Response to Intervention: What is it?

RtI is… A process for achieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice High Quality Instructional Practice Continuous Review of Student Progress (multiple measures) Continuous Review of Student Progress (multiple measures) Collaboration Collaboration

Response to Intervention (RtI) - doing RtI is quite complex. The concept of RtI is quite simple-

Where did RtI come from? IDEA 2004 IDEA 2004 No Child Left Behind (NCLB) No Child Left Behind (NCLB) National Center on Response to Intervention Intervention Central- interventioncentral.org RtI Action Network

Response to Intervention (RtI) Many resources….. Many resources….. +

Purpose of RtI Shifts from the deficit model to prevention model Shifts from the deficit model to prevention model Screening for early identification and prevention Screening for early identification and prevention Provide early intervening services Provide early intervening services An option for disability determination An option for disability determination

ECASD -3 Tiered Model 80% 15% 5% 15% 80% Student Success Rate Needs Identification & Prioritization Planning (strategy & indicators) Implementation Data Collection Data Analysis BEHAVIORAL SYSTEMS Tier 3: Targeted Interventions  Individual students  Assessment-based  Intense, durable procedures Tier 2: Selected Interventions  Some students (at-risk)  High efficiency  Rapid response Tier 1: Universal Interventions  All settings, all students  Preventive, proactive  School-wide behavioral supports ACADEMIC SYSTEMS Tier 3: Targeted Interventions  Individual students  Assessment-based  High intensity  Of longer duration Tier 2: Selected Interventions  High efficiency  Small groups of students  Value added instruction  Research based Tier 1: Universal Interventions  All students  Preventive, proactive  Standards-based curriculum supported by research  Screening  High quality instruction

Tier 1 – Universal Options (80% of students successful at this tier) Reducing barriers to learning for all students Reducing barriers to learning for all students Standards-based core curriculum supported by research implemented with fidelity Standards-based core curriculum supported by research implemented with fidelity Differentiated instruction Differentiated instruction School wide behavioral supports School wide behavioral supports Connections to community supports Connections to community supports Assessment based & data driven (Universal screening, progress monitoring) Assessment based & data driven (Universal screening, progress monitoring)

Tier 2 – Selected Options (15% of students require interventions at this tier) Provided to small groups of students in addition to the core curriculum Provided to small groups of students in addition to the core curriculum High efficiency High efficiency Rapid response (Ex: 4-8 weeks, 3-5x per week) Rapid response (Ex: 4-8 weeks, 3-5x per week) Value added instruction using research based interventions Value added instruction using research based interventions Connection to community supports Connection to community supports Assessment based, data driven (progress monitoring, diagnostic assessments) Assessment based, data driven (progress monitoring, diagnostic assessments)

Tier 3 – Targeted Options (5% of students require interventions at this tier) Supplemental and/or Supplanted (replacement) instruction for individual students Supplemental and/or Supplanted (replacement) instruction for individual students Individual plans to address barriers to learning Individual plans to address barriers to learning Assessment based, data driven (Progress monitoring) Assessment based, data driven (Progress monitoring) High intensity High intensity Longer duration Longer duration

Building the Capacity How do we make it happen? Professional Learning Communities Ensure program coherence Ensure program coherence Use data systematically to inform and improve instruction Use data systematically to inform and improve instruction Engage in continued professional development Engage in continued professional development Build collaborative relationships that promote and support student achievement Build collaborative relationships that promote and support student achievement

How does RtI connect to what we are already doing? Focus on student learning Focus on student learning ○ CIM building goals ○ Looking at data High Quality curriculum High Quality curriculum ○ Standards based ○ Supported by research Best practice instructional strategies Best practice instructional strategies Professional development Professional development Collaborative practice Collaborative practice

How is RtI different from past practice? What could look different? Universal screening and progress monitoring over time Universal screening and progress monitoring over time Focus on early interventions Focus on early interventions Data driven decisions directly related to individual student achievement Data driven decisions directly related to individual student achievement Community, district and building resources identified and made accessible through resource mapping Community, district and building resources identified and made accessible through resource mapping Collaborative decision making based on student data Collaborative decision making based on student data

