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PI 34 and RtI Connecting the Dots

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... implementation, and evaluation of system-wide interventions and strategies. ... issue of school and/or classroom make-up, including students who need or qualify ... – PowerPoint PPT presentation

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Title: PI 34 and RtI Connecting the Dots


1
PI 34 and RtIConnecting the Dots
  • Linda Helf
  • Teacher, Manitowoc Public School District
  • Chairperson, Professional Standards Council for
    Teachers

2
RtI Basic components
Assessment/Monitoring
Instruction
Collaboration
Intervention
3
PI 34 Basic Components
Mentoring
Ongoing orientation
Support seminars
Professional Development Plan
4
Individual Processes Or Not?
5
Possible Connections
  • Assessment/
  • Monitoring
  • Ongoing orientation
  • Support seminars
  • Mentoring
  • Professional Development Plan
  • Instruction
  • Support Seminars
  • Mentoring
  • Professional Development Plan

6
Possible Connections
  • Intervention
  • Support seminars
  • Mentoring
  • Professional Development Plan
  • Collaboration
  • Mentoring
  • Professional Development Plan

7
Help 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.

8
But 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!

9
Teacher 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

10
Teacher 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

11
Teacher 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

12
Teacher 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

13
Teacher 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

14
Teacher 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

15
Teacher 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

16
Teacher 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

17
Teacher 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

18
Teacher 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

19
What 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.

20
More 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.

21
One 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.

22
And 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.

23
Other 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.

24
Other 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.

25
One 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.

26
Just 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.

27
Additional 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.

28
A 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.

29
Look for the Connections Instead of Thinking in
Disjointed Parts
30
Just 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.

31
More 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.

32
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