Responsiveness to Instruction (RtI) What’s New in North Carolina?
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Transcript of Responsiveness to Instruction (RtI) What’s New in North Carolina?
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Responsiveness to Instruction (RtI) What’s New in North Carolina?
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Objectives
• Become familiar with the current work of NCDPI regarding Responsiveness to Instruction (RtI)
• Know the key differences between the four and three tier RtI model
• Understand the critical components of RtI as a framework for school improvement
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RtI State Leadership Team
Angela Quick, Deputy Chief Academic Officer
Maria Pitre-Martin, Director, K-12 Curriculum and Technology
– Ivanna Mann Thrower, ESL/ Title III Consultant
– Amy Scrinzi, Math Consultant
– Dan Tetreault, English/ Language Arts Consultant
Mary Watson, Director, Exceptional Children
– Sherry Thomas, Section Chief, Exceptional Children
– Lynne Loeser, SLD/ ADHD Consultant, Exceptional Children
Allison Whitaker, Consultant, Federal Program Monitoring and Support
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Rick Powers-Statewide RtI Building AdministratorConsultant
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History of RtI in NC
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North Carolina Problem-Solving Model
• 2000 Study began
• 2004 Five pilot sites
• 2006 State wide training
• 2008 Regional training & trainers
• 2010 General education partnership
• 2011 Implementation Science
• 2012 Transition to RtI three tier model
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NC DPI Definition of RtI
NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problem-solving model based on data, to address student needs and maximize growth for all.
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Critical Components of RtI
• Leadership and Shared Responsibility
• Curriculum and Instruction
• Assessment
• Problem-Solving/Data-Based Decision Making
• Family and Community Partnerships
• Sustainability and Integration
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Current State Work
• Scaling Up Work Group
– Focused work with State Implementation and Scaling up of Evidence-based Practices (SISEP)
– Collaboration across DPI Agency and Institutions of Higher Education, and LEA representation
• Collaboration with RtI and PBIS
– Developing one Multi-tiered System of Support
• Secondary RtI Pilots- Oak Foundation Grant
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Currently Implementing
• 80% of LEAs implementing in at least one school
• 53% of all K-8 schools are implementing
• 23% of all High Schools are implementing
• 45% of all schools (K-12) are implementing
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Transitioning from Four to Three Tier Model
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Adjusting Mindsets
Process for some students
Framework for total school improvement
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Why Shift?
• Place focus on problem-solving foundational core for total school improvement
• Increase focus on general education
• Movement away from viewing RtI as a process to a framework for all students
• Integrate with Positive Behavior Intervention and Support (PBIS)
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Title I ESL
AIGSpecial
EducationEducating in
silos
14Slide created by Dale Cusumano, Ph.D.
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Title I ESL
AIGSpecial Education
Educating Collaboratively
15Slide adapted from Dale Cusumano, Ph.D.
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Problem-Solving Model
Evidence-Based Practices
Data-Based Decision Making
Four Tier RtI Model
Four Tier RtI Model
System of Support for Student Success
Three Tier RtI Model
Three Tier RtI Model
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Perceived focus on individual students
Individual paperwork at all Tiers
7 Step Problem-Solving
Individual student
data only
Education in silos
Perceived as route to Special Ed
Focus on Core
instruction at all tiers
TIPS
Monitor all students’ response
All students in
Tier I
Shared Education
Core Paperwork
at Tier I
Four Tiers Three Tiers
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What Happened?
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Defining, Analyzing and Monitoring Tiers I, II and III
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Layering of Support
Differentiated Core
Supplemental Support
Intensive Support
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Foundational Core: Tier 1
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Who: All students are in Tier 1 (Foundational Core)
What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting benchmarks in Foundational Core alone. What about subgroups?
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Tier I – Three TierFocus on Foundational Core
• Includes all students
• Focus on all students across a grade and response to foundational core
• Document on one grade level problem-solving form
• Monitor response (of all students) to instructional changes
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Tier I – Focus on Foundational Core
• Enhanced core
• Increased academic engaged time
• Less paperwork
• Less progress monitoring
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Analyzing Foundational Core
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Analyzing Foundational Core
• Are at least 80% of your students proficient in each subgroup with foundational core alone?
• What is working? Why? How do you know?
• What’s not working? Why? How do you know?
• Do teachers have needed skills & content knowledge?
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Supplemental Instruction: Tier II
Slide adapted from G. Batsche
Who: Students needing supplemental support in addition to Foundational Core instruction (approx. 20% of students)
What: Evidence-based programs and practices demonstrated to improve performance in Foundational Core
Effectiveness: If at least 70-80% of students improve performance toward Foundational Core standards
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Tier II – Supplemental + Foundational Core
• Instruction is connected to core content
• Supplemental instruction does not supplant core
• Documentation is on same form for individual student
• Analysis of effectiveness of Tier II instruction for all students toward Foundational Core standards
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Intensive Instruction: Tier III
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Who: Students needing Intensive support in addition to Supplemental and Foundational Core instruction (approx. 5% of students)
What: Evidence-based programs and practices demonstrated to improve performance
Effectiveness: If there is progress toward performance in Foundational Core standards
Slide adapted from G. Batsche
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Tier III – Intensive + Supplemental + Foundational Core
• Instruction is most intensive in the building
• Increase intensity and frequency (time, duration, or digging deeper in specific skill)
• Documentation is on same form for individual student
• Analysis of effectiveness of Tier III instruction for all students toward Foundational Core Standards
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Training, Support and Information
• State Training
– Transition Training (Four Tiers to Three Tiers)
• Conducted June, July and August 2012
• Future dates will be sent out via listserv
– New Implementer Training (3 days)
• Haywood County- Sept 5, 6, 7
• Edgecombe County- Oct 3, 4, 5
• Winston-Salem/Forsyth County- Oct 10, 11, 12
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Training, Support and Information
• Ongoing Technical Assistance to District Teams through RtI Field Consultants
• Regional Networking Meetings-
– Conducted every other month in each region
• Listserv
– Email your regional field consultant
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NCDPI Responsiveness to Instruction
http://www.ncpublicschools.org/curriculum/responsiveness/
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Contact Information for Training and Support
• Anne Nixon- Regions 1, 2, [email protected]
• Amy Miller- Regions 3, 4, [email protected]
• Amy Jablonski- Regions 6, 7, [email protected]
• Rick Powers- Statewide [email protected]
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Questions