Download - FPS – What is RTI? FPS RTI wiki:
FPS – What is RTI?FPS – What is RTI?
FPS RTI wiki:FPS RTI wiki:http://www.youtube.com/watch?v=ZWHpcKXt-qQ
FPS – RTI DefinitionFPS – RTI Definition
Response to Instruction and Intervention (RTI²) is a systematic method of matching instruction to students’ learning needs which emphasize effective instruction for all students through high quality comprehensive instruction, as well as targeted interventions for students experiencing learning, social-emotional or behavioral difficulties.
Interventions are scientific and research-based (i.e., to the extent that research exists to inform their selection or development).
The focus of RTI² involves instruction and interventions in general education at the onset of concern about student performance.
Ancillary professionals also play a vital role in serving as a fundamental resource in implementing RTI²and in helping to meet the needs of all students.
Classroom Instruction
Gifted and Talented Title I
ELL/ESL
Parents
After-School
Custodians
Counseling /Student Support
Special Education
Traditionally………
Adapted from Harlacher & Mucha, 2010
literacy
Instructional Consultation
Para support
RTIRTI22
School Improvement
Common Assessments
PBIS
Transportation
EnrichmentsPLC
HSCE/GLCE
Social Work
SAPC
Quality Instruction
IntensiveIndividualized Support provided to 3-5% of students
Targeted Group Support provided to 10-15% of students
Universal InstructionPrograms provided to all students at least 80% of students’ needs are met through this level of support
Academic and Behavioral Academic and Behavioral
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In a small town, a group of teachers gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the teachers on the shore quickly dove in and pulled the child out.
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Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
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In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted:
“HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
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The teacher replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.”
What Now?
RTI – Mandated at Federal & State Levels
FPS created a group to develop a definition and framework for RTI
The Work Group
35 volunteers
75% Gen Ed
Teachers
Support Staff
Administrators
All levels, all buildings
Classroom Instruction
Gifted and Talented Title I
ELL/ESL
Parents
After-School
Custodians
Counseling /Student Support
Special Education
Traditionally………
Adapted from Harlacher & Mucha, 2010
literacy
Instructional Consultation
Para support
RTIRTI22
School Improvement
Common Assessments
PBIS
Transportation
EnrichmentsPLC
HSCE/GLCE
Social Work
SAPC
Quality Instruction
RTI – MEETING REGS OR CHANGING A RTI – MEETING REGS OR CHANGING A CULTURE?CULTURE?
2010-11
2011-12 2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
Behavior (PBIS)
RTI Frameworks
1) Behavior Screeners
2) Behavior Instruction / Interventions
Behavior Problem-Solving Teams
Behavior Progress Monitoring
Behavior Diagnostic Assessment
Reading RTI Frameworks
Reading Screeners Reading Diagnostic Assessment
Reading Progress Monitoring& Reading Instruction / Interventions
Reading Problem-Solving Teams
Math RTI Frameworks
Math Screeners Math Instruction / Interventions
Math Diagnostic Assessment
Math Progress Monitoring
Math Problem-Solving Teams
Writing RTI Frameworks
Writing Screeners
Writing Instruction / Interventions
Writing Diagnostic Assessment
Writing Progress Monitoring
Writing Problem-Solving Teams
Quality Instruction
Building Based RTI PD
Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,
Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular
breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,
Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions
Method for handling student behaviorsProactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the
student, Triage at lunch with the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult,
Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviorsReferral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviorsProactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
Pyramid to Success for All
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Why we should care?Teacher Growth
Here’s HOW we grow!
We collaborate and learn behavior
strategies from each other
Why we should care?Quality Instruction definition created Quality Instruction definition created
by FPS Work Groups:by FPS Work Groups:
Quality instruction is the Quality instruction is the
use of use of proven proven practicespractices to to engage all students in engage all students in meaningful learning.meaningful learning.
““FARMINGTONIZING!”FARMINGTONIZING!”
Why has Farmingtonization not worked?
Why have past initiatives burned out?
RTI – MEETING REGS OR CHANGING A RTI – MEETING REGS OR CHANGING A CULTURE?CULTURE?
