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Response to Intervention (RtI)

Response to Intervention (RtI). How can we make it work in Wisconsin?. The concept of RtI is quite simple. doing RtI well is quite complex. Make a list of words or phrases you associate with Response to Intervention (RtI). Record them on flip chart paper.

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Response to Intervention (RtI)

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  1. Response to Intervention (RtI) How can we make it work in Wisconsin?

  2. The concept of RtI is quite simple doing RtI well is quite complex.

  3. Make a list of words or phrases you associate with Response to Intervention (RtI). Record them on flip chart paper. List challenges of Response to Intervention on flip chart paper. Post your words/phrases and challenges around the room. Gallery Walk

  4. Our New Wisconsin Promise: Our shared commitment to raising achievement for all students and closing the achievement gap that exists between economically disadvantaged students, children of color, and their peers.

  5. RtI is a process forachieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice Continuous Review of Student Progress (multiple measures) Collaboration

  6. There are three phases for each of these components: • Consensus Building • Infrastructure Building • Implementation

  7. Consensus Building: • Lays the foundation for a successful RtI system • Ensures there are shared philosophies, beliefs, and commitments among staff and stakeholders that will support an RtI system

  8. Consensus Building Is Based Upon A: • Shared belief that all individuals’ contributions are valued equally • Shared vision for moving forward • Shared responsibility for key decisions • Shared accountability for outcomes

  9. High Quality Instructional Practice Inherent to a high quality instructional practice for learning isdifferentiated instructionthat puts the student at the center of teaching and learning, with the student’s needs driving instruction, not programs or curricula.

  10. High Quality Instructional Practice High quality instructional practices respond to individual differences in a learning community (classroom). Multiple ways to motivate and challenge students Multiple ways for students to demonstrate and teachers to assess student progress Multiple ways for students to acquire and apply expected knowledge and skills

  11. High Quality Instructional Practice High quality instructional practice provides appropriate intervention/additional servicesfor students who need them.

  12. Continuous Review of Student Progress Formative A System of Constant Inquiry Summative BALANCED ASSESSMENT

  13. Balanced Assessment System Key Components: Multiple facets Triangulation Each assessment type has a primary purpose, as well as strengths and limitations District and school accountability Instructional needs and supports for individual students

  14. Balanced Assessment System Formative Benchmark Summative Daily Ongoing Evaluation Strategies Periodic Diagnostic/Progress Assessments Large-Scale Standardized Assessments Student-Centered Classroom/School-Centered School /District/State-Centered Immediate Feedback Multiple Data Points Across Time Annual Snapshot

  15. Summative/Large-Scale Assessment Purpose : To determine how students in schools, districts, and states are progressing. To inform curriculum and instruction. To determine Adequate Yearly Progress (AYP).

  16. Benchmark Assessment Purpose: To determine to what extent students are progressing. To determine how well a program is working.

  17. Purpose: • To consider what learning comes next for students • To improve learning while there is still time to act – before the graded event Formative Assessment

  18. Spend a few minutes thinking about the assessments you use in your school district. • Have you built a balanced assessment system? • (How) do the different assessments work together or inform each other? • How is information from these assessments communicated?

  19. In a Balanced Assessment System The question should be: Not simply “How did the students perform?” But, rather “How can we adjust teaching and learning practice so that we improve student performance?” Douglas Reeves, 2006

  20. Consider and discuss this question: What process do staff in your school district use to make decisions about adjusting teaching and learning practice to improve student performance?

  21. Teams of educators with a variety of expertise - in partnership with parents and community resources - Collaboration

  22. Collaboration Fluidity based on student needs- in partnership with parents and community resources - Classroom

  23. Collaboration Fluidity based on student needs- in partnership with parents and community resources - Classroom

  24. Collaboration Fluidity based on student needs- in partnership with parents and community resources - Differentiated Instruction within the classroom

  25. Collaboration Fluidity based on student needs- in partnership with parents and community resources - Differentiated Instruction within the classroom

  26. Collaboration Fluidity based on student needs- in partnership with parents and community resources - Intervention/Additional Services

  27. Collaboration Fluidity based on student needs- in partnership with parents and community resources- Intervention/Additional Services

  28. Consider and discuss the following question: What structures are necessary to have in a school district to facilitate collaboration?

  29. RtI is a PK-12 initiative for:High Quality Instructional Practice Continuous Review of Student Progress Collaboration that has applications for General Education Special Education Gifted and Talented Title I English Language Learners Etc.

  30. RtI is for ALL children and ALL educators. • RtI must support and provide value to effective practices. • Success for RtI lies within the classroom through collaboration. • RtI applies to both academics and behavior. • RtI supports and provides value to the use of multiple assessments to inform instructional practices. • RtI is something you do and not necessarily something you buy. • RtI emerges from and supports research and evidence based practice. Principles for the successful implementation of RtIin Wisconsin:

  31. Making RtI Work in Wisconsin. On flip chart paper, record your thoughts about the following question: What opportunities does RtI present for your school district?

  32. Troy Couillard, Assistant Director Special Education Team 608-266-1781 troy.couillard@dpi.wi.gov • Chrystyna Mursky Consultant, Gifted & Talented and Advanced Placement Content and Learning Team 608-267-9273 chrystyna.mursky@dpi.wi.gov • Abby Potter Education Consultant Office of Educational Accountability Team (608) 267-5153 aubree.potter@dpi.wi.gov

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