The ABC’s of PLC and RTI Shanna Brooks NCESD Literacy Specialist

Resources: Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid Response to Intervention. Bloomington, IN: Solution Tree Callender, Wayne (2009) Partners for Learning, Boise, ID DuFour, R., DuFour, R., Eaker, R., & Many, T.(2006). Learning by Doing: A Handbook for professional learning communities at work. Bloomington, IN: Solution Tree Mattos, M. (2009). Pyramid Response to Intervention: Part I Webinar. Solution-Tree.com Using Response to Intervention (RTI) for Washington’s Students (2006), Dr. Terry Bergeson, OSPI

A symbiotic relationship: a cooperative, mutually beneficial relationship between two people or groups Webster

Professional Learning Community: To Lead, Serve, and Support the Educational Community A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all. DuFour

The Big Ideas of PLC: Focus on Learning Build a collaborative culture Focus on Results Mattos

The PLC 4 Critical Questions: What do we want all students to learn? How will we know when they have learned it? How will we respond when some students do not learn? How will we respond when some students have learned? DuFour

For all students to learn, we must: Start with a highly effective research- based core instruction. Systematically identify students who are not succeeding in our core program through valid assessments. Provide additional time and support to struggling students with targeted interventions. Mattos

A Cultural Shift: Ongoing Adult Learning Deliberate Teamwork “Our Kids” Data Driven Decisions Leverage Resources

Response to Intervention: IDEIA, 2004 The reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 allowed RTI to be utilized as a component of an evaluation for special education eligibility.

Response to Intervention: Washington State RTI Manual /RTIManual.aspxhttp:// /RTIManual.aspx

The Washington Model Use all school resources to help all students learn Use research-based programs and instructions Focus on the core program Universally screen students so that none fall through the cracks Use a multi-tiered approach to meeting student needs Use data decision-making Monitor progress often Washington State Board of Education (2006) As cited in Pyramid Response to Intervention, Buffum (2009)

Essential Characteristics of RTI: Collective responsibility Quality core instruction Universal screening and diagnostic assessment Research-based interventions Progress monitoring Quality problem solving Certain access to appropriate instruction Mattos-2009

How well do we line up? Use all school resources to help all students learn Use research-based programs and instructions Focus on the core program Universally screen students so that none fall through the cracks Use a multitiered approach to meeting student needs Use data decision-making Monitor progress often Collective responsibility Quality core instruction Universal screening and diagnostic assessment Research-based interventions Progress monitoring Quality problem solving Certain access to appropriate instruction

Three-Tier Model of School Supports:  5% of your students should be here.  15% of your students should be here.  80% of your students should be here. Tier 3 Intense Interventions Tier 2 Supplemental Interventions Tier 1 Core Instruction

Tier 1 Benchmark: Designed for most Promotes 1 year growth in 1 year time Minimum time daily (i.e., 90 min) Ensures students across different classrooms receive same content Callender

Tier 2 Strategic: min. daily Small group In addition to the core Targets specific skill deficits Can be part of core or supplemental to core Callender

Tier 3 Intensive Intervention: Is comprehensive within content area Designed to accelerate if used properly 60 minute or more daily Smaller group Generally replaces the core May also need to be supplemented Callender

Assessments: Universal Screening Tools –DIBELS, AIMSweb Diagnostic Assessments –CORE, DAR, QRI, CBA’s Progress Monitoring –DIBELS, NWEA MAPS, Read Naturally

The A B C’s: Access to quality teaching and learning for every student Build a collaborative culture of professionals Communicate & Celebrate Success