2. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Scheduling Tier II III Training October, 2014 Shelby Difonzo Jenice Pizzuto

3. There is no way a single teacher has all the time, all the knowledge, and all the skills to meet all the needs of every child in his or her class(es). Buffman, Mattos, & Webber 2009 As a community we do and we can. unknown

4. Oregon Response to Intervention www.oregonrti.org Targets Understand how to build an effective intervention schedule based on vision and time. Use what you have to get what you want (resources). Human Capital Materials –Space –Training

5. Research-Based Core Curriculum w/ Strong Instruction Tier 2/3 Supplement al Intervention ASSESSMENT Formal Diagnostic As needed Formal Diagnostic As needed Progress Monitoring Weekly-Monthly Progress Monitoring Weekly-Monthly Universal Screening 3 times/year Universal Screening 3 times/year DATA-BASED DECISION MAKING Individual Problem Solving Team Schoolwide Screening reviewed 3 times/year Schoolwide Screening reviewed 3 times/year INSTRUCTION Tier 2/3 Supplement al Intervention Intervention Review Team 6-8 weeks Intervention Review Team 6-8 weeks Tier 3 Individualize d Intervention Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team 6-8 weeks SPED referral?

6. Oregon Response to Intervention www.oregonrti.org Vision Why are we doing this? What is the purpose? “Again and again, the impossible problem is solved when we see that the problem is only a decision waiting to be made.” ~ Robert H. Schuller

7. Oregon Response to Intervention www.oregonrti.org Why is scheduling important? Deep implementation of Response to Intervention (RTI) requires a firm commitment to the concept of increasing instructional time for non-proficient students in an already crowded instructional day. Having enough time for learning has been shown to be a key variable in student outcome.

8. Oregon Response to Intervention www.oregonrti.org What do we need to consider? Prioritize instruction Maximize Resources –What do we have? People Materials Space Consider time needed to implement programs selected

9. When can it happen? Our most at-risk learners need the most coordinated instruction and support in generalizing skills across their day. Writing Specials ELD Core Reading Open Lunch & Recess Social Studies/Science Math Intervention 45 min 4 hours 15 min 1 hour

10. Oregon Response to Intervention www.oregonrti.org The right response begins with the right questions……. What drives our schedule? Kids or Adults ?

11. Oregon Response to Intervention www.oregonrti.org Response to Instruction and Intervention is a systematic, intentional way of asking these questions.

12. Oregon Response to Intervention www.oregonrti.org How do you find?

13. Oregon Response to Intervention www.oregonrti.org Intervention Schedules How much time? –30-45 minutes? –How many days a week? Which Interventions? –Available? –Most Effective? –Evidence-Based!! Who will teach? –Are they qualified? –Are they trained?

14. Oregon Response to Intervention www.oregonrti.org Scheduling Intervention Time….. Structure –Within classroom –Other locations –Within grade –Across grades Consider what will provide greatest number of students interventions using least number of resources.

15. Oregon Response to Intervention www.oregonrti.org Options Tiered Intervention blocks –Kindergarten 9:20-9:50 –First Grade 9:55-10:25 –Second Grade 10:30-11:00 –Third Grade 11:05-11:35 –Fourth Grade 12:30-1:00 –Fifth Grade 1:05-2:00

17. Oregon Response to Intervention www.oregonrti.org SPED/ELL Students In interventions? YES!!!!! Out of intervention? NO!!!!!

20. Data

22. Oregon Response to Intervention www.oregonrti.org Remember……. Developing an effective schedule is a process, not a moment in time Involve all stakeholders in the process and/or decisions made Sometimes hard choices are needed Sometimes very small changes make all the difference

24. Oregon Response to Intervention www.oregonrti.org Summary… Effective schedules are critical for RTI to succeed Setting instructional priorities is a first step There most be time in the day for each priority activity When changing schedules, remember it is a process The schedule should foster success for all students

25. Oregon Response to Intervention www.oregonrti.org Work time to: Have a discussion of how the current schedule is working –What is working well? –What is not working or what is missing? Use the scheduling tool to identify what needs to change and why Plan on posting any changes made when you get back to school to involve all stakeholders