Implementing RtI 2 Douglas Fisher www.fisherandfrey.com
Slide 2
LEARNING Traditional View of Learning When time and instruction
are held constant learning outcomes vary. Adapted from Buffum,
Mattos, & Weber, 2009
Slide 3
LEARNING A New View of Learning When time and instruction are
variable learning is held constant. Adapted from Buffum, Mattos,
& Weber, 2009
Slide 4
Purpose of RtI An alternative way to identify students as
having learning disabilities, making sure that students who
struggle were not misidentified as disabled when different and/or
more intensive instruction addressed their needs.
Slide 5
Purpose of RtI An alternative way to identify students as
having learning disabilities, making sure that students who
struggle were not misidentified as disabled when different and/or
more intensive instruction addressed their needs. Big RTI
Slide 6
A school improvement process designed to ensure that students
receive the instruction, intervention, and support necessary to be
successful.
Tier 1: Quality Core Instruction Based on a Gradual Release of
Responsibility Link assessment and instruction (formative systems)
Screening and progress monitoring
Slide 10
TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson
Guided Instruction I do it We do it You do it together
Collaborative Independent You do it alone A Structure for
Instruction that Works
Slide 11
In some classrooms TEACHER RESPONSIBILITY STUDENT
RESPONSIBILITY Focus Lesson I do it Independent You do it
alone
Slide 12
In some classrooms TEACHER RESPONSIBILITY STUDENT
RESPONSIBILITY Independent You do it alone
Slide 13
And in some classrooms TEACHER RESPONSIBILITY STUDENT
RESPONSIBILITY Focus Lesson Guided Instruction I do it We do it
Independent You do it alone
Slide 14
Tiers 2 and 3 intervention are not a Band-Aid for ineffective
Tier 1 instruction.
Slide 15
Collaborative conversations
Slide 16
Which Is It? Group Work Clarifying beliefs, values, or ideas
Goal is sharing No accountability or group accountability
Productive Group Work Consolidating understanding using
argumentation Goal is problem solving Individual accountability
Interaction Academic language practice and development
Slide 17
TTYPAThink-Pair-Square CarouselNovel Ideas Only Opinion
Stations Group Work Examples
Slide 18
Carousel Teams rotate around the classroom Composing answers
Reflecting on other students comments Questions posted on charts
Sentence FRAMES can be used
Slide 19
Slide 20
Opinion Stations Display a statement - - have students move to
a spot in the room that corresponds to their beliefs Students
discuss in their corner or spot in the room and then to the whole
class Post sentence frames in each corner Strongly Agree Disagre e
Strongly Disagree Agree
Slide 21
Productive Group Work Examples Conversation Roundtable Numbered
Heads Together Literature Circles Reciprocal Teaching Jigsaw
Walking Review Collaborative Poster
Slide 22
Conversation Roundtable
Slide 23
Numbered Heads Together Each person at table assigned a number
Question is posed Die is rolled Everyone prepares that numbered
person to answer Die is rolled again to call on a table number
Person at that table answers
Slide 24
Reciprocal Teaching Student-directed groups Text is chunked in
smaller parts Teacher or students can choose stopping points
Slide 25
Jigsaw Home Group Expert Group Home Group
Slide 26
Students create a poster with specific visual information
(drawings and text). All students participate in making the poster
using their own colored marker. They sign the poster in their
color. Students discuss critically, explain, and make decisions to
complete this task. Collaborative Poster
Slide 27
What does it take to make a task engaging and interactive?
Slide 28
Enough background knowledge to have something to say. Enough
background knowledge to have something to say.
Slide 29
Language support to know how to say it.
Slide 30
A topic of interest.
Slide 31
An authentic reason to interact.
Slide 32
Expectations of and accountability for the interaction.
Slide 33
An established community of learners that encourage and support
each other.
Slide 34
Understanding of the task.
Slide 35
How do you construct a task that is engaging and interactive
?
Slide 36
Slide 37
Quality Indicator #1 Complexity of Task: The task is a novel
application of a grade-level appropriate concept and is designed so
that the outcome is not guaranteed (a chance for productive failure
exists).
Slide 38
Quality Indicator #2 Joint attention to tasks or materials
Students are interacting with one another to build each others
knowledge. Outward indicators include body language and movement
associated with meaningful conversations, and shared visual gaze on
materials.
Slide 39
Quality Indicator #3 Argumentation not arguing: Student use
accountable talk to persuade, provide evidence, ask questions of
one another, and disagree without being disagreeable.
Slide 40
Quality Indicator #4 Language support: Written, verbal,
teacher, and peer supports are available to boost academic language
usage.
Slide 41
Quality Indicator #5 Grouping: Small groups of 2-5 students are
purposefully constructed to maximize individual strengths without
magnifying areas of needs ( heterogeneous grouping ).
Slide 42
Quality Indicator #6 Teacher role: What is the teacher doing
while productive group work is occurring ?
![Response to Intervention (RtI) Handbook and RtI Resources · 2016-12-09 · OASD RtI Handbook [2] Response to Intervention (RtI) Overview Core Principles of RtI RtI is grounded in](https://img.pdfslide.us/doc/110x75/5f04175d7e708231d40c46b9/response-to-intervention-rti-handbook-and-rti-resources-2016-12-09-oasd-rti.jpg)
