RTI FO

R SCHOOL WIDE

SUCCESS

PRESENTED

BY

BROOKE PRICKETT,

STL R

EGIONAL C

ONSULTANT

DR. BERTH

A RICHARDSON, STL REGIONAL C

ONSULTANT

AGENDA

Welcome and IntroductionWhat is RtI?Systematic Intervention

What is it ?What does it look like in a

school?

BERTHA B usyE nthusiasticR eachingT eacherH appyA +

BROOKEB abblingR esponsiveO pen-mindedO ut-goingK nowledge- seekingE nthusiastic

WHO ARE WE?

WHAT DO YOU EXPECT FROM TODAY ?

1.Who Are You?

2.What One or Two ‘Things’ Do You Expect from Today’s Session ?

Now, Let’s Look at Our Agenda !Now, Let’s Look at Our Agenda !

NORMS (WORKING AGREEMENTS)

Begin and end on timeBe an engaged participantLimit sidebar conversationsListen fullyUse electronics to focus your learningTidy up!

ESSENTIAL QUESTIONS

What are the essential components of RtI?What instructional strategies are most effective?

WE ARE SHARING A COMPREHENSIVE, MULTISENSORY AND BALANCED LITERACY RTI PROGRAM WHICH PRESENTS A SEQUENCE AND STRUCTURE DESIGNED TO CLOSE THE GAP FOR ELL, AT PROMISE OR STRUGGLING READERS.

OUTCOMESExamine a RTI model to close the ELL

reading achievement gap and balanced language and literacy.

Discover new strategies for students in Tier 2 and Tier 3 who have not been successful with other reading strategies.

PLC implementation connection

OAK HILL ST. LOUIS PUBLIC SCHOOL DISTRICT

WHAT IS RTI ?RTI is the practice of providing

high quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.

National Association of State Directors of Special Education

MO DEFINITIONResponse to Intervention (RtI), in its

broadest sense, is a framework that allows for instructional and behavioral effectiveness through the use of evidence-based practice, systematic data collection, and data-based decision-making within a tiered model to improve educational outcomes for all students.

EFFECTIVENESS OF RTIPLC (Professional Learning Community)

What do you want your students to know?How will you know they know the information or skill?What will you do if they have not learned it or what will you do if they have learned it?

Assessing every five weeks

DATA CYCLESteps for a Data Cycle….can be used for any data cycle!

Step 1Collect and Chart your data 

Step 2Analyze to prioritize student needs

the assessments or student work

 

Step 3Set a SMART goalThe percentage of ___________________(student group) scoring proficient or higher in ___________________(content area) will increase from ________ (current % proficient or higher) to _____________ __(goal %) by the end of ____________ __(month, unit, quarter) as measured by ________________________ ________(assessment tool) administered on ________________________ (specific date).

Step 4Select strategies for areas of concern or misconceptions

 

Step 5What are the result indicators? What will you see if strategies are working and are being successful to move students learning?

Step 6 Monitor…how is it working? 

IS THERE A MATCH ?18

Data Teams RtI Academics*Shared Vision X

X

X

X

X

Collaboration around DataMentoring & CoachingProfessional DevelopmentCurriculum Mapping

Evidence-Based Practices High-Quality InstructionResearch-Based InterventionCulturally Responsive Practices

Progress Monitoring Progress MonitoringData-Based Decision-Making Universal Screening

Implementation FidelityFamily/Community Involvement Celebration

ARE WE READY TO IMPLEMENT?How will we identify students in need of

intensive interventions BEFORE they start to fail?

What essential standards will be taught at Tier 1 through core instruction with embedded differentiation?

What criteria will be used to determine which students need supplemental support and which need intensive support?

ARE WE READY TO IMPLEMENT (CONT’D)How can we best utilize our school-wide resources to support Tier 2 and Tier 3 support?How will we monitor student progress within intervention?How will the intervention team determine if special education is necessary, appropriate, and defendable for a student?

IDENTIFY

ReadingWritingNumber senseEnglish languageAttendanceBehavior

IDENTIFY

Universal ScreenersCommon Formative Assessments

Staff Recommendation

How does this compare to how your school makes determinations for placements?

What’s the same? What’s different?

What will work for us? What will not work for us?

EFFECTIVE INTERVENTIONSResearch-basedDirectiveAdministered by trained

professionalsTargetedTimely

Do the interventions you are currently using meet this

criteria?

TIME

“Flexible Intervention Time at the Elementary/Secondary

Level” OR

“The Floating Tutor”

HOW?

TIER 1-CORE

What is provided for all students Direct instruction Differentiated instruction as needed

TIER 2-SUPPLEMENTAL

Some help beyond what is provided for all students in Tier 1

Small-group tutoring (failed learner)Mandatory study hall to complete missing

assignments (intentional non-learner)Reward for good behavior in class (intentional

non-learner)

TIER 3-INTENSIVEA lot of help beyond what is provided for all

students in Tier 1Intensive reading support class (failed learner)Daily study skills to help the student organize and complete his homework (intentional non-learner)

2-period math class that provides the student both access to grade-level curriculum and targeted remediation in prerequisite skills (failed learner)

5 MINIMUM COMPONENTSHigh-Quality, Research Based

Instruction in all ClassroomsUniversal Screening in Literacy,

Numeracy, & Behavior (3xYr)Progress monitoring of students

receiving T2/T3 servicesResearch-Based InterventionsImplementation Fidelity is measured in

T1, T2, & T3(Alan Coulter, 2008)

VISION FOR SCHOOLS OF TOMORROWShared ownership, accountability, and leadershipAll struggling students referred to the RTI system

for support with a prevention focus on academics and social/emotional/behavioral issues

Eligibility considered after intervention and ongoing progress monitoring of response to intervention

Early intervening services are accessible to any student in need

Authentic assessments and progress monitoring throughout the curriculum; less focus on standardized assessments to determine eligibility for special ed

Flexible delivery of support services is the norm

MEASURE OF STUDENT GROWTHKINDERGARTEN ROOM 109

AUG. ASSESSMENT DEC. ASSESSMENT

SAMPLE SCHEDULELarge Group Reading 30 minutes You can

make it two 15 minutes sessions if need to break up

Centers or reading Activities (Small Group instruction) 1 hour

Close 5 to 10 minutesWriting Large Group 15 minutesSmall group writing 20-30 minutes

SKILL SET

How we help our students to obtain their skill set using multi sensory instruction

LESSON EXTENSION

IDRIndep

enden

t Dire

cted Rea

ding

TECHNOLOGY DIFFERENTIATED

WE BEGIN TO CELEBRATE SUCCESSES