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RtI:%20%20Keeping%20It%20Simple

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Title: RtI:%20%20Keeping%20It%20Simple


1
RtI Keeping It Simple
  • Jenn Sheldon
  • Amy Galicia

2
Agreements
  • Our Finest Hour
  • One Fine Team
  • Reflect
  • Personal Needs
  • Blast off!

3
RtI in PSD
4
Big Question
  • RtI How do we make connections, make it simple,
    and make it work?

5
Objectives
  • What is the RtI framework and how do we make it
    simple?
  • How do we connect all that we do in the RtI
    Framework?
  • How do we effectively implement the Problem
    Solving Process?
  • What are our next steps?

6
What is the RtI framework and how do we make it
simple?
  • What is the RtI Framework?

7
Video
8
What is a system?
  • A system is a collection of parts that interact
    to function as a whole.

9
Keeping it Simple
  • RtI is a system for meeting all students needs.
  • It requires us to think like a system!

10
Think like a system!
The Handbook for SMART School Teams, Conzemius
and ONeill 2002 Solution Tree pp.180-8
11
Feedback Loops
The Handbook for SMART School Teams, Conzemius
and ONeill 2002 Solution Tree p. 181
12
Learning Process
13
Keep it EASy
  • Establish All Systems!
  • The A Team
  • The B Team
  • Grade Level
  • Content Area Teams
  • Student Success Teams

14
The A Team
Purpose Set School-wide Academic Goals and
identify strategies for achieving them
15
The B Team
Purpose Set School-wide Behavior Goals and
identify strategies for achieving them
16
Grade Level/Content Area Teams
Purpose Work collaboratively to examine
instruction and ultimately meet all students
needs.
17
Student Success Teams
Purpose Assist teams through the problem
solving process
18
Inspection
  • Before take-off lets do one last inspection
    and brainstorm approaches.

19
Space Walk
20
How Do We Connect All That We Do?
21
Connect the System
  • Using the terms given to your group, create a
    graphic that represents the connections that can
    be made to a systems approach to Response to
    Intervention
  • You may add additional components if you need
    to.
  • You may replicate slips of paper.
  • You should try to use as many of these terms as
    possible.

22
Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
23
PLC Questions
  • What do we want our students to know? (Outcomes)
  • How will we know they are learning it? (Data)
  • How will we respond if students dont learn?
    (Systems and Practices)
  • How will we respond if they already know it?
    (Systems and Practices)
  • How do we effectively teach what we want them to
    know? (Systems and Practices)

24
What do we want students to learn?
25
How will we effectively teach it?
26
The Teaching and Learning Cycle
27
Reflect
  • What conditions are supporting or hindering
    effective universal instruction for all students?
    (Think both academics and behavior)

28
Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
29
How will we know they have learned it?
30
Assessments
  • Screening
  • Quick efficient measures of overall ability and
    critical skills known to be strong indicators
    that predict student performance
  • Progress monitoring
  • Also brief, given periodically to determine
    whether students are making adequate progress

31
Assessments continued
  • Diagnostic
  • Provide in depth, reliable assessment of targeted
    skills
  • Outcome
  • Given at the end of the school year used for
    school, district, and state reporting purposes

32
Reflect
  • What systems are in place to assess and use data
    to inform our decisions?

33
Outcomes academic and behavior targets
identified by school
Integrated Elements of RtIA RtIB
OUTCOMES
Practices strategies interventions that
are evidence- based
Data Information used to make accurate and
appropriate decisions
PRACTICES
DATA
SYSTEMS
Systems supports needed to ensure accurate,
durable implementation of practices
Adapted from a slide by George Sugai and Rob
Horner PBIS
34
What do we do if they dont know it? What do we
do if they already know it?
35
Intervention is
  • the systematic and explicit instruction
    provided to accelerate growth in an area of
    identified academic and/or behavioral need.

36
Intervention is not
  • a person
  • a place
  • a modification
  • an accommodation
  • progress monitoring
  • an assessment

37
Intervention is
  • Focused on a specific area of concern
  • Provides direct explicit instruction in a timely
    manner related to the area of concern
  • Can be adjusted by frequency, duration and
    intensity

38
How Do We Implement the Problem Solving Process?
39
What is the Problem Solving Process?
Identification
  • Systematic
  • Data-driven
  • Collaborative
  • Approach for supporting all students.

Prevention
40
How do we effectively implement the Problem
Solving Process?
  • Defined Protocol and Process
  • Solution focused
  • Used with the grade level/content area teams and
    Student Success Teams
  • Fluid

Kranz at his console on May 30, 1965, in the
Mission Operations Control Room, Mission Control
Center, Houston
41
Directly Measure the behavior/skill Analyze and
validate the problem Identify variables Determine
Root Cause
Evaluate the plan and the students response End
the plan, create a new one or adjust intensity,
frequency, duration
Target the area of concern Determine intensity,
frequency and duration
Implement the plan as intended Progress
monitor Modify as necessary
42
What is the purpose of SST??
  • Assist teams through the problem solving process
    by collaboratively creating and implementing
    targeted and intense interventions, progress
    monitoring and the evaluating the effectiveness
    and fidelity of the plan

43
Progress Monitoring
  • Essential to determine effectiveness of
    instructional programs and interventions
  • Data is used to determine movement of students
    within the tiers
  • Used to make decisions during problem solving
    process
  • Varies depending on the level of intensity

44
Progress Monitoring at the Tiers
  • Tier I- provided to all students using on going
    universal screeners and assessments aligned with
    instruction
  • Tier II and Tier III- more strategic and targeted
  • Focus on current levels of performance
  • Tools should be flexible, efficient, accessible,
    and informative

45
Progress Monitoring Tools Available
  • Curriculum Based Measurement (CBM)
  • Standard direction, materials, scoring rules, and
    is a timed assessment
  • Examples included MBSP (Math Basic Skills),
    DIBELS, Jim Wright, probes from Aimsweb, etc.

46
Designated Consultant
  • Informs and supports the teacher
  • Communicates regularly with the teacher

Astronaut Alan B. Shepard Jr., prime crew
commander of Apollo 14, monitors communications
between the Apollo 13 spacecraft and the Mission
Control Center.
http//www.jsc.nasa.gov/jscfeatures/articles/00000
0363.html
47
Reflect
  • What have you found effective and what challenges
    are you facing?

48
Team Time
  • Work with your team/colleagues to review your
    action plan based on the RtI Indicators.
  • How will you prioritize your work?
  • Please be prepared to share
  • What have you gotten today that you will share
    back at your school?
  • What are you committing to do when you return to
    your building?

49
A Safe Landing
50
Objectives
  • What is the RtI framework and how do we make it
    simple?
  • How do we connect all that we do in the RtI
    Framework?
  • How do we effectively implement the Problem
    Solving Process?
  • What are our next steps?

51
Big Question
  • RtI How do we make connections, make it simple,
    and make it work?

52
Houstonwe have a problem!
  • Contact us anytime
  • Amy Galicia agalicia
  • Evelyn Jacobi ejacobi
  • Jenn Sheldon jsheldon
  • Tom Tonoli thtonoli

53
Space Walk
54
Orbit Activity
  • When you think like about successful systems
    of implementation of an intervention or
    enrichment block, what would contribute to its
    success?
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