RtI:%20%20Keeping%20It%20Simple

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RtI Keeping It Simple

• Jenn Sheldon
• Amy Galicia

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Agreements

• Our Finest Hour
• One Fine Team
• Reflect
• Personal Needs
• Blast off!

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RtI in PSD
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Big Question

• RtI How do we make connections, make it simple,
  and make it work?

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Objectives

• What is the RtI framework and how do we make it
  simple?
• How do we connect all that we do in the RtI
  Framework?
• How do we effectively implement the Problem
  Solving Process?
• What are our next steps?

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What is the RtI framework and how do we make it
simple?

• What is the RtI Framework?

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Video
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What is a system?

• A system is a collection of parts that interact
  to function as a whole.

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Keeping it Simple

• RtI is a system for meeting all students needs.
• It requires us to think like a system!

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Think like a system!
The Handbook for SMART School Teams, Conzemius
and ONeill 2002 Solution Tree pp.180-8
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Feedback Loops
The Handbook for SMART School Teams, Conzemius
and ONeill 2002 Solution Tree p. 181
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Learning Process
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Keep it EASy

• Establish All Systems!
• The A Team
• The B Team
• Grade Level
• Content Area Teams
• Student Success Teams

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The A Team
Purpose Set School-wide Academic Goals and
identify strategies for achieving them
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The B Team
Purpose Set School-wide Behavior Goals and
identify strategies for achieving them
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Grade Level/Content Area Teams
Purpose Work collaboratively to examine
instruction and ultimately meet all students
needs.
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Student Success Teams
Purpose Assist teams through the problem
solving process
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Inspection

• Before take-off lets do one last inspection
  and brainstorm approaches.

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Space Walk
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How Do We Connect All That We Do?
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Connect the System

• Using the terms given to your group, create a
  graphic that represents the connections that can
  be made to a systems approach to Response to
  Intervention
• You may add additional components if you need
  to.
• You may replicate slips of paper.
• You should try to use as many of these terms as
  possible.

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Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
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PLC Questions

• What do we want our students to know? (Outcomes)
• How will we know they are learning it? (Data)
• How will we respond if students dont learn?
  (Systems and Practices)
• How will we respond if they already know it?
  (Systems and Practices)
• How do we effectively teach what we want them to
  know? (Systems and Practices)

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What do we want students to learn?
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How will we effectively teach it?
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The Teaching and Learning Cycle
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Reflect

• What conditions are supporting or hindering
  effective universal instruction for all students?
  (Think both academics and behavior)

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Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
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How will we know they have learned it?
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Assessments

• Screening
• Quick efficient measures of overall ability and
  critical skills known to be strong indicators
  that predict student performance
• Progress monitoring
• Also brief, given periodically to determine
  whether students are making adequate progress

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Assessments continued

• Diagnostic
• Provide in depth, reliable assessment of targeted
  skills
• Outcome
• Given at the end of the school year used for
  school, district, and state reporting purposes

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Reflect

• What systems are in place to assess and use data
  to inform our decisions?

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Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
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What do we do if they dont know it? What do we
do if they already know it?
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Intervention is

• the systematic and explicit instruction
  provided to accelerate growth in an area of
  identified academic and/or behavioral need.

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Intervention is not

• a person
• a place
• a modification
• an accommodation
• progress monitoring
• an assessment

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Intervention is

• Focused on a specific area of concern
• Provides direct explicit instruction in a timely
  manner related to the area of concern
• Can be adjusted by frequency, duration and
  intensity

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How Do We Implement the Problem Solving Process?
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What is the Problem Solving Process?
Identification

• Systematic
• Data-driven
• Collaborative
• Approach for supporting all students.

Prevention
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How do we effectively implement the Problem
Solving Process?

• Defined Protocol and Process
• Solution focused
• Used with the grade level/content area teams and
  Student Success Teams
• Fluid

Kranz at his console on May 30, 1965, in the
Mission Operations Control Room, Mission Control
Center, Houston
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Directly Measure the behavior/skill Analyze and
validate the problem Identify variables Determine
Root Cause
Evaluate the plan and the students response End
the plan, create a new one or adjust intensity,
frequency, duration
Target the area of concern Determine intensity,
frequency and duration
Implement the plan as intended Progress
monitor Modify as necessary
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What is the purpose of SST??

• Assist teams through the problem solving process
  by collaboratively creating and implementing
  targeted and intense interventions, progress
  monitoring and the evaluating the effectiveness
  and fidelity of the plan

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Progress Monitoring

• Essential to determine effectiveness of
  instructional programs and interventions
• Data is used to determine movement of students
  within the tiers
• Used to make decisions during problem solving
  process
• Varies depending on the level of intensity

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Progress Monitoring at the Tiers

• Tier I- provided to all students using on going
  universal screeners and assessments aligned with
  instruction
• Tier II and Tier III- more strategic and targeted
  
• Focus on current levels of performance
• Tools should be flexible, efficient, accessible,
  and informative

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Progress Monitoring Tools Available

• Curriculum Based Measurement (CBM)
• Standard direction, materials, scoring rules, and
  is a timed assessment
• Examples included MBSP (Math Basic Skills),
  DIBELS, Jim Wright, probes from Aimsweb, etc.

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Designated Consultant

• Informs and supports the teacher
• Communicates regularly with the teacher

Astronaut Alan B. Shepard Jr., prime crew
commander of Apollo 14, monitors communications
between the Apollo 13 spacecraft and the Mission
Control Center.
http//www.jsc.nasa.gov/jscfeatures/articles/00000
0363.html
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Reflect

• What have you found effective and what challenges
  are you facing?

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Team Time

• Work with your team/colleagues to review your
  action plan based on the RtI Indicators.
• How will you prioritize your work?
• Please be prepared to share
• What have you gotten today that you will share
  back at your school?
• What are you committing to do when you return to
  your building?

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A Safe Landing
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Objectives

• What is the RtI framework and how do we make it
  simple?
• How do we connect all that we do in the RtI
  Framework?
• How do we effectively implement the Problem
  Solving Process?
• What are our next steps?

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Big Question

• RtI How do we make connections, make it simple,
  and make it work?

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Houstonwe have a problem!

• Contact us anytime
• Amy Galicia agalicia
• Evelyn Jacobi ejacobi
• Jenn Sheldon jsheldon
• Tom Tonoli thtonoli

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Space Walk
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Orbit Activity

• When you think like about successful systems
  of implementation of an intervention or
  enrichment block, what would contribute to its
  success?