BRAIDING RESPONSIVENESS TO INSTRUCTION/INTERVENTION RTI
Carol White, Ed.D; Daniel Haithcox; Nancy Keuffer; Michael Thomas
Artist: Mark Farrington Durham School of the Arts
OBJECTIVES
• Broaden awareness of the RtI Framework
• Define braiding• Illustrate connections between RtI
and school supports
RTI: DEFINITION
The practice of:
1) providing high quality instruction and interventions matched to students’ needs,
2) monitoring progress frequently to make changes in instruction or goals and,
3) applying student response data to important educational decisions.
Benefits of RtI• Eliminates a “wait to fail” situation because students receive
early intervention within the general education setting
• Differentiates between inadequate instruction and a student disability
• Provides information that supports teachers in evaluating student needs for alignment with instruction through progress monitoring
• Supports standards 6 and 8 of the NC educator evaluation instrument
RESEARCH
Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model. Stewart, Benner, Martella, & Marchand-Martella, 2007
Quality instruction can reduce student engagement in problem behavior. Sanford, 2006; Preciado, Horner, Baker, 2009
Children who fall behind academically will be more likely to find academic work aversive and engage in escape behaviors. Mcintosh, 2008
Essential Components of RtI
How have we historically addressed this child’s needs in the regular education classroom?
What could be assumed about this child if he did not perform well today?
Who should address his needs?
Our education system has grown up through a process of “disjointed incrementalism” (Reynolds, 1988)
Gifted
EC
ELL
Title 1
Regular Ed.
Unintended effects Conflicting programs
Conflicting funding streams
Redundancy
Lack of coordination across programs
Nonsensical rules about program availability for students
Extreme complexity in administration and implementation of the programs
RtI….
Universal: General
Education
Targeted Intervention
Intensive Intervention
Tier I Tier II Tier III
Activity: Resource Identification
Braiding It All Together
IS THERE ONE WAY TO BRAID IT ALL TOGETHER?
EC Law
Common Core
PEP
SIOP
PBIS
PLC
Assessments
ITS ALL THE SAME THING
Don’t be overwhelmed…
ACTIVITY: IDENTIFYING RESOURCES
IT’S ALL ABOUT SCHOOL IMPROVEMENT!Assessments Common Core
SIOP EC Law
PBISPEP
Braiding Defined
Braiding is “A combining of services and funding to create a system of comprehensive support in an educational setting. “
Walker, 2009
Benefits of Braiding
• Aligns all resources to meet the needs of the whole student
• Fosters a culture of collaboration• Between departments• Between Stakeholders
• Provides continuity across curricular areas, instruction and assessmentIncreases program sustainability
PLC RtI PBIS Teaching &Learning
Common Core(Standards-Based)
What do we expect students to know?
Effective Core Program (Universal-Tier I)
Common purpose and approach to discipline
Standards-Based Curriculum
All Initiatives, including curriculum and instruction
Focus on All students learning using collaborative teams
Collective responsibility for All students
Collaborative using universal behavior and common language
Collective responsibility for All students
Assessments & Monitoring
How will we know they learned it?
Universal screenings;Progress monitoring (formative & summative)
Behavior screening and progress monitoring
State, District data sources What purpose does each data source serve, how do we use it, how do we respond to it?
Interventions What will we do when they don’t learn?
Timely, research-based interventions
Timely, research-based interventions
Timely, research-based interventions
Data Based Decision Making
How do we know it’s working, where do we go next?
Instructional decisions are linked to available data
Are our core expectations and reinforcements working, where do we go next?
Instructional decisions are linked to available data,.Are our core curriculum and instructional strategies working?
Common coreResponse to Intervention
Academics
Behavior
Tier IIStrategic
Tier IUniversal
Slide created by Carol White Ed.D
Common core Response to Intervention
BRAIDING LESSONS LEARNED: TIER I• Provide training for use of screening data during PLC
• Set guidelines for intensifying instructional supports within tiers of intervention
• Make decisions about ESL and Gifted learners
• Create a district RtI Team inclusive of a variety of stakeholders (i.e. principals, teachers, facilitators)
• Evaluate use of assessments• Identify redundancies • Know what purpose they serve and how to use the information
• Identify resources
Slide created by Carol White, Ed.D
Common core Response to Intervention
BRAIDING LESSONS LEARNED: TIER II
• Continue to make connections to other district initiatives such as equity work and dual language
• Ensure collaboration with PBIS team members
• Collaborate regularly across departments
• Create supportive community and business partnerships
• Strengthen communication between EC and General Education
• Continue ongoing parent contact
Slide created by Carol White, Ed.D
Common core Response to Intervention
BRAIDING LESSONS LEARNED: TIER III
• All stakeholders work to develop and implement a collaborative plan utilizing research-based interventions that will support the individual student
• Schedule Problem Solving Team meetings to include the partners needed to support the plan created
• Partners collaborate to identify how stakeholders will know when to refer students for EC services
ROLE OF DISTRICT LEADERSHIP
• Sets the vision of an integrated system of student support
• Monitors for accountability and fidelity
• Insures stability during change
• Protects the effort (e.g., policies, financial and human resources, hiring, professional development)
• Addresses challenges (infrastructure, technology deficits etc.)
(Kellerer, Larsen & Mellard, 2010)
BRAIDING LESSONS LEARNED: LEADERSHIP
• Conduct a district evaluation of all state and district assessments
• Design a long range RtI plan that utilizes implementation science frameworks
• Provide a RtI District Coordinator/Director position along with school-based support staff
• Ensure the District Coordinator is included in district leadership sessions that inform and guide implementation decisions
“Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.”-Napoleon Hill, American speaker and motivational writer
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