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Responsiveness to Instruction RtI

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Title: Responsiveness to Instruction RtI


1
Responsiveness to Instruction(RtI)
  • Sherry H. Abernethy
  • Consultant for LD
  • Program Improvement and Professional Development
  • Exceptional Children Division
  • 2009

2
What is Your Educational Philosophy?
  • Team activity
  • Characteristics or qualities of a great school
  • Discuss among your school team
  • Write or draw your response on the paper

3
Time To Share
4
Lets Discuss
  • Common Characteristics
  • Whats in place?
  • What can be added?
  • How can we facilitate changes?

5
Clarify the Terms
  • National Model Response to Intervention
  • North Carolina Model Responsiveness to
    Instruction
  • Why the difference?
  • Intervention sounds like Special Ed
  • Instruction ties the initiative to student
    achievement and away from Special Ed

6
If we really believe that all children can learn,
then
  • it is not acceptable for
  • any child to fail to learn

7
How Do We Do This?
  • Educate all students regardless of prior
    knowledge or experience
  • Address a wide range of experience and skill
    levels

8
The Challenge
  • Provide instruction at the appropriate
    instructional level

9
In Other Words
  • focus on an intervention rather than on what is
    wrong with the student

10
In Other Words
  • focus on the solution rather than the problem

11
In Other Words
  • focus on addressing the
  • needs of ALL students having
  • difficulty, not just those
  • with labels

12
In Other Words
  • focus on ALL educators being responsible for ALL
    students

13
NC DPI Definition
  • The practice of providing high quality
    instruction matched to student need, monitoring
    progress frequently to make decisions about
    changes in instruction or goals and applying
    child response data to important educational
    decisions.
  • Response to Intervention Policy
    Considerations and Implementation,
  • National Association of State Directors of
    Special Education, Inc.
  • i

14
Responsiveness to Instruction
  • Born out of
  • Reauthorization of Special Ed Law (IDEA 2004)
  • Data supports instructional decisions made about
    individual students, classes, and school-wide
    services

15
Responsiveness to Instruction
  • The NC Problem-Solving Model addresses this
    provision in IDEA
  • It operationally defines the alignment between
    regular education (NCLB) and special education
    (IDEA) legislation

16
What is Needed?
  • Early intervention
  • Appropriate, targeted instruction
  • Accurate assessment with valid, reliable data
  • Informed instructional decisions
  • Researched-based teaching strategies

17
How is This Different?
  • Creates a shift in focus
  • Eliminates Wait to Fail
  • Early intervening to prevent
  • failure
  • More efficient use of resources

18
In Other Words.
  • RtI is
  • a change in emphasis toward assessing risk and
    providing targeted intervention and away from
    determining failure.
  • Allan Lloyd-Jones
  • Special Education Division
  • California Department of Education

19
RtI is Not.
  • A packaged program
  • A curriculum
  • Special Ed
  • Just for eligibility identification
  • A place in the building

RtI
20
RtI is.
  • Process that uses all resources within a school
  • Well-integrated system of instruction and
    interventions
  • Guided by student outcome data
  • Early intervention
  • Prevention of academic and
  • behavioral problems

RtI
21
RtI is.
  • Whole school working together
  • Using resources and expertise to help all
    students
  • Regular monitoring of success/needs
  • Data driven instruction !

RtI
22
RtI is.
  • Multi-step process
  • High-quality, research-based instruction and
    interventions
  • Varying levels of intensity
  • Match interventions to
  • students needs

RtI
23
Implementation of RtI
  • Three Components
  • Prevention
  • Intervention
  • Part of SLD determination

24
Prevention
  • Universal screening
  • Screen all students on basic skills in reading,
    math, writing
  • Review data
  • Compare performance to peers at grade level in
    the same school
  • Intervene
  • Use Research-based intervention
  • Help before failure
  • Chance to catch up

25
Intervention
  • Weekly/Daily Probes
  • Progress is frequently monitored
  • Compare norms
  • Peers/LEA/State achievement appropriate for
    grade
  • Make changes
  • Intervention/delivery/frequency

