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Response To Intervention

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by

Richard Camp

on 10 February 2015

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Transcript of Response To Intervention

Response To Intervention
FIRST...
PLC
The BIG 4
What do we expect students to learn?
How do we know they've learned it?
How do we respond when students don't learn?
How do we respond when students have learned?
SWPBS
RTI
The 4 C's
Collective
Responsibility
"Why are we here?"

Vision - Motivate Today, Thrive Together, Inspire Tomorrow


Teacher Collaborative Teams
Schoolwide Leadership Team
Schoolwide Intervention Team
The bottom line: "The discontinuity between idealized and actual school cultures, between learning for some and for all, between selective responsibility and collective responsibility, may be the most significant obstacle to a schools' successful implementation of RTI."
Concentrated
Instruction
"Where do we need to go?"

Identification of Essential Grade Level Standards - The "Got-to-Knows"
Convergent
Assessment
"Where are we now?"

Common Assessments on the Essentials

Ongoing, Collective Data Analysis




Clarify what
essentials
students must learn
Provide effective Tier 1 core instruction
Analyze evidence of student learning and effectiveness of instruction
Identify students in need of additional time and support
Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team's identified essential standards
Certain Access
"How do we get every child there?"

School Administration, Support Staff, Grade Level Chairs, Teacher Leaders
Develop a culture that is collective responsible for student achievement
Build consensus for the school's mission of collective responsibility
Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions and intensive interventions
Coordinating the schools many human, fiscal, and physical resources
Assist with articulating essential learning outcomes across grade levels and subjects
Lead in universal screening efforts
Ensure all students have access to grade-level core instruction
Lead efforts at Tier 1 for school wide behavior expectations
Ensure sufficient, effective resources are available to provide Tier 2 and 3 interventions
Continually monitor school wide evidence of student learning
Objective - takes a diagnostic look at the cases of students who are in need of Tier 3 interventions with a laser-like focus in answering the question "What, specifically, are the causes of this individual student's struggles and how can we provide him or her with more time and support to address the factors?"
Proactive; problem-solving
How many of our students belong at each tier?
What is an intervention?
"An
intervention
is anything a school does, above and beyond what all students receive, that helps a child succeed in school."

- Buffum, Mattos, & Weber,
Simplifying Response to Intervention
(2012), p 129
Our Goal
To create a systematic process that ensures that every child receives the additional time and support needed to learn at high levels.
Current Reality
Can you make every parent this promise?
"It does not matter which teacher your child has at our school, if your child needs extra time and support to learn at high levels, we guarantee he or she will receive it."
3 Final Thoughts...
Shared responsibility for problem solving
"When students don't learn, what do we do?
All means ALL
Fundamental Assumptions
Not all students learn the same way
Not all students learn at the same speed
Some students lack prior skills and knowledge
Some students lack proper behaviors
Some students have a home life that is counterproductive to academic success
Who's In Charge?
Essentials

Collaboration
Respect Self, Respect Others, Respect Property
Yeah, I get that, but ______________________?

Interventions are TARGETED
3 weeks
Researched-Based
Administered by trained professionals
Yields data that can be analyzed; used for planning/decision making
Full transcript