2010-11
2011-12 2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
Behavior (PBIS)
RTI Frameworks
1) Behavior Screeners
2) Behavior Instruction / Interventions
Behavior Problem-Solving Teams
Behavior Progress Monitoring
Behavior Diagnostic Assessment
Reading RTI Frameworks
Reading Screeners Reading Diagnostic Assessment
Reading Progress Monitoring& Reading Instruction / Interventions
Reading Problem-Solving Teams
Math RTI Frameworks
Math Screeners Math Instruction / Interventions
Math Diagnostic Assessment
Math Progress Monitoring
Math Problem-Solving Teams
Writing RTI Frameworks
Writing Screeners
Writing Instruction / Interventions
Writing Diagnostic Assessment
Writing Progress Monitoring
Writing Problem-Solving Teams
Quality Instruction
Building Based RTI PD
SE academy
SE Reading Interventions
SE Math Interventions Differentiation
PLC/PLT
Problem-Solving teams
Unification
The Medical Version of RTIThe Medical Version of RTI
Layers of intervention or Layers of intervention or medical treatment medical treatment responding to health responding to health needsneeds
Each layer or tier Each layer or tier provides more intensive provides more intensive interventionintervention
Aimed at preventing Aimed at preventing more serious health more serious health issuesissues
TIER I
TIER II
TIER III
TIER I: Universal interventionTIER I: Universal intervention
Regular physicalRegular physical
Assessment data is Assessment data is collected at your physicalcollected at your physical
Intervention suggestions Intervention suggestions are offered………are offered………
TIER I
TIER II
TIER III
EAT HEALTHY AND EAT HEALTHY AND EXERCISE!EXERCISE!
TIER II: Targeted InterventionTIER II: Targeted Intervention
When Tier I intervention (eat healthy When Tier I intervention (eat healthy and exercise) does not work, more and exercise) does not work, more intense intervention is needed.intense intervention is needed.
TIER I
TIER III
Tier II interventions and strategies Tier II interventions and strategies more directly target the specific more directly target the specific problem problem
TIER IITIER II
More assessment data is collected to More assessment data is collected to target the problemtarget the problem
Tier II intervention: Specific meds the Tier II intervention: Specific meds the target the health problemtarget the health problem
TIER III: Intensive interventionTIER III: Intensive intervention
Tier III is intensive, strategic, and Tier III is intensive, strategic, and individualized intervention specifically individualized intervention specifically designed to target the serious health designed to target the serious health concern.concern.
TIER III
TIER III
Frequent assessment data is Frequent assessment data is collected to target the problemcollected to target the problem
Possible surgery or other intense Possible surgery or other intense procedure to address the issueprocedure to address the issue
The Educational Version of RTIThe Educational Version of RTI
Layers of intervention or Layers of intervention or instructional strategies instructional strategies responding to academic responding to academic and behavioral needsand behavioral needs
Each layer or tier Each layer or tier provides more intensive provides more intensive interventionintervention
Aimed at preventing Aimed at preventing more serious more serious academic /behavior academic /behavior issuesissues
TIER I
TIER II
TIER III
TIER I: Universal interventionTIER I: Universal intervention
Academic and behavioral Academic and behavioral assessment data is assessment data is collected on all students collected on all students (benchmark and (benchmark and progress monitoring)progress monitoring)
Core interventions are Core interventions are offered………offered………
TIER I
TIER II
TIER III
Research Based Research Based Instructional and Instructional and Intervention strategies Intervention strategies for all studentsfor all students
TIER II: Targeted InterventionTIER II: Targeted Intervention
When Tier I intervention (research When Tier I intervention (research based instructional strategies) does based instructional strategies) does not work, more intense intervention is not work, more intense intervention is needed.needed.
TIER I
TIER III
Tier II interventions typically are Tier II interventions typically are small-small-group group supplemental supplemental instruction/intervention in addition to instruction/intervention in addition to the time allotted for core instruction.the time allotted for core instruction.
TIER IITIER II
More assessment data is collected to More assessment data is collected to target the problemtarget the problem
Tier II intervention: Problem solving Tier II intervention: Problem solving teams collaborate to develop research teams collaborate to develop research based interventions to target the based interventions to target the specific problemspecific problem
TIER III: Intensive interventionTIER III: Intensive intervention
Tier III is more intensive, strategic, and Tier III is more intensive, strategic, and individualized intervention specifically individualized intervention specifically designed to target the significant designed to target the significant academic or behavioral issueacademic or behavioral issue
TIER III
TIER III
Frequent assessment data is Frequent assessment data is collected to target the problemcollected to target the problem
Tier III is designed and customized small-Tier III is designed and customized small-group or 1:1 instruction and intervention group or 1:1 instruction and intervention that is extended beyond the time allocated that is extended beyond the time allocated for Tier I and Tier II.for Tier I and Tier II.