Response to Intervention: What is it?. RtI is… A process for achieving higher levels of academic and behavioral success for all students through: High.

Response to Response to Intervention:Intervention:

What is it?What is it?

RtI is…RtI is…

A process for achieving higher levels of academic A process for achieving higher levels of academic and behavioral success for all students through:and behavioral success for all students through:

High Quality Instructional PracticeHigh Quality Instructional Practice

Continuous Review of Student Continuous Review of Student ProgressProgress (multiple measures)(multiple measures)

CollaborationCollaboration

Response to Intervention Response to Intervention (RtI)(RtI)

--doing RtI is doing RtI is quite quite complex.complex.

The concept of RtI is quite simple-The concept of RtI is quite simple-

Where did RtI come Where did RtI come from?from?

• IDEA 2004 IDEA 2004 • No Child Left Behind (NCLB)No Child Left Behind (NCLB)

•National Center on Response to Interventionwww.rti4success.org

•Intervention Central- interventioncentral.org

•RtI Action Network http://www.rtinetwork.org/

Response to Intervention Response to Intervention (RtI)(RtI)

Many resources…..Many resources…..

+

Purpose of RtIPurpose of RtI

• Shifts from the deficit model to Shifts from the deficit model to prevention modelprevention model

• Screening for early identification Screening for early identification and preventionand prevention

• Provide early intervening servicesProvide early intervening services• An option for disability An option for disability

determinationdetermination

ECASD -3 Tiered ModelECASD -3 Tiered Model

80%

15%

5% 5%

15%

80%

Student Success Rate

Needs Identification & Prioritization

Planning (strategy & indicators)

ImplementationDataCollection

DataAnalysis

BEHAVIORAL SYSTEMS

Tier 3: Targeted InterventionsIndividual students

Assessment-basedIntense, durable procedures

Tier 2: Selected InterventionsSome students (at-risk)

High efficiencyRapid response

Tier 1: Universal InterventionsAll settings, all students

Preventive, proactiveSchool-wide behavioral supports

ACADEMIC SYSTEMS

Tier 3: Targeted InterventionsIndividual students

Assessment-basedHigh intensityOf longer duration

Tier 2: Selected InterventionsHigh efficiency

Small groups of studentsValue added instructionResearch based

Tier 1: Universal InterventionsAll students

Preventive, proactiveStandards-based curriculum supported by researchScreeningHigh quality instruction

Tier 1 – Universal Options Tier 1 – Universal Options (80% of students successful at this (80% of students successful at this

tier)tier)• Reducing barriers to learning for all studentsReducing barriers to learning for all students• Standards-based core curriculum supported Standards-based core curriculum supported

by research implemented with fidelityby research implemented with fidelity• Differentiated instructionDifferentiated instruction• School wide behavioral supportsSchool wide behavioral supports• Connections to community supportsConnections to community supports• Assessment based & data driven Assessment based & data driven

(Universal screening, progress monitoring)(Universal screening, progress monitoring)

Tier 2 – Selected Options Tier 2 – Selected Options (15% of students require interventions at (15% of students require interventions at

this tier)this tier)

• Provided to small groups of students in Provided to small groups of students in addition to the core curriculumaddition to the core curriculum

• High efficiencyHigh efficiency• Rapid response (Ex: 4-8 weeks, 3-5x per Rapid response (Ex: 4-8 weeks, 3-5x per

week)week)• Value added instruction using research Value added instruction using research

based interventionsbased interventions• Connection to community supportsConnection to community supports• Assessment based, data driven Assessment based, data driven

(progress monitoring, diagnostic assessments)(progress monitoring, diagnostic assessments)

Tier 3 – Targeted Options Tier 3 – Targeted Options (5% of students require interventions at this (5% of students require interventions at this

tier)tier)

• Supplemental and/or Supplanted Supplemental and/or Supplanted (replacement) instruction for (replacement) instruction for individual studentsindividual students

• Individual plans to address barriers to Individual plans to address barriers to learninglearning

• Assessment based, data driven Assessment based, data driven (Progress monitoring)(Progress monitoring)

• High intensityHigh intensity• Longer durationLonger duration

Building the Capacity Building the Capacity How do we make it happen?How do we make it happen?

Professional Learning CommunitiesProfessional Learning Communities Ensure program coherenceEnsure program coherence Use data systematically to inform and improve Use data systematically to inform and improve

instructioninstruction Engage in continued professional Engage in continued professional

developmentdevelopment Build collaborative relationships that promote Build collaborative relationships that promote

and support student achievementand support student achievement

How does RtI connect to what How does RtI connect to what we are already doing?we are already doing?

• Focus on student learningFocus on student learning○ ○ CIM building goalsCIM building goals

○ ○ Looking at dataLooking at data

• High Quality curriculumHigh Quality curriculum○ ○ Standards basedStandards based

○ ○ Supported by researchSupported by research

• Best practice instructional strategiesBest practice instructional strategies• Professional developmentProfessional development• Collaborative practiceCollaborative practice

How is RtI different from How is RtI different from past practice?past practice?

What could look different?What could look different?• Universal screening and progress Universal screening and progress

monitoring over timemonitoring over time• Focus on early interventionsFocus on early interventions• Data driven decisions directly related to Data driven decisions directly related to

individual student achievementindividual student achievement• Community, district and building resources Community, district and building resources

identified and made accessible through identified and made accessible through resource mappingresource mapping

• Collaborative decision making based on Collaborative decision making based on student datastudent data

What is Wisconsin doing to What is Wisconsin doing to support RtI?support RtI?

