LEIGH GATES, ED.D.RTI LIAISON

LEIGH.GATES@NHCS.NET

10-24-11

Response To Instruction (RTI)Levels 1 and 2

How We Will Do It…

Pre-Questions (Clickers)

Overview (PowerPoint)

Small Group Discussion & Whole Group Share

Complete Documentation

Identify Interventions

Post-Questions (Clickers)

Clicker Questions

We know the differences and similarities related to the acronyms “PSM” and “RTI.”

1 2 3

0% 0%0%

1. Yes2. No3. Somewhat

RTI is implemented state-wide.

1 2

0%0%

1. True

2. False

What does ICEL stand for?

1 2

0%0%

1. Intensity, CBM, Evaluation, Levels

2. Instruction, Curriculum, Environment, Learner

Why ICE then L?

1 2 3 4

0% 0%0%0%

1. Level Comes Last2. Label Comes Last 3. Learner Comes Last4. Lesson Comes Last

What does RIOT stand for?

1 2 3

0% 0%0%

1. Research-based, Intensive, Operational, & Tiered

2. Review, Interview, Observe, & Test

3. Reach, Introduce, Orient, & Transition

When defining interventions, include:

1 2 3 4

0% 0%0%0%

1. Classroom, Seat, Score2. Activity, Days, Times 3. Period, Disposition, Arrival4. Knowledge, Skills, Ability

Response to Instruction (RTI) is…

a MULTI-TIERED instructional FRAMEWORK for

increasing ACHIEVEMENT,

decreasing BEHAVIORS, and

integrating INTERVENTION & ASSESSMENT.

RTI PSM

RTI & PSM: Differences and Purposes

Brief History of RTI in NC

2000 NC started researching RTI04-05 5 Pilot LEA (we were one)06-07 DPI Provided Training2007 Changed to RTI (I=Instruction=All) 09-10 Regular Ed. on DPI RTI Leadership

Team2011 RTI is in State Regs. (p. 80)

Since 2006… Trained= 105 LEAs with 1,630 admin., teachers, &

personnel

January 2010IDEA Partnership

Goals of RTI

Prevention of academic/behavior problems

Intervention for academic/behavior problems

Determination of eligibility as a student with a specific learning

disability

14

Essential Components of RTI

• High Quality Instruction

• Tiered Instruction/Intervention

• Ongoing Assessment

• Data-based Decision Making

• Family Involvement

RTI Action Network of the National Center for Learning Disabilities

Small Group Discussion

In a small group (2-5 people), discuss the following: 1. The top 3 RTI things that you do well

What successful strategies can you share with others?

As an individual (e.g., your role as a teacher, counselor, etc.) In your classroom (e.g., interventions, assessment, etc.) As a school (e.g., infrastructure, culture, etc.)

2. The top 3 RTI things you want to learn more aboutWhat kinds of strategies do you want others to share?

Where are your gaps as an individual, classroom, or school? What do you need to move forward with the process?

Whole Group Share

One Representative From Each Group Shares …

The top 3 RTI things that you do well…

The top 3 RTI things you want to learn more about…

RTI: The Process

Tier I

Universal Screening

General Education

Differentiated Instruction

PEP

Tier II

Grade Level

Targeted

Standard Protocol Interventions Based

on Data

Am

oun

t of R

eso

urce

s Need

ed

to S

olv

e

Conce

rns

Intensity of Problem

Tier III

School-wide Team

Change Environment

Progress Monitor

School-wide RTI Team(including interventionist)

Data-based, DI Interventions & Progress Monitoring

Tier IV

Consultation with parents,

team members, and teachers for

IEP consideration.

General EducationTeacher, Parent, (and Another?)

General EducationTeacher & Parent

RTI Process -Tier 1

Tier 1: The General Education Teacher…

Obtains T1/PEP Documentation Meets w/ Parents (RTI Invitation & p.1 & top of p.2 of

T1/PEP) Implements Intervention Analyzes Results Using Data (p.2 T1/PEP)

Assessments: ClassScapes, Products, Observations, Probes

Progress: continue & meet w/parents 1x/marking period No Progress: document decision to move to T2

RTI Process- Tier 2

Tier 2: The General Education Teacher…

Obtains Tier 2a Documentation Meets w/ Parents (RTI Invitation & T2a)

Can bring in others (e.g., case manger, grade level chair) Implements T1 and T2 Interventions Analyzes Results Using Data (T2b)

Assessments: ClassScapes, Observations, Probes, Curriculum, Rubric

Progress: continue & meet w/parents periodically No Progress: document decision to move to T3

DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN

We Use ICEL and RIOT at Each TierICEL (how to define the problem)

Instruction Curriculum Environment Learner

RIOT (how to design/conduct the assessment) Review Interview Observation Test

ICE, then L

ICEL

INSTRUCTION delivery of the academic/affective curriculum

DifferentiatedLevel of Instruction

Grade level skills, higher, lowerRate of Instruction

PacingPresentation

Modality and/or toolsTeacher/Student Ratio

Whole class, small group, one-to-oneInstructional Transitions

Classroom/behavior management, transitions

ICEL

CURRICULUM what is taught including, but not limited to:

