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Turtle Mountain School District The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings. Chris Weber cweber_teacher@yahoo.com @Chi_educate Chris Weber Education https://chrisawebereducation.com. RTI Response to Intervention. HEE

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slide1

Turtle Mountain School District

The What and Why of RTI – Deepening Theoretical and PRACTICAL Understandings

Chris Weber

cweber_teacher@yahoo.com

@Chi_educate

Chris Weber Education

https://chrisawebereducation.com

slide2

RTI

Response to Intervention

HEE

Highly Effective Education

why rti
Why RTI?

Deeper Learning

Equitable Learning

why rti1
Why RTI?

Academics

Behavior

where did rti come from
Where Did RTI Come From?

Mastery Learning

Time + Support = Learning

Effective Schools Movement

ALL students can learn

Professional Learning Communities

Pyramid of interventions

four questions of plcs four questions of rti
Four Questions of PLCsFour Questions of RTI
  • What is it we expect students to learn?
  • How will students demonstrate they have learned it?
  • How will we respond when students don’t learn?
  • How will we respond when students already know it?
  • About which students do we have concerns?
  • In what areas do we have concerns?
  • What supports are/should we be providing?
  • Has the student responded to instruction and intervention?
slide7

The Three Big Ideas of PLCs

The Four Critical Questions of PLCs

the three big ideas
The Three Big Ideas

Focus on Learning

Collaborative Culture

Focus on Results

focus on learning
Focus on Learning

The fundamental purpose of the school is to ensure high levels of learning for all students.

This focus on learning translates into four critical questions that drive the daily work of the school.

Educators demonstrate their commitment to helping all students learn by working collaboratively to address four questions.

what are characteristics of a focus on learning
What are Characteristics of a Focus on Learning?

Mid-lesson checks for understanding

End of lesson exit slips

Built-in preview days

Built-in review days

An expectation that students will re-complete an assignment or assessment related to critical learning on which they did not demonstrate mastery

collaborative culture
Collaborative Culture

No school can help all students achieve at high levels if teachers work in isolation.

Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

what are characteristics of a collaborative culture
What are Characteristics of a Collaborative Culture?

Regular time for collaboration

Norms that focus collaboration

Evidence of collaboration outside of “Collaboration Time”

Collaboration is not an option – no one can opt out

Products and evidence of improved student learning from collaborative efforts

focus on results
Focus on Results

PLCs measure their effectiveness on the basis of results rather than intentions.

All programs, policies, and practices are continually assessed on the basis of their impact on student learning.

All staff members receive relevant and timely information on their effectiveness in achieving intended results.

what are characteristics of a focus on results
What are Characteristics of a Focus on Results?

Teachers enthusiastically analyze their data in relation to other teachers data

Teachers are willing and eager to share strategies that have resulted in high level so student learning

Teachers visit one another’s classrooms to study best practices

four critical questions of rti
Four Critical Questions of RTI

What do we want students to learn?

How will students demonstrate they have learned it?

What will we do if they don’t learn?

What will we do if they already know it?

what do we want students to learn
What Do We Want Students To Learn?

What should each student know and be able to do as a result of each unit, grade level, and/or course?

what are characteristics of a curriculum focused on essential learning outcomes
What are Characteristics of a Curriculum Focused on Essential Learning Outcomes?

Teacher teams have collaboratively identified essential learning targets

Teacher have collaboratively unpacked learning targets

Teachers prioritize instruction within a unit of instruction to ensure that all students master the essentials

how will students demonstrate they have learned it
How will students demonstrate they have learned it?

Are we monitoring each student’s learning on a timely basis?

how will teams gather evidence of student learning
How Will Teams Gather Evidence of Student Learning?

Teacher teams have…

…designed common formative assessments to measure student learning of essential standards

…administered common formative assessments to measure student learning of essential standards

…collectively analyzed evidence to determine…

…the specific learning needs of each child

…the effectiveness of the instruction the child receives in meeting these needs

assessment
Assessment

Who requires intensive supports

Universal screeners

Mastery of essentials at Tier 1

CFAs

Diagnostics

Why are students at risk

Response to Tier 2 and 3

Progress monitoring

what will we do if they don t learn
What Will We Do If They Don’t Learn?

What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

what are characteristics of systematic interventions
What are Characteristics of Systematic Interventions?

Schools have identified…

When supplemental supports can be provided in additional to core instruction on essential standards

Who on staff is available, qualified, and trained to provide supports

What resources and strategies can be used to meet student needs

what will we do if they already know it
What Will We Do If They Already Know It?

What systematic process is in place to extend and enrich learning to greater levels of depth and complexity?

what are characteristics of 21 st century skills
What are Characteristics of 21st Century Skills?

Teams have identified the 21st Century Skills that they believe students should possess

Teams have identified how essential learning can be explored to greater levels of depth and complexity

Teams have differentiated content, the learning processes, and products that students create to demonstrate mastery

what is rti
What is RTI?

Systems of Support

Coordination

Communication

Success

what is rti1
What is RTI?

RTI is a Verb

Problem-Solving Process

Systemizing the Great of Work of Teachers

Organized Passion

HO – RTI is…

what might rti look like
What Might RTI Look Like?

Tier 1

Viable, Clearly Defined Curriculum

Formative Assessments

Scaffolds and Differentiation

Small Group Supports

what might rti look like1
What Might RTI Look Like?

Tier 2

If It’s Predictable, It’s Preventable

More Time

Alternate Approaches

Mastery of Prioritized Tier 1 Content

what might rti look like2
What Might RTI Look Like?

Tier 3

Deficits in Foundational Prerequisite Skills

Early and Intensive

Diagnostic and Targeted

Close the Gap

how will rti lead to success
How Will RTI Lead to Success

Culture

Beliefs

Expectations

Collaboration

Cooperation

Compromise

Consistency

Structures

Roles

Responsibilities

Schedules

Personnel

Resources

Mutual Support and Accountability

culture
Culture

What is school culture?

What cultures are important to RTI?

How will RTI look at your school?

How will build and sustain an RTI-driven system of supports at your school?

three critical teams
Three Critical Teams

School

Intervention

Team

School

Leadership

Team

Collaborative Teacher

Teams

collaborative teacher teams
Collaborative Teacher Teams

The Key to . . .

RTI

HEE

PLC’S

tier 1
Tier 1

Viable, Clearly Defined Curriculum

Common Formative Assessments

Scaffolds and Differentiation

Small Group Supports

HO – RTI Tiers 1 and 2

viable curriculum what do we want our students to learn
Viable Curriculum“What do we want our students to learn?”

Why the task of a teacher teams?

Why collaboratively?

What is the BC Context?

HO – Cognitive Planning Protocol

table talk
Table Talk

HO – RTI Process for Teacher Teams

common formative assessments how will our students demonstrate their learning
Common Formative Assessments“How will our students demonstrate their learning?”

Why the task of a teacher teams?

Why collaboratively?

What is the BC Context?

HO – Data Analysis Protocol

scaffolds differentiation and small group supports
Scaffolds, Differentiation andSmall Group Supports

Why the task of a teacher teams?

Why collaboratively?

What is the BC Context?

tier 2
Tier 2

If It’s Predictable, It’s Preventable

More Time

Alternate Approaches

Mastery of Prioritized Tier 1 Content

three critical teams1
Three Critical Teams

School

Intervention

Team

School

Leadership

Team

Collaborative Teacher

Teams

HO – RTI Teams

rti teams
RTI Teams

Define the roles of YOUR team. What “outcomes” are produced?

Define the membership of YOUR team.

Define the meeting days and times of YOUR team.

Define the norms and agendas of YOUR team. To what tasks do they contribute?

Define when and how YOUR team communicates with others.

Teacher

Teams

HO – RTI Teams

three critical teams2
Three Critical Teams

Define the roles of YOUR team. What “outcomes” are produced?

Define the membership of YOUR team.

Define the meeting days and times of YOUR team.

Define the norms and agendas of YOUR team. To what tasks do they contribute?

Define when and how YOUR team communicates with others.

School

Leadership

Team

HO – RTI Teams

HO – RTI Process for Leadership Teams

three critical teams3
Three Critical Teams

Define the roles of YOUR team. What “outcomes” are produced?

Define the membership of YOUR team.

Define the meeting days and times of YOUR team.

Define the norms and agendas of YOUR team. To what tasks do they contribute?

Define when and how YOUR team communicates with others.

