Response to Intervention (RtI) A Brief Introduction to NH

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Response to Intervention (RtI)A Brief
Introduction to NHs RtI Framework for the State
Advisory Committee on the Education of Students
with DisabilitiesJanuary 6, 2010
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New Hampshire is committed to the educational
success of all students.
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In that spirit, the NH RTI Task Force was formed
in January 2008.
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The goal of the Task Force is to provide
leadership for NH school districts through
development of a state framework, available for
use by all districts, and that supports the
understanding and effective implementation of an
RtI system to benefit all NH children.
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In order to reach ALL students, it is necessary
to reach EVERY student.
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RtI - The Big Ideas
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RtI is an approach to differentiating
instruction to meet all students needs. It
addresses four questions
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1. Exactly what is it we want all students to
learn?
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2. How will we know when each student has
acquired the essential knowledge and skills?
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3. What happens in our school when a student does
not learn?
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4. How will we enrich and extend the learning for
students who are already proficient? --Rick
DuFour et al.
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RtI is a whole-school, systemic approach.
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RtI involves high-quality instruction or
intervention matched to student needs and
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using students learning rate over time and
level of performance to
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make data-based educational decisions.
National Association of State Directors of
Special Education, 2005(definition adopted by
the NH RtI Task Force)
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RtI is a Tiered Approach
Tier 3 5 of students
Tier 2 15 of students
Tier 1 80 of students
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Tier 1 Core InstructionAll students receive
high quality, general instruction and positive
behavioral support.
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Tier 2 Targeted Group InterventionsSome
(at-risk) students receive highly efficient,
rapid response instruction - in addition to core
instruction.
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Tier 3 Intensive, Individual InterventionsIndiv
idual struggling students receive
assessment-based, high-intensity instruction, in
addition to core instruction.
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What does RtI entail?
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Effective leaders who can articulate the vision
for systemic change and communicate and support
plans to realize it.
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Changes to the school schedule, if necessary!
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Problem-solving, collaborative instructional
teams who can make data-driven decisions in the
service of high-quality instruction.
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Ongoing, job-embedded professional development to
build staff capacity for learning and change.
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RtI is not a special education initiative or
prereferral system.
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Because RtI became part of federal and state law
through the Individuals with Disabilities
Education Act of 2004, tendency is to view RtI
within the realm of Special Education.
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Its about school improvement.
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RTI Guiding Principles

• ALL students are part of ONE proactive
  educational system
• Use scientific, research-based instruction
• Use instructionally relevant assessments
• Use a problem-solving method to make decisions
  based on a continuum of students needs
• Data are used to guide instructional decisions
• Quality professional development supports
  effective instruction for all students
• Leadership is vital
• Adapted from Heartland (Iowa) AEA

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NH RTI Task Force

• Work to date
• Began its work in 2007 (Arlington, VA)
• Completed the Interactive Guide in 2009
• Offered RTI Leadership training in July 2009
  (Cohort 1)
• Collaborated with NHSAA/Best Practices Conference
• Developing 5 year Strategic Plan (final draft)
• Next Steps
• Ongoing PD support for RTI Leadership
• Ongoing support for new and existing RTI
  initiatives
• Cohort I - April 2010
• Cohort II - July 2010
• Future PD to be determined based on needs

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For more information AN INTERACTIVE GUIDE TO
RTI IN NEW HAMPSHIRE http//www.ed.state.nh.us/ed
ucation/programs/documents/INTERACTIVEGUIDETORTI-N
H.pdf
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(No Transcript)
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A Family Guide to Response to Intervention
(RtI) Developed by Parent Information
Center http//www.parentinformationcenter.org/ima
ges/RTI20Booklet20PQ.pdf
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A Parents Guide to Response to Intervention
(RtI) by Susan Bruce http//www.wrightslaw.com/i
nfo/rti.parent.guide.pdf