Overview rti

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  • Use the pre-session posters to comment on what the group believes to be correct about RtI. Assure them that they will leave this training knowing the “answers” to those questions.
  • Give directions only one step at a time. Show them the first direction, then have them do that step. Then, show them the next direction, and have them complete. MUCH easier than showing them the directions at the same time!!
  • Move quickly around the room, from school/district to the next, sharing one category. Once everyone has shared a different category, start over, inviting each school/district to share another one on their table that is not on the chart. Continue until all groups have shared all categories. List each of the categories on chart paper. Highlight how RtI can help achieve many of these characteristics… and that we’ll learn how during these next 7 days. Either now, or during a break, have the participants place the sticky notes with a category as desired. Then, refer to these sticky notes throughout the training.
  • You may want to highlight the Handout “5 Steps to Facilitating Change” with them.
  • NC chose to use the term “instruction” rather than “intervention” because it shifts the focus on the instruction for ALL students, not just those who are struggling.
  • So, how does RtI mesh with other statewide initiatives? Let’s look at a few of the larger initiatives. Teacher & Executive Standards – RtI clearly addresses data driven instruction which can be linked to those standards. Formative Assessment - With formative assessment, teachers are continuously gathering formal and informal data to drive instruction. Early Literacy- Research suggests that a focus on early literacy skills saves time and money. With an RtI model schools have to focus on those early literacy skills and are enabled to provide any needed intervention at a much earlier age. Common Core & Essential Standards – An RtI model requires schools to continuously look at data to ensure that those standards are being taught. To serve different purposes, we need different types of assessment In education (and RtI) assessments we use fall into one of three categories: summative, benchmark, and formative assessments. ACRE – NC’s comprehensive initiative to redefine the SCOS for k-12, student testing program, and student accountability model – stream line all types of assessment we use in NC Activity for participants:   List all assessments used in district/ school building Then classify as type (summative, benchmark, formative) and role (universal screening, diagnostic, progress monitoring)
  • This applies to students who are struggling with academic skills, as well as those under achieving.
  • We “RtI-d them” not something we do to students, but for students.
  • Well-integrated system with the whole school working together High-quality, research-based instruction and interventions matched to student’s needs
  • The KEY to success… is….???
  • Leadership!
  • Created to provide concrete guidance to implementation sites. Everyone should either have a hard copy or an electronic version of a copy. Participants were asked to make a hard copy if desired.
  • Ask participants to walk through their version of Blueprints as you discuss. Highlight page numbers (lower right corner) when needed.
  • Provide at least 15 minutes for this activity.
  • Created to provide concrete guidance to implementation sites.
  • Provide a few minutes for participants to read over and look over this part of the Blueprint in order to become familiar with it.
  • Provide 15 minutes for team reflection Your Core Program includes many components, with the adopted curriculum as a piece of that core.
  • Read a bit and share the hard copy with the group. (ANY SCREENSHOTS/SCANNING NEEDED?)
  • Everyone should have a one-pager from this document to use.
  • Everyone should have a one-pager from this document to use.
  • Everyone should have a one-pager from this document to use.
  • Read a bit and share the hard copy with the group. (ANY SCREENSHOTS/SCANNING NEEDED?)
  • Provide at least 45 minutes for this activity.
  • What did you discover? How might you conduct a full analysis of your core reading?
  • Overview rti

    1. 1. 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.
    2. 2. Responsiveness to Instruction (RtI) Overview and First Steps North Carolina Department of Public Instruction 2010
    3. 3. 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?
    4. 4. 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.
    5. 5. 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.
    6. 6. Time to Share• Common Characteristics – What’s in place? – What can be added?
    7. 7. Let’s Discuss• How can we facilitate change?
    8. 8. Facilitating Change1. 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?
    9. 9. What IS RtI?
    10. 10. 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
    11. 11. North Carolina Model• “Responsiveness to Instruction”• Four-Tier Problem-Solving Model – Core Instruction – Student Achievement
    12. 12. 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.
    13. 13. Making Connections• Teacher & Executive Standards• Formative Assessment• Early Literacy• Common Core & Essential Standards• Accountability and Curriculum Reform Effort (ACRE)
    14. 14. 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
    15. 15. 3 Components of RtI Prevention Intervention SLD Determination
    16. 16. 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
    17. 17. 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
    18. 18. 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
    19. 19. In Other Words……The focus is placed on instruction rather than on what is wrong with the student…
    20. 20. In Other Words……the focus is on the solution rather than the problem…
    21. 21. In Other Words…• …The focus is on addressing the needs of ALL students…
    22. 22. In Other Words…• …the focus is on ALL educators being responsible for ALL students
    23. 23. 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
    24. 24. RtI is Not….• A packaged program• A curriculum• Special Ed• Just for eligibility identification• A place in the building RtI
    25. 25. 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 RtI• Varying levels of intensity
    26. 26. LEADERSHIP is KEY! • “A leaders role is to raise peoples aspirations for what they can become and to release their energies so they will try to get there.” (David R. Gergen)
    27. 27. Leadership Must Be… • “Our leader not onlyKnowledgeable• Students has a mission for our• Curriculum school which is what• Data we want to do, but• Schedules she has a vision of• Teachers’ needs how we are going to do it.” (Murphy, 2004)Visionary• Mission• Plan• Support
    28. 28. 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.
    29. 29. GREAT! How do we get started?
    30. 30. Blueprints for Implementation
    31. 31. Blueprints for Implementation• 3-Column Format: 1. Critical Implementation Components: “Steps” 2. Resources Available 3. “Wisdom from the Field” Page 2
    32. 32. Blueprints for Implementation3 Stages of Implementation 1. Consensus Building 2. Infrastructure Building 3. Implementation Page 4-5
    33. 33. Leadership Guides Consensus
    34. 34. Leadership Guides ConsensusComponent 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
    35. 35. Leadership Guides Consensus• Self-Assessment 1. 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
    36. 36. Leadership Guides Consensus• Self-Assessment – What strategies did your team think about for building consensus in your school and/or district?
    37. 37. Leadership Guides Consensus http://www.rti4success.org/index.php?option=com_content&task=view&id=1475
    38. 38. We Have Consensus.. Now What?
    39. 39. Blueprints for Implementation3 Stages of Implementation 1. Consensus Building 2. Infrastructure Building 3. Implementation Page 4-5
    40. 40. Blueprints for Implementation Component 2: Infrastructure Building 1. Form a leadership team 2. Answer 10 Questions Page 14-38
    41. 41. Component 2: InfrastructureBuildingT Page 14-38
    42. 42. Evaluate Your Core
    43. 43. 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?
    44. 44. Let’s Take a Closer Look • Core Curriculum – Teacher resources (adopted curriculum, textbooks, teacher guides, etc.) – Supplementary materials – Intervention materials
    45. 45. Analyzing Core Curriculum• Let’s Examine a Reading Curriculum Together
    46. 46. Analyzing Reading Core
    47. 47. 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 childrens reading acquisition and development.
    48. 48. Analyzing Reading Core • Meets or Exceeds • Partially Meets • Does not Meet
    49. 49. Analyzing Core Curriculum
    50. 50. 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.
    51. 51. Your Analysis
    52. 52. 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
    53. 53. 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
    54. 54. 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)
    55. 55. 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
    56. 56. 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.

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