1. WAKE COUNTY PUBLIC SCHOOL SYSTEM An Educational Framework

2. Excellence in education is when we do everything that we can to make sure they become everything that they can. -Carol Tomlinson The fundamental purpose of school is learning, not teaching. –Richard DuFour What do these quotes mean to you?

3. GOALS Process= Alignment Disconnected Improvements Vision: Every Student Achieving

4. GOAL S Process= Alignment Disconnected Improvements Vision: Every Student Achieving

5. What is RtI? How do you fit in?

6. Desired Outcomes Understand the framework of Responsiveness to Instruction (RtI) and how you fit into this framework Describe the essential components within each tier of the RtI process Identify current practices (tools & structures) that will support the implementation of each tier

7. WCPSS Vision of RtI In order to meet the needs of all students and eliminate achievement gaps, WCPSS ensures high academic achievement and growth by implementing a systematic multi-tiered system of support through effective differentiated core instruction supported by targeted academic and behavioral interventions.

8. Responsiveness to Instruction Responsiveness to Instruction or multi-tiered system of supports is a multistep data-driven process of implementing instruction, interventions, and enrichment to ensure that all students are successful learners academically and behaviorally.

9. Purpose of RtI RtI is the framework for a system that… Provides high quality academic and behavioral instruction and intervention matched to student need Monitors progress frequently to make decisions about changes in instruction, learning, or behavior goals Applies student response data for making important educational decisions for students

10. What is RtI RtI is not…RtI is… Possible to implement alone An instructional program Intended to encourage placement of students The same at every school A special education, general education, Title I, or AIG Initiative A framework to implement effective practices Matching needs and resources A collaborative effort Uniquely designed for each site An “Every” education initiative

11. CORE INSTRUCTION Tier I

12. Core Instruction Core instruction includes: research-based best practices evidence-based instructional tools delivery methods with a scope and sequence that reflects required grade-level Common Core Standards and Essential Standards differentiated instruction so that all students receive core instruction targeting both academic and behavioral skills.

13. Mastery Learning Model

14. Components of Core Instruction Core instruction delivered with fidelity will have Clear learning and behavioral outcomes Alignment of the written, taught, and tested material Research-based best practices for facilitating instruction Differentiated approaches to meet the needs of students Formative assessments to accurately assess student learning and adjust instruction Reteaching opportunities when students are not meeting academic and behavior learning targets

15. PLTs Collaboration Effective Instruction Smart Goals Common Assessments Data

16. Professional Learning Team – Consider.. Grade Level or Content Area Teachers Instructional Resource Teacher Administrator

17. Data Formative Assessments Common Formative Assessments Benchmark Data Universal Screening Language Proficiency Assessments Walkthrough/ Instructional Rounds NC WISE EVAAS Quickr Performance Matters Attendance/Tardies Major/Minor Discipline Referrals

18. Parent Communication

19. Tier I Smart Lunch Purposeful Scheduling PLTs School-Based and District PD SIP Process Pyramid of Interventions Flexible Grouping PBIS Structures May Include…

20. Examples of Tools… Expectations are Explicitly Taught to ALL Students School Rules Self- Assessment Survey Benchmarks of Quality SIOP ®

21. THE MOST LEGITIMATE AND EFFECTIVE SCHOOL IMPROVEMENT EFFORT IS NOT TO DESIGN A SYSTEM OF INTERVENTIONS TO HELP STUDENTS AT RISK, BUT RATHER TO UPGRADE THE CORE CURRICULUM. -MIKE MATTOS Tier I

22. Reflection on Tier 1: What is your reality?

23. STRATEGIC INSTRUCTION Tier II

24. Tier II academic and behavior instruction goes beyond the comprehensive core program to provide explicit instruction and/or guided practice in targeted key areas to meet the needs of struggling learners. This level of instruction is done in a small group either within the classroom through the use of additional instructional time or through a specific class or supplemental/extended-day program.

25. Purpose In addition to Tier I Core Instruction: Identify students with similar academic and behavioral strengths and weakness, through assessment data. Provide strategic academic and behavior instruction based on the documented area(s) of need. Monitor effectiveness of instruction. Adjust instruction to meet students’ needs. Ongoing Parent contact

26. PLT Collaboration Effective Instruction Smart Goals Common Assessments Data

27. Professional Learning Team – Consider: Grade level teachers Student’s teacher(s) Instructional Resource Teacher Administrator School Specialists for Area of Concern (i.e. Literacy Coach, Interventionists, AIG teacher, ESL teacher, Special education teacher, behavior specialist, Speech Pathologist, Social Worker, School Psychologist)

28. Data – Elementary Formative Assessments Common Formative Assessments Benchmark Data/CASE21 Universal Screening Reading and Math Universal Screening for Behavior Digging Deeper Reading Assessments Language Proficiency Assessments Performance Matters Attendance/Tardies Major/Minor Discipline Referrals (SWIS, Mercury)

29. Data – Secondary Formative Assessments Common Formative Assessments Benchmark Data Universal Screeners EVAAS Quickr Performance Matters NC WISE Attendance/Tardies CORE Reading Screenings Language Proficiency Assessments Discipline Referrals (SWIS, SAM, Mercury, etc.)

