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Response To Instruction (RTI) Levels 1 and 2. Leigh Gates, Ed.D . RTI Liaison [email protected] 10-24-11. How We Will Do It…. Pre-Questions (Clickers) Overview (PowerPoint) Small Group Discussion & Whole Group Share Complete Documentation Identify Interventions - PowerPoint PPT Presentation
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LEIGH GATES, ED.D.RTI LIAISON
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
10-24-11
Response To Instruction (RTI)Levels 1 and 2