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Responsiveness to Instruction (RtI) Welcome! 1.Gather at your table with your team. 2.Before we begin , use sticky dots to answer the 6 statements posted around the room.
Responsiveness to Instruction (RtI)
Welcome!
1. Gather at your table with your team.
2. Before we begin, use sticky dots to answer the 6 statements posted around the room.
Responsiveness to Instruction(RtI)
Overview and First Steps
North Carolina Department of Public Instruction
2010
Welcome!• Introductions
• Who are we & Why are we here?– Choose a spokesperson.– Share with the group:
• Who are you?• Where are you from? School? District? Other? • Why are you attending this training?
• What do we already know about RtI?
Objectives
• Prepare trainers to coordinate and implement a problem-solving framework with school personnel.
• Integrate RtI into existing LEA and DPI initiatives.
• Identify and utilize resources to support school improvement.
• Identify and utilize resources to support student achievement.
What Are Our Beliefs?
• What are characteristics or qualities of a great school?
• For 2 minutes, work alone to write each characteristic or quality on its own sticky note.
• For 4 minutes, work with your team to categorize your characteristics by placing similar qualities together.
• Work together to label each category.
• Decide who will share your categories with the rest of the group.
Time to Share
• Common Characteristics– What’s in place?– What can be added?
Let’s Discuss
• How can we facilitate change?
Facilitating Change
1. What is working? Not?
2. How should changes be made?
3. Who needs to be involved to make the necessary changes?
4. How will success be measured?
5. How will the change be sustained?
What IS RtI?
National RtI Model
• “Response to Intervention”– Born out of Reauthorization of Special Ed
Law (IDEA 2004)
• Two Models of RtI:– Problem-Solving Model – Standard Protocol
North Carolina Model
• “Responsiveness to Instruction”
• Four-Tier Problem-Solving Model– Core Instruction
– Student Achievement
NC DPI Definition of RtI
• The practice of providing high quality instruction 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.
Response to Intervention Policy Considerations and Implementation,
National Association of State Directors of Special Education, Inc.
Making Connections
• Teacher & Executive Standards
• Formative Assessment
• Early Literacy
• Common Core & Essential Standards
• Accountability and Curriculum Reform Effort (ACRE)
What is RtI?
• Framework that focuses on:– Appropriate, targeted instruction– Researched-based teaching strategies – Early intervention– Accurate assessment with valid, reliable
data– Frequent progress monitoring– Informed instructional decisions
3 Components of RtI
PreventionInterventionSLD Determination
Why RtI?
• Alignment of student’s needs with specific instructional strategies that are research-based
• Recognition of needs that allow for early intervening
• Enrichment and extension of curriculum
• Reinforcement of skills and concepts
How is This Different?
• Creates a shift in focus – proactive rather than reactive– eliminates “Wait to Fail”
• Early intervening to prevent failure
• More efficient use of resources
• Supports family partnerships
How Do We Do This?
• Educate all students:– Build upon prior knowledge and
experience
–Address a wide range of skill levels
– Instruct utilizing various forms of data
–Provide instruction at the appropriate instructional level matched to student needs
In Other Words…
…The focus is placed on instruction rather than on what is wrong with the student…
In Other Words…
…the focus is on the solution rather than the problem…
In Other Words…
• …The focus is on addressing the needs of ALL students…
In Other Words…
• …the focus is on ALL educators being responsible for ALL students
In Other Words….
• RtI is…
– “a change in emphasis; toward assessing risk and providing targeted intervention and away from determining failure.”
Allan Lloyd-Jones
Special Education Division
California Department of Education
RtI is Not….
• A packaged program
• A curriculum
• Special Ed
• Just for eligibility identification
• A place in the building
RtI
RtI is…….• The whole school working together
• Process that uses all resources within a school
• Instruction guided by student outcome data
• Instruction & interventions matched to student’s needs
• Prevention of academic and behavioral problems
• Varying levels of intensity RtI
LEADERSHIP is KEY!
• “A leader's role is to raise people's aspirations for what they can become and to release their energies so they will try to get there.”
(David R. Gergen)
Leadership Must Be…
Knowledgeable• Students• Curriculum • Data • Schedules• Teachers’ needs Visionary• Mission• Plan• Support
• “Our leader not only has a mission for our school which is what we want to do, but she has a vision of how we are going to do it.” (Murphy, 2004)
Let’s Reflect
• Turn to someone sitting near you.
• Tell him or her 3 ideas about RtI that were helpful or interesting to you.
• Listen to your partner’s thoughts.
• Choose one idea to share with your table.
GREAT! How do we get started?
