r esponse to i ntervention (r t i) math alliance july 12, 2011
DESCRIPTION
W E WILL BE SUCCESSFUL WHEN WE CAN Identify the characteristics of RtI Make connections between the IES Practice Guide recommendations and what we are learning in AllianceTRANSCRIPT
Math AllianceJuly 12, 2011
Understand how RtI is being conceptualized in Wisconsin
Understand the IES Practice Guide recommendations for RtI in mathematics at the elementary and middle school
Analyze promises and challenges of RtI
Identify the characteristics of RtI Make connections between the IES
Practice Guide recommendations and what we are learning in Alliance
WHAT IS RTI?A process for achieving higher levels
of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration.
Wisconsin Department of Public Instruction
• Identify students at risk or those needing challenges
• Intervene or challenge• Monitor progress• Make adjustments in the
interventions or challenges
• WI Response to Intervention: A Guiding Document
WI RtI Roadmap for Academic and Behavioral Success
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• Account for and adapt to the broad diversity of race, language and culture in WI
• Monitor who is successful with and without interventions/challenges and which are more successful with various groups
WI Response to Intervention: A Guiding Document
• Differentiated• Aligned with Common Core State
Standards• All students• Interventions and additional
challenges for those who need them
WI Response to Intervention: A Guiding Document
• More than one piece of data to make decisions
• Universal screening- likelihood to meet benchmarks
• Progress monitoring– Responsiveness (instruction
and interventions)– Effectiveness – Formal or informal
WI Response to Intervention: A Guiding Document
Educators, families and communities
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Number of levels in the multi-level system
Core curriculum and instructional practices
Screening and progress monitoring processes
Decision criteria for determining levels of support
Interventions and additional challenges
Collaborative structures
Tier 1 (80%) Tier 2 interventions
(15%)
Tier 3 interventions
(5%)•Core Curriculum•Research-based•PBIS•Differentiated•Summative, formative, benchmark assessments
•Academic and social/emotional•In addition to Tier 1•Short term•Progress monitored and graphed•Specialized
•Academic and social/emotional•Interventions orReplacement curriculum orAdditional curriculum•Progress monitored frequently and graphed
RtI is for ALL children and ALL educators. RtI is something you do and not necessarily
something you buy. RtI emerges from and supports research and
evidence based practice.
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• Recommendations so that the number of children who struggle in mathematics can be reduced by using RtI
• Developed by professionals from math and special education
• Reviewed evidence from studies of low-performing students and those with specific learning disabilities
• Identify whether evidence is high, moderate or low
Each recommendation has:Level of evidenceSummary of evidenceHow to carry out the
recommendationPotential roadblocks and
solutions
Read the section on your recommendation (Skim or skip the summary of evidence)
As a group, clarify the recommendation, how the panel suggested it be carried out, and the potential roadblocks and solutions
Add roadblocks (and possible solutions) if you see them
Make connections to Alliance React
Recommendation #1
IMPORTANT POINTS
POTENTIAL ROADBLOCKS AND SOLUTIONS (add your own)
CONNECTIONS TO CLASS
Take notes on the recommendations and connections to Alliance
Take notes on any other connections you see
React - and think about what is behind your reaction
1. Challenges of implementing RtI2. Challenges of implementing RtI in math
The Wisconsin RtI Centerwww.wisconsinrticenter.org
The Wisconsin RtI Roadmaphttp://dpi.wi.gov/rti/pdf/rti-roadmap.pdf
IES Practice Guide (Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools http://ies.ed.gov./ncee/wwc/publications/
practiceguides/