Title: The RtI Team Process
1The RtI Team Process
- Andrea Ogonosky, Ph.D.
- September 28, 2009
2Critical 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
3Developing 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
5RtI 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
6Core 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
7Student 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
8Team 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)
9Team 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
10Team 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
11Team 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
12Team 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
13Team 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.
14Everybody 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
15Problem Solving Process
16The 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
18RtI 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
19Five 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
21Five 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.
24Five 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) -
25Five 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
27Five 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.
29Expanding Circle of Support
Reading/Literacy Specialist
Teacher
Principal
STUDENT
Other staff
RtI Support Team
Parent
30The Importance of Leadership
31Effective change agents neither embrace nor
ignore mandates. They use them as catalysts to
reexamine what they are doing. Fullan
, 1993
32A leader is a person you will follow to a place
you would not go by yourself.
It is about Leadership
- Joel Barker, Future Edge,
33RTI Team Strategies to Win Over Reluctant
Teachers(from Cialdini, 1984)
34Reciprocation
- When people are given a gift or have a
- service performed for them,
- they feel obligated to pay it
- back.
35Reciprocation 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
36Consistency
- People strive, often unconsciously, to maintain
consistency between their opinions or attitudes
and their actions.
37Consistency 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
38Social Proof
- People are influenced to take an action when they
see that others like them are also doing it.
39Social 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
40Liking
- People are motivated to carry out the requests of
those whom they like or with whom they feel
connected.
41Liking 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
42Authority
- People respect and follow those with authority
(organizational, experiential, professional).
43Authority 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
44Scarcity
- 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
46VISION
47District 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
48District 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
50DATA-BASED DECISION MAKING
51 Data Collection and Interpretation
- Use of Technology
- Commercial software programs
- Large districts develop their own, district-wide
database and system
52Accountability
53Accountability Must Be Reciprocal
Meaning The system invests in capacity
development in return for more accountable
performance.
Elmore, 2002
54Ensure 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
56Ensure 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
57Staff Development
58Staff 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
59Parent Involvement
60Parent 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
61Difficulties 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!
62The Writing on the Wall
63 - The best way to predict your future is to create
it!
64Future Horizons. . .
- Reflect on how you want to proceed with regards
to your team process.
65Summary
- Effective RtIs require
- General and special education restructuring
- Stakeholder involvement
- Effective team functioning
- Effective school communication
- Collaboration and problem solving
- New assumptions
66Summary
- 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
67Achieving Better Outcomes
- The most essential aspect of the
- problem-solving approach is collaboration
- among special education and general
- education teachers and related service
- providers.
68Andrea Ogonosky, Ph.D.
- aogonosky_at_msn.com
- Ogonoskyrti.com
- (832) 656-0398