Transcript Chris` Powerpoint Presentation

Response to Intervention
Response
to Intervention
Response to Intervention
Objectives
Participants will
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Gain a deeper knowledge of Response to
Intervention so that they can immediately
apply its principles
Response to Intervention
Agenda
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The Four Questions of RTI
The Four Cs of RTI
Essential Standards Chart
Cycle of RTI
Building a System of Supports – RTI Rubric
Decision Making in RTI
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Decision Making Within Tiers of Support
Progress Monitoring – Decision Flowchart
RTI Resources
Response to Intervention
RTI and PLC in Good Spirit
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RTI has everything in common with PLC
Various, more individualized levels of
intervention for struggling students
Balancing accountability and RTI
RTI cannot be a mandate – it will look
different in each school
RTI can work with our current level of
resources.
Response to Intervention
RTI and PLC in Good Spirit
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RTI in a classroom, within a team, and
across the school.
The Who, What, and When of RTI
RTI ≠ Lots of paperwork
Small group instruction must be a part of
every classroom
RTI – Loose v. Tight
How of we measure our effectiveness?
Response to Intervention
Where Did RTI Come From?
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PL 94-142
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IQ and the Discrepancy Model
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Over-representation
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President’s Commission on Excellence in Special
Education
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IDEIA 2004
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“RTI is a general education initiative”
Response to Intervention
RTI
Response to Intervention
RTI
Response to Intervention
Response to Intervention
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About which students do we have concerns?
In what areas do we have concerns?
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Academics
Social behaviors
Academic behaviors
What are we currently doing to support students and
meet the student needs? What supports will we be
providing in the future?
Has the student responded to the instruction and
interventions we have been providing?
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Four Questions of RTI
Response to Intervention
4 Cs of RTI
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Collective Responsibility
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Concentrated Instruction
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Convergent Assessment
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Certain Access
Response to Intervention
Collective Responsibility
A shared belief that the primary responsibility of
each member of the organization is to ensure
high levels of learning for every child. Thinking
is guided by the question…
Why are we here?
Response to Intervention
Collective Responsibility
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Commit to collective responsibility for ALL students'
learning
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Openly discuss expectations, biases, and experiences
Research schools that have been successful with students
like those you serve
Foster a collaborative culture
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Build trust
Start a professional book club
Identify and celebrate the strengths of all staff
Acknowledge your areas for growth
Response to Intervention
Collective Responsibility
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Open your doors to colleagues, share best practice
and ideas, and be willing to learn
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Schedule regular lesson studies or co-plan/co-teach
opportunities
Arrange for roving substitutes so that teachers can watch and
learn from teachers
Create weekly team time during which teachers focus
on student learning
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Bank minutes to build time into the day
Create and commit to team norms that allow for open,
focused dialogue
Response to Intervention
Concentrated Instruction
A systematic process of identifying essential
knowledge and skills that all students must
master to learn at high levels and determining
the specific learning needs for each child
needed to get there. Thinking is guided by the
question…
Where do we need to go?
Response to Intervention
Concentrated Instruction
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Focus on essential learning
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Identify and unpack the most essential standards and
learning targets for your grade level or content area
Essential Standards Chart
Ensure that your core instruction is sound
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Systemically, collaboratively analyze your craft so that
instruction constantly improves
Differentiate for all learners (content, process, product)
Build daily, small group, targeted support into each lesson
Response to Intervention
Concentrated Instruction
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Identify and explicitly teach social behaviors
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Teach and expect students to self-monitor
http://pbis.org
Concentrating, Screening, and Planning for
Behavioral Supports
Identify and explicitly teach academic
behaviors
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Teach and expect students to self-regulate
Self-Regulatory Assessment Tool
Self-Regulatory Problem Solving Tool
Response to Intervention
Convergent Assessment
An ongoing process of collectively analyzing
targeted evidence to determine the specific
learning needs of each child and the
effectiveness of the instruction the child
receives in meeting these needs. Thinking is
guided by the question…
Where are we now?
