RtI for Related Services and Itinerant Professionals February
16 th, 2010
Slide 3
Why are we here and what do we need? How do we build a system
of excellence? How do we take all the resources we have in a
district/building and match them to the instructional needs of the
students all the way from the highest performing students to the
lowest performing students? How do we do that in a practical and
doable manner? 2
Slide 4
Outcomes Participants will be able to: 1.State the guiding
principles for RtI 2.State how the guiding principles apply to
support personnel 3.Impact of systems level implementation of RtI
impacts the role of support personnel in the system 4.Troubleshoot
demands of direct service (IEP instructional needs) and proactive,
early intervention 3
Slide 5
How is this video like implementing RtI in your role? 4
Slide 6
Challenges to Support Personnel in RtI Models Need to be open
to change Need to be involved in professional development Need a
more systemic approach to serving schools and students, including a
flexible workload that reflects less individual pull-out support
and more consultation and collaboration in core and supplemental
instruction. 5
Slide 7
Challenges Need to reallocate time in the work day the point of
an RtI system is not too add more tasks but to reallocate more time
to better address prevention and early intervention and to serve
more students up front rather than at the point of special
education evaluation and service. 6
Slide 8
What is the Rationale for Response to Intervention? We need one
process in our schools to make instructional decisions that are:
Efficient Proactive Based on early intervention Used to match
resources to needs Integrated Focused on student learning
Slide 9
Response To Intervention: (Really Terrific Instruction)
Response to intervention is the practice of providing high quality
instruction and intervention matched to student needs, monitoring
progress frequently to make decisions about changes in instruction
or goals and applying child response data to important educational
decisions. 8
Slide 10
Response to Intervention Is NotIs An instructional programA
framework to implement effective practices Intended to encourage
placement of students Matching needs and resources Possible to
implement aloneA collaborative effort The same for every
schoolUniquely designed for each building A special education, a
general education, a Title 1, a Talented and Gifted initiative An
Every Education Initiative
Slide 11
Different Schools, Different Journeys 10
Slide 12
Different Schools, Different Journeys 11
Slide 13
How healthy is the core?
Slide 14
Guiding Principles of RtI 1.ALL students are part of ONE
proactive educational system Belief that ALL students can learn Use
ALL available resources to teach ALL students Proactive approach
uses data early to determine student needs and intervene. Reactive
approach intervenes after students have shown a history of failure
to meet expectations/or when learning flat lines due to lack of
challenge.
Slide 15
Reactive or Proactive The unit pre-test shows the majority of
the student are missing key enabling skills. The teacher adjusts
the unit to include more teaching on enabling skills. Teacher
teaches the unit. At the end of the unit the majority of the
students failed the test. 14
Slide 16
Reactive or Proactive? Begin the first week of school with
intervention support for students in need. Assess students after
the first month of school. Begin intervention support after one
month of school has gone by. 15
Slide 17
Guiding Principles of RtI 2. Use scientific, research-based
instruction Curriculum and instructional approaches must have a
high probability of success for most students. Use instructional
time efficiently and effectively.
Slide 18
Activity 1: Compare RtI Guiding Principles to Current
Educational Philosophy and Practices Review the Guiding Principles
of RtI: 1 and 2 Individually complete: Compare RtI Guiding
Principles to Your Buildings Current Practices sheet Share and
discuss with your partner
Slide 19
Guiding Principles of RtI 3. Use instructionally relevant
assessments Reliable and valid Multiple purposes Screening-
Collecting data for the purpose of identifying low and high
performing students at-risk for not having their needs met
Diagnostic- Gathering information from multiple sources to
determine why students are not benefiting from instruction
Formative- Frequent, ongoing collection of information including
both formal and informal data to guide instruction
Slide 20
Domains of Importance in Data Collection Instruction Curriculum
Environment Learner How we teach What we teach Where learning
occurs Characteristics of student 19
Slide 21
What happens when a school does not have a problem solving
process?
