RtI-Addressing the Needs of ALL LearnersShelby Robertson, Ph.D

Common Core State Standards

2

Tier 3 Data:Communicated to teachers (how effective

is the Tier 3 intervention), parents (the intervention that your child is in has the

following results…)Student (the intervention that you are in

has the following results…)

Tier 2 Data:.Communicated to teachers (how effective

is the Tier 2 intervention), parents (the intervention that your child is in has the

following results…)

Tier 1 Data:Communicated to teachers (grade level,

school), parents (overall school performance)

3

Problem Solving Process

Problem IdentificationWhat do we want students to

KNOW and be able to DO?

Problem AnalysisWhy does the problem exist?

What are the barriers?

Design and Implement PlanWhat are we going to do about

it?

EvaluateDid it WORK?

4

Expected Level of PerformanceLearning Objective- Increase student confidence using multiple problem solving strategies.

5

Goal Level of Performance

All students will demonstrate mastery of the learning objective as measured by:

• Establishing a classroom culture• Independent discovery to problem solve• Opportunities to collaborate and compare

problem solving strategies• Completion of graphic organizer • Student-led solutions

6

Understanding Barriers to Learning

• Understand the barriers which preclude students from mastering the learning objective with initial instruction is a prerequisite to developing effective supplemental instruction

• Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase the likelihood that initial instruction will be effective

7

Academic EngagementThe amount of time spent engaged in academic work

“I can”

Behavioral EngagementSchool attendance andparticipation in school

“I will”

Psychological EngagementFeelings of competence and control

investment in learning, self regulation,goal setting and progress monitoring

“I want to”

Social EngagementIdentification and affiliation

with school, sense of belonging, perceived

social support“I belong”

8

Academic EngagementThe amount of time spent engaged in academic work

“I can”

Behavioral EngagementSchool attendance andparticipation in school

“I will”

Psychological EngagementFeelings of competence and control

investment in learning, self regulation,goal setting and progress monitoring

“I want to”

Social EngagementIdentification and affiliation

with school, sense of belonging, perceived

social support“I belong”

*Establishing a classroom culture

*Independent discovery to problem solve

*Opportunities to collaborate and compare problem solving strategies

*Student-led solutions

9

Instructional/Intervention Design

A comprehensive understanding of barriers to mastery of learning objectives allows for development of effective instruction and interventions.

For example:• If student understanding of key mathematical

vocabulary is a barrier then explicit pre-teaching of vocabulary should be included within the instructional design.

10

Response to Instruction• Learning objectives measured by observing

students’ problem solving strategies and completion of graphic organizer

• Students whose current level does not reflect mastery of the learning objectives should be re-taught

• If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the large group should be re-taught

11

Confronting the question,”How will we respond

when our students don’t learn?” requires…

a school-wide plan that guarantees students

the time and support they need regardless

of who their teachers are.

12

Designing Multi-Tiered Supports• A continuum of intervention supports designed

to support students’ mastery of grade level standards– Differentiated – Supplemental– Intensive

• Address academic and 21st century/engagement skill needs through integrated intervention design

• Aligned and integrated with core instruction

13

What is the purpose of multi-tiered supports?

• Meet the needs of the majority of students through the delivery of core instruction designed to support students’ mastery of academic content, social-emotional, and 21st century skill standards

• Provide supplemental and/or targeted intervention supports for students who are at-risk for not mastering or who are not mastering content standards– Preview and pre-teach academic content and 21st

century/engagement skills aligned with core instruction– Re-teach critical, missing, foundational academic

knowledge and social-emotional and 21st century skills aligned with core standards

14

What are the foci of Multi-tiered supports?

• Closing gaps• Meeting proximal needs (Preventing new gaps)

– Mastery of grade level academic standards– Literacy instruction– Technology integration

• Support student engagement– Academic– Behavioral– Psychological– Social

15

Integrated and Aligned• All interventions provided must be aligned with core instruction

and core instructional goals • Core teachers and intervention teachers must communicate

frequently and consistently to ensure instruction-intervention alignment– Typically only possible when time is built into the master schedule

• Intervention courses should not be treated as their own independent content class or as an FCAT prep class

• Intervention programs should be considered effective only when they result in greater success for students within core courses– Example: Students enrolled in math intervention are at-least as likely to be

passing their core math course as students who are deemed not in need of intervention

16

Math Intervention Courses• Address foundational math skills

– Whole numbers– Addition, Subtraction, Multiplication, Division

and Decimals• Address more in-depth skills

– Fractions and negative numbers– Algebra, Geometry, Probability and Statistics

• Conceptual understanding, computational and procedural fluency and problem solving skills

17

Developing Effective Multi-Tiered Systems

18

Evaluating the Impact of Our Instruction and Interventions

19

Review Readily Available Data

20

There Are No Quick Fixes