Issue Analyses RtI Yvette Benton Brad Baietto Brad Scarbrough

What is RtI?  RtI is a general education initiative designed to address the needs of all learners early in their educational experience.  RtI is based on a problem-solving model that uses data for decision-making and develop interventions.  RtI interventions are research based.  RtI is used to identify students who have specific learning disabilities and those who are struggling in a particular area but can be brought up to level with some intervention.

RtI is the practice of:  providing high-quality instruction and interventions matched to student needs  documenting rate of learning over time and level of performance  making decisions based on data

4 Academic Systems Behavioral Systems Tier III: Intensive Interventions ( Few Students) Students who need Individual Intervention Tier II: Strategic Interventions (Some Students) Students who need more support in addition to the core curriculum Tier II: Targeted Group Interventions (Some Students) Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum All students Tier I: Universal Interventions All students; all settings Three Tiered Model Tier III: Comprehensive and Intensive Interventions ( Few Students) Students who need Individualized Interventions 4

Administrator’s Role/Responsibility  develop and oversee team efforts  provide a supportive school environment that encourages collaboration  ensure ongoing, high-quality professional development  ensure adherence to timelines

What are some of the common “issues” with the RtI process?  Teacher “by in”  Time needed to decrease the achievement gap  Documentation of interventions being done in the classroom  Fewer students will be identified as ESE  District forms have been created, however, very few district procedures have been put in place. 6

Teacher “by in”  Very few teachers have an understanding of the process and are reluctant to try new ways of remediating.  Differentiation has been seen as “more work” for the teachers, therefore, some have been reluctant to embrace it. 7

Time needed to close the achievement gap  More and more students have a gap in their achievement that hinders them from being successful  Teachers are struggling with presenting the Core curriculum (or other required benchmarks) while doing small groups or one on one instruction.  Teachers are faced with students that are 3 or more years behind in required baseline knowledge. 8

What is expectable documentation?  Graphing is a major component of the RtI process.  Many interventions are difficult to compare to the student’s “peer groups”  Six (6) weeks of interventions could work temporarily but not permenently 9

Fewer students are identified as ESE  The number of students identified or tested for Exceptional Student Educational (ESE) programs has declined significantly.  State funding for services to assist struggling ESE students has decreased due to the RtI process  Students don’t have access to ESE classes and ESE certified teachers 10

 a school-wide plan  that guarantees students  the time and support they need regardless  of who their teacher might be.  a school-wide plan  that guarantees students  the time and support they need regardless  of who their teacher might be. Confronting the Question “How will we respond when our students don’t learn?” requires…

What is the role of the building administrator in developing and implementing Tier II, supplemental interventions?  Support concept and need for Tier II  Facilitate needs assessment  Provide flexibility to teachers to stagger curriculum, team teach, modify student program  Monitor progress of all students  Support student exposure to needed curriculum, regardless of grade placement

What are the district and building staff development issues associated with RtI?  Based on current skills and practices of staff  Typically focused on developing and/or strengthening skills in:  Data-based decision making  Use of the problem-solving method  Developing and implementing supplemental and intensive interventions

Elements of RTI in a PLC Collective responsibility by all staff for all students Access to a high-quality core curriculum True differentiation in the classroom Universal screening Analyses of student work to evaluate overall curriculum and diagnose individual student needs Tiers of instruction Systematic, explicit, and research-based programs Collective responsibility by all staff for all students Access to a high-quality core curriculum True differentiation in the classroom Universal screening Analyses of student work to evaluate overall curriculum and diagnose individual student needs Tiers of instruction Systematic, explicit, and research-based programs

Piecemealness Fullan, 2003 “It is not the pace of change that is the culprit, it is the piecemealness and fragmentation what wears us down.”

Resources  w_08/Response_to_Intervention_Making_It_W ork_in_Your_School.pdf  FDEV2/pdhome/response_to_intervention__rti_.html  hub/bid/44237/What-Is-the-Purpose-of-RTI- Exactly

Resources Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004 Pyramid Response to Intervention, RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn; Buffum, Mattos, & Webster, 2009 Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006 “Myths About Response to Intervention” National Association of State Directors of Special Education, May 2008 Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004 Pyramid Response to Intervention, RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn; Buffum, Mattos, & Webster, 2009 Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006 “Myths About Response to Intervention” National Association of State Directors of Special Education, May 2008