1. Problem Solving Response-to-Intervention Bringing Theory to Practice
Watergrass Elementary School
June 2009

2. Getting Started RtI Defined Success Stories Putting it into Practice
Next Steps

3. PS/RTI: RECAP
Quick Summary

4. RtI is defined as….
The practice of providing high quality instruction and using data over time to make important educational decisions.

5. Connecting to our Vision

6. Tiered levels of services is defined as …
The practice of providing support to students based upon need rather than categories.

7. IT III: COMPREHENSIVE INTERVENTION: I T I: UNIVERSAL INTERVENTION:
PS/RtI Model
Intervention Tier I
ALL STUDENTS
80-90% of Students Respond
I Tier II
10-15% of Students
I Tier III
5% of Students
Behavior
Academic
IT III: COMPREHENSIVE INTERVENTION:
I T I + IT II + Students with Intensive Needs
Problem Solving and Progress Monitoring
Specialized Procedures, of Longer Duration
Frequent, Assessment-Based
IT II: SUPPLEMENTAL INTERVENTION:
I T I + Targeted Group Interventions
Problem Solving to Identify Students At-Risk
Implement Standard Treatment Protocol
High Efficiency, Rapid Response
Problem-Solving/Response to Intervention is simply monitoring a response to an intervention.
It is looking at the core curriculum and instruction to see that it is maximizing the student learning long before a team supplements instruction or refers a student to special program or services.
I T I: UNIVERSAL INTERVENTION:
School-Wide Systems
Implement Core Instruction
All Students, All Settings
Preventive, Proactive

8. Problem Solving is defined as…
A process to determine:
what a student needs to do to be more successful
why the student is not doing what we want them to do
which evidence-based high quality instructional practices to use
what data should be collected, how often is should be collected, and what progress is considered “good”

9. Provide a student-centered atmosphere that will empower all learners to achieve their highest potential.
Do we really believe that all children can learn at high levels?
Do we really believe that decisions are best made with data?
Do we believe that our first focus should be on improving core instruction (TIER I)?
Do we believe our instruction should
meet students’ needs?
Do we believe that the actions we take as educators can impact student learning?

10. Response to Intervention: Activities at an exemplary school
Providing high quality instruction
Best Practices/research based instructional strategies, scientifically proven curriculum materials, ongoing professional development activities related to student needs, administrative monitoring of implementation
Using Data Overtime
Ongoing data collection
Classroom assessments-informal running records, writing work samples, benchmark and unit assessments
FAIR (formally known as DIBELS)
Important Educational Decisions using Problem Solving
Data Feedback Meetings, Administrative Student Progress Reviews, Teacher Based Intervention Teams, School Based Intervention Teams, Lead Literacy Team Meetings, Grade Level Meetings

11. PS/RtI Example Walkthrough
In order to implement RtI, you need a few pieces of infrastructure:
Capacity to Problem-Solve
Capacity to Collect Data, and Make Sense of it
Capacity to Display Data Over Time
Capacity to deliver instruction at different intensities (Tiered-levels of services)

12. PS/RtI Example Walkthrough: Collect Relevant Data and Problem ID

13. PS/RtI Example Walkthrough: Problem ID
We need to do something, collect data over time, and ask ourselves if it worked.
Tier I: We provide instruction to ALL kids, collect classwide/schoolwide data over time and ask “Did it work?”
Based upon the data, does it appear to be working?

14. PS/RtI Example Walkthrough: Problem Analysis & Intervention Dev
Hypotheses A, B, C
Hypothesis A: Not confirmed
Hypothesis B: Confirmed
Hypothesis C: Not confirmed
Intervention Development
Based upon Hypothesis B, Instructional Technique Y seems to be needed

15. RTI: Did it Work?

16. PS/RtI Example Walkthrough: Tier II
Most students should respond to the core
Some students will need more (Tier II)
Tier II: We provide more instruction for some groups of AT-RISK kids, collect group data over time and ask “Did it work?”

18. PS/RtI Example Walkthrough: Tier III
Most students should respond to the core + supplemental
Some students will need even more (Tier III)
Tier III: We provide even more intense instruction for some individual kids, collect individual data over time and ask “Did it work?”

20. Problem Solving 4th grade Curriculum Issues
Donna-dilemna was there was no curriculum, all the teachers did their own thing, worried about declining test scores, no materials/resources to work with-until this document came from the state and district.
-started PS Team-what to do about the writing scores-and though our Strategic Planning, we decided to use this document and some Annenburg videos with 4th grade teachers
-our goal was to ensure we were using best practices, structured the hour writing block with writing workshop, and created a timeline for common prioritized assignments/lessons
-Again, aligning-knowledge, resources, research, materials---to ensure we were providing high quality instruction in writing

21. Components/Implementation of Writing Workshop
Donna

22. Donna

23. Personal Reflections
What is the reality in my grade/team/classroom today? Is the core sufficient? Why? Why Not?
Exactly what is it we/I want all students to know? Do? Understand? Is it happening?
How will we/I know when students have acquired the essential skills and knowledge?
What happens in my grade/team/classroom when a student or group of students do not make adequate progress?

24. Ticket out the Door High quality instruction Using data over time
Making important instructional decisions

25. Thank You for Your Time!