• REACh grantsREACh grants• CESA WorkshopsCESA Workshops• New WI PromiseNew WI Promise• RtI Summit – March 2009RtI Summit – March 2009• The Wisconsin Association of School District Administrators The Wisconsin Association of School District Administrators

(WASDA), and in collaboration with AWSA, WASCD, WEAC, WCASS, (WASDA), and in collaboration with AWSA, WASCD, WEAC, WCASS, WSPA, WSRA, DPI, CESAs and Great Lakes West Comprehensive WSPA, WSRA, DPI, CESAs and Great Lakes West Comprehensive Center, invite you and your school or district teams to the Center, invite you and your school or district teams to the Wisconsin RtI SummitWisconsin RtI Summit

RtI is a PK-12 Initiative for:RtI is a PK-12 Initiative for: High Quality Instructional PracticeHigh Quality Instructional Practice Continuous Review of Student Continuous Review of Student

ProgressProgress CollaborationCollaboration

That has applications for:That has applications for: General EducationGeneral Education Special EducationSpecial Education English Language English Language

LearnersLearners Gifted & TalentedGifted & Talented Title 1Title 1

Response to Intervention (RtI)Response to Intervention (RtI)

Principles for the successful Principles for the successful implementation of RtI in Wisconsin:implementation of RtI in Wisconsin: Rti is for ALL children & ALL educators.Rti is for ALL children & ALL educators. RtI must support & provide value to effective practices.RtI must support & provide value to effective practices. Success for RtI lies within the classroom through collaborationSuccess for RtI lies within the classroom through collaboration RtI applies to both academics & behavior.RtI applies to both academics & behavior. RtI supports & provides value to the use of multiple RtI supports & provides value to the use of multiple

assessments to inform instructional practices.assessments to inform instructional practices. RtI is something you do and not necessarily something you RtI is something you do and not necessarily something you

buy.buy. RtI emerges from and supports research and evidence based RtI emerges from and supports research and evidence based

practice.practice.

How will the How will the ECASD Division of ECASD Division of

Teaching & Learning support Teaching & Learning support implementation implementation

of RtI?of RtI?

Focus on Student Focus on Student LearningLearning

Essential QuestionsEssential Questions

Do we believe that ALLDo we believe that ALL students can achieve at high levels?students can achieve at high levels?

What do we want them to learn?What do we want them to learn?

How will we know when they How will we know when they have learned it?have learned it?

What will we do when they don’t?What will we do when they don’t?

What will we do when they already know it?What will we do when they already know it?

Systemic and systematicSystemic and systematic

DocumentedDocumented

Embrace RtI as a means to Embrace RtI as a means to increase achievement increase achievement

for all students.for all students.

Address barriers to learning.Address barriers to learning.

Social/emotional factorsSocial/emotional factors Curriculum and instructional overloadCurriculum and instructional overload DRIP (data rich, information poor)DRIP (data rich, information poor) Infrastructure (time, reallocation of Infrastructure (time, reallocation of

resources, etc)resources, etc) Instructional deliveryInstructional delivery

Clarify and articulate Clarify and articulate grade level/course grade level/course

benchmarks.benchmarks.

Analyze current assessmentsAnalyze current assessments Identify/select assessmentsIdentify/select assessments

▪ ▪ Universal screeningUniversal screening

▪ ▪ Progress MonitoringProgress Monitoring

▪ ▪ DiagnosticDiagnostic

Develop a coordinated Develop a coordinated assessment plan.assessment plan.

Community Community DistrictDistrictBuildingBuilding

Identify and map Identify and map resources resources

at each tier.at each tier.

Build capacity.Build capacity.

Focused staff developmentFocused staff development▪ ▪ AdministratorsAdministrators▪ ▪ EducatorsEducators▪ ▪ Support staffSupport staff

• Community Community • ParentsParents

Support and collaborate with building leadership Support and collaborate with building leadership teamsteams

Provide access and Provide access and communication.communication.

Skyward data management systemSkyward data management system▪ ▪ TeachersTeachers▪ ▪ AdministratorsAdministrators▪ ▪ ParentsParents

What assumptions What assumptions can be made?can be made?

• All of us share a common mission All of us share a common mission focused on student learning.focused on student learning.

• Each school is unique in their Each school is unique in their programs and needs.programs and needs.

• Implementing RtI is a journey. It will Implementing RtI is a journey. It will develop over time.develop over time.

• T & L is working to provide a T & L is working to provide a framework for RtI. Each school will framework for RtI. Each school will add to the framework based on add to the framework based on student needs.student needs.

What do you need to do?What do you need to do?

• Continue doing what you do best…Continue doing what you do best…providing quality instruction using providing quality instruction using district curriculum, assessments and district curriculum, assessments and resources.resources.

• Keep an open mind.Keep an open mind.• Use the language.Use the language.• Begin conversation in your school and Begin conversation in your school and

community by asking the questions:community by asking the questions:

Do we believe that ALLDo we believe that ALL

students can achieve at high levels?students can achieve at high levels?

What do we want them to learn?What do we want them to learn?

How will we know when they How will we know when they

have learned it?have learned it?

What will we do when they don’t?What will we do when they don’t?

What will we do when they already know it?What will we do when they already know it?