RtI/DI Intervention Model for The Public Schools of

Petoskey2009-2010

Building Strong, Life-long Learners

Today’s Essential Questions

• How can we address the needs of struggling learners in all grades, K-12th, even better?

• What are the components of the RtI/DI Model that are essential to our district?

• How does best-practice, implementation, & coordination happen at the classroom, school, & district levels?

Group Reflection Question:

How do our schools currently address interventions for students who struggle or already know the material?

Please write down current interventions

on your notepads.

Later Interventions

According to the National Institute of Child Health and Human Development (NICHD), it takes 4 times as long to intervene in the 4th grade as it does to intervene in Kindergarten.

Imagine what this means to secondary students.

How will this influence our RtI/DI model?

The RtI/DI Model

• Preventative model for early intervention• Aims at identifying struggling learners before they

fall behind and promotes learning for all• Provides struggling learners and accelerated

learners with support based on individual needsOn your notepads, please

write down additional interventions you would like

see in Petoskey schools.

Who Benefits from the 3-Tier Model?

ALL Students!

The Foundation is the Tiered Instructional Model.

Purpose of a Multi-Tiered Approach

Tiers Purpose

1 Reduce the number of new cases of learning/behavioral difficulties

2 Reduce the duration of existing cases of learning/behavioral difficulties

3 Reduce the complications from established cases of learning/behavioral difficulties

Sharon Vaughn, 2006

The best intervention is good instruction.

Essential 3 Tier Components

1. Universal Screening & Progress Monitoring

2. Teaming & Collaboration

3. Data-based Decision Making

4. Professional Development

5. Differentiated Instruction

6. Know Content & High Powered Delivery

7. Adaptability

Connecting with Kids!

Tier #1: Elementary

Core Classroom Instruction

• Universal screening (all students)

• 90 minutes of instructed, intentional reading (Elementary level)

• Research-based instruction

• Differentiated instruction

Tier #1: Secondary

Core Classroom Instruction

• Universal screening & common assessments

• Basic skill discrepancy- Yes (Treat) & No (Support)

• Research-based instruction

• Differentiated instruction with a “Big Ideas” focus

• Quality curriculum, syllabus & grading

• High student engagement

More About Tier #1

Predominantly Push-In and Can Provide Technology-Based Support

Tier #2: Elementary

Small group intervention

• Instruction in addition to core instruction (30 minutes/day)

• Small groups of 3-5 students for targeted skills instruction

• Programs, strategies, and procedures designed to support Tier #1 (in a team approach)

• Research-based interventions

• Progress monitoring to adjust instruction

• Affective needs addressed

Tier #2: Secondary

Small group intervention

•Reading & Writing Mastery

•Mathematics Mastery

•Science & Social Studies Mastery

•Credit Recovery Programs

•Progress monitoring to adjust instruction & delivery

•Programs, strategies, and procedures designed to support Tier #1 (in a team approach)

•Affective needs addressed

Tier #3: Elementary

Intense intervention

• Intensive, strategic, & supplemental instruction

• Small group or individual intervention in addition to the core program & Tier 2

• Targeted skill groups of 3 students or fewer

• Typically 45-60 min/day

•Maybe special education or behavioral support

Tier #3: Secondary

Intense intervention

• Intensive, strategic, & supplemental instruction

• Small group or individual intervention in addition to the core program & Tier 2

• Targeted skill groups of 3 students or fewer

•Maybe special education or behavioral support services

Building Utopia

So, what is the difference between what we have been doing and where we want to be?

On your notepads, please write down any additional

interventions you would like see in Petoskey schools.

Coordinating RtI/DI Parts

Prevention & Intervention

Collaboration & PLC Work

Research-based Instruction

Professional Development

Data-based Decision Making with Universal Screening

& Progress Monitoring

Instruction & Support

• Classroom teacher • Intervention Team Members

• Administrators• Title 1 aides• Special educators • Academic tutors• Speech/language pathologists• Mentors• Instructional coaches• Co-teachers• Community agencies

Building Utopia

Please place your note cards on the blank elementary or secondary RtI/DI Intervention Pyramids in the room.

RtI

&

DI

Collaboration is the key to success!

What will it take to make the model work in Petoskey?

How can we effectively communicate with our staff ?

Year 1 Priorities

• Tier I program implementation • Professional development • Data to adjust instruction• RtI teams• The change process

Years 2-3 Priorities

Subsequent years, provide opportunities to refine, expand, and add depth to Tiers II & III

Intervention Task Force Roles

Building Level

• Tier Builders• Data Analyzers• Collaborators• Budget Makers• Prioritizers• Team Makers

District Level Electronic Data Inventors

• Process Thinkers• Building Conduits• Resource Finders• Communication Experts• Data Miners

March 2010 Tasks

Electronic Data Inventors:Process Thinkers:Building Conduits:Resource Finders:Communication Experts:Data Miners:Others: Next Meeting

Dates: