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RtI Overview
- 1. RtI: An Overview for Educators District 112 RtI Design Team & Steering Committee
Editor's Notes
- Over the past few years, District 112 has been working on implementing an RtI system in its schools. Many parts of this system include things we have done for several years: universal screening of academic skills with CBM and MAP, establishing Problem Solving Teams to address student concerns, and more recently holding whole school data review days, designing intervention blocks, and progress monitoring student growth to make important decisions. The purpose of this presentation is to make sure that all staff have the same basic understanding of RtI as a system and have an opportunity to ask questions about what it may mean for their school.
- This is an all school / general education initiative. Meaning: The idea of a focus on results means there are pre/post assessments (common formative assessment developed by teachers), progress monitoring (CBM) and performance based measures (MAP, Benchmark Assessments) given to students within the general education setting. This data is used by teachers to help focus on target skills and to adjust the Tier 1 curriculum to help students develop in individual areas, I.e. differentiation and flexible grouping. By focusing on results we will Improve instruction and collaboration, so that all students all experience individual growth and success with the goal that all students meet and/or suceed on state standards (ISATs).
- Grade level/department initiative: Meaning: Teachers collaborate on data/results to address the needs of individuals or targeted groups that may need additional instruction or different instruction. Different refers to the need of the team or teacher to re-teach, close gaps, and/or additional opportunities to enrich content to meet the needs of the individual student. Collaboration also supports teacher need as well. How we teach students and the results each teacher obtains from a group of students helps inform practice. How can we become better at addressing the needs of our instructional groups? How can we best support each other in developing appropriate leveled student groupings? What can we do differently? What can we share from our own teaching practices? Working smarter, not harder!
- General Education - Tier 1 Curriculum Meaning: All kids, regardless of level of support, show appropriate individual progress towards learning outcomes / Power Standards. A focus on learning is a data based process. This means all students show individual success on our identified district assessments (Objective 1: Strategic Plan) When students aren’t learning their current supports are adjusted and additional supports maybe identified.
- Meaning: When grade level teams have appropriately differentiated the core curriculum, made adjustments when a student is not learning and provided interventions (2) that have proven unsuccessful by data, this information maybe used to determine if a student is has a learning disability. The RtI process involves early intensive intervention to children based on their needs. The point of the process towards Tier 3 is to identify and provide guidance for a team of teachers/program to meet the student’s learning needs. The team’s focus on Tier 1 learning, focus on results, and focus on collaboration does not end… The process is extended. An IEP is not conclusion…
- As part of the stragetic planning process, a group of 112 teachers, administrators and 112 parents met and developed a series of objectives for the District to complete in order to fully implement a RtI plan. These steps, called Strategy 2, were adopted by the School Board last Spring and became part of the District's long term strategic plan. This year, the plan consists of two parts: educating staff so we all have a common understanding of RtI basics and developing tools, forms, and others means to support the implementation of an RtI system in each school.
- One central concept associated with RtI is the concept of a "Tier." A tier refers to a level of instructional support that is planned and available to students based upon their needs. The most common RtI model has three tiers, or levels of support. Each increase in a tier is designed to provide more intensive instruction that the tier preceding it, but is also designed to support fewer students. Generally, as a student struggles, they receive more and more instruction in the area of concern in an effort to "jump start" their learning. Ideally, the tiers build upon each other so that intervention in one tier should better prepare the student to have more success at a lower tier down the road.
- Tier 1 refers to the high quality core curriculum and instruction that all students receive. This tier is characterized by using standard blocks of time for the subject matter (e.g., 120 minutes for a reading/literacy block); regular teacher collaboration to review assessments and plan for instruction and differentiation; and the use of a research-based curriculum that has been proven to be effective for most students it is used with.
- Repeated notes from previous slide: Tier 1 refers to the high quality core curriculum and instruction that all students receive. This tier is characterized by using standard blocks of time for the subject matter (e.g., 120 minutes for a reading/literacy block); regular teacher collaboration to review assessments and plan for instruction and differentiation; and the use of a research-based curriculum that has been proven to be effective for most students it is used with.
- Repeated notes from previous slide: Tier 1 refers to the high quality core curriculum and instruction that all students receive. This tier is characterized by using standard blocks of time for the subject matter (e.g., 120 minutes for a reading/literacy block); regular teacher collaboration to review assessments and plan for instruction and differentiation; and the use of a research-based curriculum that has been proven to be effective for most students it is used with.
- Repeated notes from previous slide: Tier 1 refers to the high quality core curriculum and instruction that all students receive. This tier is characterized by using standard blocks of time for the subject matter (e.g., 120 minutes for a reading/literacy block); regular teacher collaboration to review assessments and plan for instruction and differentiation; and the use of a research-based curriculum that has been proven to be effective for most students it is used with.
- Tier 2 is a fairly new concept to school and it refers to organizing a school's staff in order to provide time efficient interventions to students who lack certain academic skills and do not show enough progress to meet grade expectations by the end of the year. Students in need of a Tier 2 intervention are identified through the use scientifically-validated assessments such as CBM and the MAP test. Additional data, such as classroom assessment patterns, past ISAT performance and staff judgements are also considered when determining student need. When a student receives Tier 2 interventions their progress is carefully monitored in order to help determine if the supports are working and if the supports can be reduced or should be increased or changed.
- Repeat from previous slide: Tier 2 is a fairly new concept to school and it refers to organizing a school's staff in order to provide time efficient interventions to students who lack certain academic skills and do not show enough progress to meet grade expectations by the end of the year. Students in need of a Tier 2 intervention are identified through the use scientifically-validated assessments such as CBM and the MAP test. Additional data, such as classroom assessment patterns, past ISAT performance and staff judgements are also considered when determining student need. When a student receives Tier 2 interventions their progress is carefully monitored in order to help determine if the supports are working and if the supports can be reduced or should be increased or changed.
- Tier 3 represents the most intensive supports a student can receive at school. Tier 3 is often an addition to the existing Tier 1 and Tier 2 supports. Teams make decisions about using Tier 3 supports by looking at how discrepant the student's skills are, the degree of progress the student is making, and what their intervention history has been. At this level a team may determine the need for an IEP to protect or continue the level of support being provided to the student. Students receiving Tier 3 supports are carefully monitored and continual collaboration between teachers and support staff is required to make adjustment to meet the needs of the individual student.