1 PI 34 and RtI Connecting the Dots Linda Helf Teacher, Manitowoc Public School District Chairperson, Professional Standards Council for Teachers

2 RtI – Basic components Assessment/Monitoring Instruction Collaboration Intervention

3 PI 34 – Basic Components Mentoring Ongoing orientation Support seminars Professional Development Plan

4 Individual Processes – Or Not? Assessment/ Monitoring InstructionCollaboration Intervention Mentoring Ongoing Orientation Support Seminars Professional Development Plan

5 Possible Connections Assessment/ Monitoring Ongoing orientation Support seminars Mentoring Professional Development Plan Instruction Support Seminars Mentoring Professional Development Plan

6 Possible Connections Intervention Support seminars Mentoring Professional Development Plan Collaboration Mentoring Professional Development Plan

7 Help for the District The basic components of RtI and PI 34 are connected structurally, in ways that can effect staff development at the District level. For example, support seminars could include the topics of assessment (universal and for progress monitoring) and intervention. The seminars could be collaboratively done with classroom teachers and support service teachers.

8 But what about the Professional Development Plan? The Professional Development Plan – for teachers, administrators, and pupil service personnel – is based on the Educator Standards. Do the Educator Standards mesh with RtI? Let’s see!

9 Teacher Standard 1 The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for pupils. RtI component(s) that apply;  Instruction  Intervention

10 Teacher Standard 2 The teacher understands how children with broad ranges of abilities learn and provides instruction that supports their intellectual, social, and personal development. RtI component(s) that apply;  Assessment/monitoring  Instruction  Intervention

11 Teacher Standard 3 The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. RtI component(s) that apply;  Assessment/monitoring  Instruction  Intervention

12 Teacher Standard 4 The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills. RtI component(s) that apply;  Instruction  Intervention

13 Teacher Standard 5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. RtI component(s) that apply;  Instruction

14 Teacher Standard 6 The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. RtI component(s) that apply;  Instruction  Intervention

15 Teacher Standard 7 The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. RtI component(s) that apply;  Instruction  Intervention  Collaboration

16 Teacher Standard 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. RtI component(s) that apply;  Assessment/monitoring  Instruction  Intervention  Collaboration

17 Teacher Standard 9 The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community, and others, and who actively seeks our opportunities to grow professionally. RtI component(s) that apply;  Assessment/monitoring  Instruction  Intervention  Collaboration

18 Teacher Standard 10 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness, and in an ethical manner. RtI component(s) that apply;  Collaboration

19 What about the administrator standards? There are seven administrator standards. Administrator standard 1 states: The administrator has an understanding of and demonstrates competence in the teacher standards. Other standards that apply:  The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.

20 More administrative standards that apply:  The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.  The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

21 One more administrative standard that applies:  The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.

22 And the pupil service standards? There are also seven pupil service standards. Pupil service standard one states : The pupil services professional understands the teacher standards. Other pupil service standards that apply:  The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety, and development.

23 Other pupil services standards that apply:  The pupil services professional has the ability to use research, research methods, and knowledge about issues and trends to improve practices in schools and classrooms.  The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.

24 Other pupil services standards that apply:  The pupil services professional understands the organization, development, management, and content of collaborative and mutually supportive pupil services programs within educational settings.  The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral, and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation, and evaluation of system-wide interventions and strategies.

25 One more pupil services standard that applies:  The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services, and adult education.

26 Just think how the components of the Professional Development Plan fit with RTi! Description of School and Teaching/Administrative/Pupil Services Situation: -- The educator could address the issue of school and/or classroom make-up, including students who need or qualify for interventions. Statement of Goal to be addressed (I will ________ so that __________): -- The educator could set a goal about professional learning in assessment, instruction, or intervention that would increase student achievement.

27 Additional components of the PDP: Rationale for your goal(s) and link to reflection, educational situation, and standards: -- The educator would be able to make sure the goals of the PDP reflect his or her student population as well as job situation. Plan for assessing and documenting your goals: -- The educator would need to make his/her goals measureable. The documentation could emphasize progress monitoring.

28 A final component: Plan to meet your goal(s): Objectives, Activities and Timelines, and Collaboration: -- The educator has an opportunity to plan professional learning opportunities that will increase their knowledge of assessment strategies and intervention approaches that will lead to increased student learning. And, the word collaboration ties directly back to one of the components of RtI.

29 Look for the Connections Instead of Thinking in Disjointed Parts RtI PI34 (The Professional Development Plan) District Staff Development

30 Just some thoughts: Think positively about how both of these efforts are intended to make us think reflectively and respond instructionally to the needs of all students. Educators can integrate their work with RtI efforts with their professional development plan, learning more about assessment and intervention which would benefit all students.

31 More thoughts: The opportunities for collaboration are many:  In planning ongoing orientation, staff development, and working on intervention plans, these efforts rely on meaningful conversations and opportunities to learn from each other. Think smarter and more efficiently. Don’t view these as add-on efforts. Look for ways they can compliment each other.

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