Responsiveness to Instruction ( RtI )

1. Responsiveness to Instruction (RtI) Winston/Salem Forsyth County Schools

2. What is RtI? • A multi-tier approach to the early identification and support of students with learning needs. • The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. • Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. http://www.rtinetwork.org/learn/what/whatisrti

3. What is RtI? • Progress is closely monitored to assess both the learning rate and level of performance of individual students. • Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. http://www.rtinetwork.org/learn/what/whatisrti

4. Essential Components • High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. • Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. http://www.rtinetwork.org/learn/what/whatisrti

5. Essential Components • Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs. • Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child. http://www.rtinetwork.org/learn/what/whatisrti

6. RtI Model FOUNDATION & TIER I Core Instruction Differentiation in Classroom TIER II Strategic Intervention TIER III Intensive Intervention TIER II Research-based intervention plan in the classroom Personalized Education Plan Data collected to determine student progress Consultation between teacher, parent, and other related professionals TIER III Increased intensity of intervention plan Increased data collection to determine student progress Decision-making based on student progress Consultation between teacher, parent, and SAT TIER I Core instruction Differentiated instruction in classroom Consultation between teacher and parent

7. Level below which we infer possible deficits RtI ModelA Paradigm Shift Educational Need - Discrepancy Model Test students to identify deficits to provide services. Must prove discrepancy between ability and achievement. Assumption: Some students have deficits and therefore will fail to learn.

8. Minimum Proficiency Educational Need - Risk Model RtI ModelA Paradigm Shift Assess students to identify who is at risk of not learning basic skills to a minimum standard of proficiency. Identify risk-status on instructionally relevant foundational skills. Assumption: All kids can learn basic skills to a basic level of proficiency. Some kids are at risk of not learning them.

9. RtI…

10. In the Past… Title I Reading , Tutoring, Extended Learning Special Education General Education Adapted from GCS

11. Now… Title I Reading , Tutoring, Extended Learning General Education Special Education Adapted from GCS

12. In what ways am I already engaged in RtI processes? Intensive Interventions Student Assistance Team Tier III Personalized Education Plans Small Group Support Tier II Core Curriculum (CCES/Imagine It) PLC/SSC Lesson Planning (Learning Focused) Differentiation Tier I

13. Rationale & Benefits • RtI is a school-wide systematicframework that unites separate processes into one cohesiveframework to make instructional decisions that are: • Efficient • Proactive • Based on early intervention • Focused on student learning

14. Guiding Beliefs:Students • All students are part of one proactive educational system. • All students can learn.

15. Guiding Beliefs:Instruction • Use of scientific, evidence-based curricular and instructional tools that have a high probability of success for most students

16. Guiding Beliefs:Assessment • Use of instructionally relevant assessments that are reliable and valid • Roles of assessment tools: • Summative assessments, benchmark assessments, formative assessments, universal screening, diagnostic evaluation, progress monitoring

17. Guiding Beliefs:Decision Making • Data are used to guide instructional decisions • Match curriculum and instruction to assessment data to allocate resources and drive professional development • Problem-solving method used to make decisions based on a continuum of student needs • Provide increasing level of support based on intensity of student needs

18. Guiding Beliefs:Professional Development • Quality, continuous professional development with follow-up coaching supports effective instruction for all students • Based on data

19. Guiding Beliefs:Leadership • Leadership is vital • Administrator • ensures commitment and resources • is the instructional leader • School RtI team • builds internal capacity/ knowledge • builds sustainability and institutionalizes process

20. Most importantly! "What's in a name? That which we call a rose By any other name would smell as sweet.” - Shakespeare We need to ensure that our students are receiving scientifically-proven in a similar context interventions via proactive processes, no matter whether you call it Response to Intervention, Responsiveness to Instruction, Multi-tiered system of supports, or anything else!

21. Commitments: • Universal Screeners: • Continued universal screening with DIBELS in K-2 three times per year, • Universal screening using DIBELS 3-5, • Universal screening in math K-5 (TBD) • At least twice a year (once per semester) • Plan for screening all students in place (e.g. classroom teachers or sweep team)

22. Commitments: • Supplementary Tier II school-wide interventions in place for students below cutoff • This is to avoid overloading classroom teachers with individual PEPs • RtI team members identified: Administrator, Data Coach, Content Coach, Interventionist • RtI Foundations Training attended by all RtI team members • Full RtI Overview attended by all staff at beginning of year • Staff training on Foundations of Reading and Foundations of Math • Continuous PD regarding RtI, how to interpret the data, PEPs, interventions, etc.

23. For more information • The RtI Network is a valuable resource. • http://www.rtinetwork.org/learn/what/whatisrti • Ask me or e-mail Rebecca Payne, Program Specialist for Student Interventions, (rlpayne@wsfcs.k12.nc.us) with any questions

24. Discussion • As part of Star 3 we are compelled to implement RtI. • North Hills is already involved in the implementation of RtI. • We have already seen tremendous growth with our at-risk students in grades k-2 and 3-5 as a result of RtI. • On August 24th our school will participate in training on Math DIBELS , 3-5 DIBELS, and the EXCEED software system.

25. Immediate Questions