RTI: Response-To- Instruction Madison Elementary School.

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  • RTI: Response-To-InstructionMadison Elementary School

  • Three Phases Three PhasesConsensus Building (Commitment)Infrastructure DevelopmentImplementation

  • Consensus Isderived from Latin roots meaning shared thought a process for group decision-makinga gathering and synthesis of ideas arriving at a final decision acceptable to allachieving better solutions

  • Consensus BuildingObjectives for Schools:Schools have times and support available to build consensusSchools need access to consensus building toolsSchools understand the process and importance of building consensus before moving forward with infrastructure building and implementationNASDSE

  • Effective Consensus ProcessAll group members contribute - everyones opinions are voiced, heard and encouragedDifferences are viewed as helpfulEveryone agrees not to sabotage the action or decision made by the groupMembers agree to take responsibility for implementation I believe the group has heard me; andI can actively support the group's decision as the best possible at this time, even if it is not my first choice.

  • Achieving ConsensusFROM: Why do I have to do it this way?Why do we have to go through all this change?Who dropped the ball?Why cant they communicate better?Whos going to solve that problem?How do you expect me to do my job when I have to do everyone elses?Am I going to have a job?Where is the box?

  • Achieving ConsensusTO:What or How and should include IHow can I become better at doing things in this way?What role will I create for myself in this process of change?How can I improve the communication events in which I participate?How can I grow in my job performance as I collaborate with others?How can I improve outcomes for students?

  • Consensus does NOT mean:A unanimous voteA majority voteResult is everyones first choice Everyone agreesConflict or resistance will be overcome immediately

  • Consensus-Building Tools At-A-GlanceBuilding Consensus (Fist-to-Five) Process/steps to reach consensus- Generic

    Managing Complex ChangeTool to begin addressing elements of complex changeShared RtI Vision: PATHMultiple options to accomplish this goal:Initial DevelopmentOn-going Commitment

  • Change is Hard for Some

  • Managing Complex ChangeConsensus-Building Tool #3

  • Managing Complex Change=Change


    =====++++SkillsIncentivesResourcesAction Plan++++VisionIncentivesResourcesAction Plan++++VisionSkillsResourcesAction Plan++++VisionSkillsIncentivesAction Plan++++VisionSkillsIncentivesResourcesAdapted from Knoster, T.AnxietyResistanceFalse StartsFrustrationConsensus-Building Tool #3

  • Consensus-Building ToolsBuilding Consensus Managing Complex ChangeShared RTI VisionMultiple options to accomplish this goalPATH

  • RtI Vision: PATHPATH Allows BLT Teams to:Focus on the desired state of affairs that induces commitment among those working in the organizationMake a commitment that change will be accomplishedDevelop an action plan of steps that need to take place in order to insure changePATH is Not:The answer to all problemsA quick fix solution to complex human and/or organizational problems

  • QuestionHas your team engaged in RtI related visioning activities (time to think, interact and dream together about the desired state) prior to today?IF NO, put thatin your action plan!

  • FALSE STARTSManaging Complex ChangeConsensus-Building Tool #3

  • MESMission StatementOur vision for RTI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students. July 8, 2009

  • Three Phases

    Consensus Building (Commitment)Infrastructure DevelopmentImplementation

  • InfrastructureStaffingTraining and Professional DevelopmentSchedulingData Collection and Record KeepingDecision-making ProcessUniversal Screening and Progress MonitoringEvaluation and FidelityOn-going Improvement Model

  • Essential Components

  • Infrastructure BuildingObjectives for Schools:Schools identify and appoint a building leadership teamLeadership teams receive appropriate training and skill development to lead the RtI InitiativeThe building works systematically through the guiding questions and build the RtI infrastructure along the wayNASDSE

  • BLT: Roles/SkillsThere are more skills required to do this work than any one person alone can provide. As a team you will fill the needed roles/skills.It is helpful to talk about them and understand who is going to do what.One person may fill multiple roles. Roles may be filled by multiple people.

  • Team MembersAnn BartlettNurseChristine ZimmerGrade 1Karen CoyleGrade 2Brian ErnestAdministrationLinda HaverSpecial EducationMary Pat Devine SAU 13 PsychologistDonna McDougal SAU 13 ConsultantPat Kehoe SAU 13 Sp. Ed. DirectorAli JanowiczGuidancePam Beck Reading Specialist

  • Implementation Year 1Formation of the RTI School-wide TeamConsensus BuildingMission Statement/Belief SystemTraining and PD NHDOE Cohort 1 2009Begin the application of data-based decision-making principles

  • 7 Guiding PrinciplesALL students are part of ONE proactive educational system. Scientific, research-based/ evidence-based instruction is used. Instructionally relevant, valid and reliable assessments serve different purposes.A systematic, collaborative method is used to base decisions on a continuum of student needs.Data guide instructional decisions. Staff receive professional development, follow-up modeling, and coaching to ensure effectiveness and fidelity at all levels of instruction. Leadership is vital

    Adapted from Heartland (Iowa) Area Education Agency

  • Objectives for SchoolsScheduled dates are identified for all assessments (screening, diagnostic and progress monitoring). Scheduled dates are identified for decision-making about students instructionSufficient expertise is available to assist the school in making data-based decisions about students instruction. Successes, no matter how small, are celebrated by all involved. A project-level evaluation plan is created and put in place. Data are collected over time.