Content Skills and/or behavior being taught

Instructional Materials Adopted/supplemental texts, types of

assignments Progress Monitoring/Assessment

Probes, benchmarks, EOGs, ClassScapes, bell ringers

ICEL

ENVIRONMENT school/home/community including

Instructional StyleClass SizePhysical ArrangementsMedical FactorsCounseling (other community services)TransienceAttendance/TardinessELL IssuesCultural IssuesSocioeconomic Issues

ICELThen, Learner look at child last in order to consider all

information

Hearing and Vision

Social/Behavioral Skills

Understanding of Instruction

Internally/Externally Motivated

Ability to Engage and Remain on Task

Organizational Skills

RIOT: TYPES OF ASSESSMENTS

REVIEW Available data: Academic, behavioral, and discipline records; Work

samples; Curriculum materials; & Information from community resources

INTERVIEW Teachers, parents, student, and others

OBSERVE Classroom instruction, Classroom behavior systems and discipline,

Student’s academics and behavior in the context of the school environmen

TEST Nomed probes by grade level, Back sampling and survey level in areas

of weakness, Behavioral counts and time sampling

Information for Documentation

Information for Tier 1 Page 1

What is the problem definition for the Target Area of Concern?

What is the specific difficulty and what is it impacting?

What is the Intervention? Activity/Time/Days

Helpful Hints for Completing Documentation

Information for Documentation

Information for Tier 2 Form 2a

Write the Goal Statement (SMART goal) Specific, measurable, attainable, realistic, time-bound e.g., In 8 weeks given instruction with repeated

readings, will increase # of sight words per minute from 28 to 36.

Define the Interventions.

Helpful Hints for Completing Documentation

Tier 2b

Intervention Activity

Think about challenging students or areas in which you need

additional interventions to work students

Go to the Reading/Writing, Math, Behavior Corner

With the group, work through the conversation starters (5

minutes)

THEN,

Find an intervention resource in the respective corner

Identify 1-3 interventions that you would like to implement

Mark the page(s) with a sticky note

(I will scan and post on a wiki.)

Clicker Questions

We know the differences and similarities related to the acronyms “PSM” and “RTI.”

1 2

0%0%

1. Yes

2. No

RTI PSM

RTI & PSM: Differences and Purposes

RTI is implemented state-wide.

1 2

0%0%

1. True

2. False

Brief History of RTI in NC

2000 NC started researching RTI04-05 5 Pilot LEA (we were one)06-07 DPI Provided Training2007 Changed to RTI (I=Instruction=All) 09-10 Regular Ed. on DPI RTI Leadership

Team2011 RTI is in State Regs. (p. 80)

Since 2006… Trained= 105 LEAs with 1,630 admin., teachers, &

personnel

What does ICEL stand for?

1 2

0%0%

1. Intensity, CBM, Evaluation, Levels

2. Instruction, Curriculum, Environment, Learner

DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN

We Use ICEL and RIOT at Each TierICEL (how to define the problem)

Instruction Curriculum Environment Learner

RIOT (how to conduct the assessment) Review Interview Observation Test

ICE, then L

Why ICE then L?

1 2 3 4

0% 0%0%0%

1. Level Comes Last2. Label Comes Last 3. Learner Comes Last4. Lesson Comes Last

ICEL

Then, Learner look at child last in order to consider all information

Hearing and Vision

Social/Behavioral Skills

Understanding of Instruction

Internally/Externally Motivated

Ability to Engage and Remain on Task

Organizational Skills

What does RIOT stand for?

1 2 3

0% 0%0%

1. Research-based, Intensive, Operational, & Tiered

2. Review, Interview, Observe, & Test

3. Reach, Introduce, Orient, & Transition

DEFINE THE PROBLEM& DEVELOP an ASSESSMENT PLAN

We Use ICEL and RIOT at Each TierICEL (how to define the problem)

Instruction Curriculum Environment Learner

RIOT (how to conduct the assessment) Review Interview Observation Test

ICE, then L

When defining interventions, include:

1 2 3 4

0% 0%0%0%

1. Classroom, Seat, Score2. Activity, Days, Times 3. Period, Disposition,

Arrival4. Knowledge, Skills,

Ability

Information for Documentation

Information for Tier 1 Page 1

What is the problem definition for the Target Area of Concern?

What is the specific difficulty and what is it impacting?

What is the Intervention? Activity/Time/Days

Helpful Hints for Completing Documentation

What’s Next?

2nd

PD for New/Review in South & East Regions Monday, November 28  Bradley Creek 3:00-4:30 Schoollink: EC7077

Tier 3: Goal Setting, Graphing, Decision Making, & Interventions

Up to 5 RTI Team members or designees from school

Questions?

LEIGH GATES, ED.D.RTI LIAISON

LEIGH.GATES@NHCS.NET

10-24-11

Response To Instruction (RTI)Levels 1 and 2