The RTI Model: RESPONSE TO INSTRUCTION

WHAT IS IT ? HOW DOES IT WORK?ARE WE COMMITTED?

Response To Intervention• RTI is the practice of providing

• high-quality instruction and intervention

• matched to student need, monitoring• progress frequently to make decisions

• about change in instruction, differentiation or goals and applying

child response data to important educational decisions. • (NASDSE, 2005)

What Happens When Kids Don't Learn ?

• High expectations for success will be judged not only by the initial staff beliefs and behaviors, but also by the organization’s response when some students do not learn.”

• ~ Larry Lezotte ~

We Must Remember…

• No system of interventions can compensate for weak and ineffective teaching. At the same time a school is working to develop time and support for student learning, it must take steps to create the powerful collaborative teams and common assessments that contribute to adult learning.

• Core curriculum must be solid, and delivered with FIDELITY. Without this, the system of intervention will be overwhelmed.

Beliefs

• Do we believe it is the purpose of our school to ensure that all students learn at their highest potential?

• Do we acknowledge that students learn at different rates and with different levels of support?

• Have we created a schedule that guarantees students will receive additional opportunities for learning, in a systematic way, regardless of who the teacher might be?

PASSION STATEMENT

• We at Mintie White will not rest until students and teachers are purposefully engaged and invested in ongoing, meaningful, systematic learning.

• Teachers and students effectively collaborate in an environment where everyone’s ideas are heard, validated and honored in order to advance each student.

ASSESSING OUR SCHOOL

• Are our students assured EXTRA TIME AND SUPPORT?

• Is our response TIMELY? How quickly are WE able to identify the kids who need extra time and support?

• Is our response prompt intervention or sluggish remediation?

• Is our response SYSTEMATIC? Do kids receive this help according to a school-wide plan?

If you answered “NO”…

• You probably are wondering…– How to organize?– Where is the money?– Where are the people?– Where is the time?– What does it look like?

• WHAT IS RTI?• Read article

RTI: RESPONSE TO INTRUCTION

A Process not a Program3 components combined for success:

Collaboration, Scaffolding, Ongoing Assessment throughout school, and within grade levels

Staff created schedule which disperses support staff, special ed staff, throughout grade levels in order to lower student to teacher ratio in reading for the lowest levels.

Flexible Grouping45minutes per dayMeets the needs of ALL students, gifted,FBB,

BB,B,Pros , Adv etc and Special Needs kidsStudents are moved to another level at any time

based on assessmentsIt is NOT TRACKING: It only encompasses part of

a dayInstruction is at instructional level: Creates

success and promotes high interestProvides 3-4 times more direct instruction

•A program with a prescribed set of rules•Programs that have to be purchased to make it happen•Time in addition to the Language Arts Block•TRACKING…where students must remain in the same level all year•A cookie cutter approach where a system is super-imposed over a school and they must conform to a program•Top-down direction that includes “RTI POLICE” watching that it is done “correctly”•A way to get “RID” of special education•Only successful if there is a certain amount of support people in a school•A fixed creation that must always be the same with no room for adaptation•Teachers planning in isolation for their level of instruction and not utilizing the problem solving methods of collaboration.

What it is Not…….

Benefits of RTi

• Grade levels receive higher scores on assessments

• Teachers streamline instruction due to smaller range of developmental levels in reading class

• Collaborations ensure teaching of Power Standards that are mastered

• INCLUSION of SPECIAL ED STUDENTS• ALL students can learn what they need to.

What will it take?

• Inclusive leadership: teachers as leaders• Continual Collaboration: PLCs,DATA TEAMS, lesson

planning, assessments, dialogue• Resources need to be lined up .• Visits to other RTI schools• TRUST your colleagues with your students!• Schedule by Grade Levels• Letting go of “comfortable” structures until it flows.• Believing it is the best for our students.

Benefits for Students?

• Students with behavior problems will decrease.• Struggling students will feel less overwhelmed

and frustrated• Accelerated students can go higher are no longer

bored• Costs are minimal• Differentiated Instruction: Reading and Writing

Workshop? Skills taught that are needed to access regular classroom program.

