Riding the Waves with RtI

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Riding the Waves with RtI
By Rhonda Back, RtI Director of Bath County
Schools
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An anchor is to a ship as RtI is
to___________________
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RtI Voyage in Bath County

• First year of implementation of an approved
  District Plan under our belts some smooth
  sailing but some huge waves also
• Received feedback from principals, teachers,
  community members of how to improve our plan
  still not proficient by no means but we are
  sailing in that direction
• Change does not roll in on the wheels of
  inevitability, but come through continuous
  struggle- Martin Luther King, Jr.
• Be patient- real change takes time

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• I Can statements for todays RtI session
• I Can
• Explain what RtI is to my peers and others
• Explain why it is important for our students and
  our school community
• Explain what is expected of me in implementing
  RtI
• Familiarize myself with the process and new forms
  

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The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students. --Wright
(2005)
Do you agree or disagree with this statement?
Why?
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
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Visible Learning- John Hattie

• What works best in education?
• John Hattie developed a way of ranking various
  influences in different meta-analyses according
  to their effect sizes. In his ground-breaking
  study Visible Learning he ranked those
  influences which are related to learning outcomes
  from very positive effects to very negative
  effects on student achievement. Hattie found that
  the average effect size of all the interventions
  he studied was 0.40. Therefore he decided to
  judge the success of influences relative to this
  hinge point
• Hattie, determined that for students moving from
  one year to the next, the average effect size is
  0.40.Meaning they will grow 1 year in 1 years
  time if they are engaged in strategies that have
  an effect size of 0.40 and above

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Hatties Maximizing Impact on Learning
Teaching/Learning Strategy Your Rating Effect Size Hatties Rating
Integrated Curriculum      
Parental Involvement      
Teacher Credibility      
Homework      
Retention      
Students Expectations for Their Own Learning      
Co-Team Teaching      
Questioning      
Teacher Feedback to Student      
Summer Vacation      
Response to Intervention (RtI)      
Class Size      
Cooperative Learning      
Inquiry-Based Teaching      
Ability Grouping      
Metacognitive Strategies      
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Hatties Maximizing Impact on Learning
Teaching/Learning Strategy Your Rating Effect Size Hatties Rating
Integrated Curriculum    0.39  9
Parental Involvement    0.51  6
Teacher Credibility    0.90  3
Homework    0.29  11
Retention    -0.16  16
Students Expectations for Their Own Learning    1.44  1
Co-Team Teaching    0.19  13
Questioning    0.46  7
Teacher Feedback to Student    0.75  4
Summer Vacation    -0.09  15
Response to Intervention (RtI)    1.07  2
Class Size    0.21  12
Cooperative Learning    0.59  8
Inquiry-Based Teaching    0.31  10
Ability Grouping    0.12  14
Metacognitive Strategies    0.69  5
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What is RTI?

• "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 or goals
  and applying child response data to important
  educational decisions." (NASDSE 2006)

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• The system of interventions is flexible and
  emphasizes returning students to the regular
  instructional program as quickly as possible
  students receive interventions only when they are
  needed and for the particular area in which
  they need assistance.
• Pg. 8, Pyramid Response to Intervention by
  Buffum, Mattos and Weber

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Bath County System of Interventions

• Uses the Kentucky System of Interventions (KSI)
  as a framework for providing systematic,
  comprehensive services to address academic and
  behavioral needs for all students, enrolled in
  their schools.

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from Pyramid Response to Intervention

• Forward, by Richard DeFour (pg. xv-xvi)
• If schools are to become more effective in
  helping ALL students learn at high levels, RTI
  will require a deep cultural change that must
  occur.

