Response to Intervention

1. Response to Intervention

2. Objectives Participants will • Gain a deeper knowledge of Response to Intervention so that they can immediately apply its principles

3. Agenda • The Four Questions of RTI • The Four Cs of RTI • Essential Standards Chart • Cycle of RTI • Building a System of Supports – RTI Rubric • Decision Making in RTI • Decision Making Within Tiers of Support • Progress Monitoring – Decision Flowchart • RTI Resources

4. RTI and PLC in Good Spirit • RTI has everything in common with PLC • Various, more individualized levels of intervention for struggling students • Balancing accountability and RTI • RTI cannot be a mandate – it will look different in each school • RTI can work with our current level of resources.

5. RTI and PLC in Good Spirit • RTI in a classroom, within a team, and across the school. • The Who, What, and When of RTI • RTI ≠ Lots of paperwork • Small group instruction must be a part of every classroom • RTI – Loose v. Tight • How of we measure our effectiveness?

6. Where Did RTI Come From? • PL 94-142 • IQ and the Discrepancy Model • Over-representation • President’s Commission on Excellence in Special Education • IDEIA 2004 • “RTI is a general education initiative”

7. RTI

8. RTI

9. Response to Intervention • About which students do we have concerns? • In what areas do we have concerns? • Academics • Social behaviors • Academic behaviors • What are we currently doing to support students and meet the student needs? What supports will we be providing in the future? • Has the student responded to the instruction and interventions we have been providing? • Four Questions of RTI

10. 4 Cs of RTI • Collective Responsibility • Concentrated Instruction • Convergent Assessment • Certain Access

11. Collective Responsibility A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child. Thinking is guided by the question… Why are we here?

12. Collective Responsibility • Commit to collective responsibility for ALL students' learning • Openly discuss expectations, biases, and experiences • Research schools that have been successful with students like those you serve • Foster a collaborative culture • Build trust • Start a professional book club • Identify and celebrate the strengths of all staff • Acknowledge your areas for growth

13. Collective Responsibility • Open your doors to colleagues, share best practice and ideas, and be willing to learn • Schedule regular lesson studies or co-plan/co-teach opportunities • Arrange for roving substitutes so that teachers can watch and learn from teachers • Create weekly team time during which teachers focus on student learning • Bank minutes to build time into the day • Create and commit to team norms that allow for open, focused dialogue

14. Concentrated Instruction A systematic process of identifying essential knowledge and skills that all students must master to learn at high levels and determining the specific learning needs for each child needed to get there. Thinking is guided by the question… Where do we need to go?

15. Concentrated Instruction • Focus on essential learning • Identify and unpack the most essential standards and learning targets for your grade level or content area • Essential Standards Chart • Ensure that your core instruction is sound • Systemically, collaboratively analyze your craft so that instruction constantly improves • Differentiate for all learners (content, process, product) • Build daily, small group, targeted support into each lesson

16. Concentrated Instruction • Identify and explicitly teach social behaviors • Teach and expect students to self-monitor • http://pbis.org • Concentrating, Screening, and Planning for Behavioral Supports • Identify and explicitly teach academic behaviors • Teach and expect students to self-regulate • Self-Regulatory Assessment Tool • Self-Regulatory Problem Solving Tool

17. Convergent Assessment An ongoing process of collectively analyzing targeted evidence to determine the specific learning needs of each child and the effectiveness of the instruction the child receives in meeting these needs. Thinking is guided by the question… Where are we now?