  • Objectives for SchoolsScheduled dates are identified for all assessments (screening, diagnostic and progress monitoring). Scheduled dates are identified for decision-making about students instructionSufficient expertise is available to assist the school in making data-based decisions about students instruction. Successes, no matter how small, are celebrated by all involved. A project-level evaluation plan is created and put in place. Data are collected over time.

  • ProcessTeam BuildingConsensusInfrastructureImplementationSustainabilityEvaluationAction Plans

  • Implementation Year 2School-wide RTI CoordinatorRenewed Commitment to ExcellenceOn-going PD provided by the DOEFocus on Strengthening the CORE!!!Improve Efficiency of Data MeetingsIntegration of Special Education/RTIIntegration of the PBIS Model

  • Implementation Year 3Where are we Now!

    What has changed ?


    Available Resources

  • Whats New !NH is one of 9 states selected by the National Center on Response to Instruction NCRTI to be part of the Pilot ProgramMadison is one of 6 schools in NH to be selected as a Pilot School.Research, Terminology

  • New This Year Training and Support from the DOE and NCRTI (Approved Pilot Site June 2011)

    Scheduling Changes for Tertiary (Tier 3)

    Before and After School Interventions and Supports through Title 1 and 21C


  • TerminologyPrimary (Tier I): This represents the core instructional group. When adequately differentiated instruction is applied 80 - 90% of these students will achieve established benchmarks. Assessments occur 3 times per year. Secondary (Tier II): More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks.Tertiary (Tier III): for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized , intensive, interventions targeted to specific skill deficits.

  • SupportsSite Visitations from DOE, NCRTICohort Supports from 6 NH SchoolsPLCs held monthly at the DOETraining Modules from the NCRTIIncreased Support in Core Instruction: DI, Peer Coaching from the New England Comprehensive Center

  • Team MembersBrian Ernest - PrincipalChristine Zimmer - RTI CoordinatorPam Beck - Reading SpecialistAli Janowicz GuidanceLinda Haver Special EducationKaren Coyle Grade 2

  • Local SupportIncreased Staffing: We now have in place a full-time RTI Coordinator, .5 HQT, 3 full-time Paraprofessionals.Programs: Mini Mustangs PM Kindergarten for students struggling in math/reading.Before and afterschool supports for students including transportationPD funding at the district levelSupplies, Equipment, and technology funding from local budget resources

  • FOCUS Year 3Increased Technical Assistance from the DOE and NCRTIStrengthen Core InstructionIncorporate the Behavior ComponentIncreased PDImprove Data Analysis, Progress Monitoring , Reporting Fidelity MonitoringStreamline Data Meetings (Efficiency)Increase Staff and Supports

  • MES Year 4Continued Trainings and Supports from the DOE, NCRTIReduction in StaffingRe-Designed Schedules for Data Meetings , Testing and PD (Common Calendar)Adjustments in Assessment Tools for Screening and Progress Monitoring (Star Math,)Addition of Diagnostic Tools for Digging Deeper Key Math, DIBELS DEEPInclusion of the Behavior Component and SSTReflection and Action Planning for the RTI Leadership Team to complete the process of becoming a Demonstration Site

  • CHALLENGESScheduling, CalendarFidelity MonitoringBehavior ComponentBlending of Services, Special Education/RTIReduced StaffingHonoring District InitiativesPublic Relations

  • ResourcesABCs of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.HowellResponse to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark SteegeRTI Tackles Reading featuring Karen Norlander, Esq. (DVD)RTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann EatonRTI Toolkit: A Practical Guide for Schools by Jim WrightPower of RTI: Classroom Management Strategies K-6 featuring Jim Wright (DVD)RTI Data Collection Forms & Organizer: Classroom Starter Kit by Jim WrightRTI: The Classroom Connection for Math and Literacy by Karen A. Kemp, Mary Ann Eaton, & Sharon Poole

  • Web Linkshttp://www.ed.state.nh.us/education/programs/ResponsetoInterventionRTI.htmhttp://www.ed.state.nh.us/education/programs/documents/INTERACTIVEGUIDETORTI-NH.pdfhttp://nhrti.pbworks.com/http://www.rti4success.org/

    ******All group members contribute: may need to build in specific process, such as Round Robin to get all voices out there. We will be modeling several different tools throughout the day.

    ***You try to light the fire withinbut if you cant, the fire under it will get some people moving****WE WOULD NEED TO MAKE A COPY FOR EACH PARTICIPANT IF WE USE THIS SLIDE> TOO SMALL TO SEE WITHOUT IT>

    *We will be going over 4 consensus building tools/processes that have been successfully used throughout the RtI phases. Some tools are more suitable and used more frequently at certain phase(s). It is vital for RtI teams to know and understand what tools they have available, how to use them, and when. *Use as a group planning process a process of looking at strengths and weaknesses where we are now where we want to be in 3 months etc.

    ******Questions you need to discuss: What are the jobs which need to be done?Who has the necessary skills to do each job?Who will take on each role?



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