PLCS & THE CONNECTION TO RESPONSE TO INTERVENTION Essentials for Administrators Sept. 27, 2012

Presentation Outcomes Administrators will  Review where we have come from regarding PLCs and RtI  Gain a deeper knowledge of PLCs as they support RtI  Gain a deeper knowledge of the PLC/RtI DRAFT work plan for GSSD

What we Learned from Chris Weber Regarding PLC & RtI - August 2011  RtI has everything in common with PLCs  RtI is a verb consisting of various, more individualized levels of intervention for struggling students  RtI cannot be a mandate – it will look different in each school  RtI can work with our current level of resources  PLCs and RtI ≠ Lots of paperwork  Small group instruction must be a part of every classroom

What we Learned From Rick DuFour at the PLC Institute – Sept  PLCs focus on improving individual our collective results  The critical question in a PLC is not, “Do we collaborate?” but rather, “what do we collaborate about?”  What is it we expect students to learn?  How will we know when they have learned it?  How will we respond when they don’t learn?  How will we respond when they already know it?  PLCs and RtI are connected

Continued Refocus on RtI We know that RtI is an instructional framework:  which utilizes high-quality interventions matched to student needs,  coupled with formative evaluation to obtain data over time to make critical educational decisions. Effective problem solving and data-based decision making are the essence of good RtI practice!

We know that this framework provides for:  Strong curriculum and instruction for all students;  Targeted interventions for students who continue to exhibit learning and behaviour problems; and  Intensive interventions for students with the most significant needs. Shores, 2009

80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 1-5% 5-10% Academic Systems Behavioural Systems School-Wide Systems for Student Success A Response to Intervention Model

RtI for Behaviour and Academics We know that RtI has certain key components:  Evidence-based/research based instruction  Universal screening  Targeted instruction and support that goes beyond what all students receive  Collective responsibility  Progress monitoring

Tier One – Universal Green  The first tier consists of universal strategies:  A high-quality research-based core curriculum;  Evidence-based teaching strategies;  School-wide screening to identify students’ current level of performance and students at risk for difficulty; and

Tier One – Universal Interventions  T he design of supports for students is within their regular classroom environment: Differentiated learning activities to address individual needs; Adaptations to ensure that all students have access to the instructional program; Problem solving to identify interventions and to address behaviour issues that prevent students from demonstrating the academic skills they possess;

Tier One – Universal Interventions  A strong universal core program is critical!  Effective Tier Two and Three levels cannot be built without a strong Tier One level.

Tier Two – Secondary Interventions  The second tier involves:  Modifications (environment, learning materials, teaching strategies, timing, reinforcement); and  Assessments that are developed for students who do not respond sufficiently to Tier 1 strategies - students’ progress is measured frequently

Tier Two (cont’d)  The second tier involves:  Evaluation of the instructional environment, curriculum, and delivery of instruction  Small group instruction that relies on evidence-based interventions that specify: Instructional and assessment procedures Duration Frequency

Tier Three – Tertiary Interventions The third tier addresses:  The needs of students who continue to display an inadequate response to instruction despite the use of high-quality, evidence-based Tier Two strategies;  Instruction and interventions are further individualized and students may be referred for further evaluation by the Inter-disciplinary team (i.e. PSP).

Tier Three – Tertiary Interventions  Most intensive interventions – begins with a more intensive version of the intervention program used in Tier Two (longer sessions, individualized, more frequent)

Considerations at all Tiers  Teaching methods, interventions, evaluations, and communications must take into consideration the cultural backgrounds and specific needs of the students.  RtI approaches have been effectively implemented with students from diverse backgrounds, including English language learners.

Considerations at all Tiers  Interventions are part of a system that ensures no matter which teacher a student is assigned, the same things happen if the student is not learning.  Interventions are administered by trained professionals.  Interventions are systematic.

RtI Assumptions:  A problem-solving model should be used to make decisions;  Evidence-based interventions should be implemented to the furthest extent possible;  Progress monitoring must be implemented to inform instruction; and  Data should drive decision making.

RtI is an education initiative:  RtI is not dependent on special education personnel;  Any student, at any time, can be supported through the RtI framework; and  RtI is flexible and involves collaboration among school personnel, taking advantage of the many skills and ideas in a given school.

Within RtI, a crucial setting for universal systems of support is the classroom!  However, primary supports at the classroom level often receive the least amount of attention and present the greatest inconsistencies in implementation.  If schools are to maximize efforts at the Tier One (universal level) for academic and social, emotional, behavioural aspects then the universal systems of support in the classroom must be addressed.

Administrators are key:  In creating the climate of the school and the quality of programming that the school provides for all students;  In the engagement of all students and in meeting the learning needs of all students; and  In influencing the success or failure of the implementation of RtI in their schools. Administrators are the “Leaders of the Teams”

Implementation of RtI  Effective Implementation of RtI requires significant involvement and leadership from administrators:  Organizing of what is already happening in your school and ensuring that there is school-wide service;  Analyzing what is in place to determine what overlaps or gaps in service exist; and  Planning to create the structures and processes to streamline services and to fill any gap in services.

Essentials of RtI Administrators:  Must be able to promote:  The use of scientifically based practices;  Gathering, interpretation and use of data for team problem solving; and  frequent student progress monitoring.

Essentials of RtI  Systematic data collection.  At each tier, student progress must be evaluated accurately and frequently, and  records of student progress should be easily accessible to teachers, parents, and support personnel.  Curriculum-based measurement procedures offer one scientifically validated approach to measuring the effects of changes in instruction over time.

Essentials of RtI  Staff support and training  Instructional strategies and team decision making are vital to the implementation of Tier 2 and Tier 3 in RtI.  Teachers must understand the basic principles of RtI and develop the ability to use evidence-based instructional strategies.

Essentials of RtI  Realistic timeline for implementation  The implementation of a school-wide RtI program cannot be rushed.  With new approaches, it usually is best to start small - implement only Tier 1

Basic to success!  Strong teams  Interventions that are carried out by individual teachers, but the process requires team decision making and sharing expertise.  Teams can be defined differently from school to school, but they should include a cross disciplinary group and fit within existing team structure if at all possible.

What are your next steps in implementing RtI?  To provide leadership to your staff and school?  To develop and encourage the development of universal classrooms in your school?  To have a strong universal green team working to improve school-wide behaviours and the positive school climate that allows increased academic achievement for all students?

What supports do you require from central office staff?