MODULE 1 Getting Started with RtI. Training Modules. Agreements. Stay focused Keep sense of humor Don’t shoot the messenger Silence cell phones Honor time limits. STAND UP IF YOU…. Outcomes – Module 1 . Participants will understand… Consensus Building
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Agreements • Stay focused • Keep sense of humor • Don’t shoot the messenger • Silence cell phones • Honor time limits
Outcomes – Module 1 • Participants will understand… • Consensus Building • Definition, Rationale, and Goals of RtI in Florida • Laws – NCLB, IDEIA, Florida Rules & Statute • Infrastructure • Multi-Tiered Model • Big Ideas of Problem Solving • Formation, Function and Purpose of Problem Solving Teams • Principal’s Role in RtI • Implementation Steps of RtI
PS/RtI: Definition • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005.
Rationale for Using RtI • RtI is a way to help all students obtain the appropriate instruction and intervention to improve their academic process. • RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs. • RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.
Rationale, continued • RtI prevents inappropriate identification of students for special education services. • Racial disproportionality is reduced in programs for students with learning disabilities, mental handicaps and emotional handicaps. • RtI is a means for those students who “fall between the cracks” to get the help they need.
120 110 SLD Three different students 100 Reading Level 90 ? 80 70 60 60 70 80 90 100 110 120 Intelligence Catching them all… Intellectually Disabled
Goals of RtI in FloridaT i R – Thinking is Required • Identify students early. • Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner. • Modify instruction and implement evidenced-based interventions based on individual needs. • Make informed decisions about what resources are needed to ensure student success.
Why is RtInow being adopted by schools? • Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004. • This Federal legislation provides the guidelines that schools must follow when identifying children for special education services. • Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations: • Explicitly ALLOW districts to use RtI to identify ESE students.
No Child Left Behind (2001) • Requirements • Evidenced-based practices • Frequent progress monitoring with changes in programs as needed • Early intervention • Student outcomes drive decisions
A Shift in Thinking The central question is not: “What about the student is causing the performance discrepancy?” but “What about the interaction of the instruction, curriculum, environment, and learner should be altered so that students will learn?” This shift alters everything!
Changes that RtI brings… • Teachers will meet regularly in grade levels with an increased focus on data. • An emphasis on a collaborative approach among teachers to share best practices. • Resources will be utilized in different ways. • Students will receive services earlier in their school career.
Changes that RtI brings… • Earlier and more precise identification of problems. • A more accurate identification of qualifying students for ESE. • Decisions become more data driven. • Assessments become a common tool to gauge student growth, classroom growth, and building wide growth.
Changes that RtI brings… And…the principal’s role as a lead learner will be magnified…
Challenges to Implementation The challenge of implementing an RtI system demands: • adopting new beliefs, attitudes, knowledge, and skills. • demonstrating the discipline to change what traditionally we have done.
RtI IS NOT: RtI IS NOT: RtI IS: Complete T-Chart Collaborate with members at your table to complete chart. Envelope with sentence strips containing statements describing what RtI is and what RtI is not.
RtI IS: RtI IS NOT:
Infrastructure • Multi-Tiered System that supports RtI • Resources: time, personnel, materials • Problem Solving Process • Three teams that will look at data • Principal leadership
What is the Multi-Tiered System that RtI supports? Challenges to Implementation
Tiered Model of School Supports & The Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. Tier 2: Targeted, Supplemental Interventions & Supports. Tier 1: Core, Universal Instruction & Supports.
Tiers of Service Delivery Problem Identification I II Response to Intervention III Problem Analysis Intervention Design
Tier 1: Instruction and Support • General academic and behavior instruction • and support provided to all students in all • settings .
Tier 2: Intervention/Support • More targeted instruction/intervention and supplemental • support in addition to and aligned with the core • academic and behavior curriculum.
Inventory of Resources Tier I Inventory all universal programs in the school intended to prevent student academic or behavioral failure. Tier II Inventory programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties. Inventory the most intensive programs reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports. Tier III
Utilizing Resources… • EVERYONE in the school building is a potential intervention resource • Re-conceptualize who does what • Personnel are used AFTER needs are identified • Survey personnel resources across grade- level teams
IMPLEMENTATION STEPS: Critical Order Prioritized Utilizing Resources… • Analyze data and build instructional groups based on “specific” need • Take inventory and recommend materials neededfor instruction • Investigate and problem solve scheduling/spacingissues
Utilizing Resources… • REMEMBER, student performance matters more than labels, locations and staff needs • Find time without requiring additional personnel… • Staggering instruction • Differentiating instruction • Cross grade instruction • Skill-based instruction • Before and/or after school • In other words, creative time management
RTI Resource Map – ______________ Elementary RTI Resource Map – ______________ Elementary RTI Resource Map – ______________ Elementary Complete Resource Map RtI Resource Map - _______________ Elementary
A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students.
Problem Solving Process –Florida’s Model Problem Identification What is the problem? Evaluate Did the plan work? Problem Analysis Why is it occurring? Develop and Implement Plan What can we do about it?
Key Beliefs of the Problem-Solving Model • Every child can learn. • Every child is everyone’s responsibility. • Parents are an integral part of the problem solving process. • Intervention-focused problem solving can accelerate learning. • PSM is a paradigm shift from a traditional test-place model to a proactive model that integrates classroom based assessment and instruction.
Key Beliefs (continued) • Effective collaborative problem solving teams are built for training, for working together, and for making effective use of a school’s resources. • The problem-solving model does not necessarily demand an increase in resources. • It does demand the use of existing resources in a different way.
Problem Solving/RtI… “The Scientific Method” Evaluate Intervention Effectiveness Monitor Progress Analyze the Problem Identify the Problem Implement Intervention Design Intervention J L Timeline
RtI… The 5 Step ProcessAnother Way of Saying It… • Find ‘em (assessment) • Do something with ‘em (interventions) • Watch ‘em (progress monitoring) • Make informed decisions (data-based) • Change .. if necessary (instructional modification)