Blueprints for Implementation
Blueprints for Implementation
• 3-Column Format:1.Critical Implementation Components: “Steps”
2.Resources Available
3.“Wisdom from the Field”
Page 2
Blueprints for Implementation
3 Stages of Implementation
1. Consensus Building
2. Infrastructure Building
3. Implementation
Page 4-5
Leadership Guides Consensus
Leadership Guides Consensus
Component 1: Consensus Building1. Provide information & coordinate with
district administration2. Provide information to school staff and
others about RtI3. Identify consensus level among staff
necessary for implementing RtI4. Determine next steps5. Plan to support change initiative
Page 5-14
Leadership Guides Consensus
• Self-Assessment1. With your team, review the 5 Actions of
Consensus Building.
2. Use the Self-Assessment to discuss and begin rating strengths and areas of focus.
3. Discuss possible strategies for building consensus in your school/district.
4. Be prepared to share strategies with the whole group.
Page 49-51
Leadership Guides Consensus
• Self-Assessment– What strategies did
your team think about for building consensus in your school and/or district?
Leadership Guides Consensus
http://www.rti4success.org/index.php?option=com_content&task=view&id=1475
We Have Consensus.. Now What?
Blueprints for Implementation
3 Stages of Implementation
1. Consensus Building
2. Infrastructure Building
3. Implementation
Page 4-5
Blueprints for Implementation
Component 2:
Infrastructure Building
1. Form a leadership team
2. Answer 10 Questions
Page 14-38
Component 2: Infrastructure Building
Ten Basic Questions
• Core Program sufficient? If not sufficient, what led to this?• How will core curriculum needs be met?• How will the core be monitored?• Have improvements been effective?• For which students is the core sufficient? Not? Why?• What specific supplemental/intensive instruction needed?• How will supplemental/intensive be delivered? Monitored?• How will students move to a different level of instruction?
Page 14-38
Evaluate Your Core
Analyzing Your Core Program
• What does your school look like now?– Are at least 80% of your students proficient?– What is working? Why? How do you know?– What’s not working? Why? How do you know?– Do teachers have needed skills & content
knowledge?– Is your curriculum aligned with standards &
assessment?– Are teachers using research-based strategies?– Is your schedule working?
Let’s Take a Closer Look
• Core Curriculum– Teacher resources
(adopted curriculum, textbooks, teacher guides, etc.)
– Supplementary materials
– Intervention materials
Analyzing Core Curriculum
• Let’s Examine a Reading Curriculum Together
Analyzing Reading Core
Analyzing Reading Core
• The investment in identifying a core program that aligns with research and fits the needs of learners in your school will reap long-term benefits for children's reading acquisition and development.
Analyzing Reading Core
• Meets or Exceeds
• Partially Meets
• Does not Meet
Analyzing Core Curriculum
Analyzing YOUR Core Curriculum
• Gather the core reading materials you brought with you.
• Select an Analyzing Tool that fits for your selected curriculum.
• Work together to analyze a small portion of the reading core.
• Together, discuss strengths, issues, and strategies for a full evaluation.
Your Analysis
Reflection & Growth• Reflection of Current RtI Model
– Successes– Challenges
• State Level Collaboration– Comprehensive, All-Inclusive NC Model
• DPI Steering Committee• DPI Workgroups
• State Level Capacity & Infrastructure– Technical Assistance
• RtI Regionally-Based Support Consultants– Monitoring & Evaluation
Current & Next Steps
• Enhancement– Current NC RtI Model
• Streamlined with existing initiatives• Integration of additional needs & populations (e.g.,
AIG, LEP, Cultural Responsiveness)
– Current RtI Introductory Professional Development sessions
Current & Next Steps• Development
– Administrator Session prior to Foundational RtI Sessions
– “Update” training regarding revised/enhanced information for LEAs/schools who previously attended the Foundations RtI training sessions
– “Phase 2” Professional Development Opportunities for in-depth training on specific topics
– Future support documents & resources (e.g., concept paper, handbook, webpage)
Overview of what’s to come…• Next Two Days
– Problem-Solving Model– Curriculum Based Measurements– Case Studies- Tier I, Tier II, Tier III– Your Case Study
• Additional Modules– Elements of Literacy– Elements of Math– Related Instructional Components
• (PBIS, AIG, ELL, Cultural Responsiveness, Related Services)
– Additional Planning Time
Plus/Delta
• Before leaving– Take a few moments to discuss with your
team what worked well (plus) and issues, concerns or recommendations (delta) and record them on the Plus/Delta form.
Tomorrow, we’ll begin at 9:00 am.
