Riding the Waves with RtI

By: Rhonda Back, RtI Director of Bath County Schools

An anchor is to a ship as RtI is to___________________

RtI Voyage in Bath County First year of implementation of an approved District Plan under

our belts – some smooth sailing but some huge waves also

Received feedback from principals, teachers, community members of how to improve our plan – still not proficient by no means but we are sailing in that direction

Change does not roll in on the wheels of inevitability, but come through continuous struggle- Martin Luther King, Jr.

Be patient- real change takes time

“I Can” statements for today’s RtI session:

I Can…………

Explain what RtI is to my peers and others

Explain why it is important for our students and our school community

Explain what is expected of me in implementing RtI

Familiarize myself with the process and new forms

5

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

Do you agree or disagree with this statement? Why?

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005)

Visible Learning- John HattieVisible Learning- John HattieWhat works best in education?

John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’

Hattie, determined that “for students moving from one year to the next, the average effect size is 0.40.”Meaning they will grow 1 year in 1 year’s time if they are engaged in strategies that have an effect size of 0.40 and above

Teaching/Learning Strategy Your Rating

Effect Size

Hattie’s Rating

Integrated Curriculum      

Parental Involvement      

Teacher Credibility      

Homework      

Retention      

Student’s Expectations for Their Own Learning      

Co-Team Teaching      

Questioning      

Teacher Feedback to Student      

Summer Vacation      

Response to Intervention (RtI)      

Class Size      

Cooperative Learning      

Inquiry-Based Teaching      

Ability Grouping      

Metacognitive Strategies      

Hattie’s Maximizing Impact on Learning

Teaching/Learning Strategy Your Rating

Effect Size

Hattie’s Rating

Integrated Curriculum   0.39  9

Parental Involvement   0.51  6

Teacher Credibility   0.90  3

Homework   0.29  11

Retention   -0.16  16

Student’s Expectations for Their Own Learning   1.44  1

Co-Team Teaching   0.19  13

Questioning   0.46  7

Teacher Feedback to Student   0.75  4

Summer Vacation   -0.09  15

Response to Intervention (RtI)   1.07  2

Class Size   0.21  12

Cooperative Learning   0.59  8

Inquiry-Based Teaching   0.31  10

Ability Grouping   0.12  14

Metacognitive Strategies   0.69  5

Hattie’s Maximizing Impact on Learning

What is RTI?

"RtI is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions." (NASDSE 2006)

The system of interventions is flexible and emphasizes returning students to the regular instructional program as quickly as possible; students receive interventions only when they are needed and for the particular [area] in which they need assistance.

Pg. 8, Pyramid Response to Intervention by Buffum, Mattos and Weber

Bath County System of InterventionsBath County System of Interventions

Uses the Kentucky System of Interventions (KSI) as a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, enrolled in their schools.

from Pyramid Response to Intervention

Forward, by Richard DeFour (pg. xv-xvi)“If schools are to become more

effective in helping ALL students learn at high levels, RTI will require a deep cultural change that must occur.”

4 Key Questions

What exactly do we expect all students to learn?How will we know if and when they’ve learned it?How will we respond when some students don’t

learn?How will we respond when some students have

already learned?

(DuFour, DuFour, Eaker & Many, 2006)

Core Principles of BCSI

Core/Universal – Tier 1KCASPerformance Level DescriptionsAssessment data (KPREP, local, MAP)Differentiated instructionResearched-base instructional strategies (CHETL, 21st Century,7 Characteristics of Primary)Formative assessment strategiesCollaboration of educators, parents, communityVision and Hearing ScreeningSchool-based behavioral programs

Tier 1 75-80%

Tier 215-20%

Tier 35-10%

Supplemental – Tier 2

• Diagnostic and Screening Tools

• More specific, intense instruction

• Flexible grouping• Support of other staff and

Student Proficiency Teams• Frequent Progress Monitoring• + ALL Tier 1 Services

Tier 1 75-80%

Tier 215-20%

Tier 35-10%

Intensive – Tier 3Small Group More specific, intense instructionWork with InterventionistVery Frequent Progress Monitoring+All Tier 1 and Tier 2 instruction

Tier 1 75-80%

Tier 215-20%

Tier 35-10%

InstructionInstruction

Learning is not always pleasurable and easy; it requires over-learning at certain points, spiraling up and down the knowledge continuum, and building a working relationship with others in grappling with challenging tasks.

-J. Hattie

Teacher contributions to student learning Teacher contributions to student learning include: include:

quality of teaching (as perceived by the students)teacher expectationsfixed vs. growth mindsetteacher opennessclassroom climatefocus on teacher clarity in success criteriafostering of effortengagement of all students

Great teachers are the key. Research shows, in fact, that the single most important factor in improving student achievement is great teaching.

~ Waiting for Superman, Leslie Chilcott, pg. 53

How do I as a teacher help every student everyday learn, grow and feel like he or she is worthy? What are some areas I need to develop?

How WE Steer our Boat for RtI SuccessHow WE Steer our Boat for RtI SuccessAdminister Universal Screener and/or Other Assessments

Establish a School Team to Examine Core Instruction

Establish Student Team(s) to Develop and Implement Student Proficiency Plans

Teams Use the Problem Solving Process

Examine and Utilize Evidence-Based Interventions

Analyze Data Frequently

Develop Plans and Continue Cycle

Celebrate Success

Using the Compass of RtI (Forms)Using the Compass of RtI (Forms)

Vision and HearingSpeech/LanguageMotorStudent Proficiency Plans (Team Meetings and Plan Forms)Reading Summary SheetsMath Summary Sheets

In the most exceptional schools where new ways of pursuing excellence are being developed, there is a real effort to help every child achieve his potential. All kids can, and must, learn.

~ Waiting for Superman, Leslie Chilcott, pg. 58

Web is full of RtI Intervention Strategies and Ideas:

PinterestTeachers Pay TeachersGoogle - RtI Intervention ListsResources in BCSI Plan Guide

The question is not, “Is it possible to educate all children well?” but rather, “Do we want to do it badly enough?”

We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."

~ Ronald Edmonds, Harvard University

Do you agree or disagree? Why??

I Can” statements for today’s RtI session:

I Can…………

Explain what RtI is to my peers and others

Explain why it is important for our students and our school community

Explain what is expected of me in implementing RtI

Familiarize myself with the process and new forms

Resources Resources Kentucky System of Interventions (KSI)

http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/

Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri

National RTI Center http://www.rti4success.org/

Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/

IRIS Center http://iris.peabody.vanderbilt.edu/

Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm

What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Hattie’s Work 138 Influences Related To Achievement - Hattie effect size list.mht/

Questions?Rhonda BackRhonda.back@bath.kyschools.us