

Dea Allan, 2010

We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Ron Edmonds, 1982 in DuFour et al., 2004

THE Conundrum of American Public Education

Science without Passion is uninspiring.

Passion without Science is self centered.

Science with passion is THE key to student success!

Kukic, 2008

Conquering the Conundrum

Rosa Parks

Change is good.

You go first!Judy Elliott, 2004

The only person who likes

change is a wet baby.

Always do right (things right).

This will gratify some people

and astonish the rest.

Mark Twain and Stephen Covey

Mindset

Fixedv.Growth

Dweck, 2007

The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies.

Dweck, 2006

Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies.

Plus allies in learning.

This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.

Dweck, 2006

The Standard

All policies, programs, and practices are considered through the lens of “How does this impact student learning?”

Those that encourage learning are embraced.

Those that interfere with learning are discarded.

DuFour, et al., 2004

If it works, don’t break it.

If it doesn’t work, break the sucker!

Kukic, 1993

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Student is performing

below grade level

Pre-Referral Team Meets

Interventions/ Accommodations are

implemented

Class work samples collected

Refer for testing

Test

Do not test

Does not qualify Qualifies

Meet and repeat

every three weeks

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Now what?What is working

for this student?

Family Questions

What did that report really

mean?

Is my child getting

‘services’?

Teacher Questions

Will my child ever be good at school?

They said by 2nd grade my child should be able to get services…now what?

What does this

student need?

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The educational achievement gaps in the United States have created the equivalent of a permanent, deep recession in terms of the gap between actual and potential output in the economy.

McKinsey & Co., 2009

Build a System of Support

Students fluidly move between

a seamless support system

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What Should I Expect in the Problem Solving Process?

The level of difficulty a student is experiencing and the necessary resources to address the student’s difficulties will often be referred to as “tiers” within the problem-solving model. There are four different tiers:

Tier I and Tier II

• Tier I The student’s needs are addressed through informal parent and teacher conferences.

• Tier II There are times when help from additional school staff is needed to address the student’s needs. At this level, other educators are asked to provide additional support, services, and/or recommendations for the instructional plan (PLC, IF, IS).

Tier III and Tier IV

• Tier III If the student is not making adequate progress and additional information is needed, a “Problem-Solving Team” can be consulted. The planning, documentation, and data collection are very specific at this level (IF, EC. IS, IT, ESL, and ATeam/RtI Coordinator).

• Tier IV Based on information that has been collected it may become clear that additional resources and services are necessary to address the student’s needs. In this case, referral for special education services can be considered. Parents may be asked to sign a consent form giving permission to evaluate their child to determine need and eligibility for special education services.

• All students are screened three times a year using either AIMSweb, Reading 3D, Math 3D, V-Math or other diagnostic assessments.

• Teachers/PLCs evaluate data and determine which students are in need of the next layer of support.

• For Tier II, teachers determine which students may require more detailed assessment(s) in order to select targeted interventions.

• Teachers use this data for placement groups and target goals.

Diagnostic Assessment at Tier I and Tier II

• Severe behavior problems have been exhibited over time.

• Disciplinary or office referrals occur on a regular basis.

• Inform parents and teachers of concern.

• Establish communication between parents and teachers.

• Attempt initial resolution of problems.

• Differentiating instruction to meet the needs of all students.

• Core – regular classroom

• To gather information about the severity of the problem.

• To re-define the problem.

• To develop and monitor new plans to address the problem.

• To get help from other teachers.

• To examine how behaviors interfere with school performance.

Tier II

Purpose of Tier III

• To review the problem• To develop and monitor new plans to address the

problem• To provide increased support in addition to Core and

Tier II• To get help from other professionals through

assistance from the C.O.M.P.A.S.S. Team• Begin collecting: Vision Screening, Hearing

Screening, Speech/Language Screening, Social/Dev. History, Academic Functional Observation

• Collectively (with parent) decide if student needs to be referred for EC testing

Purpose of Tier IV

• This tier only serves students who are identified as EC

• Students in Tier IV receive differentiated Core Instruction (Tier I “layer” of support)

• Tier II “layer” of support

• Tier III “layer” of support

• Meets IEP requirements

Definition of Iredell Statesville Tiers

• Handout • Table Discussion:

– Discuss what aspects of your classroom and instruction already reflect an RtI approach to meeting ALL students’ needs in your classroom?

– Identify 1 area or concept in which you/your PLC would like support by the end of September. Write it on a sticky note & include your PLC name/grade.

Evidenced based / Research-based Instruction/Intervention• Evidence-Based PracticeEducational practices/instructional strategies supported

by relevant scientific research studies.

• Research-based Instruction/Intervention/A research-based instructional practice or intervention is

one found to be reliable, trustworthy, and valid based on evidence to suggest that when the program is used with a particular group of children, the children can be expected to make adequate gains in achievement. Ongoing documentation and analysis of student outcomes helps to define effective practice. In the absence of evidence, the instruction/ intervention must be considered "best practice" based on available research and professional literature.

• Be highly engaging and brisk

• Conform to students pace = enough repetition needed for mastery

• Focus on the specific learning need(s)

• Provide practice and review

• Give immediate correction

• Give ample time to respond

• Flexible reading groups• Daily routine intervention/enrichment time• Routinely scheduled PLC & RtI meetings• Trained staff providing group interventions• Documentation folders to include:

-Tier forms-Work samples-Diagnostic information-Target needs assessments-Parent conference notes-Progress chart

Learning Centered

1. What do students need to know?2. How will they learn it?3. How will you know they’ve learned it?4. What will we do if they don’t learn it?5. What will we do if they already know it?

Formative Assessments

Common Core/ Essential Standards

Collaborative Teams

Mission, Vision, and Values Data—driven Decision—makingPDSA Aligned Strategic Plans

Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring

PLCs work together to problem solve & discuss intervention strategies

All students receive core instruction- differentiated to meet their needs

The RtI model is a PDSA, problem-solving process

Using data to make instructional decisions about students in the RtI process

ISS Model& RtI

• Further training/support will be provided on the following topics:– Student data analysis– Placing students in the appropriate tier– Writing appropriate student goals– Grouping students for success– Instructional resources for student skill

gap(s)