1. RTI, The Colorado Growth Model, and the Council for Exceptional Children

2. RTI 101  CDE defines RTI as: Colorado Definition of RtI: Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs.

3. You may have seen this before

4. What does it mean?  Meeting the needs of ALL students  Without RTI, students are looked at with labels or as statistics  With RTI: Systemic support of students at whatever level they need Fluid process for all stakeholders to have a system to support the student

5. The Vision for Teachers  The greatest benefit of RtI is that teachers across this state feel supported, and they feel like they have a strategy that they can can use regardless of the uniqueness of the child that might be in front of them. But the hope is really for the child.-- Commissioner Dwight Jones

6. Differentiation in Tier 1  Use data to determine student ’ s needs  Provide time for students to practice skills within the class For example, you may have students who need instruction in vocab, while other need instruction in comprehension

7. Resources to create an inclusive and differentiated classroom  www.CEC.sped.org www.CEC.sped.org  Provides information on exceptionalities and resources to help meet the needs of students  Example from the website: ADHD Attention deficit hyperactivity disorder (ADHD) is a syndrome characterized by serious and persistent difficulties in the following three specific areas: 1. Attention span. 2. Impulse control. 3. Hyperactivity (sometimes). Resources Listed: Improving writing for secondary students with ADHD, Improving organizational students for students with learning and attendtion problems

8. 6 components of RTI  Leadership  School Climate and Culture  Problem-Solving Process  Progress Monitoring  Curriculum and Instruction  Family and Community Involvement

9. Leadership  District Must understand and embrace the RTI model  Administrators Allocate resources for development and implementation  Data dialogues, problem-solving meetings  Teacher Leaders Must guide the practice and create plans of action for continued development and improvement

10. Leadership at Greenlee  Celebrations Data Cycle Teams (consist of grade level team, two facilitators and one administrator) Data Cycle Teams meet bi-weekly for 90 minutes to analyze and discuss student achievement  Things to Consider Training on differentiation in Tier 1 Designate a teacher leader at each grade level

11. Problem Solving  Based on academic or behavioral needs  Full collaboration among of team of professionals along with parents to determine an outcome and interventions to reach that outcome  System requires data to diagnose and guide the implementation of inteventions

12. Problem Solving Meetings  Analyze data  Recognize strengths and areas that need attention  Brainstorm strategies to address problem for whole class  Discuss individual students who are receiving interventions

13. Problem Solving Greenlee  Celebrations Data team cycles (focus on whole group and individual interventions)  Things to Consider More support for teachers to progress monitor and collect data for a specific intervention in 6 week cycles

14. Curriculum and Instruction  Tier 1: Instruction for all students with research based curricula  Tier 2: Supplemental Instruction  Tier 3: more explicit instruction focused on specific skill need

15. Curriculum and Instruction at Greenlee  Celebrations Standards based instruction Standards based grading Guided Reading Groups Push-In Intervention for Tier 2 and Tier 3  Things to consider Higher differentiation within Tier 1 Math intervention for Tier 2 and Tier 3

16. Assessment and Progress Monitoring  Data must be used to: Identify at-risk students Progress Monitor to see whether at-risk students are making growth Inform instructional planning to meet needs of individual students Evaluate whether instruction or intervention is powerful enough

17. Assessment and Progress Monitoring at Greenlee  Celebrations Data Team Cycles Analysis of data across grade level teams, facilitators and administration  Things to Consider Stronger Diagnostics Training on how to use data to drive instruction Differentiated progress monitoring tools to collect a more comprehensive body of evidence

18. Positive School Climate and Culture  Must be evident across the tiers Clear expectations for teachers, parents, and students Students and adults are recognized for meeting expectations Errors are monitored, corrected, and re-taught

19. Positive School Climate at Greenlee  Celebrations RISE (Responsibility, Integrity, Safety and Excellence) School- Wide Behavior Expectations Recognizing students through Stars of the Day Strong student council  Things to Consider More consistent behavior plan for all students across grade levels Clearer expectations of administrations and facilitators role in RTI

20. Family and Community Involvement  Educators must engage the parents by sharing information, inviting the parents to problem solve and celebrate student achievement and behavior.

