RtI/DI Intervention Model for The Public Schools of
Petoskey2009-2010
Building Strong, Life-long Learners
Today’s Essential Questions
• How can we address the needs of struggling learners in all grades, K-12th, even better?
• What are the components of the RtI/DI Model that are essential to our district?
• How does best-practice, implementation, & coordination happen at the classroom, school, & district levels?
Group Reflection Question:
How do our schools currently address interventions for students who struggle or already know the material?
Please write down current interventions
on your notepads.
Later Interventions
According to the National Institute of Child Health and Human Development (NICHD), it takes 4 times as long to intervene in the 4th grade as it does to intervene in Kindergarten.
Imagine what this means to secondary students.
How will this influence our RtI/DI model?
The RtI/DI Model
• Preventative model for early intervention• Aims at identifying struggling learners before they
fall behind and promotes learning for all• Provides struggling learners and accelerated
learners with support based on individual needsOn your notepads, please
write down additional interventions you would like
see in Petoskey schools.
Purpose of a Multi-Tiered Approach
Tiers Purpose
1 Reduce the number of new cases of learning/behavioral difficulties
2 Reduce the duration of existing cases of learning/behavioral difficulties
3 Reduce the complications from established cases of learning/behavioral difficulties
Sharon Vaughn, 2006
Essential 3 Tier Components
1. Universal Screening & Progress Monitoring
2. Teaming & Collaboration
3. Data-based Decision Making
4. Professional Development
5. Differentiated Instruction
6. Know Content & High Powered Delivery
7. Adaptability
Connecting with Kids!
Tier #1: Elementary
Core Classroom Instruction
• Universal screening (all students)
• 90 minutes of instructed, intentional reading (Elementary level)
• Research-based instruction
• Differentiated instruction
Tier #1: Secondary
Core Classroom Instruction
• Universal screening & common assessments
• Basic skill discrepancy- Yes (Treat) & No (Support)
• Research-based instruction
• Differentiated instruction with a “Big Ideas” focus
• Quality curriculum, syllabus & grading
• High student engagement
Tier #2: Elementary
Small group intervention
• Instruction in addition to core instruction (30 minutes/day)
• Small groups of 3-5 students for targeted skills instruction
• Programs, strategies, and procedures designed to support Tier #1 (in a team approach)
• Research-based interventions
• Progress monitoring to adjust instruction
• Affective needs addressed
Tier #2: Secondary
Small group intervention
•Reading & Writing Mastery
•Mathematics Mastery
•Science & Social Studies Mastery
•Credit Recovery Programs
•Progress monitoring to adjust instruction & delivery
•Programs, strategies, and procedures designed to support Tier #1 (in a team approach)
•Affective needs addressed
Tier #3: Elementary
Intense intervention
• Intensive, strategic, & supplemental instruction
• Small group or individual intervention in addition to the core program & Tier 2
• Targeted skill groups of 3 students or fewer
• Typically 45-60 min/day
•Maybe special education or behavioral support
Tier #3: Secondary
Intense intervention
• Intensive, strategic, & supplemental instruction
• Small group or individual intervention in addition to the core program & Tier 2
• Targeted skill groups of 3 students or fewer
•Maybe special education or behavioral support services
Building Utopia
So, what is the difference between what we have been doing and where we want to be?
On your notepads, please write down any additional
interventions you would like see in Petoskey schools.
Coordinating RtI/DI Parts
Prevention & Intervention
Collaboration & PLC Work
Research-based Instruction
Professional Development
Data-based Decision Making with Universal Screening
& Progress Monitoring
Instruction & Support
• Classroom teacher • Intervention Team Members
• Administrators• Title 1 aides• Special educators • Academic tutors• Speech/language pathologists• Mentors• Instructional coaches• Co-teachers• Community agencies
Building Utopia
Please place your note cards on the blank elementary or secondary RtI/DI Intervention Pyramids in the room.
RtI
&
DI
What will it take to make the model work in Petoskey?
How can we effectively communicate with our staff ?
Year 1 Priorities
• Tier I program implementation • Professional development • Data to adjust instruction• RtI teams• The change process
Years 2-3 Priorities
Subsequent years, provide opportunities to refine, expand, and add depth to Tiers II & III
Intervention Task Force Roles
Building Level
• Tier Builders• Data Analyzers• Collaborators• Budget Makers• Prioritizers• Team Makers
District Level Electronic Data Inventors
• Process Thinkers• Building Conduits• Resource Finders• Communication Experts• Data Miners