response to intervention

Response to Intervention



Objectives

Participants will

Gain a deeper knowledge of Response to Intervention so that they can immediately apply its principles


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


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.


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?


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”


RTI


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


4 Cs of RTI

Collective Responsibility

Concentrated Instruction

Convergent Assessment

Certain Access



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?



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



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



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?


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


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



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?



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

Convergent Assessment – Diagnosing Reading DifficultiesReading Domains, Skills, Assessments



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



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?


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?


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


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


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.


Scenario

RTI is a verb


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


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?


Essential Standards Chart

Common Assessment – What assessment(s) will be used to measure

student mastery? When Taught?

– When will this standard be taught? Enrichment

– What will we do when students have learned the essential standard(s)?

Select and unwrap essential student learning outcomes and indicators

and develop a unit assessment plan

Analyze summative assessment results, identify students in

need of supplemental interventions

Introduce learning targets to students.

Begin core instruction.

Analyze formative assessment results, provide

mid-unit interventions, continue and/or complete

core instruction

GIVE FORMATIVE ASSESSMENT

GIVE END OF UNIT ASSESSMENT

REPEAT FOR ADDITIONAL LEARNING TARGETS AS NEEDED

GIVE PRETEST AND PRETEACH

Cycle of RTI


Building a System of Supports

RTI Rubric4 – Consistent and Effective

3 – Fairly Consistent and Generally Effective

2 – Inconsistent and Occasionally Effective

1 – Not Present or Observable

Certain Access


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

Decision Making in RTIDecision Making Within Tiers of Support


Decision Making in RTIProgress Monitoring – Decision Flowchart

What is the rate of improvement?

Meeting targets?

“Consider…”


Thank You!Pyramid Response

to Intervention

Chris [email protected]

@Chi_educateChristopher Weber

https://public.me.com/chrisaweber


Thank You!

response to intervention

Documents

intervention response

interventionrti response

deeper knowledge of

good spirit rti

intervention rtiresponse

students learningopenly

rti rubric decision

student needs