30. Two Approaches Problem Solving: Focuses on a team making instructional decisions and the presentation of a variety of interventions to respond to student needs. Standard Protocol: Focuses on providing a specific research-based intervention for students with similar difficulties in a standardized format to ensure fidelity of implementation.

31. Problem Solving Data Define the problem Create an assessment plan Analysis of the assessment plan Generate a goal statement Create an intervention plan Implement intervention plan Analysis of the intervention plan

32. Standard Protocol Progress Monitoring Area of Need Intervention Materials & Resources Needed

33. Standard Protocol or Problem Solving Approach Although elementary schools will lean towards a problem-solving approach and secondary will lean towards a standard protocol approach, a hybrid of the two will likely be more effective.

34. Parent Communication

35. Tier II Smart LunchScheduling Extended Learning Opportunities Pyramid of Interventions Formative Assessments PLTs District and School PD SIP Process Flexible Grouping Monitoring Progress PBIS Structures May Include…

36. Examples of Tools in Elementary… Strategic “Positive Referrals” Check-in/Check-out Adult Mentoring Peer Mentoring Strategic Tutoring Social Skills Instruction Toolbox for Planning Rigorous Instruction

37. Examples of Tools in Elementary…

38. Examples of Tools in Secondary Schools… Strategic “Positive Referrals” Check-in/Check-out Adult Mentoring Peer Mentoring Strategic Tutoring

39. Providing the right interventions to the right students at the right time!

40. Reflection on Tier II: What is your reality?

41. INTENSIVE INDIVIDUAL INTERVENTION DON’T TELL ME YOU BELIEVE “ALL KIDS CAN LEARN”… TELL ME WHAT YOU’RE DOING ABOUT THE KIDS WHO AREN’T LEARNING. -RICHARD DUFOUR Tier III

42. Definition Tier III is a process of supporting and monitoring students who have not responded to core and strategic academic and behavioral instruction. Through the use of teacher collaboration with Tier III Case Managers and/or other school specialists, school staff implement intensive interventions.

43. Purpose of Tier III Team Strengthen and support the individual student Intervene early Develop and implement a collaborative plan utilizing research-based interventions Progress monitor to assess student response to intervention.

44. Tier III Team – Consider: Tier III Facilitator Tier III Case Manager Student’s teacher(s) School Specialist for Area of Concern (i.e. Literacy, Math, Interventions, ESL, Behavior) Administrator School Psychologist School Counselor School Social Worker, School Nurse (as needed) Parent/Guardian(s) Student (usually middle & high school)

45. Data Diagnostic reading data Progress monitoring data Math data Diagnostic/functional behavior assessment Observation of student Description of intervention and fidelity of implementation

46. Parent Communication

47. Structures May Include... Tier III Tier III Team Collaboration EASi Tier III documentation Individualized Intervention Plan Pyramid of Interventions Frequent Progress Monitoring District and School PD Smart Lunch/ Intervention Time/Tutoring / Mentoring

48. Examples of Tools in Elementary Schools… Functional Behavior Assessment Individual Behavior Support Plans Individualized Behavior Goals and Progress Monitoring

49. Progress Monitoring Data…

50. Examples of Tools in Elementary…

51. Examples of Tools in Secondary Schools… Functional Behavior Assessment Individual Behavior Support Plans Individualized Behavior Goals and Progress Monitoring

52. WHAT TO DO WHEN A STUDENT IS OR IS NOT RESPONDING? Tier III

53. Reflection on Tier III: What is your reality?

54. Leadership

55. MANAGEMENT IS EFFICIENCY AND CLIMBING THE LADDER OF SUCCESS; LEADERSHIP DETERMINES WHETHER THE LADDER IS LEANING AGAINST THE RIGHT WALL Leadership

56. Resources Responsiveness to Instruction Blackboard RTI Implementation Roadmap CMAPP Academics website on the Internet Moving from Assessment to Instruction Notebook Professional Library PBIS Blackboard PBIS.org K-12 Counseling Blackboard

57. Professional Development The most effective staff development programs are embedded in the culture of the school. They take time, resources, commitment, and expertise. -Learning First Alliance (2000)

58. Do not wait; the time will never be “just right.” Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along. -Napoleon Hill, American speaker and motivational writer

59. Reflect: How do I fit in?