21. Family and Community Involvement at Greenlee  Celebrations 2 parent/teacher conferences Home visits for all students Community group that meets monthly Weekly communication through Thursday folders Family Nights (BBQ, Science Night, Reading Night, etc.)  Things to consider More frequent meetings with students, teachers, and families System for setting up these meetings and when they should be done Time set aside during professional development for home visits

22. Colorado Growth Model Changing our focus on student evaluation from single achievement to growth over time

23. Consider Amy and Javier… Amy On the 2011 Winter Benchmark Math exam, given to every student in the district, Amy scored Partially Proficient. Javier On the 2011 Winter Benchmark Math exam, given to every student in the district, Javier scored Proficient. *Please Note: Student data was created for the purpose of this presentation and does not reflect the achievement of these students.

24. At First Glance… Javier is achieving at a higher level than Amy

25. But What About the Growth? Taking a larger view….

26. The Implications… If Amy sustains the growth she has made over time, she will be pushed to proficiency and beyond. Although Javier is proficient, his learning and achievement could plateau since historically he did not show growth. If this student growth is sustained, Amy will eventually surpass Javier in academic achievement

27. The Colorado Growth Model 3 Essential Questions: 1) What is the growth rate of a student, a school and a district? 1) What should be the growth rate of a student to reach a desired level of achievement within a period of time? 1) What are the highest sustained growth rates exist today and under what conditions could they improved?

28. Shifting the focus on student evaluation… From… “You took one test and you are Partially Proficient” To… “Look at how far you have come! You are well on your way to great achievement!”

29. Growth Percentiles

30. Back to Amy and Javier… Implications for Students Under this growth model, student progress toward mastery will be consistently monitored. Amy will be given effective instruction to help sustain her growth and Javier will be continually pushed to the next level so that his growth and learning do not plateau.

31. Math Growth at Greenlee

32. Reading Growth at Greenlee

33. Writing Growth at Greenlee

34. Resources  Colorado Council for Exceptional Children (n.d) Retrieved from http://cec.sped.org http://cec.sped.org  Colorado Department of Education. (n.d.). Learn about rti. Retrieved from http://www.cde.state.co.us/rti/LearnAboutRtI.htm http://www.cde.state.co.us/rti/LearnAboutRtI.htm  Colorado Department of Education. (Producer). (2008). Introducing colorado's growth model - tutorial #1: overview. [Web Video]. Retrieved from http://www.cde.state.co.us/media/cdeedserv/growthmodel/GrowthModelI ntroPt01.html http://www.cde.state.co.us/media/cdeedserv/growthmodel/GrowthModelI ntroPt01.html  Colorado Department of Education. (Producer). (n.d.). Response to intervention - meeting the needs of all students. [Video]. Retrieved from http://www.cde.state.co.us/media/rti/rtivideo/rti.htm http://www.cde.state.co.us/media/rti/rtivideo/rti.htm  Colorado Department of Education. (2011). The colorado growth model. Retrieved from http://www.schoolview.org/ColoradoGrowthModel.asphttp://www.schoolview.org/ColoradoGrowthModel.asp  Colorado Department of Education, (2008). Response to intervention (rti). Denver, CO: Government printing office. Retrieved from http://www.cde.state.co.us/rti/LearnAboutRtI.htm http://www.cde.state.co.us/rti/LearnAboutRtI.htm  Doing What Works. (Photographer). (n.d.). Visual diagram: using student achievement data to support instructional decision making. [Print Graphic]. Retrieved from http://dww.ed.gov/Data-Driven-Instructional- Decision-Making/topic/?T_ID=30http://dww.ed.gov/Data-Driven-Instructional- Decision-Making/topic/?T_ID=30