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4 Key Questions

• What exactly do we expect all students to learn?
• How will we know if and when theyve learned it?
• How will we respond when some students dont
  learn?
• How will we respond when some students have
  already learned?
• (DuFour, DuFour, Eaker Many, 2006)

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Core Principles of BCSI
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Core/Universal Tier 1 KCAS Performance Level Descriptions Assessment data (KPREP, local, MAP) Differentiated instruction Researched-base instructional strategies (CHETL, 21st Century, 7 Characteristics of Primary) Formative assessment strategies Collaboration of educators, parents, community Vision and Hearing Screening School-based behavioral programs
Tier 3 5-10
Tier 2 15-20
Tier 1 75-80
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Supplemental Tier 2
Diagnostic and Screening Tools More specific, intense instruction Flexible grouping Support of other staff and Student Proficiency Teams Frequent Progress Monitoring ALL Tier 1 Services
Tier 3 5-10
Tier 2 15-20
Tier 1 75-80
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Intensive Tier 3 Small Group More specific, intense instruction Work with Interventionist Very Frequent Progress Monitoring All Tier 1 and Tier 2 instruction

Tier 3 5-10
Tier 2 15-20
Tier 1 75-80
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Instruction

• Learning is not always pleasurable and easy it
  requires over-learning at certain points,
  spiraling up and down the knowledge continuum,
  and building a working relationship with others
  in grappling with challenging tasks.
• -J. Hattie

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Teacher contributions to student learning
include

• quality of teaching (as perceived by the
  students)
• teacher expectations
• fixed vs. growth mindset
• teacher openness
• classroom climate
• focus on teacher clarity in success criteria
• fostering of effort
• engagement of all students

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• Great teachers are the key. Research shows, in
  fact, that the single most important factor in
  improving student achievement is great teaching.
• Waiting for Superman, Leslie Chilcott, pg. 53

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• How do I as a teacher help every student
  everyday learn, grow and feel like he or she is
  worthy? What are some areas I need to develop?

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How WE Steer our Boat for RtI Success

• Administer Universal Screener and/or Other
  Assessments
• Establish a School Team to Examine Core
  Instruction
• Establish Student Team(s) to Develop and
  Implement Student Proficiency Plans
• Teams Use the Problem Solving Process
• Examine and Utilize Evidence-Based Interventions
• Analyze Data Frequently
• Develop Plans and Continue Cycle
• Celebrate Success

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Using the Compass of RtI (Forms)

• Vision and Hearing
• Speech/Language
• Motor
• Student Proficiency Plans (Team Meetings and Plan
  Forms)
• Reading Summary Sheets
• Math Summary Sheets

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• In the most exceptional schools where new ways of
  pursuing excellence are being developed, there is
  a real effort to help every child achieve his
  potential. All kids can, and must, learn.
• Waiting for Superman, Leslie Chilcott, pg. 58

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• Web is full of RtI Intervention Strategies and
  Ideas
• Pinterest
• Teachers Pay Teachers
• Google - RtI Intervention Lists
• Resources in BCSI Plan Guide

The question is not, Is it possible to educate
all children well? but rather, Do we want to do
it badly enough?
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• We can, whenever and wherever we choose,
  successfully teach all children whose schooling
  is of interest to us. We already know more than
  we need to do that. Whether or not we do it must
  finally depend on how we feel about the fact that
  we haven't so far."
• Ronald Edmonds, Harvard University

Do you agree or disagree? Why??
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• I Can statements for todays RtI session
• I Can
• Explain what RtI is to my peers and others
• Explain why it is important for our students and
  our school community
• Explain what is expected of me in implementing
  RtI
• Familiarize myself with the process and new forms
  

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Resources

• Kentucky System of Interventions (KSI)
  http//www.education.ky.gov/KDE/InstructionalReso
  urces/KentuckySystemofInterventions/
• Academic Behavioral Response to Intervention
  (ABRI) http//louisville.edu/education/srp/abri
• National RTI Center http//www.rti4success.org/
• Kentucky Center for Instructional Discipline
  (KYCID) http//www.kycid.org/
• IRIS Center http//iris.peabody.vanderbilt.edu/
• Characteristics of Highly Effective Teaching
  Learning (CHETL) http//www.education.ky.gov/KDE/I
  nstructionalResources/HighlyEffectiveTeachinga
  ndLearning/HETLCommonCharacteristics.tm
• What Works Clearinghouse http//ies.ed.gov/ncee/ww
  c/publications/practiceguides/
• Hatties Work 138 Influences Related To
  Achievement - Hattie effect size list.mht/

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Questions?
Rhonda Back Rhonda.back_at_bath.kyschools.us