1. Response to Instruction & Intervention (RtI 2 ) Using Differentiation to Provide Equity and Access for All Students

2. Our Beliefs  RtI 2 is not a program, but a process and framework for consolidating and using your existing resources wisely  RtI 2 is designed to assure high levels of learning for all students

3. For all students to learn, we must:  Start with a highly effective research-based core instruction  Systematically identify students who are not succeeding in our core program  Provide additional time and support to struggling students

4. Over the past decade, two proven processes have been developed to achieve this goal:

5. RtI 2 Visual Synectic Response to Instruction & Intervention is like… … because … Greek Root - Syn = bringing together Greek Root - ectics = diverse elements

6. Response to Intervention What Is It? Why Do It? Is It Worth It?  “Say Something * ” Activity Paired Reading Strategy Thinking-Out-Loud & Attentive Listening Individual & Shared Understanding * ‘something’ might be a question, a brief statement, a key point, an interesting idea, or a personal connection

7. RtI Video “ We ’ re creating a system that supports students at whatever level they need to be supported. ALL students fit within the system of RtI and the three tiered services model. ” -Montina Romero http://www.cde.state.co.us/media/rti/rtivideo/rti.htm

8. K-W-L Chart (L is for Later) What do you K now now about RtI 2 ? What do you W ant to know more about when it comes to RtI 2 ?

9. Core Principles of RtI  We can effectively teach all children  Intervene early  Use a multi-tier model of service delivery  Use a problem-solving method to make decisions within a multi-tier model  Use research-based, scientifically validated interventions/instruction  Monitor student progress to inform instruction  Use data to make decisions  Use assessment for 3 purposes: screening, diagnosis, progress monitoring

10. Essential Characteristics of RtI  Collective responsibility  Quality core instruction  Universal screening and diagnostic assessment  Research-based supplemental services and interventions  Progress monitoring – Use of data to make instructional and intervention decisions  Quality problem solving  Guaranteed access for all students (http://www.rti4success.org/)http://www.rti4success.org/

11. Big Ideas of RTI: To BE Effective We Must:  Use an instructionally relevant and efficient resource deployment system  Use scientifically research – based practice to extent available  Match instruction to individual student needs  Make sure the instruction is sufficiently explicit and sufficiently intense  Monitor implementation fidelity  Monitor student response and change instruction as necessary - David Tilly, 2008

12. RtI: A Definition Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction (differentiation) or goals and applying student response data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data. Source: School Level NASDSE Blueprint

14. The RtI 2 – PLC Link RtI 2 cannot be implemented effectively without a collaborative process in place for on-going progress monitoring and looking at data.

15. Problem Solving Process (COI)  Define the problem Where are our gaps?  Analyze the problem Why is it happening?  Develop a Plan What shall we do about it?  Evaluate Did our plan work?

16. The Three Big Ideas of a PLC 1. Focus on learning 2. Build a collaborative culture 3. Focus on results

17. Creating a PLC Foundation What is your current reality? What are the barriers to the collaborative process?

18. The RtI 2 – PLC Link  Marathon Meetings Strengths, concerns, interventions, desired outcome, action plan, time-line, follow up, meet 3 times a year (Team can consist of Teacher, Psych, Speech Therapist, Admin, Counselor, other Resource Teachers)

19. IEPs & Marathon Meetings SSTs, & Marathon Meetings PLCs/Data Teams, Grade Level/Dept. Teams, & Marathon Meetings Progress Monitoring happens at each tier! PBIS: Family Support Teams

20. In a PLC, Collaborative Teams Focus on Three Key Questions 1. What do we expect students to learn? 2. How will we know when they have learned it? 3. How will we respond when they have/haven’t learned it?

21. Existing Program Qualities Who Are Our Under- Represented Students? What Are Our Human & Fiscal Resources? Evaluating Our Current Intervention Under - Represented Groups? Data Supporting Group as Under-Represented Possible Underlying Causes for Groups Under-represented statutes? Personnel? Programs? Categorical (Restricted) Funds Non-categorical Funds? Intervention Focus Program Strengths in Comparison to Essential Characteristics Program Concerns Compared to Essential Characteristics How well are your students currently being served?

22. Guaranteed Access For All: Schools systematically identify, place, monitor, and revise individual student intervention in a timely way Interventions are part of a system that ensures that no matter which teacher a student is assigned, the same thing happens when they don’t learn

26. What does the data say? StrengthsGapsNext Steps Math Reading Does the data provide new insights into your perceived reality? What did you learn?

27. The RtI 2 – PLC Link Think Pair Share

28. RtI 2 … WHAT IT ISWHAT IT IS NOT Represents a way of: Using data to examine the system in relation to most important results. A panacea! Structuring thinking so that we don’t miss anything. A curriculum, an intervention, or a program. Identifying strategies with a high probability of improving student performance and knowing if they work. Hoops to jump through. Common sense into practice – Fullan (You are your own best experts) Easier than what came before. - David Tilly, 2008

29. A Moral Responsibility “ Our work must be driven by the knowledge that our collaborative efforts will determine the life long success or life- ending failure of our students. ” -Pyramid Response to Intervention

30. Day 1 Evaluation Reflect on Day 1 Learning (http://estaffroom.sccoe.org)http://estaffroom.sccoe.org Day 2: Digging Deeper into Your School’s Data