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.

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Responsiveness to Instruction(RtI)

Overview

North Carolina Department of Public Instruction

2011

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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?• What do you want to learn?

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Objectives

• Prepare school and district teams to begin building the foundation of a problem-solving model.

• Become familiar with the essential components of implementation science.

• Identify and utilize resources to support RtI for school improvement.

• Understand the basic tenets of RtI as a School Improvement model.

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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.

.

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Facilitating Change

• People fear change-why?– More work– Less time– Lack of understanding

• Change perceived as “adding”• Good change is welcomed

– Extra paycheck– Additional day off– No interest on payments

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Facilitating Change: How Long Does it Take?

School Culture- Practices- Beliefs- System

Structures

Outcome Data• Standardized

TestsSchool Culture

2-4 Years

Outcome Data

4-7 Years

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What IS RtI?

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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

Problem- Solving

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Public Health & Disease Prevention

Primary (ALL)-Reduce the new cases of problem behavior

Secondary (SOME)-Reduce the current cases of problem behavior

Tertiary (FEW)-Reduce complications, intensity, severity of current cases

Kutash et al., 2006; Larson, 1999410

Why?

NCLBNCLB2002

IDEIAIDEIA2004

ESEA ESEA BlueprintBlueprint

For Reform For Reform 2010

Accountability Accountability for ALL for ALL

studentsstudents

Using Using research-research-

based based practicespractices

Data-based Data-based decision decision makingmaking

Evidence-Evidence-based based

practicespractices

Frequent Frequent assessmentsassessments

Incentives for Incentives for rigorous rigorous

standards and standards and accountabilityaccountability

Subgroup Subgroup analysisanalysis

Career and Career and college readycollege ready

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Title I ESL

AIGSpecial

Education

Educating in silos Educating Collaboratively

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History of RtI in NC

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Research on RtI begins

Efforts led by SLD Consultant in

EC Department

5 pilot LEAs selected

(two schools per pilot site)

Pilots trained

Norming Project

2000 2004-2005

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Trainings across NC began

“Response to Intervention” changed to

Responsiveness to Instruction”

Focus on ALL students

2006-2007 2007

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Regular Education personnel

added to RtI Leadership

Team at DPI

2009-2010

1 EC Representative

3 Regular Ed Representatives

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Currently

Since 2006•Representation from 105 traditional LEAs, 12 Charter/Special Schools trained in State RtI Foundations

•Over 1630 administrators, teachers, and LEA school-based personnel trained

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Current NCRtI Leadership

• One exceptional children consultant

• Two regular education, early elementary consultants

• ESL/Title III consultant

• Three contracted field support specialists

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Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

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NC DPI Definition of RtI

“NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.”

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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

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Tier III

Tier IV

Student Needs

Reso

urc

es

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Total School Improvement Model

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Total School Improvement Model

• Problem solving for all students

• Setting goals for groups of students and individual students

• Maximizing curriculum to meet needs of all students

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3 Components of RtI

Prevention

Intervention

SLD Determination

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Layering of Support

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RtI

RtIRtI

RtI

Teaching & Executive Standards

NC Falcon

Early Literacy

Common Core & Essential Standards

ACRE: Accountability and Curriculum Reform Effort

Is This One More Thing?

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Making Connections: Common Core Standards

Anchor Standard for reading…

“10. Read and comprehend complex literary and informational texts independently and proficiently.”

Common Core is the bus

RtI is the driver

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Making Connections: ACRE

Accountability and Curriculum Reform Effort

“provide a new model for measuring school success that gives parents and educators more relevant information about how well schools are preparing students for college, work and adulthood”

A key tenet of RtI:

Communication of Student progress in

timely manner29

Making Connections: NC Professional Teaching Standards

“Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding”

Did students respond to the

delivered instruction?

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Making Connections: Comprehensive Balanced Assessment

“A comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and statewide assessments that are aligned to state standards”

Each allows insight into students’

response to instruction

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Reality of Current Education

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Current Reality

“The effects of educational failure are going to get worse if we don’t prepare all students to be

competitive in the global market place.”

- The Perfect Storm

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Dilemma

Our traditional U.S. school system was not designed to ensure all students learn at high

levels.

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“Getting a good education is the time-honored path of upward mobility; education is viewed

as the means to achieve the [American] Dream. Over the past 30 years …jobs have

[changed], making education an even greater necessity for economic success.”

Yeskel (2008)

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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

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Problem Solving for all

students

Something is

“wrong” with this student…

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Student is performing

below grade level

Pre-Referral Team Meets

Interventions/ Accommodations are

implemented

Class work samples collected

Refer for testing

Test

Do not test

Does not qualify Qualifies

Meet and repeat

every three weeks

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Now what?What is working

for this student?

Family Questions

What did that report really

mean?

Is my child getting

‘services’?

Teacher Questions

Will my child ever be good at school?

They said by 2nd grade my child should be able to get services…now what?

What does this

student need?

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Build a System of Support

Students fluidly move between

a seamless support system

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