32
Response to Response to Intervention (RtI) Intervention (RtI) How can we make it work How can we make it work in Wisconsin? in Wisconsin?

Response to Intervention (RtI)

Embed Size (px)

DESCRIPTION

Response to Intervention (RtI). How can we make it work in Wisconsin?. The concept of RtI is quite simple. doing RtI well is quite complex. Make a list of words or phrases you associate with Response to Intervention (RtI). Record them on flip chart paper. - PowerPoint PPT Presentation

Citation preview

Page 1: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

How can we make it workHow can we make it work

in Wisconsin?in Wisconsin?

Page 2: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

doing RtI well is quite doing RtI well is quite complex.complex.

The concept of RtI is quite The concept of RtI is quite simplesimple

Page 3: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Make a list of words or phrases you associate Make a list of words or phrases you associate with Response to Intervention (RtI). Record with Response to Intervention (RtI). Record them on flip chart paper.them on flip chart paper.

List challenges of Response to Intervention on List challenges of Response to Intervention on flip chart paper.flip chart paper.

Post your words/phrases and challenges Post your words/phrases and challenges around the room.around the room.

Gallery WalkGallery Walk

Page 4: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Our shared commitment to raising achievement for all students and closing the achievement gap that exists between economically disadvantaged students, children of color, and their peers.

Our New Wisconsin Promise:

Page 5: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

RtI is a process forRtI is a process forachieving higher levels of academic and behavioral achieving higher levels of academic and behavioral

success for all students through: success for all students through:

High Quality Instructional PracticeHigh Quality Instructional Practice

Continuous Review of Student Progress (multiple Continuous Review of Student Progress (multiple measures)measures)

CollaborationCollaboration

Page 6: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

There are three phases for each of these There are three phases for each of these components:components:

Consensus BuildingConsensus Building Infrastructure BuildingInfrastructure Building ImplementationImplementation

Page 7: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Consensus BuildingConsensus Building::

Lays the foundation for a successful RtI Lays the foundation for a successful RtI systemsystem

Ensures there are shared philosophies, Ensures there are shared philosophies, beliefs, and commitments among staff and beliefs, and commitments among staff and stakeholders that will support an RtI stakeholders that will support an RtI systemsystem

Page 8: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Consensus Building Is Based Upon A:Consensus Building Is Based Upon A:

Shared belief that all individuals’ Shared belief that all individuals’ contributions are valued equallycontributions are valued equally

Shared vision for moving forwardShared vision for moving forward Shared responsibility for key decisionsShared responsibility for key decisions Shared accountability for outcomesShared accountability for outcomes

Page 9: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

High Quality Instructional PracticeHigh Quality Instructional PracticeInherent to a high quality instructional practice for learning isInherent to a high quality instructional practice for learning is

differentiated instructiondifferentiated instructionthat puts the student at the center of teaching and learning, with that puts the student at the center of teaching and learning, with

the student’s needs driving instruction, not programs or curricula.the student’s needs driving instruction, not programs or curricula.

Page 10: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

High quality instructional practices respond to individual High quality instructional practices respond to individual differences in a learning community (classroom).differences in a learning community (classroom).

Multiple ways for students to acquire and apply expected knowledge and skills

Multiple ways to motivate and

challenge students

Multiple ways for

students to demonstra

te and teachers to

assess student

progress

High Quality Instructional PracticeHigh Quality Instructional Practice

Page 11: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

High Quality Instructional PracticeHigh Quality Instructional PracticeHigh quality instructional practice provides appropriateHigh quality instructional practice provides appropriate

intervention/additional servicesintervention/additional servicesfor students who need them.for students who need them.

Page 12: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

BALANCED ASSESSMENT

A System of Constant Inquiry

Continuous Review of Student ProgressContinuous Review of Student Progress

Page 13: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Balanced Assessment SystemBalanced Assessment System

Key Components:Key Components: Multiple facetsMultiple facets TriangulationTriangulation Each assessment type has a primary Each assessment type has a primary

purpose, as well as strengths and purpose, as well as strengths and limitationslimitations

District and school accountabilityDistrict and school accountability Instructional needs and supports for Instructional needs and supports for

individual studentsindividual students

Page 14: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Balanced Assessment SystemBalanced Assessment System

Formative Benchmark Summative

Daily Ongoing Evaluation Strategies Periodic Diagnostic/Progress Assessments Large-Scale Standardized Assessments

Immediate Feedback Multiple Data Points Across Time Annual Snapshot

Student-Centered Classroom/School-Centered School /District/State-Centered

Page 15: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Summative/Summative/Large-Scale AssessmentLarge-Scale Assessment

Purpose Purpose :: To determine how students in schools, To determine how students in schools,

districts, and states are progressing.districts, and states are progressing.