Response to Intervention
Convergent Assessment
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Efficiently screen to identify students at-risk
Create assessments to measure student
mastery of essential skills
Enthusiastically monitor student progress
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Identify assessments that can be use to validly
and reliable monitor student progress
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http://easycbm.com
Develop a systematic plan to monitor the
progress of students at-risk regularly
Convergent Assessment – Diagnosing Reading Difficulties
Reading Domains, Skills, Assessments
Response to Intervention
Convergent Assessment
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Assess for social behaviors
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Analysis of the Function of Behavior
SSRS
BDF
http://swis.org
Assess for academic behaviors
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Self-Regulatory Assessment Tool
Self-Regulatory Problem Solving Tool
Response to Intervention
Convergent Assessment
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Schedule regular meetings during which
teacher teams (weekly) and teacher teams
with administrators (monthly) analyze:
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About which students do we have concerns?
In what areas do we have concerns?
What are we doing to support students?
Have students responded to the instruction and
interventions we have been providing?
Response to Intervention
Certain Access
A systematic process that guarantees every
student will receive the time and support
needed to learn at high levels. Thinking is
guided by the question…
How do we get every child there?
Response to Intervention
Certain Access
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When – scheduling and programming
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Schedule time for interventions first
Protect collaborative time
Protect reading, writing, and mathematics
Challenge assumptions
Who – interventionists
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Inventory human resources
Use staff creatively
Response to Intervention
Certain Access
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What – identify high quality, expertlyimplemented interventions for the at-risk learners
at your school
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Social behaviors
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http://fcrr.org
http://interventioncentral.com
Strategies for Improving Behavior Checklist
Academic behaviors
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Self-Regulatory Assessment Tool
Self-Regulatory Problem Solving Tool
Response to Intervention
Certain Access
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Eagerly communicate needs and progress to all
stakeholders
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Develop a system for communicating the progress of
students at-risk to the student, parents, and all staff who
work with the student
Do whatever it takes to ensure every student learns with intensity, a sense of urgency, and the
expectation that learning WILL occur
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Celebrate and highlight successes
Study them so they can be replicated
Monitor every aspect of the RTI system to ensure that it is
faithfully and energetically implemented.
Response to Intervention
Scenario
RTI is a verb
Response to Intervention
Tiers
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Tier 1 – Core
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Classroom teacher or collaborative team
Within the instructional block
Tiers 2 and 3 – More
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Increasing the frequency of the support
Increasing the duration of the support
Decreasing the student-teacher ratio on the
intervention group
Increasing the specificity of the support
Response to Intervention
Essential Standards Chart
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Standard/Description
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Example/Rigor
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What is the essential standard to be learned?
Describe in student-friendly vocabulary.
What does proficient student work look like?
Provide an example and/or description.
Prior Skills Needed
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What prior knowledge, skills, and/or vocabulary
is/are needed for a student to master this
standard?
Response to Intervention
Essential Standards Chart
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Common Assessment
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When Taught?
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What assessment(s) will be used to measure
student mastery?
When will this standard be taught?
Enrichment
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What will we do when students have learned the
essential standard(s)?
Cycle of RTI
Select and unwrap
essential student learning
outcomes and indicators
and develop a unit
assessment plan
Analyze summative
assessment results,
identify students in
need of supplemental
interventions
Introduce learning
targets to students.
Begin core
instruction.
Analyze formative
assessment results, provide
mid-unit interventions,
continue and/or complete
core instruction
Response to Intervention
Building a System of Supports
RTI Rubric
4 – Consistent and Effective
3 – Fairly Consistent and Generally Effective
2 – Inconsistent and Occasionally Effective
1 – Not Present or Observable
Collective Responsibility
Concentrated Instruction
Convergent Assessment
Certain Access
Response to Intervention
Decision Making in RTI
Decision Making Within Tiers of Support
4 – Consistent and Effective
3 – Fairly Consistent and Generally Effective
2 – Inconsistent and Occasionally Effective
1 – Not Present or Observable
Decision Making in RTI
Decision Making Within Tiers of Support
Decision Making in RTI
Decision Making Within Tiers of Support
Decision Making in RTI
Decision Making Within Tiers of Support
Response to Intervention
Decision Making in RTI
Progress Monitoring – Decision Flowchart
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What is the rate of improvement?
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Meeting targets?
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“Consider…”
Response to Intervention
Decision Making in RTI
Progress Monitoring – Decision Flowchart
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What is the rate of improvement?
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Meeting targets?
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“Consider…”
Response to Intervention
Thank You!
Pyramid Response
to Intervention
Chris Weber
[email protected]
@Chi_educate
Christopher Weber
https://public.me.com/chrisaweber
Response to Intervention
Thank You!
Response to Intervention