1. RTI & THE CONNECTION TO PLC’S Essentials for Administrators Sept. 27, 2012

2. Presentation Outcomes As a result of today’s presentation administrators will:  review their current understanding of RTI & PLC’s  gain a deeper understanding RTI & the connection of the work of a PLC  review the direction for RTI and PLC’s within GSSD

3. 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  RtI & PLC’s ≠ lots of paperwork  Small group instruction must be a part of every classroom

4. What we Learned From Rick DuFour at the PLC Institute – Sept. 2011  PLCs focus on improving individual and 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?

5. 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!

6. We know that this framework provides for:  Strong curriculum and instruction for all students  Targeted/secondary interventions for students who continue to exhibit learning and behaviour problems  Intensive/individual interventions for students with the most significant needs Shores, 2009 Continued Refocus on RtI

7. 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

8. Tier One – Universal Interventions Tier One 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

9. Tier One – Universal Interventions Sample Tier One supports:  differentiated learning activities to address individual needs based on readiness  adaptations to ensure that all students have access to the instructional program (environment, pacing, output, etc…)  problem solving to identify interventions and to address behaviour issues that prevent students from demonstrating the academic skills they possess  universal screeners  interest inventories/learning style inventories  flexible groupings/small group instruction  environmental supports and routines Effective Tier Two and Three interventions cannot be built without a strong Tier One

10. Tier Two – Secondary Interventions Tier Two involves:  a systems approach to coordinate the key actions of the school to ensure student success  adaptations to the environment, learning materials, teaching strategies, timing, reinforcement, etc…  assessments that are developed for students who do not respond sufficiently to Tier One strategies - students’ progress is measured frequently

11. Tier Two - Secondary Interventions There are three necessary components of the Tier Two system: 1) a data management system, 2) the appropriate interventions based on what is shown by the data, and 3) a team charged with the oversight and management of the system.

12. Tier Two - Secondary Interventions Sample Tier Two &/or secondary interventions for the failed intentional non-learners:  Mandatory study hall  Mandatory homework help  Frequent progress reports  Study skills classes  Goal-setting and career planning supports  Mandatory extra curricular involvement  PSP consultation

13. Tier Two - Secondary Interventions Sample Tier Two &/or secondary intervention in reading: Definition  Instructional intervention employed to supplement, enhance, and support Tier One: takes place in small groups Focus  Students identified with reading difficulties who have not responded to Tier One Program  Specialized, scientifically based reading instruction and curriculum emphasizing the critical elements Instruction  Additional attention, focus, support, additional opportunities to practice embedded throughout the day, pre-teach, review skills, frequent opportunities to practice

14. Tier Two Secondary Interventions Interventionist  Personnel determined by the school (i.e. classroom teacher, specialized reading teacher, other trained personnel) Setting  Appropriate setting designated by the school Groupings  Homogeneous small-group instruction (with teacher-student ration 1:4 or 1:5) Time  20-30 minutes per day in addition to Tier One Assessment  Progress monitoring twice a month on target skill to ensure adequate progress and learning

15. Tier Three – Tertiary Interventions Tier Three 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).

16. 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)

17. Tier Three – Tertiary Interventions  Sample Tier Three interventions for the failed intentional non-learners:  PSP consultation/direct therapy  IIP development  Outside agency support and involvement  Alternate, functionally integrated programs

18. Tier Three – Tertiary Interventions Sample Tier Three intervention in reading: Definition  Reading intervention extending beyond the time allocated for previous tiers Focus  Students with marked difficulties in reading or reading disabilities who have not adequately responded to tier 1 & tier 2 efforts Program  Sustained, intensive, scientifically based reading instruction and curriculum highly responsive to the students’ needs Instruction  Carefully designed and implemented, explicit, systematic instruction

19. Tier Three – Tertiary Interventions Interventionist  Personnel determined by the school (i.e. the reading specialist teacher or SST) Setting  Appropriate setting designated by the school Grouping  Homogeneous small group instruction (with teacher-student ratios of 1:1 or 1:2) Time  50-minute sessions (or longer) per day depending upon appropriateness of tier 1 Assessment  Progress monitoring more than twice a month on target skill to ensure adequate progress learning

20. 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.

21. 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”