The RtI Team Process - PowerPoint PPT Presentation

1 / 68
About This Presentation
Title:

The RtI Team Process

Description:

The RtI Team Process – PowerPoint PPT presentation

Number of Views:122
Avg rating:3.0/5.0
Slides: 69
Provided by: andreaogo
Category:
Tags: rti | process | tapa | team

less

Transcript and Presenter's Notes

Title: The RtI Team Process


1
The RtI Team Process
  • Andrea Ogonosky, Ph.D.
  • September 28, 2009

2
Critical Components of RtI
  • Problem Solving Framework
  • Students receive high quality instruction in the
    general education setting
  • General education instruction is researched-based
  • General education instructors and staff assume an
    active role in student assessment

3
Developing the RtI Team
4

RTI Team Process
  • Campus ownership
  • Campus principal leads team meetings
  • One team per campus with defined members and
    roles
  • Collaborative problem solving
  • Early intervention for academic and behavioral
    problems
  • Use of systematic and documented procedures

5
RtI Teams
  • Two types of teams and purposes
  • 80 rule
  • If fewer than 80 of your students are meeting
    state standards, RtI team meets a minimum of
    three times per year to address deficits by grade
    level team looks at core curriculum and
    instruction as issues on a scope beyond
    individual students
  • If 80 are meeting state standards, RtI team
    works with individual students

6
Core Curriculum Support(Evaluates trends based
upon Universal Screening data)
  • Composition
  • Principal must lead
  • Guidance
  • Someone who can analyze and understand data
  • Grade level teachers (by grade if necessary)
  • Roles
  • Team Leader
  • Record Keeper
  • Data Manager
  • Time Keeper
  • Case Manager

7
Student Support
  • Purpose
  • Identify students who have
  • MARKED DIFFERENCE FROM PEERS IN EDUCATIONAL
    ATTAINMENT
  • NOT BENIFITTING FROM INSTRUCTION
  • Roles
  • Team Leader
  • Record Keeper
  • Data Manager
  • Time Keeper
  • Case Manager

8
Team Membership
  • Who serves on the team?
  • Parents/Guardians
  • Principal/Principal designee
  • Classroom teacher
  • Support teacher (s)
  • Assessment Specialist
  • School Psychologists, Speech Therapists or other
    Specialists (depending on referral question)

9
Team Membership
  • Being a member of the team is, and should be
    perceived, as a privilege
  • Selection and treatment of the members will
    determine whether membership is a privilege
  • Establishing clear roles and responsibilities
    will contribute to a sense of ownership

10
Team Member Responsibilities
  • General Education Teachers
  • provide differentiate instruction based upon
    student instructional level
  • gain access to training and support in the use of
    research-based interventions
  • become proficient in progress-monitoring
  • design and implement classroom interventions

11
Team Member Responsibilities
  • Building Principals
  • develop and oversee team efforts
  • provide a supportive school environment that
    encourages collaboration
  • provide ongoing, high-quality professional
    development
  • ensure adherence to timelines
  • provide caseloads and schedules that facilitate
    the process

12
Team Member Responsibilities
  • Parents
  • be appraised of information regarding specific
    expectations concerning academic progress
  • function as an essential member of the team
  • continue to have participatory and approval roles
    in process

13
Team Roles
  • Team Leader
  • Principal
  • Scribe
  • scripts and documents meeting
  • team accountability form
  • intervention plan forms.
  • Data Manager
  • reviews data presented
  • organizes the presentation of data (student
    progress)
  • manages data reports
  • Time Keeper
  • responsible for keeping the group on task and
    seeing that all meetings are held in the allotted
    amount of time.
  • Case Manager
  • consults with teacher of record, a
  • assembles information on identified student
  • presenting case to team
  • monitoring process of intervention.

14
Everybody is entitled to their own opinion but
theyre not entitled to their own facts. The data
is the data. Dr. Maria Spiropulu, Physicist New
York Times, 30 September 2003
15
Problem Solving Process
16
The Respnse to Intervention Team Process is a
systematic support system for students.
  • It is a systematic support system for prevention
    of academic failure.
  • It is a systematic support system for
    intervention, providing struggling students with
    the targeted, strategic and intensive
    intervention they require.


