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 Components

Tiered 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 & Benefits

RtI 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:Assessment

Use 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 rose

By 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

PEPs

RtI 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