Have a Passion

• Olga does not say “Do this, or You have to”• You will need to make a personal commitment

to the process by agreeing to the passion statement made by your peers

• Some staff will be skeptical,”I’ve seen it all!”• Some don’t want to change what is working

right now.”• Olga will support you and will help protect

your time.

K-1 Model5 min.----Letter/Sound review ( letter sound

recognition and building phonics skills)5-10 min---Sightword Vocabulary ( inmediate

recognition for transference to text )5-10 min.-----Phonemic Awareness20 min. Guided Reading ( reading strategies,build

comprehension, observe reading behaviors)Dictate and Write: Put together learning in a

meaningful way

2-5 Modelfor Intensive Students

Using Power Standards and DATA: 3 Rotationso Word Skills: Letters and Sounds: Follow sequence

of Word Skillso Literary Analysis: Leveled Reading materials:

Work on Comprehensiono Graphic Organizerso Reading Standards: Across Grade levelso Use of Adopted Materials ( HM)o Other materials on standard being taught

2-5 ModelBenchmark Group

Word Skills: Letters/Sounds, Greek/Latin prefixes, suffixes, roots

Literary Analysis: leveled reading, Beginning novels,Literature Circles, Readers Workshop, Graphic organizers

Articulation of Power Standards: ie. Main Idea Use of adopted Curriculum ( HM) to :Build background, vocabulary, story,workbook pagesGraphic organizers and additional materials on

Standard

Enrichment2-5 Model

• Word Skills: letters and Sounds, Greek/Latin Prefixes, suffixes, Roots

• Literary Analysis: Novels, Literature Circles,Graphic Organizers, response to Literature

Reading Standards: Articulation of Power Standards: ie. Main Idea

Use of adopted Curriculum ( HM) to :Build background, vocabulary, story, workbook pagesGraphic organizers and additional materials on

Standard

What Would It Take?

•Commitment , TRUST, Communication, Planning•Determine who does what at each level•Determine materials used and needed•Determine Assessments used at each grade level.•Make visits to Rosemary and other places to see it in action•Provide Support Staff Training on grade level Expectations

How many of the things mentioned are we already Doing ?

Time Commitment?

•45-50 minutes a day •4 days a week•SAMPLE:•8:10-9:00 4/5 grade•9:15-10:00 3rd grade•10:05-10:55 1/2 grade

The Mintie White Support TeamEQUITY for All Students

Suggestions and Possibilities

4/5: Jan, Jose, Terry, Nancy, ?3: Jan, Tony, Jose, ?1/2: Jan, Lynn, Jose, Tony, ?

The hard question we need to answer in Response to Instruction is

Are we using our resources in the best way to meet the needs of as many kids as we can?

DATA

FBB BB Ba Pro AdvGradesBlue= 3 Orange=4 Green=5

Data says that we have many students to move forward who’sneeds are not being met. How do we do this and not flat line?AYP standards have gone up to 56% of our students must be proficient to stay in Safe Harbor and get out of PI status.

Reflections1. Can we start one level at a time?2. What grades may want to look at implementing this

PROCESS in January?3. What grade levels might be interested in exploring options to

providing equity across the school using our resources?4. What do we have to be faithful to if we do not respond to

instruction using this model? Ie. Quality of UA time? How are we ensuring that the necessary reading skills are being taught daily and systematically? Interventions?

5. If we really put our effort this year to get out of PI status, it could free us of mandates and allow for more creative teaching. How can we continue as A WHOLE SCHOOL to work towards this?

Thanks, the decision is yours. Shared leadership means that , exactly.

What will you do as a team to ensure that all students’ needs are met at

every level. We can do it our way in an equitable

fashion.

THE BIG DECISION

Second grade would pilot and begin in JanuaryVisit Rosemary for grades 1,2,3Third grade will begin in FebruaryFirst Grade will visit Second and third grade and will begin planningOlga will get materials bought and readyReading Teachers will be hired by the hour to push in.Teachers will test students for placement .Grade levels will begin to place students in target groupsLook at DATAScheduling COLLABORATION days given to team by OlgaLot’s of Kudos all of the way aroundTeachers Shine within their own schoolNo need to visit other schools when you have success at your own school.