17
Essential Component of RtI
Problem-Solving Method
18
RtI Multi-Level Process
Amount of Resources Needed to Solve the Problem
RtI Support
RtI Begins (Individual)
RtI (Whole Class)
Adapted From Heartland, IA AEA Model
Intensity of Problem Solving
19
Five Steps of Intervention Team Process
  • I. Request for Assistance
  • Tier 1 process does not produce growth in
    learning rate
  • Data supports need for consultation
  • RtI team member reviews data

20
  • Classroom teacher screens all students for
    reading/math proficiency at beginning of year
  • Classroom teacher provides differentiated
    comprehensive reading instruction
  • Classroom teacher informs principal of students
    needing diagnostic assessment
  • Classroom teacher informs parent

21
Five Steps of RtI Team Process
  • 2. Consultation
  • Align data, learning concern, curriculum,
    instruction, classroom interventions
  • Informal process, includes classroom observations
  • Consultation with curriculum staff, support
    staff, grade level team

22
  • Classroom teacher consults with appropriate
    personnel (reading specialist, special educator,
    ELL teacher, literacy coach, grade level team,
    etc).
  • Teacher et al. would consider all interventions
    tried and analyze the data collected thus far, in
    order to determine new or revised interventions.
  • Teacher includes parents.

23
  • Persons responsible for interventions monitors
    progress frequently at regular intervals often as
    determined.
  • Classroom teacher updates RtI team case manager.
  • This may be a recursive process if intervention
    is not effective.

24
Five Stages of RtI Team Process
  • 3. Problem Identification
  • Describe in measurable terms the problem
  • Review available data from a variety of sources
    as
  • attendance
  • demographics
  • grades
  • office referrals
  • assessment results (include baseline data)
  • teacher strategies and interventions used
    (fidelity check)

25
Five Stages of RtI Team Process
  • 4. Development Implementation of the
    Intervention
  • Include staff with expertise on identified
    problem
  • Choose protocol intervention specific to student
    problem
  • identify data requirements
  • Determine length of intervention
  • Identify person responsible for implementing
    intervention
  • Plan for fidelity accountability
  • Schedule next meeting date

26
Problem-Solving Process
  • Identify and analyze the problem (including
    collection of baseline data)
  • Generate a hypotheses and possible intervention
    strategies
  • Implement an intervention plan with data
    collection
  • Analyze the data and reviewing/ revising
    interventions as needed

27
Five Stages of RtI Team Process
  • 5. Evaluate the Intervention
  • Data
  • Objectivity
  • Decision Making Rubric
  • Adapted from McCook, 2007

28
  • Consider all interventions tried and analyze the
    data collected thus far, in order to determine if
    additional interventions are necessary or support
    services are needed for this student.

29
Expanding Circle of Support
Reading/Literacy Specialist
Teacher
Principal
STUDENT
Other staff
RtI Support Team
Parent
30
The Importance of Leadership
31
Effective change agents neither embrace nor
ignore mandates. They use them as catalysts to
reexamine what they are doing. Fullan
, 1993
32
A leader is a person you will follow to a place
you would not go by yourself.
It is about Leadership
  • Joel Barker, Future Edge,

33
RTI Team Strategies to Win Over Reluctant
Teachers(from Cialdini, 1984)
34
Reciprocation
  • When people are given a gift or have a
  • service performed for them,
  • they feel obligated to pay it
  • back.

35
Reciprocation Team Tips
  • Stuff teacher mailboxes with intervention tips
  • Sponsor teacher workshops with handouts
    refreshments
  • Accommodate a teachers schedule to hold RTI Team
    meetings
  • Offer to collect baseline information on a
    studentshare results with teacher
  • Compile list of RTI Team members services
    invite teacher to select 1 or 2

36
Consistency
  • People strive, often unconsciously, to maintain
    consistency between their opinions or attitudes
    and their actions.

37
Consistency Team Tips
  • Invite a reluctant teacher to an RTI Team
    meeting to support a colleague
  • Sign up teachers as consultant members of the
    RTI Team
  • Ask a teacher to keep RTI Team referral forms or
    other RTI Team resources in classroom to share
    with colleagues
  • Set up contest for best intervention ideas
  • Showcase ideas from reluctant teachers

38
Social Proof
  • People are influenced to take an action when they
    see that others like them are also doing it.

39
Social Proof Team Tips
  • Encourage teachers to give RTI Team
    testimonials at faculty meetings
  • Make sure that all grade levelsare represented
    on the RTI Team
  • Share successful RTI Team intervention ideas with
    other members of a referring teachers team
  • Bring in RTI Team speakers from another school
    who resemble underrepresented groups
  • Share general RTI Team statistics with staff

40
Liking
  • People are motivated to carry out the requests of
    those whom they like or with whom they feel
    connected.

41
Liking Team Tips
  • Ask satisfied teachers to invite afriend to
    refer to the RTI Team
  • Assign RTI Team members to invitefriends,
    acquaintances to an RTI Team meeting
  • Encourage referring teachers to bring friends,
    teaching partners to an RTI Team meeting
  • Praise teachers at an RTI Team meeting for
    positive teaching, management qualities
  • Seek out popular, respected staff to serve on the
    RTI Team

42
Authority
  • People respect and follow those with authority
    (organizational, experiential, professional).

43
Authority Team Tips
  • Have principal encourage newteachers to refer to
    the RTI Team
  • Invite building- or district-level
    administrators to make positive comments about
    the RTI Team to faculty
  • Have teachers with experiential, professional
    authority to give positive testimonials about the
    RTI Team
  • Send Thank You cards signed by principal
  • Ask outside presenters to plug the RTI Team

44
Scarcity
  • When items, resources or opportunities are in
    short supply, people value them more (especially
    when competing for them).