26
Component of SLD Eligibility
  • RtI
  • Only one component
  • Law requirement
  • Documented research-based interventions
  • Monitoring
  • NC Policies require progress monitoring of
    interventions
  • Quality instruction
  • Policies require evidence of appropriate
    instruction in content areas

27
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
28
So How Does Leadership Fit in?
29
Leadership results from
  • Having a mission and relentlessly pursuing it.
  • (Tilly
    Grimes, 2008)

30
  • Effective leadership is about
  • Unwavering resolve to do
  • what must be done. Jim Collis

31
Strong Leaders
  • Set goals for the school
  • Communicate clear expectations
  • Unify staff share ownership
  • Align and integrate resources to address needs of
    all students
  • Provide flexibility with personnel duties and
    scheduling
  • Adapted from Tilly Grimes 2008

32
Hows Our Team Work ?
33
Individually, we are one drop. Together we are
an ocean. Ryunosuke Satoro
34
Effective Schools
  • Address Achievement
  • Address behavioral / emotional health of students
  • Have parental involvement
  • Are proactive rather than reactive
  • Utilize data to make instructional decisions

35
RtI is About School Improvement
  • Coming together is a beginning.
  • Keeping together is progress.
  • Working together is success.
  • Henry Ford

36
RtIConnection to Student Achievement
  • Identify performance level and pinpoint specific
    areas
  • Assess core curriculum
  • Develop / implement appropriate instructional
    plans
  • Progress Monitoring through Frequent Assessment
  • Data-based decision making for instruction and
    goals

37
  • North Carolina
  • RtI Model
  • Problem-Solving Model

38
Fundamentals of a Problem-Solving Model (PSM)
  • Identify
  • What the student knows
  • What they should know
  • Areas to target for instruction
  • Develop an intervention plan
  • Implement the plan
  • Monitor student progress
  • Evaluate, review, and revise the plan

39
The NC Problem-Solving Model
Tier IV IEP Consideration
Tier III Consultation with the Problem Solving
Action Team
Tier II Consultation With Other Resources
Tier I Consultation Between Teachers-Parents
Amount of Resources Required to Address Need(s)
Significance of Need(s)
40
School-Wide system of support for student
achievement should look like this
Intensive Intervention 5
Strategic Interventions 15
Core Curriculum 80
41
Tier IV Entitlement Consideration
Tier III Consultation with the Problem
Solving Action Team
Tier II Consultation With Other Resources
Tier I Consultation Between Teachers-Parents
Intensive
Amount of Resources Required to Address Need(s)
Strategic
Benchmark
Significance of Need(s)
42
Collaboration of Initiatives in NC
  • RtI
  • Positive Behavior Support (PBS)
  • Instructional Consultation Training (ICT)
  • State Improvement Project (SIP) Grants
  • Reading
  • Math

43
RtI Positive Behavior Support (PBS)
  • Both are problem-solving models
  • Both can address behavior
  • Both can run together in the same school
  • Difference PBS does not move to eligibility and
    addresses school-wide behavior

44
School Improvement
45
RtI and Instructional Consultation (ICT)
  • Both are problem-solving models
  • Both can address academic concerns
  • Both can run together in the same school
  • Difference ICT does not move to eligibility

46
RtI and SIP Grants
  • Math Foundations
  • 5 day training in fundamentals of math
  • Based on National Math Panel
  • Reading Foundations
  • 5 day training in fundamentals of reading
  • Based on National Reading Panel

47
How Do We Measure Progress?
48
Progress Monitoring with Curriculum Based
Measurement (CBM)
  • Curriculum based
  • Impacts students on various skill levels and with
    different abilities
  • Improves communication
  • Has a higher level of sensitivity
  • Can be administered frequently

49
Progress Monitoring with CBM (contd)
  • Allows for visual representation-graph results
  • Data used to inform instruction
  • Type of Formative Assessment

