Responsiveness to Instruction (RtI) What’s New in North Carolina?

Objectives

• Become familiar with the current work of NCDPI regarding Responsiveness to Instruction (RtI)

• Know the key differences between the four and three tier RtI model

• Understand the critical components of RtI as a framework for school improvement

RtI State Leadership Team

Angela Quick, Deputy Chief Academic Officer

Maria Pitre-Martin, Director, K-12 Curriculum and Technology

– Ivanna Mann Thrower, ESL/ Title III Consultant

– Amy Scrinzi, Math Consultant

– Dan Tetreault, English/ Language Arts Consultant

Mary Watson, Director, Exceptional Children

– Sherry Thomas, Section Chief, Exceptional Children

– Lynne Loeser, SLD/ ADHD Consultant, Exceptional Children

Allison Whitaker, Consultant, Federal Program Monitoring and Support

Rick Powers-Statewide RtI Building AdministratorConsultant

History of RtI in NC

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North Carolina Problem-Solving Model

• 2000 Study began

• 2004 Five pilot sites

• 2006 State wide training

• 2008 Regional training & trainers

• 2010 General education partnership

• 2011 Implementation Science

• 2012 Transition to RtI three tier model

NC DPI Definition of RtI

NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs 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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Critical Components of RtI

• Leadership and Shared Responsibility

• Curriculum and Instruction

• Assessment

• Problem-Solving/Data-Based Decision Making

• Family and Community Partnerships

• Sustainability and Integration

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Current State Work

• Scaling Up Work Group

– Focused work with State Implementation and Scaling up of Evidence-based Practices (SISEP)

– Collaboration across DPI Agency and Institutions of Higher Education, and LEA representation

• Collaboration with RtI and PBIS

– Developing one Multi-tiered System of Support

• Secondary RtI Pilots- Oak Foundation Grant

Currently Implementing

• 80% of LEAs implementing in at least one school

• 53% of all K-8 schools are implementing

• 23% of all High Schools are implementing

• 45% of all schools (K-12) are implementing

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Transitioning from Four to Three Tier Model

Adjusting Mindsets

Process for some students

Framework for total school improvement

Why Shift?

• Place focus on problem-solving foundational core for total school improvement

• Increase focus on general education

• Movement away from viewing RtI as a process to a framework for all students

• Integrate with Positive Behavior Intervention and Support (PBIS)

Title I ESL

AIGSpecial

EducationEducating in

silos

14Slide created by Dale Cusumano, Ph.D.

Title I ESL

AIGSpecial Education

Educating Collaboratively

15Slide adapted from Dale Cusumano, Ph.D.

Problem-Solving Model

Evidence-Based Practices

Data-Based Decision Making

Four Tier RtI Model

Four Tier RtI Model

System of Support for Student Success

Three Tier RtI Model

Three Tier RtI Model

Perceived focus on individual students

Individual paperwork at all Tiers

7 Step Problem-Solving

Individual student

data only

Education in silos

Perceived as route to Special Ed

Focus on Core

instruction at all tiers

TIPS

Monitor all students’ response

All students in

Tier I

Shared Education

Core Paperwork

at Tier I

Four Tiers Three Tiers

What Happened?

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Defining, Analyzing and Monitoring Tiers I, II and III

Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

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Foundational Core: Tier 1

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Who: All students are in Tier 1 (Foundational Core)

What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students

Effectiveness: If at least 80% of all students are meeting benchmarks in Foundational Core alone. What about subgroups?

Tier I – Three TierFocus on Foundational Core

• Includes all students

• Focus on all students across a grade and response to foundational core

• Document on one grade level problem-solving form

• Monitor response (of all students) to instructional changes

Tier I – Focus on Foundational Core

• Enhanced core

• Increased academic engaged time

• Less paperwork

• Less progress monitoring

Analyzing Foundational Core

Analyzing Foundational Core

• Are at least 80% of your students proficient in each subgroup with foundational core alone?

• What is working? Why? How do you know?

• What’s not working? Why? How do you know?

• Do teachers have needed skills & content knowledge?

Supplemental Instruction: Tier II

Slide adapted from G. Batsche

Who: Students needing supplemental support in addition to Foundational Core instruction (approx. 20% of students)

What: Evidence-based programs and practices demonstrated to improve performance in Foundational Core

Effectiveness: If at least 70-80% of students improve performance toward Foundational Core standards

Tier II – Supplemental + Foundational Core

• Instruction is connected to core content

• Supplemental instruction does not supplant core

• Documentation is on same form for individual student

• Analysis of effectiveness of Tier II instruction for all students toward Foundational Core standards

Intensive Instruction: Tier III

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Who: Students needing Intensive support in addition to Supplemental and Foundational Core instruction (approx. 5% of students)

What: Evidence-based programs and practices demonstrated to improve performance

Effectiveness: If there is progress toward performance in Foundational Core standards

Slide adapted from G. Batsche

Tier III – Intensive + Supplemental + Foundational Core

• Instruction is most intensive in the building

• Increase intensity and frequency (time, duration, or digging deeper in specific skill)

• Documentation is on same form for individual student

• Analysis of effectiveness of Tier III instruction for all students toward Foundational Core Standards

Training, Support and Information

• State Training

– Transition Training (Four Tiers to Three Tiers)

• Conducted June, July and August 2012

• Future dates will be sent out via listserv

– New Implementer Training (3 days)

• Haywood County- Sept 5, 6, 7

• Edgecombe County- Oct 3, 4, 5

• Winston-Salem/Forsyth County- Oct 10, 11, 12

Training, Support and Information

• Ongoing Technical Assistance to District Teams through RtI Field Consultants

• Regional Networking Meetings-

– Conducted every other month in each region

• Listserv

– Email your regional field consultant

NCDPI Responsiveness to Instruction

http://www.ncpublicschools.org/curriculum/responsiveness/

Contact Information for Training and Support

• Anne Nixon- Regions 1, 2, 3annednixon@gmail.com

• Amy Miller- Regions 3, 4, 5amym717@gmail.com

• Amy Jablonski- Regions 6, 7, 8amy.jablonski@gmail.com

• Rick Powers- Statewide Consultantrick.powers@dpi.nc.gov

Questions