PLCS & THE CONNECTION TO RESPONSE TO INTERVENTION Essentials for Administrators Sept. 27, 2012.

PLCS & THE CONNECTION TO RESPONSE TO INTERVENTION

Essentials for Administrators

Sept. 27, 2012

Presentation Outcomes

Administrators will

Review where we have come from regarding PLCs and RtI

Gain a deeper knowledge of PLCs as they support RtI

Gain a deeper knowledge of the PLC/RtI DRAFT work plan for GSSD

What we Learned from Chris Weber Regarding PLC & RtI - August 2011

RtI has everything in common with PLCs RtI is a verb consisting of various, more

individualized levels of intervention for struggling students

RtI cannot be a mandate – it will look different in each school

RtI can work with our current level of resources PLCs and RtI ≠ Lots of paperwork Small group instruction must be a part of every

classroom

What we Learned From Rick DuFour at the PLC Institute – Sept. 2011

PLCs focus on improving individual our collective results

The critical question in a PLC is not, “Do we collaborate?” but rather, “what do we collaborate about?”

What is it we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they already know it? PLCs and RtI are connected

Continued Refocus on RtI

We know that RtI is an instructional framework:

which utilizes high-quality interventions matched to student needs,

coupled with formative evaluation to obtain data over time to make critical educational decisions.

Effective problem solving and data-based decision making are the essence of good RtI practice!

We know that this framework provides for: Strong curriculum and instruction for all

students; Targeted interventions for students

who continue to exhibit learning and behaviour problems; and

Intensive interventions for students with the most significant needs.

Shores, 2009

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

1-5% 1-5%

5-10% 5-10%

Academic Systems Behavioural Systems

School-Wide Systems for Student Success

A Response to Intervention Model

RtI for Behaviour and AcademicsWe know that RtI has certain key

components: Evidence-based/research based

instruction Universal screening Targeted instruction and support that

goes beyond what all students receive Collective responsibility Progress monitoring

Tier One – Universal Green

The first tier consists of universal strategies: A high-quality research-based core

curriculum; Evidence-based teaching strategies; School-wide screening to identify

students’ current level of performance and students at risk for difficulty; and

Tier One – Universal Interventions

The design of supports for students is within their regular classroom environment:Differentiated learning activities to address individual needs;

Adaptations to ensure that all students have access to the instructional program;

Problem solving to identify interventions and to address behaviour issues that prevent students from demonstrating the academic skills they possess;

Tier One – Universal Interventions

A strong universal core program is critical!

Effective Tier Two and Three levels cannot be built without a strong Tier One level.

Tier Two – Secondary Interventions

The second tier involves: Modifications (environment, learning

materials, teaching strategies, timing, reinforcement); and

Assessments that are developed for students who do not respond sufficiently to Tier 1 strategies - students’ progress is measured frequently

Tier Two(cont’d)

The second tier involves: Evaluation of the instructional

environment, curriculum, and delivery of instruction

Small group instruction that relies on evidence-based interventions that specify:Instructional and assessment procedures

DurationFrequency

Tier Three – Tertiary Interventions

The third tier addresses: The needs of students who continue to

display an inadequate response to instruction despite the use of high-quality, evidence-based Tier Two strategies;

Instruction and interventions are further individualized and students may be referred for further evaluation by the Inter-disciplinary team (i.e. PSP).

Tier Three – Tertiary Interventions

Most intensive interventions – begins with a more intensive version of the intervention program used in Tier Two (longer sessions, individualized, more frequent)

Considerations at all Tiers Teaching methods, interventions,

evaluations, and communications must take into consideration the cultural backgrounds and specific needs of the students.

RtI approaches have been effectively implemented with students from diverse backgrounds, including English language learners.

Considerations at all Tiers Interventions are part of a system

that ensures no matter which teacher a student is assigned, the same things happen if the student is not learning.

Interventions are administered by trained professionals.

Interventions are systematic.

RtI Assumptions:

A problem-solving model should be used to make decisions;

Evidence-based interventions should be implemented to the furthest extent possible;

Progress monitoring must be implemented to inform instruction; and

Data should drive decision making.

RtI is an education initiative:

RtI is not dependent on special education personnel;

Any student, at any time, can be supportedthrough the RtI framework; and

RtI is flexible and involves collaboration among school personnel, taking advantage of the many skills and ideas in a given school.

Within RtI, a crucial setting for universal systems of support is the classroom!

However, primary supports at the classroom level often receive the least amount of attention and present the greatest inconsistencies in implementation.

If schools are to maximize efforts at the Tier One (universal level) for academic and social, emotional, behavioural aspects then the universal systems of support in the classroom must be addressed.

Administrators are key:

In creating the climate of the school and the quality of programming that the school provides for all students;

In the engagement of all students and in meeting the learning needs of all students; and

In influencing the success or failure of the implementation of RtI in their schools.

Administrators are the “Leaders of the Teams”

Implementation of RtI

Effective Implementation of RtI requires significant involvement and leadership from administrators: Organizing of what is already happening in

your school and ensuring that there is school-wide service;

Analyzing what is in place to determine what overlaps or gaps in service exist; and

Planning to create the structures and processes to streamline services and to fill any gap in services.

Essentials of RtI

Administrators: Must be able to promote:

The use of scientifically based practices;

Gathering, interpretation and use of data for team problem solving; and

frequent student progress monitoring.

Essentials of RtI

Systematic data collection. At each tier, student progress must be

evaluated accurately and frequently, and records of student progress should be

easily accessible to teachers, parents, and support personnel.

Curriculum-based measurement procedures offer one scientifically validated approach to measuring the effects of changes in instruction over time.

Essentials of RtI

Staff support and training Instructional strategies and team

decision making are vital to the implementation of Tier 2 and Tier 3 in RtI.

Teachers must understand the basic principles of RtI and develop the ability to use evidence-based instructional strategies.

Essentials of RtI

Realistic timeline for implementation

The implementation of a school-wide RtI program cannot be rushed.

With new approaches, it usually is best to start small - implement only Tier 1

Basic to success!

Strong teams Interventions that are carried out by

individual teachers, but the process requires team decision making and sharing expertise.

Teams can be defined differently from school to school, but they should include a cross disciplinary group and fit within existing team structure if at all possible.

What are your next steps in implementing RtI? To provide leadership to your staff and

school? To develop and encourage the

development of universal classrooms in your school?

To have a strong universal green team working to improve school-wide behaviours and the positive school climate that allows increased academic achievement for all students?

What supports do you require from central office staff?