50
Location of Five Original Pilot LEAs in NC-2004
Bertie County, Burke County, Guilford County,
Harnett County, New Hanover County
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New Hanover Data
  • African American Students
  • In 2004-05 1.70 times more likely to be
    referred
  • In 2006-07 1.02 times more likely to be referred

53
New Hanover Data
  • In 2004-05 13.1 of students with IEP
  • In 2006-07 12.1 of students with IEP
  • (12 elementary schools)

54
New Hanover Data
  • In 2006-07
  • 53 of students found eligible were in grades
    K-2
  • In 2006-07
  • 80 of students found eligible were in grades K-3

55
New Hanover Data
  • Disproportionality in 2006-07
  • 15 of students eligible were African American
    males
  • Equivalent to incidence of AA male in membership

56
New Hanover Data
  • Referral to Special Education
  • Compared to 2004-05, 83 fewer students
  • Served with Intervention Plan
  • Compared to 2004-05, 28 fewer students

57
Burke County Data
  • Mull Elementary
  • 05-06 Students to SST 26 Students
    Entitled 6
  • 06-07 Students to SST 35
    Students Entitled 5
  • 07-08 Students to SST 36 Students
    Entitled 3
  • W.A. Young Elementary
  • 05-06 Students to SST 59
  • Students Entitled 4
  • 06-07 Students to SST 55
  • Students Entitled 3

58
Guilford County DataNorthwood Elementary
  • 2003-04
  • Summary of Initial EC Referrals 2003-04 by Grade
    Level
  • Gr Level Referrals Did Not Qualify
    Qualified for EC
  • K 4 1 4
  • 1 5 1 5
  • 2 2 1 1
  • 3 5 2 3
  • 4 1 0 1
  • 5 4 2 2

59
Guilford County DataNorthwood Elementary
  • 2006-07--Year 2 of PSM Implementation

60
Summary RtI
  • Adequate Yearly Progress is tied to individual
    student progress
  • Individual student progress can be positively
    impacted through
  • high quality instruction
  • frequent assessment
  • use of data to inform instruction
  • All this GOOD TEACHING

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RESPONSIVENESS TO INSTRUCTION FOUNDATIONS
TRAINING
  • RtI Overview (1/2 day)
  • Procedure
  • Guidelines
  • Best Practice
  • Module I Introduction to Problem Solving (1
    day)
  • Research
  • Legislation
  • Steps in the Problem Solving Process

84
  • Module II Functional Assessment (1 1/2 days)
  • Fundamentals of assessment
  • Types of Assessment
  • RIOT
  • CBA
  • CBM
  • Progress monitoring
  • Analyzing data and decision making
  • Case Studies
  • Module III Reading Overview / Interventions
  • (1 day)
  • Components of reading
  • What the research says
  • Using data to make decisions
  • Reading interventions

85
  • Module IV Positive Behavioral Support Overview
    / Interventions (1 day)
  • What the research says
  • Components of effective behavior practices
  • Classroom interventions
  • Module V Mathematics Overview / Interventions
    (1 day)
  • What the research says
  • Using data to make decisions
  • Mathematics interventions

86
  • Module VI Case Studies / Q and A (1 day)
  • Instructional Consultation Overview
  • Problem Solving Case Studies
  • Small Group Activities
  • Review of Problem Solving and Functional
    Assessment
  • Module VII Next Steps / Resources (1 day)
  • Selecting a Team
  • Developing a schedule for training and long range
    plan for training and implementation
  • Conducting a School Audit
  • Developing a Plan based on audit findings
  • Resources

87
RtI is an EDUCATION INITIATIVE
88
  • Additional information and resources

89
Resources and Special Thanks
  • The Special Edge (Autumn 2007,Volume 20)
  • www.interventioncentral.org
  • Dr. Dan Reschly
  • Dr. Tom Jenkins
  • John Gann, Burke County Schools
  • Additional Resource
  • http//www.nasdse.org/

90
More Information
  • www.ncpublicschools.org/ec/development/learning/re
    sponsiveness/rtimaterials
  • Sherry H. Abernethy
  • sabernethy_at_dpi.state.nc.us
  • 919-807-3994
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