Response to Intervention

and Self-Regulation

Graphic Representation Continuum for a Professional Growth

Plan

By: Heather Deering, Beth Turcon, Adam Lowry, Milo Warren, and Adam Hayes

What is RTI?

● RTI (Response To Intervention) is a three tiered, early intervention system implemented to ensure high levels of learning for ALL STUDENTS.

● It involves providing all students with scientifically validated instruction or evidence based practices, and then systematically assessing their academic progress.

What RTI is NOT...

It is not a product!It is not a way to eliminate jobs!It is not a new way of thinking

Rationale

We have chosen the topic of RTI because it is systematic method of reaching all students and embracing 21st Century Learning. RTI serves as a successful method of implementing teacher pedagogy. The RTI approach is proactive, not reactive. Instead of waiting for our students to fail and reacting, RTI offers early and timely interventions. Ultimately, the RTI system allows all students to achieve higher levels of learning.

“Administrators and leaders at all system levels will need to resist tendencies toward bureaucratic habits of mind and strategies and invent new ones, adapted to their particular system context, that are grounded in… professional approaches to system change.”

-Talbert 2010

Why Choose RTI’s Framework...

● It promotes Highly Effective Education. (H.E.E)● If it’s predictable, it’s preventable.● The ‘Industrialized’ or ‘factory’ framework of

education is not working in our evolving society.● It is evidence based: IT WORKS!● Learning isn’t linear.● RTI is based on NEEDS not LABELS.● Meant to prevent poor health, drop outs,

incarceration. ● Previously students had to fail before they could be

designated.

THE SYSTEM...

RTI’s framework includes a Three Tiered System.

Tier 1

Universal Practices● All learners in the classroom

Tier 2

Targeted Support● Small Group

Tier 3

Intensive Intervention● Individualized

Tier 1 What it Might Look Like...

● Formative Assessment (Ideas from great educational thinkers such as John Hattie and Dylan Wiliam) ‘As’ and ‘Of’ and backward planning.

● HOW we teach matters more than WHAT we teach. Scaffolding and Differentiated Learning.

● When we use SMALL GROUPS we need to know how to work with them and how to structure them.

● UNIVERSAL PRACTICES: HIGH QUALITY INSTRUCTION● INQUIRY BASED projects● ANCHORS and EXEMPLARS

Tier 2 What it might Look Like...

● More time allotted to assignments● Alternative Approaches● Master of prioritized Tier 1 content● TARGETED Support● Often Small Groups● MONITOR carefully and assess every 3-4

weeks

Tier 3 What it might Look Like...

● This is where we see DEFICITS in FUNCTIONAL SKILLS.● This must be done early September and be INTENSIVE

INTERVENTION: 5 days/week.● DIAGNOSTIC and TARGETED● Focus, Organization, Structure very important and

requires support.● These students will be below the grade level.● MONITOR every 2-3 weeks

TEAMS...Personal Learning

Communities

RTI’s framework includes Three Teams:1. Collaborative Teacher Teams2. School-Based Intervention Teams3. Learning Support Service Teams

COMMUNICATION IS KEY!

Proactive not Reactive

THE FOUR C’s OF RTI:

1. Collective responsibility2. Concentrated instruction3. Convergent assessment4. Certain access

Positive Behavior Intervention and

Supports...

● A process consistent with RTI model and its core principles

● Both RTI and PBIS are “grounded” in DIFFERENTIATED INSTRUCTION

Positive Behavior Intervention and

Supports...

● PBIS is based on behavioural theory - Problem behaviour occurs because it is positively functional for the student.

● The idea behind PBIS is to create a school culture where undesirable behavior is not only unacceptable, but disadvantageous for the student

Positive Behavior Intervention and

Supports...

● PBIS differs from traditional means of behavior modification in that it creates systematic standardized procedures for prevention of negative behavior that are applied school or even district wide

● The focus is on prevention rather than on punishment

Self-Regulation

Key components:

1. Reducing stressors

2. Develop self-awareness

3. Identify strategies and know when to use them

Self-Regulation cont...

● http://www.witsprogram.ca/ ● This is one example of self-regulation● Although previously used only in Elementary

Schools, the wits program has created lesson plans for Secondary Schools focused around cyberbullying and our personal responses to it.

Restorative Practices...

Again, another way to teach self-regulation● What has happened?● Who has been affected?● How can we involve everyone who has been

affected to find a way forward?● What do we do in the future?

Students are not the only ones who should be using this model...

Strategies to support RTI

● RTI must have the support of the entire school faculty to be effective

● Different tiers require different levels of strategies inside and outside the classroom

Strategies to support RTI

● Tier 1 (Needs Based Learning) ○ Effective on 80 - 85% of all students○ Often employs traditional classroom techniques

■ Display Learning Outcomes■ Proximity■ Visual Aids■ Written Feedback

Strategies to support RTI

● Tier 2 (RTI Team Driven Learning) ○ Effective on 15 - 20% of students that require more

support than is offered by Tier 1○ Students still receive basic instruction from Tier 1○ Slower paced○ One topic is mastered before moving on to others○ More personalized learning (Usually in small groups)

Strategies to support RTI

● Tier 3 (Specifically Designed Learning) ○ Highly intensive direct instruction○ Students will still receive basic instruction from

Tier 1○ Often 1 on 1 student to teacher ratio○ Focus on needs of individual students for greatest

personalized learning

RTI In The Secondary School...

“The primary purpose of RTI at the secondary level is to build the capacity of the school to meet the increasing

demands for a diverse students population to meet vigorous standards for graduation. A secondary purpose is

to ensure appropriate instruction and intervention is provided to all students. A final purpose is to provide a system that will support continuous school improvement

to improve outcomes for all students.”Evelyn S Johnson, Lori Smith, Monica Harris

RTI in the Secondary School...

● The focus of primary RTI is prevention● The focus of secondary RTI is REMEDIATION

Click here for more information on RTI in the Secondary Classroom...http://www.betterhighschools.org/expert/ask_tiered.asp

Implementation

● Rethinking the timetable● Constant Communication with other faculty

members● Positive School Culture● Encourage Self Assessment in the Classroom● Consistent Monitoring● Quality Core Instruction● Develop procedures for Data-based Decision

Making and Monitoring

References...

http://www.betterhighschools.org/expert/ask_tiered.asp

How RTI works in secondary schools. (2010). Reference and Research Book News, 25(1) Retrieved from http://search.proquest.com.ezproxy.viu.ca/docview/199725429?accountid=12246Reed, Deborah K.; Wexler, Jade; Vaughn, Sharon (2012). RTI for Reading at the Secondary Level : Recommended Literacy Practices and Remaining Questions. Retrieved from http://viu.eblib.com.ezproxy.viu.ca/patron/FullRecord.aspx?p=886776&echo=1&userid=6LOn55Ilya4fvNRk9DfBRQ%3d%3d&tstamp=1379802902&id=8A23A9A33316BDEA35340488471B4F2BFB541344Education Week. 1/28/2009, Vol. 28 Issue 19, p20-22. 3p. 7 Color Photographs, 2 Graphs. High Schools Try Out RTI Christina A. SamuelsSimplifying RTI. (2013). Solution Tree. Chris Weber ED. D Educational ConstulatantMaag, J. W. (2005, November). I can’t make you: Attitude shifts and techniques for managing resistance. Arizona Association for School Psychologists, Chandler, AZ.

http://www.pbis.org/