Response to Intervention Pyramid of Interventions

1
Response to InterventionPyramid of Interventions
2

• Vision StatementOur vision is education in a
  culture of excellence.
• Mission StatementOur mission is to ensure every
  student has the opportunity to succeed.

3
RTI/POI

• Not an extra to do to add to your load
• Easy to add new structures, but not so easy to
  change culture
• RTI is a means of supporting PLCs
• What do we want students to learn?
• How will we know when theyve learned it?
• How will we respond when some students dont
  learn?
• How will we respond when some students have
  already learned?
• RTI also deals with student behavior

4
Discrepancy Model

• Wait until students fail
• Intervention is perhaps far too late (cant catch
  up on the regular course material)

5
Do We Believe

• that all students can learn?
• Then we must transform our culture. We cannot see
  our job as giving students an opportunity to
  learn.
• We must relentlessly and systematically require
  that they learn.
• This means that supports must be ready to be
  implemented when needed.

6
Elements of RTI within PLCs

• Collective responsibility by all staff for all
  students
• Access to high-quality core curriculum
• True differentiation in the classroom
• Universal screening
• Constant monitoring analyses of student work
  required to evaluate overall curriculum and
  diagnose individual student needs
• Tiers of intervention
• Systematic, explicit, and research-based programs

7

• From http//www.allthingsplc.info/wordpress/?p60
  
• Response to Intervention (RTI) is based upon the
  assumption that schools cannot wait for
  struggling students to fall far enough below
  grade level to qualify for help. Instead,
  schools should develop a systematic, schoolwide
  process in which struggling students receive
  targeted, research-based interventions at the
  first sign of difficulties. These interventions
  can be provided by special education and/or
  regular education resources. Yet for a school
  implementing PLC practices, this approach to
  helping students at risk should not be a new
  concept, as this process is identical to a PLCs
  Pyramid of Interventions.
• While RTI and a Pyramid of Interventions (POI)
  have essentially the same outcome, we would
  contend that effectively implementing RTI
  practices is not possible and should not be
  pursued until a school effectively begins
  implementing the three Big Ideas of a PLC a
  focus on learning, a collaborative culture, and a
  focus on results. These first steps create the
  foundation needed to more effectively respond
  when students dont learn.
• To skip these vital steps and move directly into
  creating a RTI/POI program would be disastrous.
  How can a school be expected to create powerful
  interventions if the staff has not built a
  culture that believes all students can learn, has
  not identified what they want their students to
  learn, and has not created a timely assessment
  system that can accurately identify which
  students need additional help?
• Remember that the fundamental mission of
  collaborative time in a PLC is to focus on
  student learning. As a school embraces the idea
  that RTI and PLC are not two distinct programs,
  but instead ongoing processes that strive toward
  this same outcome, the more a school will view
  their collaborative time as learning time (not
  simply PLC time or RTI time).
• In other words, we hope that the lines between
  RTI and POI continue to blur to the point where
  they are indistinguishable.