RtI Initiative Intensive Coaches Institute 9/8/09 Setting the Context
Jan 18, 2016
RtI Initiative
Intensive Coaches Institute 9/8/09
Setting the Context
The Context
Federal rationale
– NCLB and IDEA
State rationale
– Education YES!
– Michigan School Improvement Framework
– State Performance Plan
– Continuous Improvement and Monitoring System
Our Local Rationale
Increased accountability for all students to meet rigorous state standards
Achievement gaps with student subgroups
Dwindling resources
Increasing student subgroup populations
Shifting Paradigms
Access/Participation Progress/Success
Legal/compliance Performance/Results
Teaching Content Ensuring Student Learning
Separate/Parallel Collaborative/Unified
Our Journey (2005-2007)
“Together We Can Do It!... Raising Achievement for All Students”
Our Journey (2007-2009)
“Failure Is Not An Option – Six Principles that Guide Student Achievement in High Performing Schools”
Failure Is Not An Option – Six Principles
1. Common Mission, Vision, Values and Goals2. Ensuring Achievement for All Students: Systems of
Prevention and Intervention3. Collaborative Teaming Focused on Teaching and
Learning4. Using Data to Guide Decision Making and
Continuous Improvement5. Gaining Active Engagement from Family and
Community6. Building Sustainable Leadership Capacity
Blankstein, 2004
To address the moral imperative for change it will take “courageous leadership”
Courageous Leadership
Courage
What we know What we do
Food for Thought
Video Clip – Apollo 13
Discuss at your table – how does is this clip similar to what is facing educational leaders today?
How do we as leaders ensure successful learning for All students?
Our Journey 2007-2009
The Ingham Student Achievement Framework (ISAF)
Guiding Principles for the Ingham Student Achievement Framework
All students will learn All students will learn
All educators can effectively teach all All educators can effectively teach all studentsstudents
All children are general education studentsAll children are general education students
Failure is not an option for any studentFailure is not an option for any student
Guiding Principles (cont.)
All students benefit from multi-tiered service All students benefit from multi-tiered service deliverydelivery
All students benefit from research-based All students benefit from research-based interventions and instruction delivered with interventions and instruction delivered with integrityintegrity
Multiple sources of data for decision Multiple sources of data for decision making are criticalmaking are critical
If We Believe in Learning for ALL…
What is it that we want What is it that we want allall students to students to learn?learn?
How will we know when they have How will we know when they have learned it?learned it?
How will we respond when they do not How will we respond when they do not learn or have already learned it?learn or have already learned it?
Tier One of the ISAF
Focuses on collaborative infrastructure and shared leadership
Creates collective commitment to all students as a school community
Tier One - Essential Components
Shared understanding of mission, vision, values, goals – unity of purpose
Accepting school culture
Systems for data-driven decision making
Student, family and community involvement
Continuous learning
Tier Two of the ISAF
Universal supports for all students
Use of standards based curriculum and content expectations
High-quality instructional settings
Student, family and community engagement
Tier Two - Essential Components
Curriculum alignment, articulation and coherence
Research and evidence-based instructional practices
Universal screening and formative assessment
Job embedded, collaborative structures for data-driven professional learning focused on student achievement
Tier Three of the ISAF
Targeted, supplemental interventions in addition to the general education curriculum in Tier 2
Research and evidence based group interventions that are matched to student needs
Tier Three - Essential Components
Pre-planned small group interventions that use structured protocols and flexible student groupings
Interventions are different from instructional practices in Tier 2
Student progress and response to these interventions are monitored frequently
Tier Four of the ISAF
Targeted, supplemental intervention to the general curriculum in Tier 2
Research and evidence based individualized interventions are matched to specific student needs
Tier Four - Essential Components
Proactive multi-disciplinary identification of an individual student’s needs
Individualized interventions different from instructional practices and interventions in Tiers 2-3
Student progress and response to these interventions are monitored intensively
Tier Five of the ISAF
Modified curriculum and specially designed instruction instead of the general curriculum in Tier 2
Tier Five - Essential Components
Specialized instruction and support provided to individual student
Defined eligibility criteria used to access specialized instruction
Intensive monitoring of student progress and response to instruction
What is Response to Intervention (RtI)?
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 to (3) make important educational decisions.
(Batsche, et al., 2005)
Response to Intervention is about…
• having a system of instruction and intervention.
• intensity of instruction and intervention.
• using different data measures.
• using different academic and behavior Interventions.
• a different system for determining eligibility.
Big Ideas of Tiered Models/RtI
• Curriculum, Instruction, and Intervention
• System of Assessment, including Universal
Screening, Formative Assessment and
Progress Monitoring
• Data-based Problem Solving
• Leadership
Paradigm Shifts with ISAF/RtI
Need to use existing resources differently, creatively and flexibly
Movement of a student within the tiers is flexible
Interventions must be explicit/targeted and implemented with fidelity
Structures need to be fluid and responsive to current student needs, promote shared leadership and data driven decision making
Reflection Activity
At your table, identify strategies for helping schools connect their prior work to the key components of RtI
Closing Thoughts…Our Flywheel
IDEA/ARRA
(Flywheel)
TWCDI FNO
(Buildup)
(Breakthrough) RtI