Title: PI 34 and RtI Connecting the Dots
1PI 34 and RtIConnecting the Dots
- Linda Helf
- Teacher, Manitowoc Public School District
- Chairperson, Professional Standards Council for
Teachers
2RtI Basic components
Assessment/Monitoring
Instruction
Collaboration
Intervention
3PI 34 Basic Components
Mentoring
Ongoing orientation
Support seminars
Professional Development Plan
4Individual Processes Or Not?
5Possible Connections
- Assessment/
- Monitoring
- Ongoing orientation
- Support seminars
- Mentoring
- Professional Development Plan
- Instruction
- Support Seminars
- Mentoring
- Professional Development Plan
6Possible Connections
- Intervention
- Support seminars
- Mentoring
- Professional Development Plan
- Collaboration
- Mentoring
- Professional Development Plan
7Help for the District
- The basic components of RtI and PI 34 are
connected structurally, in ways that can effect
staff development at the District level. - For example, support seminars could include
the topics of assessment (universal and for
progress monitoring) and intervention. The
seminars could be collaboratively done with
classroom teachers and support service teachers.
8But what about the Professional Development Plan?
- The Professional Development Plan for
teachers, administrators, and pupil service
personnel is based on the Educator Standards. - Do the Educator Standards mesh with RtI?
- Lets see!
9Teacher Standard 1
- The teacher understands the central concepts,
tools of inquiry, and structures of the
disciplines he or she teaches and can create
learning experiences that make these aspects of
the subject matter meaningful for pupils. - RtI component(s) that apply
- Instruction
- Intervention
10Teacher Standard 2
- The teacher understands how children with broad
ranges of abilities learn and provides
instruction that supports their intellectual,
social, and personal development. - RtI component(s) that apply
- Assessment/monitoring
- Instruction
- Intervention
11Teacher Standard 3
- The teacher understands how pupils differ in
their approaches to learning and the barriers
that impede learning and can adapt instruction to
meet the diverse needs of pupils, including those
with disabilities and exceptionalities. - RtI component(s) that apply
- Assessment/monitoring
- Instruction
- Intervention
12Teacher Standard 4
- The teacher understands and uses a variety of
instructional strategies, including the use of
technology to encourage childrens development of
critical thinking, problem solving, and
performance skills. - RtI component(s) that apply
- Instruction
- Intervention
13Teacher Standard 5
- The teacher uses an understanding of individual
and group motivation and behavior to create a
learning environment that encourages positive
social interaction, active engagement in
learning, and self-motivation. - RtI component(s) that apply
- Instruction
14Teacher Standard 6
- The teacher uses effective verbal and nonverbal
communication techniques as well as instructional
media and technology to foster active inquiry,
collaboration, and supportive interaction in the
classroom. - RtI component(s) that apply
- Instruction
- Intervention
15Teacher Standard 7
- The teacher organizes and plans systematic
instruction based upon knowledge of subject
matter, pupils, the community, and curriculum
goals. - RtI component(s) that apply
- Instruction
- Intervention
- Collaboration
16Teacher Standard 8
- The teacher understands and uses formal and
informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and
physical development of the pupil. - RtI component(s) that apply
- Assessment/monitoring
- Instruction
- Intervention
- Collaboration
17Teacher Standard 9
- The teacher is a reflective practitioner who
continually evaluates the effect of his or her
choices and actions on pupils, parents,
professionals in the learning community, and
others, and who actively seeks our opportunities
to grow professionally. - RtI component(s) that apply
- Assessment/monitoring
- Instruction
- Intervention
- Collaboration
18Teacher Standard 10
- The teacher fosters relationships with school
colleagues, parents, and agencies in the larger
community to support pupil learning and well
being and who acts with integrity, fairness, and
in an ethical manner. - RtI component(s) that apply
- Collaboration
19What about the administrator standards?
- There are seven administrator standards.
-
- Administrator standard 1 states The
administrator has an understanding of and
demonstrates competence in the teacher standards. - Other standards that apply
- The administrator leads by facilitating the
development, articulation, implementation, and
stewardship of a vision of learning that is
shared by the school community.
20More administrative standards that apply
- The administrator manages by advocating,
nurturing, and sustaining a school culture and
instructional program conducive to pupil learning
and staff professional growth. - The administrator models collaborating with
families and community members, responding to
diverse community interests and needs, and
mobilizing community resources.
21One more administrative standard that applies
- The administrator understands, responds to, and
interacts with the larger political, social,
economic, legal, and cultural context that
affects schooling.
22And the pupil service standards?
- There are also seven pupil service standards.
- Pupil service standard one states The pupil
services professional understands the teacher
standards. - Other pupil service standards that apply
- The pupil services professional understands the
complexities of learning and knowledge of
comprehensive, coordinated practice strategies
that support pupil learning, health, safety, and
development.
23Other pupil services standards that apply
- The pupil services professional has the ability
to use research, research methods, and knowledge
about issues and trends to improve practices in
schools and classrooms. - The pupil services professional understands and
represents professional ethics and social
behaviors appropriate for school and community.
24Other pupil services standards that apply
- The pupil services professional understands the
organization, development, management, and
content of collaborative and mutually supportive
pupil services programs within educational
settings. - The pupil services professional is able to
address comprehensively the wide range of social,
emotional, behavioral, and physical issues and
circumstances which may limit pupils abilities
to achieve positive learning outcomes through
development, implementation, and evaluation of
system-wide interventions and strategies.
25One more pupil services standard that applies
- The pupil services professional interacts
successfully with pupils, parents, professional
educators, employers, and community support
systems such as juvenile justice, public health,
human services, and adult education.
26Just think how the components of the Professional
Development Plan fit with RTi!
- Description of School and Teaching/Administrative/
Pupil Services Situation -- The educator could
address the issue of school and/or classroom
make-up, including students who need or qualify
for interventions. - Statement of Goal to be addressed (I will
________ so that __________) -- - The educator could set a goal about professional
learning in assessment, instruction, or
intervention that would increase student
achievement.
27Additional components of the PDP
- Rationale for your goal(s) and link to
reflection, educational situation, and standards
-- - The educator would be able to make sure the goals
of - the PDP reflect his or her student population as
well as - job situation.
- Plan for assessing and documenting your goals --
- The educator would need to make his/her goals
- measureable. The documentation could emphasize
- progress monitoring.
28A final component
- Plan to meet your goal(s) Objectives, Activities
and Timelines, and Collaboration -- - The educator has an opportunity to plan
professional learning opportunities that will
increase their knowledge of assessment strategies
and intervention approaches that will lead to
increased student learning. And, the word
collaboration ties directly back to one of the
components of RtI.
29Look for the Connections Instead of Thinking in
Disjointed Parts
30Just some thoughts
- Think positively about how both of these efforts
are intended to make us think reflectively and
respond instructionally to the needs of all
students. - Educators can integrate their work with RtI
efforts with their professional development plan,
learning more about assessment and intervention
which would benefit all students.
31More thoughts
- The opportunities for collaboration are many
- In planning ongoing orientation, staff
development, and working on intervention plans,
these efforts rely on meaningful conversations
and opportunities to learn from each other. - Think smarter and more efficiently. Dont view
these as add-on efforts. Look for ways they can
compliment each other.
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