RtI: Response to Intervention

1
RtI Response to Intervention

• An introduction to RtI
• January 26, 2009

2
Professional Learning Communities touch the heart
To accomplish results leaders engage employees
hearts, minds, and feet. The path to change in
the classroom lies within and through PLC.
3
The Big ideas of PLC is that
We cultivate a collaborative culture through high
performing teams. We accept learning as the
fundamental purpose of our school and we are
willing to examine all practices. We assess our
effectiveness on the basis of results.
4
What is Collaboration?
A systemic process in which we work
interdependently to analyze and impact
professional practice in order to improve our
individual and collective results
5
Key to Collaboration
1. Focus on Learningon critical questions
2. Schedule time
3. Make products of collaboration explicit
4. Establish team norms to guide collaboration
5. Pursue specific and measurable team
performance goals
6. Provide teams with frequent access to
relevant information
6
Focus on the Critical Questions of Learning
1. What do we expect them to learn?
2. How will we know when they have learned it?
3. How will we respond when they dont learn?
4. How will we respond when they already know it?
7
Is your PLC focused on Results? Effective
results require goalsSMART goals

• Strategic and specific
• Measurable
• Attainable
• Results-oriented
• Time-bound

8



Team Activity meet back in 20min.
9
Learning by doingeveryday
Collaboration and capacity building is the
daily habit of working together to deliver
better results on what is necessary for student
success.
10
What is RtI?

• Response to intervention is the practice of
  providing high-quality instruction and
  interventions matched to students needs,
  monitoring progress frequently to make changes in
  instruction or goals, and applying data to
  important educational decisions.

11
What is RtI?

• Response to Intervention is a multi-tiered
  approach to help struggling learners. Students
  progress is closely monitored at each stage of
  intervention to determine the need for further
  research-based instruction and/or interventions
  in general education, in special education, or
  both.

12
What RtI is Not

• Response to intervention is not a program, but
  rather a system for meeting all students needs.
• RtI requires
• Efficient use of resources
• Research-based foundation
• Team approach to problem-solving

13
Public Law 108-446

• A compelling reason to adopt RTI is that that
  Individuals with Disabilities Education
  Improvement Act (IDEIA) of 2004 endorses it.
• RTI challenges that the basic premise of some
  educators by assuming that all students can
  learn, that all educators will take
  responsibility for all learners, and that schools
  will adjust their current environments and
  practices so that this can occur.

14
Another Reason Why to RtI

• We should not wait for students to fail before
  providing intervention.
• To bridge the real/perceived gap between general
  and special education.
• RtI practice makes general, Title 1, and special
  education stronger and more effective by using
  all the resources a school has to assist
  children. We often work towards the same goal
  however need to improve upon communication and
  collaboration.

15
High-quality instruction and interventions

• High-quality instruction and interventions
  refers to the use of core instruction and
  interventions that have been demonstrated through
  scientific research to produce results in student
  learning.

16
In an RtI system

• Interventions can and should be provided early
  by regular and special education teachers,
  reading specialists, or qualified
  paraprofessionals, in small groups within the
  regular classroom or in separate reading or
  intervention rooms.

17
Steps in RtI Systems

• Solid core program (Tier 1)
• Universal screening (i.e. DIBELS)
• Differentiated instruction
• Progress monitoring
• Supplemental (Tier 2) interventions
• Progress monitoring
• Intensive (Tier 3) interventions
• Progress monitoring
• Referral for formal evaluation for special ed.
  eligibility

18
Current Reality and Goals

• As a table team, work together to complete the
  chart, How Do Our Schools Current Practices
  Align With the Essential Elements of RtI?
• Current Reality
• Long-Term Goals
• Short-Term Goals

19
Morning Stretch meet back in 15
20
Current Practices follow-up

• Review the compilation on your table
• As a table team
• Identify one positive current reality, long-term
  goal, and short-term goal (plus)
• Identify one needs improvement current reality,
  long-term goal, and short-term goal (delta)
• We will report out the one per area as well as
  post the responses

21
The First Step

• PLC and RtI are complementary processes
• Research base of best practices
• Outcome high levels of student learning
• PLCs create the schoolwide cultural and
  structural foundation necessary to implement a
  highly effective RtI program
• Pyramid response to intervention, PRTI, forges
  PLC and RtI into a single powerful process to
  improve student learning

22
The First Step PRTI

• Implement the three big ideas of being a PLC
• A focus on learning
• A collaborative culture
• A focus on results
• Our mission is not simply to ensure that all
  students are taught, but also that they learn.

23
(No Transcript)