To inform curriculum and instruction.To inform curriculum and instruction.

To determine Adequate Yearly Progress To determine Adequate Yearly Progress (AYP).(AYP).

Page 16: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Benchmark AssessmentBenchmark Assessment

Purpose:Purpose: To determine to what extent students are To determine to what extent students are

progressing.progressing.

To determine how well a program is To determine how well a program is working.working.

Page 17: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Purpose: To consider what learning comes next for

students To improve learning while there is still

time to act – before the graded event

Formative AssessmentFormative Assessment

Page 18: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Spend a few minutes thinking about the Spend a few minutes thinking about the assessments you use in your school assessments you use in your school district.district.– Have you built a balanced assessment Have you built a balanced assessment

system?system?– (How) do the different assessments work (How) do the different assessments work

together or inform each other?together or inform each other?– How is information from these How is information from these

assessments communicated?assessments communicated?

Page 19: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

In a Balanced Assessment SystemIn a Balanced Assessment SystemThe question should be:The question should be:

Not simplyNot simply

““How did the students perform?”How did the students perform?”

But, ratherBut, rather

““How can we adjust teaching and How can we adjust teaching and learning practice so that we learning practice so that we improve student performance?” improve student performance?” Douglas Reeves, 2006Douglas Reeves, 2006

Page 20: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Consider and discuss this question:Consider and discuss this question:

What process do staff in your school What process do staff in your school district use to make decisions about district use to make decisions about adjusting teaching and learning practice to improve student performance?

Page 21: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaborationTeams of educators with a variety of expertiseTeams of educators with a variety of expertise

- in partnership with parents and community resources - - in partnership with parents and community resources -

Page 22: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaborationFluidity based on student needsFluidity based on student needs

- in partnership with parents and community resources -- in partnership with parents and community resources -

Classroom

Page 23: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaboration

Classroom

Fluidity based on student needsFluidity based on student needs- in partnership with parents and community resources -- in partnership with parents and community resources -

Page 24: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaboration

DifferentiatedInstruction within the classroom

Fluidity based on student needsFluidity based on student needs- in partnership with parents and community resources -- in partnership with parents and community resources -

Page 25: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaboration

DifferentiatedInstruction within the classroom

Fluidity based on student needsFluidity based on student needs- in partnership with parents and community resources -- in partnership with parents and community resources -

Page 26: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaboration

Intervention/Additional

Services

Fluidity based on student needsFluidity based on student needs- in partnership with parents and community resources -- in partnership with parents and community resources -

Page 27: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

CollaborationCollaboration

Intervention/Additional

Services

Fluidity based on student needsFluidity based on student needs- in partnership with parents and community resources-- in partnership with parents and community resources-

Page 28: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Consider and discuss the following Consider and discuss the following question:question:

What structures are necessary to have What structures are necessary to have in a school district to facilitate in a school district to facilitate collaboration?collaboration?

Page 29: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

RtI is a PK-12 initiative for:RtI is a PK-12 initiative for:

High Quality Instructional PracticeHigh Quality Instructional PracticeContinuous Review of Student ProgressContinuous Review of Student Progress

CollaborationCollaboration

that has applications forthat has applications for

General EducationGeneral Education

Special EducationSpecial Education

Gifted and TalentedGifted and Talented

Title ITitle I

English Language English Language LearnersLearners

Etc.Etc.

Page 30: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

RtI is for ALL children and ALL educators.RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices.RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration.Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior.RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple RtI supports and provides value to the use of multiple

assessments to inform instructional practices.assessments to inform instructional practices. RtI is something you do and not necessarily something you buy.RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based RtI emerges from and supports research and evidence based

practice.practice.

Principles for the successful implementation Principles for the successful implementation of RtIof RtIin Wisconsin:in Wisconsin:

Page 31: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Making RtI Work in Wisconsin. On flip Making RtI Work in Wisconsin. On flip chart paper, record your thoughts chart paper, record your thoughts about the following question:about the following question:

What opportunities does RtI present for your school district?

Page 32: Response to Intervention (RtI)

Response to Intervention Response to Intervention (RtI)(RtI)

Troy Couillard, Assistant DirectorTroy Couillard, Assistant Director Special Education TeamSpecial Education Team 608-266-1781 608-266-1781 [email protected]@dpi.wi.gov Chrystyna MurskyChrystyna Mursky Consultant, Gifted & Talented and Advanced PlacementConsultant, Gifted & Talented and Advanced Placement Content and Learning TeamContent and Learning Team 608-267-9273608-267-9273 [email protected]@dpi.wi.gov Abby Potter Abby Potter Education Consultant Education Consultant Office of Educational Accountability TeamOffice of Educational Accountability Team (608) 267-5153 (608) 267-5153 [email protected]@dpi.wi.gov