BRAIDING RESPONSIVENESS TO INSTRUCTION/INTERVENTION RTI

Carol White, Ed.D; Daniel Haithcox; Nancy Keuffer; Michael Thomas

Artist: Mark Farrington Durham School of the Arts

OBJECTIVES

• Broaden awareness of the RtI Framework

• Define braiding• Illustrate connections between RtI

and school supports

RTI: DEFINITION

The practice of:

1) providing high quality instruction and interventions matched to students’ needs,

2) monitoring progress frequently to make changes in instruction or goals and,

3) applying student response data to important educational decisions.

Benefits of RtI• Eliminates a “wait to fail” situation because students receive

early intervention within the general education setting

• Differentiates between inadequate instruction and a student disability

• Provides information that supports teachers in evaluating student needs for alignment with instruction through progress monitoring

• Supports standards 6 and 8 of the NC educator evaluation instrument

RESEARCH

Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model. Stewart, Benner, Martella, & Marchand-Martella, 2007

Quality instruction can reduce student engagement in problem behavior. Sanford, 2006; Preciado, Horner, Baker, 2009

Children who fall behind academically will be more likely to find academic work aversive and engage in escape behaviors. Mcintosh, 2008

Essential Components of RtI

How have we historically addressed this child’s needs in the regular education classroom?

What could be assumed about this child if he did not perform well today?

Who should address his needs?

Our education system has grown up through a process of “disjointed incrementalism” (Reynolds, 1988)

Gifted

EC

ELL

Title 1

Regular Ed.

Unintended effects Conflicting programs

Conflicting funding streams

Redundancy

Lack of coordination across programs

Nonsensical rules about program availability for students

Extreme complexity in administration and implementation of the programs

RtI….

Universal: General

Education

Targeted Intervention

Intensive Intervention

Tier I Tier II Tier III

Activity: Resource Identification

Braiding It All Together

IS THERE ONE WAY TO BRAID IT ALL TOGETHER?

EC Law

Common Core

PEP

SIOP

PBIS

PLC

Assessments

ITS ALL THE SAME THING

Don’t be overwhelmed…

ACTIVITY: IDENTIFYING RESOURCES

IT’S ALL ABOUT SCHOOL IMPROVEMENT!Assessments Common Core

SIOP EC Law

PBISPEP

Braiding Defined

Braiding is “A combining of services and funding to create a system of comprehensive support in an educational setting. “

Walker, 2009

Benefits of Braiding

• Aligns all resources to meet the needs of the whole student

• Fosters a culture of collaboration• Between departments• Between Stakeholders

• Provides continuity across curricular areas, instruction and assessmentIncreases program sustainability

  PLC RtI PBIS Teaching &Learning

Common Core(Standards-Based)

What do we expect students to know?

Effective Core Program (Universal-Tier I)

Common purpose and approach to discipline

Standards-Based Curriculum

All Initiatives, including curriculum and instruction

Focus on All students learning using collaborative teams

Collective responsibility for All students

Collaborative using universal behavior and common language

Collective responsibility for All students

Assessments & Monitoring

How will we know they learned it?

Universal screenings;Progress monitoring (formative & summative)

Behavior screening and progress monitoring

State, District data sources What purpose does each data source serve, how do we use it, how do we respond to it?

Interventions What will we do when they don’t learn?

Timely, research-based interventions

Timely, research-based interventions

Timely, research-based interventions

Data Based Decision Making

How do we know it’s working, where do we go next?

Instructional decisions are linked to available data

Are our core expectations and reinforcements working, where do we go next?

Instructional decisions are linked to available data,.Are our core curriculum and instructional strategies working?

Common coreResponse to Intervention

Academics

Behavior

Tier IIStrategic

Tier IUniversal

Slide created by Carol White Ed.D

Common core Response to Intervention

BRAIDING LESSONS LEARNED: TIER I• Provide training for use of screening data during PLC

• Set guidelines for intensifying instructional supports within tiers of intervention

• Make decisions about ESL and Gifted learners

• Create a district RtI Team inclusive of a variety of stakeholders (i.e. principals, teachers, facilitators)

• Evaluate use of assessments• Identify redundancies • Know what purpose they serve and how to use the information

• Identify resources

Slide created by Carol White, Ed.D

Common core Response to Intervention

BRAIDING LESSONS LEARNED: TIER II

• Continue to make connections to other district initiatives such as equity work and dual language

• Ensure collaboration with PBIS team members

• Collaborate regularly across departments

• Create supportive community and business partnerships

• Strengthen communication between EC and General Education

• Continue ongoing parent contact

Slide created by Carol White, Ed.D

Common core Response to Intervention

BRAIDING LESSONS LEARNED: TIER III

• All stakeholders work to develop and implement a collaborative plan utilizing research-based interventions that will support the individual student

• Schedule Problem Solving Team meetings to include the partners needed to support the plan created

• Partners collaborate to identify how stakeholders will know when to refer students for EC services

ROLE OF DISTRICT LEADERSHIP

• Sets the vision of an integrated system of student support

• Monitors for accountability and fidelity

• Insures stability during change

• Protects the effort (e.g., policies, financial and human resources, hiring, professional development)

• Addresses challenges (infrastructure, technology deficits etc.)

(Kellerer, Larsen & Mellard, 2010)

BRAIDING LESSONS LEARNED: LEADERSHIP

• Conduct a district evaluation of all state and district assessments

• Design a long range RtI plan that utilizes implementation science frameworks

• Provide a RtI District Coordinator/Director position along with school-based support staff

• Ensure the District Coordinator is included in district leadership sessions that inform and guide implementation decisions

“Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.”-Napoleon Hill, American speaker and motivational writer