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Response to Intervention (RtI)

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Response to Intervention (RtI) How can we make it work in Wisconsin? Make a list of words or phrases you associate with Response to Intervention (RtI). – PowerPoint PPT presentation

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Title: Response to Intervention (RtI)


1
Response to Intervention (RtI)
  • How can we make it work
  • in Wisconsin?

2
The concept of RtI is quite simple?
?doing RtI well is quite complex.
3
  • Make a list of words or phrases you associate
    with Response to Intervention (RtI). Record them
    on flip chart paper.
  • List challenges of Response to Intervention on
    flip chart paper.
  • Post your words/phrases and challenges around the
    room.
  • Gallery Walk

4
Our New Wisconsin Promise
Our shared commitment to raising achievement for
all students and closing the achievement gap that
exists between economically disadvantaged
students, children of color, and their peers.
5
  • RtI is a process for achieving higher levels of
    academic and behavioral success for all students
    through
  • High Quality Instructional Practice
  • Continuous Review of Student Progress (multiple
    measures)
  • Collaboration

6
  • There are three phases for each of these
    components
  • Consensus Building
  • Infrastructure Building
  • Implementation

7
  • Consensus Building
  • Lays the foundation for a successful RtI system
  • Ensures there are shared philosophies, beliefs,
    and commitments among staff and stakeholders that
    will support an RtI system

8
  • Consensus Building Is Based Upon A
  • Shared belief that all individuals contributions
    are valued equally
  • Shared vision for moving forward
  • Shared responsibility for key decisions
  • Shared accountability for outcomes

9
High Quality Instructional Practice
  • Inherent to a high quality instructional practice
    for learning is differentiated instruction that
    puts the student at the center of teaching and
    learning, with the students needs driving
    instruction, not programs or curricula.

10
High Quality Instructional Practice
  • High quality instructional practices respond to
    individual differences in a learning community
    (classroom).

Multiple ways to motivate and challenge students
Multiple ways for students to demonstrate and
teachers to assess student progress
Multiple ways for students to acquire and apply
expected knowledge and skills
11
High Quality Instructional Practice
  • High quality instructional practice provides
    appropriate
  • intervention/additional services for students who
    need them.

12
Continuous Review of Student Progress
Formative
A System of Constant Inquiry
Summative
BALANCED ASSESSMENT
13
Balanced Assessment System
  • Key Components
  • Multiple facets
  • Triangulation
  • Each assessment type has a primary purpose, as
    well as strengths and limitations
  • District and school accountability
  • Instructional needs and supports for individual
    students

14
Balanced Assessment System
Formative
Benchmark
Summative
Daily Ongoing Evaluation Strategies
Periodic Diagnostic/Progress
Assessments Large-Scale
Standardized Assessments
Student-Centered
Classroom/School-Centere
d School
/District/State-Centered
Immediate Feedback
Multiple Data Points
Across Time
Annual Snapshot
15
Summative/ Large-Scale Assessment
  • Purpose
  • To determine how students in schools, districts,
    and states are progressing.
  • To inform curriculum and instruction.
  • To determine Adequate Yearly Progress (AYP).

16
Benchmark Assessment
  • Purpose
  • To determine to what extent students are
    progressing.
  • To determine how well a program is working.

17
  • Purpose
  • To consider what learning comes next for students
  • To improve learning while there is still time to
    act before the graded event

Formative Assessment
18
  • Spend a few minutes thinking about the
    assessments you use in your school district.
  • Have you built a balanced assessment system?
  • (How) do the different assessments work together
    or inform each other?
  • How is information from these assessments
    communicated?

19
  • In a Balanced Assessment System
  • The question should be
  • Not simply
  • How did the students perform?
  • But, rather
  • How can we adjust teaching and learning practice
    so that we improve student performance?
    Douglas Reeves, 2006

20
  • Consider and discuss this question
  • What process do staff in your school district use
    to make decisions about adjusting teaching and
    learning practice to improve student performance?

21
Collaboration
  • Teams of educators with a variety of expertise -
    in partnership with parents and community
    resources -

22
Collaboration
  • Fluidity based on student needs - in partnership
    with parents and community resources -

Classroom
23
Collaboration
  • Fluidity based on student needs - in partnership
    with parents and community resources -

Classroom
24
Collaboration
  • Fluidity based on student needs - in partnership
    with parents and community resources -

Differentiated Instruction within the classroom
25
Collaboration
Fluidity based on student needs - in partnership
with parents and community resources -
Differentiated Instruction within the classroom
26
Collaboration
Fluidity based on student needs - in partnership
with parents and community resources -
Intervention/ Additional Services
27
Collaboration
Fluidity based on student needs - in partnership
with parents and community resources-
Intervention/ Additional Services
28
  • Consider and discuss the following question
  • What structures are necessary to have in a school
    district to facilitate collaboration?

29
  • RtI is a PK-12 initiative for High Quality
    Instructional Practice
  • Continuous Review of Student Progress
  • Collaboration
  • that has applications for

General Education Special Education Gifted and
Talented Title I English Language Learners Etc.
30
Principles for the successful implementation of
RtI in Wisconsin
  • RtI is for ALL children and ALL educators.
  • RtI must support and provide value to effective
    practices.
  • Success for RtI lies within the classroom through
    collaboration.
  • RtI applies to both academics and behavior.
  • RtI supports and provides value to the use of
    multiple assessments to inform instructional
    practices.
  • RtI is something you do and not necessarily
    something you buy.
  • RtI emerges from and supports research and
    evidence based practice.

31
Making RtI Work in Wisconsin. On flip chart
paper, record your thoughts about the following
question
What opportunities does RtI present for your
school district?
32
  • Troy Couillard, Assistant Director
  • Special Education Team
  • 608-266-1781
  • troy.couillard_at_dpi.wi.gov
  • Chrystyna Mursky
  • Consultant, Gifted Talented and Advanced
    Placement
  • Content and Learning Team
  • 608-267-9273
  • chrystyna.mursky_at_dpi.wi.gov
  • Abby Potter
  • Education Consultant
  • Office of Educational Accountability Team
  • (608) 267-5153
  • aubree.potter_at_dpi.wi.gov
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