1. Response to Intervention: What is it?

2. RtI is… … a process for providing high quality instruction, assessment, and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions, and increases the likelihood that the students can be successful learners.

3. Core Requirements of RtI High-quality, research-based classroom instruction High-quality, research-based classroom instruction Universal screening Universal screening Progress monitoring Progress monitoring Research based interventions Research based interventions Fidelity measures Fidelity measures

4. Purpose of RtI Shifts from the deficit model to prevention model Shifts from the deficit model to prevention model Screening for early identification and prevention Screening for early identification and prevention Provide early intervening services Provide early intervening services An option for disability determination An option for disability determination

5. 3 Tiered Model

6. Tier 1 – Universal Options (80% of students successful at this tier) Reducing barriers to learning for all students Standards-based core curriculum supported by research implemented with fidelity Differentiated instruction Screening Progress monitoring School wide behavioral supports Connections to community supports Assessment based, data driven

7. Tier 2 – Selected Options (15% of students require interventions at this tier) Provided to small groups of students in addition to the core curriculum High efficiency Rapid response (Ex: 4-8 weeks, 3-5x per week) Value added instruction using research based interventions Connection to community supports Assessment based, data driven

8. Tier 3 – Targeted Options (5% of students require interventions at this tier) Supplemental and/or replacement instruction for individual students Individual plans to address barriers to learning Assessment based, data driven High intensity Longer duration

9. Research has shown that RtI: Demonstrates the need and value for early identification of students with learning/behavior difficulties and for intense interventions delivered with fidelity. Demonstrates the need and value for early identification of students with learning/behavior difficulties and for intense interventions delivered with fidelity. Leads to a better understanding of instructional quality and informed decision making. Leads to a better understanding of instructional quality and informed decision making. Yields information that ranks a student within his/her peer group and performance in school curriculum. Yields information that ranks a student within his/her peer group and performance in school curriculum.

10. Instructional Program Coherence Curriculum, instruction, assessment, and learning climates are coordinated with fidelity, both within grade levels (horizontally) and across grade levels (vertically). Curriculum, instruction, assessment, and learning climates are coordinated with fidelity, both within grade levels (horizontally) and across grade levels (vertically). Support programs are coordinated with the school’s instructional framework to support the needs of students who are not successful in the classroom. Support programs are coordinated with the school’s instructional framework to support the needs of students who are not successful in the classroom.

11. School organization is designed to support the implementation of this framework. School organization is designed to support the implementation of this framework. Materials, programs, and other resources are designed, allocated, and implemented in a manner consistent with the instructional framework. Materials, programs, and other resources are designed, allocated, and implemented in a manner consistent with the instructional framework. Instructional Program Coherence

12. Building the Capacity Professional Learning Communities Ensure program coherence Ensure program coherence Use data systematically to inform and improve instruction Use data systematically to inform and improve instruction Engage in continued professional development Engage in continued professional development Build collaborative relationships that promote and support student achievement Build collaborative relationships that promote and support student achievement

13. How does RtI coordinate with existing policy? National Reading Panel – Reading First 2000 National Reading Panel – Reading First 2000 NCLB 2001 NCLB 2001 IDEA 2004 IDEA 2004

14. How does RtI connect to what we are already doing? Focus on student learningFocus on student learning ○ CIM building goals ○ Looking at data High Quality curriculumHigh Quality curriculum ○ Standards based ○ Supported by research Best practice instructional strategiesBest practice instructional strategies Professional developmentProfessional development Collaborative practiceCollaborative practice

15. How is RtI different from past practice? Universal screening and progress monitoring over time Universal screening and progress monitoring over time Focus on early interventions Focus on early interventions Data driven decisions directly related to individual student achievement Data driven decisions directly related to individual student achievement Community, district and building resources identified and made accessible through mapping Community, district and building resources identified and made accessible through mapping Collaborative decision making based on student data Collaborative decision making based on student data

16. What is the DPI doing to support RtI? REACh grants REACh grants Workshops Workshops Mentor Support Mentor Support

17. How will the Division of Teaching & Learning support implementation of RtI?

18. Focus on Student Learning Essential Questions Do we believe that all students can achieve at high levels? Do we believe that all students can achieve at high levels? What do we want students to know? What do we want students to know? How will we know when they have learned it? How will we know when they have learned it? What will we do when they don’t? What will we do when they don’t? What will we do when they already know it? What will we do when they already know it?

19. Systemic and systematic Systemic and systematic Documented Documented Embrace RtI as a means to increase achievement for all students.

20. Address barriers to learning. Social/emotional factors Social/emotional factors Curriculum and instructional overload Curriculum and instructional overload DRIP (data rich, information poor) DRIP (data rich, information poor) Infrastructure (time, reallocation of resources, etc) Infrastructure (time, reallocation of resources, etc) Instructional delivery Instructional delivery

21. Clarify and articulate grade level/course benchmarks.

22. Analyze current assessments Analyze current assessments Identify/select assessments Identify/select assessments ▪ Universal screening ▪ Progress Monitoring ▪ Diagnostic Develop a coordinated assessment plan.

23. Community Community District District Building Building Identify and map resources at each tier.

24. Build capacity. Focused staff development Focused staff development ▪ Administrators ▪ Educators ▪ Support staff CommunityCommunity ParentsParents Support and collaborate with building leadership teams Support and collaborate with building leadership teams

25. Provide access and communication. Skyward data management system Skyward data management system ▪ Teachers ▪ Administrators ▪ Parents

26. What assumptions can be made? All of us share a common mission focused on student learning. All of us share a common mission focused on student learning. Each school is unique in their programs and needs. Each school is unique in their programs and needs. Implementing RtI is a journey. It will develop over time. Implementing RtI is a journey. It will develop over time. T & L is working to provide a framework for RtI. Each school will add to the framework based on student needs. T & L is working to provide a framework for RtI. Each school will add to the framework based on student needs.

27. What do you need to do? Continue doing what you do best…providing quality instruction using district curriculum, assessments and resources. Continue doing what you do best…providing quality instruction using district curriculum, assessments and resources. Keep an open mind. Keep an open mind. Use the language. Use the language. Begin conversation in your school and community by asking the questions: Begin conversation in your school and community by asking the questions:

28. Do we believe that all students can achieve at high levels?

29. Do we believe that ALL children can learn? children can learn?

30. What do we want students to learn?

31. How will we know when they have learned it?

32. What will we do when they don’t?

33. What will we do when they already know it?

34. What do we want students to learn? How will we know when they have learned it? What will we do when they don’t? What will we do when they already know it? Thanks for coming…