1. Responsiveness to Instruction (RtI)
Welcome!
1. Gather at your table with your team.
2. Before we begin, use sticky dots to
answer the 6 statements posted
around the room.
3. Welcome!
• Introductions
• Who are we & Why are we here?
– Choose a spokesperson.
– Share with the group:
• Who are you?
• Where are you from? School? District? Other?
• Why are you attending this training?
• What do we already know about RtI?
4. Objectives
• Prepare trainers to coordinate and
implement a problem-solving framework
with school personnel.
• Integrate RtI into existing LEA and DPI
initiatives.
• Identify and utilize resources to support
school improvement.
• Identify and utilize resources to support
student achievement.
5. What Are Our Beliefs?
• What are characteristics or qualities of a great school?
• For 2 minutes, work alone to write each characteristic
or quality on its own sticky note.
• For 4 minutes, work with your team to categorize your
characteristics by placing similar qualities together.
• Work together to label each category.
• Decide who will share your categories with the rest of
the group.
6. Time to Share
• Common Characteristics
– What’s in place?
– What can be added?
8. Facilitating Change
1. What is working? Not?
2. How should changes be
made?
3. Who needs to be
involved to make the
necessary changes?
4. How will success be
measured?
5. How will the change be
sustained?
10. National RtI Model
• “Response to Intervention”
– Born out of Reauthorization of Special Ed
Law (IDEA 2004)
• Two Models of RtI:
– Problem-Solving Model
– Standard Protocol
11. North Carolina Model
• “Responsiveness to Instruction”
• Four-Tier Problem-Solving Model
– Core Instruction
– Student Achievement
12. NC DPI Definition of RtI
• 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.
13. Making Connections
• Teacher & Executive Standards
• Formative Assessment
• Early Literacy
• Common Core & Essential Standards
• Accountability and Curriculum Reform
Effort (ACRE)
14. What is RtI?
• Framework that focuses on:
– Appropriate, targeted instruction
– Researched-based teaching strategies
– Early intervention
– Accurate assessment with valid, reliable
data
– Frequent progress monitoring
– Informed instructional decisions
15. 3 Components of RtI
Prevention
Intervention
SLD Determination
16. Why RtI?
• Alignment of student’s needs with specific
instructional strategies that are research-
based
• Recognition of needs that allow for early
intervening
• Enrichment and extension of curriculum
• Reinforcement of skills and concepts
17. How is This Different?
• Creates a shift in focus
– proactive rather than reactive
– eliminates “Wait to Fail”
• Early intervening to prevent
failure
• More efficient use of resources
• Supports family partnerships
18. How Do We Do This?
• Educate all students:
– Build upon prior knowledge and
experience
– Address a wide range of skill levels
– Instruct utilizing various forms of data
– Provide instruction at the appropriate
instructional level matched to student
needs
19. In Other Words…
…The focus is placed on instruction rather
than on what is wrong with the student…
21. In Other Words…
• …The focus is on
addressing the
needs of ALL
students…
22. In Other Words…
• …the focus is on ALL educators being
responsible for ALL students
23. 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
24. RtI is Not….
• A packaged program
• A curriculum
• Special Ed
• Just for eligibility identification
• A place in the building
RtI
25. RtI is…….
• The whole school working together
• Process that uses all resources within a school
• Instruction guided by student outcome data
• Instruction & interventions matched to
student’s needs
• Prevention of academic and behavioral
problems
RtI
• Varying levels of intensity
26.
27. LEADERSHIP is KEY!
• “A leader's role is to
raise people's
aspirations for what
they can become
and to release their
energies so they will
try to get there.”
(David R. Gergen)
28. Leadership Must Be…
• “Our leader not only
Knowledgeable
• Students
has a mission for our
• Curriculum school which is what
• Data we want to do, but
• Schedules she has a vision of
• Teachers’ needs how we are going to
do it.” (Murphy, 2004)
Visionary
• Mission
• Plan
• Support
29. Let’s Reflect
• Turn to someone sitting near
you.
• Tell him or her 3 ideas about
RtI that were helpful or
interesting to you.
• Listen to your partner’s
thoughts.
• Choose one idea to share
with your table.
35. Leadership Guides Consensus
Component 1: Consensus Building
1. Provide information & coordinate with
district administration
2. Provide information to school staff and
others about RtI
3. Identify consensus level among staff
necessary for implementing RtI
4. Determine next steps
5. Plan to support change initiative
Page 5-14
36. Leadership Guides Consensus
• Self-Assessment
1. With your team, review the 5 Actions of
Consensus Building.
2. Use the Self-Assessment to discuss and
begin rating strengths and areas of focus.
3. Discuss possible strategies for building
consensus in your school/district.
4. Be prepared to share strategies with the
whole group.
Page 49-51
37. Leadership Guides Consensus
• Self-Assessment
– What strategies did
your team think
about for building
consensus in your
school and/or
district?
44. Analyzing Your Core Program
• What does your school look like now?
– Are at least 80% of your students proficient?
– What is working? Why? How do you know?
– What’s not working? Why? How do you know?
– Do teachers have needed skills & content
knowledge?
– Is your curriculum aligned with standards &
assessment?
– Are teachers using research-based
strategies?
– Is your schedule working?
