RTI & THE CONNECTION TO PLC’SEssentials for AdministratorsSept. 27, 2012

Presentation OutcomesAs a result of today’s presentation

administrators will: review their current understanding of RTI

& PLC’s gain a deeper understanding RTI & the

connection of the work of a PLC review the direction for RTI and PLC’s

within GSSD

What we Learned from Chris Weber Regarding PLC & RtI - August 2011

RtI has everything in common with PLCs RtI is a verb consisting of various, more

individualized levels of intervention for struggling students

RtI cannot be a mandate – it will look different in each school

RtI can work with our current level of resources RtI & PLC’s ≠ lots of paperwork Small group instruction must be a part of every

classroom

What we Learned From Rick DuFour at the PLC Institute – Sept. 2011

PLCs focus on improving individual and collective results

The critical question in a PLC is not, “Do we collaborate?” but rather, “what do we collaborate about?”

What is it we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they already know

it?

Continued Refocus on RtI

We know that RtI is an instructional framework:

which utilizes high-quality interventions matched to student needs

coupled with formative evaluation to obtain data over time to make critical educational decisions

Effective problem solving and data-based decision making are the essence of good RtI practice!

We know that this framework provides for: Strong curriculum and instruction for all

students Targeted/secondary interventions

for students who continue to exhibit learning and behaviour problems

Intensive/individual interventions for students with the most significant needs

Shores, 2009

Continued Refocus on RtI

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

1-5% 1-5%

5-10% 5-10%

Academic Systems Behavioural Systems

School-Wide Systems for Student Success

A Response to Intervention Model

Tier One – Universal Interventions

Tier One consists of universal strategies: A high-quality research-based core

curriculum Evidence-based teaching strategies School-wide screening to identify

students’ current level of performance and students at risk for difficulty

Tier One – Universal Interventions

Sample Tier One supports: differentiated learning activities to address individual needs

based on readiness adaptations to ensure that all students have access to the

instructional program (environment, pacing, output, etc…) problem solving to identify interventions and to address

behaviour issues that prevent students from demonstrating the academic skills they possess

universal screeners interest inventories/learning style inventories flexible groupings/small group instruction environmental supports and routines

Effective Tier Two and Three interventions cannot be built without a strong Tier One

Tier Two – Secondary Interventions

Tier Two involves: a systems approach to coordinate the

key actions of the school to ensure student success

adaptations to the environment, learning materials, teaching strategies, timing, reinforcement, etc…

assessments that are developed for students who do not respond sufficiently to Tier One strategies - students’ progress is measured frequently

Tier Two - Secondary Interventions

There are three necessary components of the Tier Two system:

1) a data management system, 2) the appropriate interventions based

on what is shown by the data, and 3) a team charged with the oversight

and management of the system.

Tier Two - Secondary Interventions

Sample Tier Two &/or secondary interventions for the failed intentional non-learners: Mandatory study hall Mandatory homework help Frequent progress reports Study skills classes Goal-setting and career planning supports Mandatory extra curricular involvement PSP consultation

Tier Two - Secondary Interventions

Sample Tier Two &/or secondary intervention in reading:Definition

Instructional intervention employed to supplement, enhance, and support Tier One: takes place in small groups

Focus Students identified with reading difficulties who have not

responded to Tier OneProgram Specialized, scientifically based reading instruction and

curriculum emphasizing the critical elementsInstruction Additional attention, focus, support, additional opportunities

to practice embedded throughout the day, pre-teach, review skills, frequent opportunities to practice

Tier Two Secondary Interventions

Interventionist Personnel determined by the school (i.e. classroom teacher,

specialized reading teacher, other trained personnel)Setting Appropriate setting designated by the schoolGroupings Homogeneous small-group instruction (with teacher-student

ration 1:4 or 1:5)Time 20-30 minutes per day in addition to Tier OneAssessment Progress monitoring twice a month on target skill to ensure

adequate progress and learning

Tier Three – Tertiary Interventions

Tier Three addresses: The needs of students who continue to

display an inadequate response to instruction despite the use of high-quality, evidence-based Tier Two strategies;

Instruction and interventions are further individualized and students may be referred for further evaluation by the Inter-disciplinary team (i.e. PSP).

Tier Three – Tertiary Interventions

Most intensive interventions – begins with a more intensive version of the intervention program used in Tier Two (longer sessions, individualized, more frequent)

Tier Three – Tertiary Interventions

Sample Tier Three interventions for the failed intentional non-learners: PSP consultation/direct therapy IIP development Outside agency support and

involvement Alternate, functionally integrated

programs

Tier Three – Tertiary Interventions

Sample Tier Three intervention in reading:Definition

Reading intervention extending beyond the time allocated for previous tiers

Focus Students with marked difficulties in reading or reading

disabilities who have not adequately responded to tier 1 & tier 2 efforts

Program Sustained, intensive, scientifically based reading instruction

and curriculum highly responsive to the students’ needsInstruction Carefully designed and implemented, explicit, systematic

instruction

Tier Three – Tertiary Interventions

Interventionist Personnel determined by the school (i.e. the reading

specialist teacher or SST)Setting Appropriate setting designated by the schoolGrouping Homogeneous small group instruction (with teacher-student

ratios of 1:1 or 1:2)Time 50-minute sessions (or longer) per day depending upon

appropriateness of tier 1Assessment Progress monitoring more than twice a month on target skill

to ensure adequate progress learning

RtI Assumptions: A problem-solving model should be

used to make decisions; Evidence-based interventions should

be implemented to the furthest extent possible;

Progress monitoring must be implemented to inform instruction; and

Data should drive decision making.

Administrators are key: In creating the climate of the school and the

quality of programming that the school provides for all students;

In the engagement of all students and in meeting the learning needs of all students; and

In influencing the success or failure of the implementation of RtI in their schools.

Administrators are the “Leaders of the Teams”