45
Scarcity Team Tips
  • Establish a cut-off date for universal screening
    decisions
  • Limit the number of RTI Team referralsthat your
    team will accept in a year
  • Publicize the limited slots available at key
    referral times (e.g., end of marking period)
  • Give away limited-edition packets of intervention
    resources at RTI Team meetings
  • Sign up consultant member to the RTI Team but
    limit the number of meetings that he or she attend

46
VISION
47
District Level Administration
  • Provides leadership support for the model
  • Develops policies and guidelines
  • Supports use of technology necessary for data
    management
  • District-wide development of Tier II,
    supplemental instruction
  • Provides staff development for skills necessary
    to implement the model
  • Educates parents and the community about the
    benefits of the model

48
District Level Policies
  • District procedures on RtI
  • Structure the intervention process
  • Aligns student needs with district level program
    access (504, Dyslexia, SPED)
  • Policies that define parent involvement
  • Clarification of due process procedures for
    students

49
Building Administrator
  • Enthusiastic and supportive of model
  • Assurance to teachers of available supports and
    resources
  • Provides training on assessment, interventions,
    RtI team role
  • Emphasis is on data, curriculum, instruction,
    intervention
  • Whole class support using creative and flexible
    scheduling
  • This is a marathon, not a sprint

50
DATA-BASED DECISION MAKING
51
Data Collection and Interpretation
  • Use of Technology
  • Commercial software programs
  • Large districts develop their own, district-wide
    database and system

52
Accountability
53
Accountability Must Be Reciprocal
Meaning The system invests in capacity
development in return for more accountable
performance.
Elmore, 2002
54
Ensure Tier 1 Fidelity
  • Use district-wide/AYP data to determine
    performance of students in same grade/class
  • Is the curriculum effective?
  • Determine target student level of access to
    curriculum
  • Are research based instructional strategies being
    used?

55
  • If curriculum is effective and student had
    consistent access, move to Tier II
  • If curriculum is not effective, improve core
    curriculum
  • If curriculum is effective but student has not
    had access (e.g, attendance, mobility), increase
    exposure to curriculum and monitor progress

56
Ensure Tier 2 3 Fidelity
  • Support Tier 2 3 protocol interventions
  • Facilitate needs assessment
  • Provide flexibility to teachers to stagger
    curriculum, team teach, modify student program
  • Monitor progress of all students
  • Support student exposure to needed curriculum,
    regardless of grade placement
  • Implement fidelity checks

57
Staff Development
58
Staff Development Issues
  • Inventory staff needs
  • Focus on developing and/or strengthening skills
    in
  • Research based instructional strategies
  • Data-based decision making
  • Use of the problem-solving method
  • Developing and implementing supplemental and
    intensive interventions

59
Parent Involvement
60
Parent Understanding of Process
  • Develop parents as partners (trust)
  • Communicate process
  • Provide information on data based decision making
  • Provide parents with frequent feedback using data
  • Parent involvement on team is critical
  • District policies that ensure rights in writing
    --equivalent language to special education
    provisions

61
Difficulties in Implementation
  • Systems Change Full RTI Implementation can take
    3-5 years
  • Staff professional development
  • Tier I general education services
  • Data Analysis
  • LD Criteria Variables to Analyze
  • Caseloads
  • New Roles of Professionals Opportunities and
    Threats (turf issues)
  • Fidelity, fidelity, fidelity!

62
The Writing on the Wall
63
  • The best way to predict your future is to create
    it!

64
Future Horizons. . .
  • Reflect on how you want to proceed with regards
    to your team process.

65
Summary
  • Effective RtIs require
  • General and special education restructuring
  • Stakeholder involvement
  • Effective team functioning
  • Effective school communication
  • Collaboration and problem solving
  • New assumptions

66
Summary
  • Guidelines
  • Ensure quality
  • Consider campus goals
  • Generate awareness of the changes
  • Disseminate information
  • Introduce model to faculty
  • Create a team
  • Identify resources
  • Develop evaluation plan

67
Achieving Better Outcomes
  • The most essential aspect of the
  • problem-solving approach is collaboration
  • among special education and general
  • education teachers and related service
  • providers.

68
Andrea Ogonosky, Ph.D.
  • aogonosky_at_msn.com
  • Ogonoskyrti.com
  • (832) 656-0398
Write a Comment
User Comments (0)
About PowerShow.com