What is Wisconsin doing to support RtI? REACh grants REACh grants CESA Workshops CESA Workshops New WI Promise New WI Promise RtI Summit – March 2009 RtI Summit – March 2009 The Wisconsin Association of School District Administrators (WASDA), and in collaboration with AWSA, WASCD, WEAC, WCASS, WSPA, WSRA, DPI, CESAs and Great Lakes West Comprehensive Center, invite you and your school or district teams to the Wisconsin RtI Summit The Wisconsin Association of School District Administrators (WASDA), and in collaboration with AWSA, WASCD, WEAC, WCASS, WSPA, WSRA, DPI, CESAs and Great Lakes West Comprehensive Center, invite you and your school or district teams to the Wisconsin RtI Summit

RtI is a PK-12 Initiative for: High Quality Instructional Practice High Quality Instructional Practice Continuous Review of Student Progress Continuous Review of Student Progress Collaboration Collaboration That has applications for: General Education General Education Special Education Special Education English Language Learners English Language Learners Gifted & Talented Gifted & Talented Title 1 Title 1

Response to Intervention (RtI) Principles for the successful implementation of RtI in Wisconsin: Rti is for ALL children & ALL educators. Rti is for ALL children & ALL educators. RtI must support & provide value to effective practices. RtI must support & provide value to effective practices. Success for RtI lies within the classroom through collaboration Success for RtI lies within the classroom through collaboration RtI applies to both academics & behavior. RtI applies to both academics & behavior. RtI supports & provides value to the use of multiple assessments to inform instructional practices. RtI supports & provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice. RtI emerges from and supports research and evidence based practice.

How will the ECASD Division of Teaching & Learning support implementation of RtI?

Focus on Student Learning Essential Questions Do we believe that ALL students can achieve at high levels? students can achieve at high levels? What do we want them to learn? How will we know when they have learned it? What will we do when they don’t? What will we do when they already know it?

Systemic and systematic Systemic and systematic Documented Documented Embrace RtI as a means to increase achievement for all students.

Address barriers to learning. Social/emotional factors Social/emotional factors Curriculum and instructional overload Curriculum and instructional overload DRIP (data rich, information poor) DRIP (data rich, information poor) Infrastructure (time, reallocation of resources, etc) Infrastructure (time, reallocation of resources, etc) Instructional delivery Instructional delivery

Clarify and articulate grade level/course benchmarks.

Analyze current assessments Analyze current assessments Identify/select assessments Identify/select assessments ▪ Universal screening ▪ Progress Monitoring ▪ Diagnostic Develop a coordinated assessment plan.

Community Community District District Building Building Identify and map resources at each tier.

Build capacity. Focused staff development Focused staff development ▪ Administrators ▪ Educators ▪ Support staff Community Community Parents Parents Support and collaborate with building leadership teams Support and collaborate with building leadership teams

Provide access and communication. Skyward data management system Skyward data management system ▪ Teachers ▪ Administrators ▪ Parents

What assumptions can be made? All of us share a common mission focused on student learning. All of us share a common mission focused on student learning. Each school is unique in their programs and needs. Each school is unique in their programs and needs. Implementing RtI is a journey. It will develop over time. Implementing RtI is a journey. It will develop over time. T & L is working to provide a framework for RtI. Each school will add to the framework based on student needs. T & L is working to provide a framework for RtI. Each school will add to the framework based on student needs.

What do you need to do? Continue doing what you do best…providing quality instruction using district curriculum, assessments and resources. Continue doing what you do best…providing quality instruction using district curriculum, assessments and resources. Keep an open mind. Keep an open mind. Use the language. Use the language. Begin conversation in your school and community by asking the questions: Begin conversation in your school and community by asking the questions:

Do we believe that ALL Do we believe that ALL students can achieve at high levels? students can achieve at high levels? What do we want them to learn? What do we want them to learn? How will we know when they How will we know when they have learned it? What will we do when they don’t? What will we do when they don’t? What will we do when they already know it? What will we do when they already know it?