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RTI Overview

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Rachel Guinn

on 8 October 2012

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Transcript of RTI Overview

Exploring and adopting is a very important stage in the implementation process.
Exploring includes attended workshops, overviews, book studies, etc. Raising the awareness of administration and staff in order to make decisions about moving forward. RtI Implementation – Exploration DuFour Quote: “The professional learning community model has now reached a critical juncture.. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, “This too shall pass.” Why is the PLC – RTI connection important? Implementing a plan for scaling-up RtI and adjusting programs and resources to institutionalize practices.
RtI is not something that is “done” but is something that is a part of the fabric of school. RtI Implementation – Sustainability DuFour : “The teachers share their results from all of these assessments with their colleagues, and they quickly learn when a teammate has been particularly effective in teaching a certain skill. Team members consciously look for successful practice and attempt to replicate it in their own practice; they also identify areas of the curriculum that need more attention…

Educators must begin to embrace data as a useful indicator of progress. They must stop disregarding or excusing unfavorable data and honestly confront the sometimes-brutal facts. They must stop using averages to analyze student performance and begin to focus on the success of each student.” PLC Big Idea #3: A Focus on Results DuFour: “…exploration of three crucial questions… drive the work of… professional learning communities:

What do we want each student to learn?
How will we know when each student has learned it?
How will we respond when a student experiences difficulty in learning?
How will we respond when a student has clearly achieved the intended outcomes? PLC Big Idea #1:
Ensuring that All Students Learn Continuous professional learning focused on improving student achievement is essential for school-wide success. Principles of PLCs Multi-Tiered Continuum of Support
(Models have 3-5 tiers)

Universal Screening/Progress Monitoring for
Slow Responders

Problem-Solving Process: implemented at grade level, small groups, individual students

Research-based interventions: instructional strategies and supplemental interventions based research studies on effectiveness

Professional Development: Ongoing and embedded to the school improvement plan and goals

Screening/progress monitoring is only one of many essential ingredients Essential Infrastructure of RTI: Scientifically research based instruction that is matched to student need to promote attainment of grade level bench marks Problem Solving occurs at all Tiers of Instruction and involves collaborative, data based decision making Universal Screening at regular intervals or all students using curriculum-based measurement. RTI Model:
Tier I – 80%
Tier II – 15%
Tier III – 5% Shared responsibility for student achievement

RTI is a framework, not a program. The ingredients can be combined in many ways

Early intervention as soon as the student’s performance indicates that they are “off track”.

Problem-Solving focused on curriculum, instruction, environment, and learner variables that can be controlled (in contrast to student deficits).

Using school-wide and grade-level data to evaluate instructional effectiveness. (EE) Principles of Response to Instruction Current State: Unaligned, sometimes uncoordinated delivery systems (31 A funds, general education, special education)
Low achievement, especially in lower poverty areas
Over-representation of minorities in special education
Poor growth when students with special education are compared with their non-disabled peers (AYP) Systems of Support
Result in Higher Student Achievement-RTI Examples of activities at the consensus phase:
Establish a compelling need for school-wide RtI framework in reading. This includes site and district needs.
Establish building leadership team and rationale for adoption of RtI framework.
Create alignment between the building culture and the culture required to successfully implement RtI.
Establish district leadership commitment.
Make an action plan which involves a clear vision, mission and measureable goals of RtI implementation. RtI Implementation – Consensus Establishing consensus among stakeholders of a need to improve reading achievement for all students by adopting/implementing RtI
Until stakeholders are clear about what is being implemented and why it is being implemented, many may be reluctant to support implementation efforts.
Some sites fail to plan or move too quickly through the consensus process.
They fail to take stock of competing initiatives for staff time, resources and attention. RtI Implementation – Consensus DuFour : “The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement…

Collaborative conversations call on team members to make public what has traditionally been private – goals, strategies, materials, pacing, questions, concerns, and results.” PLC Big Idea #2:
A Culture of Collaboration Data trends indicate a compelling need-
Data indicates unacceptable percentages of students failing reading or math
Administrative mandate to change service delivery system
Legal mandates- Three Major Ways That Schools Move Towards an RTI Framework Current State –
What is the Problem?

Must be Data driven and answer:
What do kids need to learn?
How will we know?
How do we respond when students have difficulty learning?
How will we respond if a student already knows? Making the connection between Professional Learning Communities (PLC) and the fundamental principles of Response to Intervention (RTI) Desired State
What is our vision?

Ensure that all kids can learn Culture and collaboration
Focus on results Response to Intervention RtI
Is a framework with specific elements that can assist schools in achieving their vision
Full transcript