Slide 22
Guiding Principles of RtI 4. Use a problem-solving method to
make decisions based on a continuum of student needs: Provides
strong core curriculum, instruction, and assessment (Core Tier 1)
Provides increasing levels of support based on intensity of
students needs (Tier 1 and Tier 2, Tier 1 and Tier 3) 21
Slide 23
Purpose of an Intervention To provide immediate assistance to
the student To continue to gather information and learn how to best
meet the educational needs of the student To solve the problem To
determine the conditions that best enable the student to learn
22
Slide 24
In The Past General Education Title Reading or Other Reading
Support Special Education Some Fell Through Some Fell Through
Slide 25
RtI: Full Continuum of Support General Education Title and/or
Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I
all along the continuum! I =
Slide 26
Neither lone hero,
Slide 27
Nor unwilling to go out of way
Slide 28
A Team Of Uniquely Talented Individuals with Unifying
Purpose
Slide 29
Activity : Compare IDM Guiding Principles to Current
Educational Philosophy and Practices Review the Guiding Principles
of RtI 3 and 4 Individually complete: Compare IDM Guiding
Principles to Your Buildings Current Practices sheet Share and
discuss with your partner
Slide 30
Reflect and Assess
Slide 31
Guiding Principles of RtI 5. Data are used to guide
instructional decisions To match curriculum and instruction to
assessment data To allocate resources To drive professional
development decisions
Slide 32
Date Indicates Need: Where is your response targeted? Building
level Grade level Classroom level Small group level Individual
31
Slide 33
Building Level Data Knoxville Middle School Data driven
decisions 2007-08 High number of inaccurate readers provided
supplemental assistance Fall, 2008 Inaccurate readers now accurate
but not automatic Too many for intervention groups Decided to
provided distributed model beef up core Professional development
for all teachers 32
Slide 34
Building Level Data Data results from comprehension-focused
fluency instructional routine 33 GradeORF Growth from Fall to
Winter MAP test Made growth Fall to Winter 6 th 94%83% 7 th 80%76%
8th80%69%
Slide 35
Guiding Principles of RtI 6. Quality professional development
supports effective instruction for all students. Provide ongoing
training and support to assimilate new knowledge and skills
Anticipate and be willing to meet the newly emerging needs based on
student performance Differentiate professional development based on
knowledge and expertise needed
Slide 36
Guiding Principles of RtI 7. Leadership is vital Strong
administrative support to ensure commitment and resources Strong
teacher support to share in the common goal of improving
instruction Building leadership team to build internal capacity and
sustainability over time
Slide 37
Guiding Principles of RtI 7. Leadership is vital Strong
administrative support to ensure commitment and resources Strong
teacher support to share in the common goal of improving
instruction Building leadership team to build internal capacity and
sustainability over time
Slide 38
Even Super Administrator has his/her limitations Leadership is
more than one person It takes a team to get the work done 37
Slide 39
Building Leadership Team Team is representative of staff
Administrator is an active member of the team Team members are
invested in the school culture and the change Coordinate efforts
and provide organization Adapt the features of RtI to local school
Team members already know what is happening at the building (never
give up something that already works) Enhance sustainability over
time 38
Slide 40
Activity : Compare RtI Guiding Principles to Current
Educational Philosophy and Practices Review the Guiding Principles
of RtI 5, 6, and 7 Individually complete: Compare RtI Guiding
Principles to Your Buildings Current Practices sheet Share and
discuss with your partner
Slide 41
How Does it Fit Together? RtI At A Glance Addl. Diagnostic
Assessment Instruction Results Monitoring Individual Diagnostic
Individualized Intensive All Students at a grade level Fall Winter
Spring Universal Screening None Continue With Core Instruction
Grades Classroom Assessments Yearly ITBS/ITED Group Diagnostic
Small Group Differentiated By Skill Step 1 Step 2Step 3Step 4 C S I
1-5% 80-90% 5-10% weekly 2 times/month
Slide 42
Core Instruction Core instruction is designed to provide the
literacy diet that should be sufficient to ensure good literacy
outcomes for the majority of the students. The core literacy diet
will benefit all, but will not be sufficient for some
students.
Slide 43
The Water I C A Focus on the water- Curriculum Instruction
Assessment
Slide 44
Food Pyramid Healthy, balanced diet to ensure good physical
health Oils, butter Dairy, meat, fish Fruits and vegetables Bread,
cereal and grains
Slide 45
When eating out of the food pyramid is not enough Need to add
iron pills, or vitamins, but do not stop eating from the food
pyramid. The iron pill alone will not accelerate student
growth.
Slide 46
When instruction in the literacy diet is not enough Add
intensive instruction (iron pill) in addition to teacher-directed
core instruction (literacy diet) targeting area(s) of need.
Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading
of Connected Text Vocabulary Comprehension
Slide 47
Established - Benchmark Emerging - Strategic Deficit -
Intensive For struggling readers, just making progress isnt good
enough. Time Benchmark 1 Benchmark 2 Benchmark 3 Trajectory- the
path a projectile makes under the action of given forces such as
thrust, wind and gravity. --Encarta World English Dictionary
Score
Slide 48
When curriculum, instruction, and assessments are working
together Established - Benchmark Score Time Benchmark 1 Benchmark 2
Benchmark 3
Slide 49
For students with supplemental and intensive needs the goal is
to accelerate student learning To accelerate student learning:
Instruction must be provided in smaller groups (resources) More
time spent in instruction (increase opportunities to learn)
(resources) Explicit and systematic instruction in the area of need
(professional development) 48
Slide 50
Make it reasonable and doable! Provide a menu of powerful
instructional changes that are reasonable and doable Anticipate and
provide trouble shooting guide for small group instruction progress
differences, scheduling 49
Slide 51
Secret to Supplemental Interventions (Tier 2) Class-wide
instructional routines around high priority skills by grade level
and time of year Use same routine in instructional interventions;
narrow the focus Example: Story retell to enhance listening and
reading comprehension, SLP models how to provide more support or
scaffolding for students who are struggling with this task. 50
Slide 52
Secret to Supplemental Interventions (Tier 2) Example: Teacher
uses a handwriting curriculum that focuses on letter formation. OT
models or consults on how to modify or accommodate for students who
are struggling with handwriting. Example: Teacher uses a proactive
classroom management plan to provide efficient transitions. Social
worker or school psychologist models or consults on how to instruct
or provide incentives for students who are struggling with
transitions. 51
Slide 53
It is all about mii! 1.Read designated article about your role
within RtI. 2.Complete 3-2-1 sheet. 3.Find two other people in your
job-alike category and share insights. 52
Slide 54
Role of Support Personnel in RtI Support personnel have
expertise in their field that uniquely qualifies them to serve in a
variety of roles: 1.Program design 2.Collaboration 3.Direct
services to IEP students 53
Slide 55
Program Design Explain the role that your targeted domain play
in curriculum, instruction and assessment Help identify systematic
patterns of student need Identify screening tools that help
pinpoint high probability referral areas 54
Slide 56
Program Design Assist in the selection of evidence-based
interventions Plan for and participate in professional development
Interpret a schools progress in meeting the intervention needs of
students 55
Slide 57
56 It is all about mii!
Slide 58
Comprehension What Students Need to Learn How to read both
narrative and expository texts How to understand and remember what
they read How to use strategies to improve their comprehension How
to relate their knowledge and experiences to text Adapted from
Vaughn Gross Center for Reading and Language Arts, 2005
Slide 59
58
Slide 60
Comprehension What Students Need to Learn Listen to both
narrative and expository texts How to understand and remember what
they have heard How to use strategies to improve their listening
comprehension How to relate their knowledge and experiences to what
they hear Adapted from Vaughn Gross Center for Reading and Language
Arts, 2005
Slide 61
60
Slide 62
61 Non-Negotiable? Travels? Routine?
Slide 63
Collaboration Assist general education staff with universal
screenings Participate in the development and implementation of
progress monitoring systems and the analysis of student outcomes
Serve as a member of intervention or building leadership teams,
sharing your expertise Consult with teachers to share expertise for
differentiation within the core and for supplemental interventions
62
Slide 64
Collaboration Work with other support personnel in
implementation of RtI models Assist building leadership teams in
RtI design Help families understand the link between the identified
concerns for students and academic or social/behavior outcomes Use
flexible service delivery options for students 63
Slide 65
64 It is all about mii!
Slide 66
Do Strategies and Routines Travel? school-wide, class-wide,
intensifiedclass-wide, small-group, individuals 65
Slide 67
Strategy Example: Summarizing Summarizing requires students to
determine what is Important and to put it into their own words.
Summarizing helps students: Identify or generate main ideas Connect
the main or central ideas Eliminate unnecessary information
Remember what they read Discuss/Share with others Non-
negotiable
Slide 68
Skill-Strategy Example Sequencing of events Determining main
idea Making judgments Noting details Using text structure
Paraphrasing Summarization
Slide 69
68 It is all about mii!
Slide 70
IEP Services Linked to impact on student performance in
curriculum and classroom Common language, common understanding
between IEP services and general education services Determine
duration, intensity and type of service that indentified students
may need Collaborate with teachers and other professionals to
provide necessary supports for students 69
Slide 71
IEP Services Identify, use and disseminate evidence-based
practices or accommodations that provide access to the core
curriculum for students on IEPs 70
Slide 72
Designing Interventions or Writing Goals for IEP Students Are
there Non-Negotiable Strategies that ALL kids have to know and use
Are there class-wide routines in place? 71
Slide 73
Intensifying Instruction The Big Five 1. More Explicit 2. More
Modeling 3. More Systematic 4. More Opportunities to Respond 5.
More Review
Slide 74
73 It is all about mii!
Slide 75
Alterable Components Time Instruction Practice Distribute
across the day 74
93 Final Thoughts RtI provides a vehicle for general and
special education to operate as a seamless unified system not the
dual system currently in operation in most schools. It allows
districts to focus more on results and outcomes and less on
eligibility and proces.
Slide 95
94 Final Thoughts It is proactive and allows schools to
increase achievement of students and to prevent learning
difficulties.