18. Convergent Assessment • Efficiently screen to identify students at-risk • Create assessments to measure student mastery of essential skills • Enthusiastically monitor student progress • Identify assessments that can be use to validly and reliable monitor student progress • http://easycbm.com • Develop a systematic plan to monitor the progress of students at-risk regularly

19. Convergent Assessment – Diagnosing Reading DifficultiesReading Domains, Skills, Assessments

20. Convergent Assessment • Assess for social behaviors • Analysis of the Function of Behavior • SSRS • BDF • http://swis.org • Assess for academic behaviors • Self-Regulatory Assessment Tool • Self-Regulatory Problem Solving Tool

21. Convergent Assessment • Schedule regular meetings during which teacher teams (weekly) and teacher teams with administrators (monthly) analyze: • About which students do we have concerns? • In what areas do we have concerns? • What are we doing to support students? • Have students responded to the instruction and interventions we have been providing?

22. Certain Access A systematic process that guarantees every student will receive the time and support needed to learn at high levels. Thinking is guided by the question… How do we get every child there?

23. Certain Access • When – scheduling and programming • Schedule time for interventions first • Protect collaborative time • Protect reading, writing, and mathematics • Challenge assumptions • Who – interventionists • Inventory human resources • Use staff creatively

24. Certain Access • What – identify high quality, expertly-implemented interventions for the at-risk learners at your school • http://fcrr.org • http://interventioncentral.com • Social behaviors • Strategies for Improving Behavior Checklist • Academic behaviors • Self-Regulatory Assessment Tool • Self-Regulatory Problem Solving Tool

25. Certain Access • Eagerly communicate needs and progress to all stakeholders • Develop a system for communicating the progress of students at-risk to the student, parents, and all staff who work with the student • Do whatever it takes to ensure every student learns - with intensity, a sense of urgency, and the expectation that learning WILL occur • Celebrate and highlight successes • Study them so they can be replicated • Monitor every aspect of the RTI system to ensure that it is faithfully and energetically implemented.

26. Scenario RTI is a verb

27. Tiers • Tier 1 – Core • Classroom teacher or collaborative team • Within the instructional block • Tiers 2 and 3 – More • Increasing the frequency of the support • Increasing the duration of the support • Decreasing the student-teacher ratio on the intervention group • Increasing the specificity of the support

28. Essential Standards Chart • Standard/Description • What is the essential standard to be learned? Describe in student-friendly vocabulary. • Example/Rigor • What does proficient student work look like? Provide an example and/or description. • Prior Skills Needed • What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

29. Essential Standards Chart • Common Assessment • What assessment(s) will be used to measure student mastery? • When Taught? • When will this standardbe taught? • Enrichment • What will we do when students have learned the essential standard(s)?

30. Cycle of RTI Select and unwrap essential student learning outcomes and indicators and develop a unit assessment plan Give PreTest and preteach Analyze summative assessment results, identify students in need of supplemental interventions Introduce learning targets to students. Begin core instruction. Repeat for additional learning targets as needed Give Formative Assessment Give end of unit Assessment Analyze formative assessment results, provide mid-unit interventions, continue and/or complete core instruction

31. Building a System of Supports RTI Rubric 4 – Consistent and Effective 3 – Fairly Consistent and Generally Effective 2 – Inconsistent and Occasionally Effective 1 – Not Present or Observable

32. Collective Responsibility

33. Concentrated Instruction

34. Convergent Assessment

35. Certain Access

36. Decision Making in RTIDecision Making Within Tiers of Support 4 – Consistent and Effective 3 – Fairly Consistent and Generally Effective 2 – Inconsistent and Occasionally Effective 1 – Not Present or Observable

37. Decision Making in RTIDecision Making Within Tiers of Support

38. Decision Making in RTIDecision Making Within Tiers of Support

39. Decision Making in RTIDecision Making Within Tiers of Support

40. Decision Making in RTIProgress Monitoring – Decision Flowchart • What is the rate of improvement? • Meeting targets? • “Consider…”

42. Decision Making in RTIProgress Monitoring – Decision Flowchart • What is the rate of improvement? • Meeting targets? • “Consider…”

43. Thank You! Pyramid Response to Intervention Chris Weber cweber_teacher@yahoo.com @Chi_educate Christopher Weber https://public.me.com/chrisaweber

45. Thank You!