Winston/Salem Forsyth County Schools RESPONSIVENESS TO INSTRUCTION (RTI)
Winston/Salem Forsyth County Schools
RESPONSIVENESS TO INSTRUCTION (RTI)
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
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
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
Essential ComponentsTiered 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
TIER ICore instruction
Differentiated instruction in classroom
Consultation between teacher and parent
FOUNDATION &TIER I
Core InstructionDifferentiation in
Classroom
TIER IIStrategic
Intervention
TIER IIIIntensive
Intervention
TIER IIIIncreased intensity of intervention
planIncreased data collection to determine
student progressDecision-making based on student
progressConsultation between teacher, parent,
and SAT
TIER IIResearch-based intervention plan in the
classroomPersonalized Education Plan
Data collected to determine student progress
Consultation between teacher, parent, and other related professionals
RtI Model
Assumption:Some students have deficits and thereforewill fail to learn. Level below which
we infer possibledeficits
Test students to identify deficits to provide services.Must prove discrepancy between ability and achievement.
Educational Need - Discrepancy Model
RtI ModelA Paradigm Shift
Educational Need - Risk Model
Assumption:All kids can learnbasic skills to a basiclevel of proficiency.Some kids are at riskof not learning them.
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.
Minimum Proficiency
RtI ModelA Paradigm Shift
RtI…Is Is Not
A framework to implement effective
practices for all students
An instructional program
A collaborative effort Possible to implement alone
Matching needs and resources
Intended to encourage placement of students
Uniquely designed for each building
The same for every school
An “Every” Education Initiative
A special education, a general education, a Title
1, ESL initiative
In the Past…
GeneralEducation
Title I Reading , Tutoring, Extended Learning
Special Education
Adapted from GCS
GeneralEducation
Title I Reading , Tutoring, Extended Learning
Special Education
Now…
Adapted from GCS
In what ways am I already engaged in RtI processes?
Core Curriculum (CCES/Imagine It)
PLC/SSCLesson Planning (Learning
Focused)Differentiation
Personalized Education Plans
Small Group Support
Intensive InterventionsStudent Assistance
Team
Tier II
Tier III
Tier I
Rationale & BenefitsRtI is a school-wide systematic framework that unites separate processes into one cohesive framework to make instructional decisions that are:EfficientProactiveBased on early interventionFocused on student learning
Guiding Beliefs:Students
All students are part of one proactive educational system.
All students can learn.
Guiding Beliefs:Instruction
Use of scientific, evidence-based curricular and instructional tools that have a high probability of success for most students
Guiding Beliefs:AssessmentUse 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
Guiding Beliefs:Decision Making
Data are used to guide instructional decisionsMatch 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 needsProvide increasing level of support based
on intensity of student needs
Guiding Beliefs:Professional Development
Quality, continuous professional development with follow-up coaching supports effective instruction for all students
Based on data
Guiding Beliefs:Leadership
Leadership is vitalAdministrator
ensures commitment and resources is the instructional leader
School RtI teambuilds internal capacity/ knowledgebuilds sustainability and institutionalizes process
Most importantly!"What's in a name? That which we call a roseBy 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!
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)
Commitments:Supplementary Tier II school-wide interventions in
place for students below cutoff This is to avoid overloading classroom teachers with individual
PEPsRtI team members identified: Administrator, Data
Coach, Content Coach, InterventionistRtI Foundations Training attended by all RtI team
membersFull RtI Overview attended by all staff at beginning
of yearStaff training on Foundations of Reading and
Foundations of MathContinuous PD regarding RtI, how to interpret the
data, PEPs, interventions, etc.
For more informationThe 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, ([email protected]) with any questions
DiscussionAs 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.
Immediate Questions