responsiveness to instruction (rti) what’s new in north carolina?
TRANSCRIPT
Responsiveness to Instruction (RtI) What’s New in North Carolina?
Objectives
• Become familiar with the current work of NCDPI regarding Responsiveness to Instruction (RtI)
• Know the key differences between the four and three tier RtI model
• Understand the critical components of RtI as a framework for school improvement
RtI State Leadership Team
Angela Quick, Deputy Chief Academic Officer
Maria Pitre-Martin, Director, K-12 Curriculum and Technology
– Ivanna Mann Thrower, ESL/ Title III Consultant
– Amy Scrinzi, Math Consultant
– Dan Tetreault, English/ Language Arts Consultant
Mary Watson, Director, Exceptional Children
– Sherry Thomas, Section Chief, Exceptional Children
– Lynne Loeser, SLD/ ADHD Consultant, Exceptional Children
Allison Whitaker, Consultant, Federal Program Monitoring and Support
Rick Powers-Statewide RtI Building AdministratorConsultant
History of RtI in NC
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North Carolina Problem-Solving Model
• 2000 Study began
• 2004 Five pilot sites
• 2006 State wide training
• 2008 Regional training & trainers
• 2010 General education partnership
• 2011 Implementation Science
• 2012 Transition to RtI three tier model
NC DPI Definition of RtI
NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs 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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Critical Components of RtI
• Leadership and Shared Responsibility
• Curriculum and Instruction
• Assessment
• Problem-Solving/Data-Based Decision Making
• Family and Community Partnerships
• Sustainability and Integration
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Current State Work
• Scaling Up Work Group
– Focused work with State Implementation and Scaling up of Evidence-based Practices (SISEP)
– Collaboration across DPI Agency and Institutions of Higher Education, and LEA representation
• Collaboration with RtI and PBIS
– Developing one Multi-tiered System of Support
• Secondary RtI Pilots- Oak Foundation Grant
Currently Implementing
• 80% of LEAs implementing in at least one school
• 53% of all K-8 schools are implementing
• 23% of all High Schools are implementing
• 45% of all schools (K-12) are implementing
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Transitioning from Four to Three Tier Model
Adjusting Mindsets
Process for some students
Framework for total school improvement
Why Shift?
• Place focus on problem-solving foundational core for total school improvement
• Increase focus on general education
• Movement away from viewing RtI as a process to a framework for all students
• Integrate with Positive Behavior Intervention and Support (PBIS)
Title I ESL
AIGSpecial
EducationEducating in
silos
14Slide created by Dale Cusumano, Ph.D.
Title I ESL
AIGSpecial Education
Educating Collaboratively
15Slide adapted from Dale Cusumano, Ph.D.
Problem-Solving Model
Evidence-Based Practices
Data-Based Decision Making
Four Tier RtI Model
Four Tier RtI Model
System of Support for Student Success
Three Tier RtI Model
Three Tier RtI Model
Perceived focus on individual students
Individual paperwork at all Tiers
7 Step Problem-Solving
Individual student
data only
Education in silos
Perceived as route to Special Ed
Focus on Core
instruction at all tiers
TIPS
Monitor all students’ response
All students in
Tier I
Shared Education
Core Paperwork
at Tier I
Four Tiers Three Tiers
What Happened?
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Defining, Analyzing and Monitoring Tiers I, II and III
Layering of Support
Differentiated Core
Supplemental Support
Intensive Support
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Foundational Core: Tier 1
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Who: All students are in Tier 1 (Foundational Core)
What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting benchmarks in Foundational Core alone. What about subgroups?
Tier I – Three TierFocus on Foundational Core
• Includes all students
• Focus on all students across a grade and response to foundational core
• Document on one grade level problem-solving form
• Monitor response (of all students) to instructional changes
Tier I – Focus on Foundational Core
• Enhanced core
• Increased academic engaged time
• Less paperwork
• Less progress monitoring
Analyzing Foundational Core
Analyzing Foundational Core
• Are at least 80% of your students proficient in each subgroup with foundational core alone?
• What is working? Why? How do you know?
• What’s not working? Why? How do you know?
• Do teachers have needed skills & content knowledge?
Supplemental Instruction: Tier II
Slide adapted from G. Batsche
Who: Students needing supplemental support in addition to Foundational Core instruction (approx. 20% of students)
What: Evidence-based programs and practices demonstrated to improve performance in Foundational Core
Effectiveness: If at least 70-80% of students improve performance toward Foundational Core standards
Tier II – Supplemental + Foundational Core
• Instruction is connected to core content
• Supplemental instruction does not supplant core
• Documentation is on same form for individual student
• Analysis of effectiveness of Tier II instruction for all students toward Foundational Core standards
Intensive Instruction: Tier III
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Who: Students needing Intensive support in addition to Supplemental and Foundational Core instruction (approx. 5% of students)
What: Evidence-based programs and practices demonstrated to improve performance
Effectiveness: If there is progress toward performance in Foundational Core standards
Slide adapted from G. Batsche
Tier III – Intensive + Supplemental + Foundational Core
• Instruction is most intensive in the building
• Increase intensity and frequency (time, duration, or digging deeper in specific skill)
• Documentation is on same form for individual student
• Analysis of effectiveness of Tier III instruction for all students toward Foundational Core Standards
Training, Support and Information
• State Training
– Transition Training (Four Tiers to Three Tiers)
• Conducted June, July and August 2012
• Future dates will be sent out via listserv
– New Implementer Training (3 days)
• Haywood County- Sept 5, 6, 7
• Edgecombe County- Oct 3, 4, 5
• Winston-Salem/Forsyth County- Oct 10, 11, 12
Training, Support and Information
• Ongoing Technical Assistance to District Teams through RtI Field Consultants
• Regional Networking Meetings-
– Conducted every other month in each region
• Listserv
– Email your regional field consultant
NCDPI Responsiveness to Instruction
http://www.ncpublicschools.org/curriculum/responsiveness/
Contact Information for Training and Support
• Anne Nixon- Regions 1, 2, [email protected]
• Amy Miller- Regions 3, 4, [email protected]
• Amy Jablonski- Regions 6, 7, [email protected]
• Rick Powers- Statewide [email protected]
Questions