Download
1 / 39
390 likes | 516 Vues
RtI Initiative. Intensive Coaches Institute 9/8/09 Setting the Context. The Context. Federal rationale NCLB and IDEA State rationale Education YES! Michigan School Improvement Framework State Performance Plan Continuous Improvement and Monitoring System. Our Local Rationale.
E N D
RtI Initiative Intensive Coaches Institute 9/8/09 Setting the Context
The Context • Federal rationale • NCLB and IDEA • State rationale • Education YES! • Michigan School Improvement Framework • State Performance Plan • Continuous Improvement and Monitoring System
Our Local Rationale • Increased accountability for all students to meet rigorous state standards • Achievement gaps with student subgroups • Dwindling resources • Increasing student subgroup populations
Shifting Paradigms • Access/Participation Progress/Success • Legal/compliance Performance/Results • Teaching Content Ensuring Student Learning • Separate/Parallel Collaborative/Unified
Our Journey (2005-2007) “Together We Can Do It!... Raising Achievement for All Students”
Our Journey (2007-2009) “Failure Is Not An Option – Six Principles that Guide Student Achievement in High Performing Schools”
Failure Is Not An Option – Six Principles • Common Mission, Vision, Values and Goals • Ensuring Achievement for All Students: Systems of Prevention and Intervention • Collaborative Teaming Focused on Teaching and Learning • Using Data to Guide Decision Making and Continuous Improvement • Gaining Active Engagement from Family and Community • Building Sustainable Leadership Capacity Blankstein, 2004
To address the moral imperative for change it will take “courageous leadership”
Courageous Leadership Courage What we knowWhat we do
Food for Thought Video Clip – Apollo 13 Discuss at your table – how does is this clip similar to what is facing educational leaders today?
How do we as leaders ensure successful learning for All students?
Our Journey 2007-2009 The Ingham Student Achievement Framework (ISAF)
Guiding Principles for the Ingham Student Achievement Framework All students will learn All educators can effectively teach all students All children are general education students Failure is not an option for any student
Guiding Principles (cont.) All students benefit from multi-tiered service delivery All students benefit from research-based interventions and instruction delivered with integrity Multiple sources of data for decision making are critical
If We Believe in Learning for ALL… What is it that we want all students to learn? How will we know when they have learned it? How will we respond when they do not learn or have already learned it?
Tier One of the ISAF • Focuses on collaborative infrastructure and shared leadership • Creates collective commitment to all students as a school community
Tier One - Essential Components • Shared understanding of mission, vision, values, goals – unity of purpose • Accepting school culture • Systems for data-driven decision making • Student, family and community involvement • Continuous learning
Tier Two of the ISAF • Universal supports for all students • Use of standards based curriculum and content expectations • High-quality instructional settings • Student, family and community engagement
Tier Two - Essential Components • Curriculum alignment, articulation and coherence • Research and evidence-based instructional practices • Universal screening and formative assessment • Job embedded, collaborative structures for data-driven professional learning focused on student achievement
Tier Three of the ISAF • Targeted, supplemental interventions in addition to the general education curriculum in Tier 2 • Research and evidence based group interventions that are matched to student needs
Tier Three - Essential Components • Pre-planned small group interventions that use structured protocols and flexible student groupings • Interventions are different from instructional practices in Tier 2 • Student progress and response to these interventions are monitored frequently
Tier Four of the ISAF • Targeted, supplemental intervention to the general curriculum in Tier 2 • Research and evidence based individualized interventions are matched to specific student needs
Tier Four - Essential Components • Proactive multi-disciplinary identification of an individual student’s needs • Individualized interventions different from instructional practices and interventions in Tiers 2-3 • Student progress and response to these interventions are monitored intensively
Tier Five of the ISAF • Modified curriculum and specially designed instruction instead of the general curriculum in Tier 2
Tier Five - Essential Components • Specialized instruction and support provided to individual student • Defined eligibility criteria used to access specialized instruction • Intensive monitoring of student progress and response to instruction
What is Response to Intervention (RtI)? RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al., 2005)
Response to Intervention is about… • having a system of instruction and intervention. • intensity of instruction and intervention. • using different data measures. • using different academic and behavior Interventions. • a different system for determining eligibility.
Big Ideas of Tiered Models/RtI • Curriculum, Instruction, and Intervention • System of Assessment, including Universal Screening, Formative Assessment and Progress Monitoring • Data-based Problem Solving • Leadership
Paradigm Shifts with ISAF/RtI • Need to use existing resources differently, creatively and flexibly • Movement of a student within the tiers is flexible • Interventions must be explicit/targeted and implemented with fidelity • Structures need to be fluid and responsive to current student needs, promote shared leadership and data driven decision making
Reflection Activity At your table, identify strategies for helping schools connect their prior work to the key components of RtI