48. Analyzing Reading Core
• The investment in identifying a core program
that aligns with research and fits the needs of
learners in your school will reap long-term
benefits for children's reading acquisition and
development.
51. Analyzing YOUR Core Curriculum
• Gather the core reading materials you
brought with you.
• Select an Analyzing Tool that fits for your
selected curriculum.
• Work together to analyze a small portion
of the reading core.
• Together, discuss strengths, issues, and
strategies for a full evaluation.
53. Reflection & Growth
• Reflection of Current RtI Model
– Successes
– Challenges
• State Level Collaboration
– Comprehensive, All-Inclusive NC Model
• DPI Steering Committee
• DPI Workgroups
• State Level Capacity & Infrastructure
– Technical Assistance
• RtI Regionally-Based Support Consultants
– Monitoring & Evaluation
54. Current & Next Steps
• Enhancement
– Current NC RtI Model
• Streamlined with existing initiatives
• Integration of additional needs & populations (e.g.,
AIG, LEP, Cultural Responsiveness)
– Current RtI Introductory Professional
Development sessions
55. Current & Next Steps
• Development
– Administrator Session prior to Foundational
RtI Sessions
– “Update” training regarding revised/enhanced
information for LEAs/schools who previously
attended the Foundations RtI training sessions
– “Phase 2” Professional Development
Opportunities for in-depth training on specific
topics
– Future support documents & resources (e.g.,
concept paper, handbook, webpage)
56. Overview of what’s to come…
• Next Two Days
– Problem-Solving Model
– Curriculum Based Measurements
– Case Studies- Tier I, Tier II, Tier III
– Your Case Study
• Additional Modules
– Elements of Literacy
– Elements of Math
– Related Instructional Components
• (PBIS, AIG, ELL, Cultural Responsiveness, Related Services)
– Additional Planning Time
57. Plus/Delta
• Before leaving
– Take a few moments to discuss with your
team what worked well (plus) and issues,
concerns or recommendations (delta) and
record them on the Plus/Delta form.
Tomorrow, we’ll begin at 9:00 am.
Editor's Notes
Use the pre-session posters to comment on what the group believes to be correct about RtI. Assure them that they will leave this training knowing the “answers” to those questions.
Give directions only one step at a time. Show them the first direction, then have them do that step. Then, show them the next direction, and have them complete. MUCH easier than showing them the directions at the same time!!
Move quickly around the room, from school/district to the next, sharing one category. Once everyone has shared a different category, start over, inviting each school/district to share another one on their table that is not on the chart. Continue until all groups have shared all categories. List each of the categories on chart paper. Highlight how RtI can help achieve many of these characteristics… and that we’ll learn how during these next 7 days. Either now, or during a break, have the participants place the sticky notes with a category as desired. Then, refer to these sticky notes throughout the training.
You may want to highlight the Handout “5 Steps to Facilitating Change” with them.
NC chose to use the term “instruction” rather than “intervention” because it shifts the focus on the instruction for ALL students, not just those who are struggling.
So, how does RtI mesh with other statewide initiatives? Let’s look at a few of the larger initiatives. Teacher & Executive Standards – RtI clearly addresses data driven instruction which can be linked to those standards. Formative Assessment - With formative assessment, teachers are continuously gathering formal and informal data to drive instruction. Early Literacy- Research suggests that a focus on early literacy skills saves time and money. With an RtI model schools have to focus on those early literacy skills and are enabled to provide any needed intervention at a much earlier age. Common Core & Essential Standards – An RtI model requires schools to continuously look at data to ensure that those standards are being taught. To serve different purposes, we need different types of assessment In education (and RtI) assessments we use fall into one of three categories: summative, benchmark, and formative assessments. ACRE – NC’s comprehensive initiative to redefine the SCOS for k-12, student testing program, and student accountability model – stream line all types of assessment we use in NC Activity for participants: List all assessments used in district/ school building Then classify as type (summative, benchmark, formative) and role (universal screening, diagnostic, progress monitoring)
This applies to students who are struggling with academic skills, as well as those under achieving.
We “RtI-d them” not something we do to students, but for students.
Well-integrated system with the whole school working together High-quality, research-based instruction and interventions matched to student’s needs
The KEY to success… is….???
Leadership!
Created to provide concrete guidance to implementation sites. Everyone should either have a hard copy or an electronic version of a copy. Participants were asked to make a hard copy if desired.
Ask participants to walk through their version of Blueprints as you discuss. Highlight page numbers (lower right corner) when needed.
Provide at least 15 minutes for this activity.
Created to provide concrete guidance to implementation sites.
Provide a few minutes for participants to read over and look over this part of the Blueprint in order to become familiar with it.
Provide 15 minutes for team reflection Your Core Program includes many components, with the adopted curriculum as a piece of that core.
Read a bit and share the hard copy with the group. (ANY SCREENSHOTS/SCANNING NEEDED?)
Everyone should have a one-pager from this document to use.
Everyone should have a one-pager from this document to use.
Everyone should have a one-pager from this document to use.
Read a bit and share the hard copy with the group. (ANY SCREENSHOTS/SCANNING NEEDED?)
Provide at least 45 minutes for this activity.
What did you discover? How might you conduct a full analysis of your core reading?
