Post on 18-Jan-2018
description
RTI FO
R SCHOOL WIDE
SUCCESS
PRESENTED
BY
BROOKE PRICKETT,
STL R
EGIONAL C
ONSULTANT
DR. BERTH
A RICHARDSON, STL REGIONAL C
ONSULTANT
AGENDA
Welcome and IntroductionWhat is RtI?Systematic Intervention
What is it ?What does it look like in a
school?
BERTHA B usyE nthusiasticR eachingT eacherH appyA +
BROOKEB abblingR esponsiveO pen-mindedO ut-goingK nowledge- seekingE nthusiastic
WHO ARE WE?
WHAT DO YOU EXPECT FROM TODAY ?
1.Who Are You?
2.What One or Two ‘Things’ Do You Expect from Today’s Session ?
Now, Let’s Look at Our Agenda !Now, Let’s Look at Our Agenda !
NORMS (WORKING AGREEMENTS)
Begin and end on timeBe an engaged participantLimit sidebar conversationsListen fullyUse electronics to focus your learningTidy up!
ESSENTIAL QUESTIONS
What are the essential components of RtI?What instructional strategies are most effective?
WE ARE SHARING A COMPREHENSIVE, MULTISENSORY AND BALANCED LITERACY RTI PROGRAM WHICH PRESENTS A SEQUENCE AND STRUCTURE DESIGNED TO CLOSE THE GAP FOR ELL, AT PROMISE OR STRUGGLING READERS.
OUTCOMESExamine a RTI model to close the ELL
reading achievement gap and balanced language and literacy.
Discover new strategies for students in Tier 2 and Tier 3 who have not been successful with other reading strategies.
PLC implementation connection
OAK HILL ST. LOUIS PUBLIC SCHOOL DISTRICT
WHAT IS RTI ?RTI is the practice of providing
high quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.
National Association of State Directors of Special Education
MO DEFINITIONResponse to Intervention (RtI), in its
broadest sense, is a framework that allows for instructional and behavioral effectiveness through the use of evidence-based practice, systematic data collection, and data-based decision-making within a tiered model to improve educational outcomes for all students.
EFFECTIVENESS OF RTIPLC (Professional Learning Community)
What do you want your students to know?How will you know they know the information or skill?What will you do if they have not learned it or what will you do if they have learned it?
Assessing every five weeks
DATA CYCLESteps for a Data Cycle….can be used for any data cycle!
Step 1Collect and Chart your data
Step 2Analyze to prioritize student needs
the assessments or student work
Step 3Set a SMART goalThe percentage of ___________________(student group) scoring proficient or higher in ___________________(content area) will increase from ________ (current % proficient or higher) to _____________ __(goal %) by the end of ____________ __(month, unit, quarter) as measured by ________________________ ________(assessment tool) administered on ________________________ (specific date).
Step 4Select strategies for areas of concern or misconceptions
Step 5What are the result indicators? What will you see if strategies are working and are being successful to move students learning?
Step 6 Monitor…how is it working?
IS THERE A MATCH ?18
Data Teams RtI Academics*Shared Vision X
X
X
X
X
Collaboration around DataMentoring & CoachingProfessional DevelopmentCurriculum Mapping
Evidence-Based Practices High-Quality InstructionResearch-Based InterventionCulturally Responsive Practices
Progress Monitoring Progress MonitoringData-Based Decision-Making Universal Screening
Implementation FidelityFamily/Community Involvement Celebration
ARE WE READY TO IMPLEMENT?How will we identify students in need of
intensive interventions BEFORE they start to fail?
What essential standards will be taught at Tier 1 through core instruction with embedded differentiation?
What criteria will be used to determine which students need supplemental support and which need intensive support?
ARE WE READY TO IMPLEMENT (CONT’D)How can we best utilize our school-wide resources to support Tier 2 and Tier 3 support?How will we monitor student progress within intervention?How will the intervention team determine if special education is necessary, appropriate, and defendable for a student?
IDENTIFY
ReadingWritingNumber senseEnglish languageAttendanceBehavior
IDENTIFY
Universal ScreenersCommon Formative Assessments
Staff Recommendation
How does this compare to how your school makes determinations for placements?
What’s the same? What’s different?
What will work for us? What will not work for us?
EFFECTIVE INTERVENTIONSResearch-basedDirectiveAdministered by trained
professionalsTargetedTimely
Do the interventions you are currently using meet this
criteria?
TIME
“Flexible Intervention Time at the Elementary/Secondary
Level” OR
“The Floating Tutor”
HOW?
TIER 1-CORE
What is provided for all students Direct instruction Differentiated instruction as needed
TIER 2-SUPPLEMENTAL
Some help beyond what is provided for all students in Tier 1
Small-group tutoring (failed learner)Mandatory study hall to complete missing
assignments (intentional non-learner)Reward for good behavior in class (intentional
non-learner)
TIER 3-INTENSIVEA lot of help beyond what is provided for all
students in Tier 1Intensive reading support class (failed learner)Daily study skills to help the student organize and complete his homework (intentional non-learner)
2-period math class that provides the student both access to grade-level curriculum and targeted remediation in prerequisite skills (failed learner)
5 MINIMUM COMPONENTSHigh-Quality, Research Based
Instruction in all ClassroomsUniversal Screening in Literacy,
Numeracy, & Behavior (3xYr)Progress monitoring of students
receiving T2/T3 servicesResearch-Based InterventionsImplementation Fidelity is measured in
T1, T2, & T3(Alan Coulter, 2008)
VISION FOR SCHOOLS OF TOMORROWShared ownership, accountability, and leadershipAll struggling students referred to the RTI system
for support with a prevention focus on academics and social/emotional/behavioral issues
Eligibility considered after intervention and ongoing progress monitoring of response to intervention
Early intervening services are accessible to any student in need
Authentic assessments and progress monitoring throughout the curriculum; less focus on standardized assessments to determine eligibility for special ed
Flexible delivery of support services is the norm
MEASURE OF STUDENT GROWTHKINDERGARTEN ROOM 109
AUG. ASSESSMENT DEC. ASSESSMENT
SAMPLE SCHEDULELarge Group Reading 30 minutes You can
make it two 15 minutes sessions if need to break up
Centers or reading Activities (Small Group instruction) 1 hour
Close 5 to 10 minutesWriting Large Group 15 minutesSmall group writing 20-30 minutes
SKILL SET
How we help our students to obtain their skill set using multi sensory instruction
LESSON EXTENSION
IDRIndep
enden
t Dire
cted Rea
ding
TECHNOLOGY DIFFERENTIATED
WE BEGIN TO CELEBRATE SUCCESSES