School

Intervention

Team

HO – RTI Teams

three critical teams4
Three Critical Teams

School

Intervention

Team

School

Leadership

Team

Teacher

Teams

systems cycle of inquiry
Systems & Cycle of Inquiry

Identify

Formulate questions

Develop an intervention plan

Implement the plan

Monitor student progress

Develop / refine the hypothesis

Regardless of the student

Regardless of the teacher

Regardless of the school

systems cycle of inquiry1
Systems & Cycle of Inquiry

HO – RTI Systems

identify
Identify

Identify students who will need intensive help before they start to fail

Universal screening

Common assessment data

HO – RTI Systematic Supports

slide52

Diagnose

  • Prescribe

Formulate Questions

HO – RTI Systematic Supports

monitor student progress
Monitor Student Progress

There is no RTI unless we frequently check to ensure that students are “responding.”

Foundational (Universal) skills

CBMs

Essential standards (learning targets)

CFAs

Behaviors

CICO

HO – RTI Systematic Supports

slide55

Define / Revise the Hypothesis

Different experiences, expertise, and perspective

Principal 

Counselor

Psychologist 

Speech therapist

Special educators

English language development specialist  

Reading specialist

Librarian 

Community resource officer

Nurse

HO – RTI Systematic Supports

slide56

What if Tiers 1, 2, and 3 don’t work?

  • Are our actions justified?

Define / Revise the Hypothesis

HO – RTI Systematic Supports

decision making within tiers
Decision Making Within Tiers

HO – Decision Making Within Tiers of Support

tier 11
Tier 1

Academic engagement/instruction of ALL students 
Multiple opportunities to respond to instruction

Immediate corrective feedback

Scaffolded practice of new skills

Cumulative review of previously taught skills

Daily 10-15 minute small group supports to more homogenously groups of students based on need

tier 21
Tier 2

More time and differentiated supports, as measured by common formative assessments

30 minute flex time

More homogeneous groupings

In smaller groups from teachers with evidenced-based success

Other staff…to reduce the teacher-student ratio

Stagger times during which each grade level has flex time

tier 3
Tier 3

For students who have been screened to have significant deficits in foundational skills…

…or who have not responded to Tier 1 and 2 support

Intensive supports provided in addition to Tier 1 and 2 supports

As targeted as possible, e.g., phonemic awareness, single-syllable phonics, or multisyllabic phonics

tier 31
Tier 3

Temporarily, in place of another important content, other than literacy and mathematics

Creatively scheduled

When students would otherwise be working independently

Alternating what content students miss

Adjusted to match student needs and revised until the student is adequately responding to intervention

rti model tier 1
RTI Model Tier 1

HO - Model RTI

rti plan
RTI Plan

HO - Model RTI Plan

elementary schedule sample
Elementary Schedule Sample

HO – RTI Schedules

alternative schedules la serna1
Alternative Schedules – La Serna

La Serna High School, Whittier, CA

alternative schedules whittier2
Alternative Schedules – Whittier

Whittier High School, Whittier, CA

alternative schedules san juan hills3
Alternative Schedules – San Juan Hills

San Juan Hills High School, San Juan Capistrano, CA

alternative schedules lynbrook3
Alternative Schedules – Lynbrook

Lynbrook High School, San Jose, CA

analyze time blocks
Analyze Time Blocks

Identify staff and available times

Schedule lunches, passing periods, and breaks

Schedule Tier 2 supports

Schedule Tier 3 supports

Schedule common prep periods

Schedule non-daily content

Schedule ELA blocks

Schedule mathematics blocks

Schedule other content

HO – RTI Scheduling Template

inventory staff availability
Inventory Staff Availability

List ALL staff

Instructional day in 30-minute time blocks

Describe current responsibilities

HO – RTI Personnel Inventory

inventory resources
Inventory Resources

Scour and glean from:

All classrooms and closets within the school

District office warehouses

Other schools in the area

In the following domains:

Phonological Awareness Phonics

Advanced Phonics Vocabulary/Comprehension

Fluency Early Numeracy

Computation Behavior

reflection
Reflection

What ideas and practices have been confirmed and validated?

What challenges do you believe still exist?

What is an immediate next step?

thank you

Thank You!

Chris Weber

cweber_teacher@yahoo.com

@Chi_educate

Chris Weber Education

https://chriswebereducation.com