rti at work 2-day workshop - solution tree · #rtiaw two-day workshop austin buffum & mike...

RTI at Work2-Day Workshop

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#rtiaw

Two-Day WorkshopAustin Buffum & Mike Mattos

#rtiaw

The most important question in any organization has to be:

“What is the business of our business?”

—Bardwick, In Praise of Good Business: How Optimizing Risk Rewards Both Your

Bottom Line and Your People (1996), p. 34

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Schools are here to prepare children to be adults.

As educators, it is our job to ensure our students learn the essential skills, knowledge, and dispositions needed to succeed in their adult life.

RTI at Work Workshop© Solution Tree 2016 • solution-tree.com • Do not duplicate. 1

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If schools exist to prepare students to be adults, then we, as educators, must have an accurate vision of the future for which we are preparing our students.

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Higher levels of education and training are required!

—Connolly & Lewis, “Structural Change in the Australian Economy,” Bulletin (September Quarter, 2010)

RTI at Work Workshop© Solution Tree 2016 • solution-tree.com • Do not duplicate.2

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—Committee for Economic Development of Australia Australia’s Future Workforce? (June 2015)

“Technological change over the last two decades has been extremely fast and that is likely to continue. This will mean that a significant portion of Australian jobs that exist today will no longer exist in 20 years’ time.”

—Committee for Economic Development of AustraliaAustralia’s Future Workforce? (June 2015)

—Longbottom, “One in Four Australian Students Drop Out of Highschool, Study Finds,” The World Today

(October 2015)

“Perhaps more important than the shifts observed in production and employment however, are the shifts in skills.

“The increasing importance of the services sector and the overall move towards a knowledge economy has required workers to invest in their human capital.”


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“The biggest single factor determining the likelihood of poor labour market outcomes, particularly unemployment, is the lack of education for all age groups.”

—Committee for Economic Development of Australia Australia’s Future Workforce? (June 2015)


(October 2015)

“Researchers at Melbourne's Mitchell Institutefound a quarter of Australian school students are not finishing Year 12, and that completion rates are much worse in remote and economically disadvantaged communities.

“. . . Her team of researchers found just 60 percent of students from low socioeconomic backgrounds finish school, compared to 90 percent of those who are wealthy.”

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To ensure high levels of learning for all students!

Our Mission …


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SSCE (or VCE, or WACE) + plus

Grade level or better

What Do We Mean by High Levels?

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Fundamental Assumptions

All students don’t learn the same way.

All students don’t learn at the same speed.

Some students lack prior skills and knowledge.

Some students lack academic behaviors.

Some students have a home life that is counterproductive to academic success.

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Virtually all educators start each day with honourable intentions, worked tirelessly on behalf of their students, and utilize the best strategies they possess.

Our traditional school system has never achieved the goal of all students learning at high levels.

No teacher has all the skills, knowledge, and time necessary to meet the needs all the students assigned to his or her classes.



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To create a systematic, multitieredprocess that ensures every child receives the additional time and support needed to learn at high levels

Our Goal

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Can you make every parent this promise?

“It does not matter which teacher your child has at our school. If your child needs extra time and support to learn at high levels, we guarantee he or she will receive them.”

Discuss your school’s current reality.

Current Reality, Critical Question

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Response to intervention is our best hope to provide every child with additional time and support needed to learn at high levels.

RTI’s underlying premise is that schools should not delay providing help for struggling students until they qualify for special education.

Instead, they should provide timely, targeted, systematic interventions to all students who demonstrate need.


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“According to the Australian Bureau of Statistics, the number of schools in Australia increased by 3 percent from 1999 to 2013. During the same period there has been a 17 percent increase in special schools across the country.”

—The Conversation, “Australia Lags Behind the Evidence on Special Schools” (August 4, 2015)

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How do we visually think about a multitiered system of support?

The Big Picture

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Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:

Intensive Interventions


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A multitiered system of interventions is designed to address four essential outcomes needed to ensure all students learn at high levels.

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Tier 1:

Core Program

Tier 2:


Tier 3:


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Critical Point!

If our mission is high levels of learning for every student, then what do all students needat Tier 1?


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Essential Outcome 1

The ultimate goal of a learning-focused school is to ensure that every student ends each year having acquired essential skills, knowledge, and behaviors required for success at the next grade level.

For that to happen, all students must have access to grade-level essential curricula as part of their core instruction.

All students have access to

grade-level essential standards!

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Not all students learn the same way.

Not all students learn at the same speed.


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Essential Outcome 2

At the end of each unit of study, some students need additional time and support to master their essential grade-level curriculum.

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Tier 2:


Tier 3:


Tier 1:

Core Program



Additional support to

master grade-level essentials


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This support is focused on very specific essential standards and learning targets.

Placement into Tier 2 interventions must be timely, targeted, flexible, and fluid.

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Not all students learn the same way.

Not all students learn at the same speed.


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Universal Skills of Learning

Reading

Writing

Number sense

English language

Attendance

Behavior


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Tier 2:


Tier 3:


Tier 1:

Core Program

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Essential Outcome 3

Some students enter each school year lacking essential foundational skills they should have mastered in prior years—such as foundational reading, writing, number sense, and English-language.

These students require intensive interventions in these areas to succeed.





Intensivesupport in prior skills


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Universal skills are developed over time.

Intensive interventions need to be provided for targeted students as part of their instructional day.

These intensive interventions should be provided by staffed who are most highly trained in the student’s targeted area of need.

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Essential Outcome 4

Some students require all three of the prior essential outcomes to learn at high levels.












Intensivesupport in prior skills

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Where does special education fit into the pyramid?


Australian Association of Special Education

Tiered RTI models are based on practices such as explicit teacher-directed instruction that are shown by empirical research to be effective.

These approaches support all students.

They also support students with disabilities based on their specific needs for intervention, not on their diagnosis.

They also may reduce the need for specialist supports.

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Is this how your school or district views systematic interventions?

Discuss your school’s current reality.


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By the end of the workshop, you will …

Understand how to simplify your school or district approach to RTI.

Acquire the strategies and tools to not only understand the work, but to be able to do it.

Leave with a draft pyramid and an action plan.


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Tier 1

Tier 2

Tier 3

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Tier 2:


Tier 3:


Special Education

Tier 1:

Core Program


Tier 1

Tier 2

Tier 3

Each Student

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Tier 1:

What All Students Need

Tier 2:

What Targeted Students Need

Tier 3:What Individual Students Need

Core

Core and more

and more

Core and more


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TeacherTeams

SchoolLeadership

Team

SchoolIntervention

Team

Three Critical Teams

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Site counselor Psychologist Speech and language pathologist Special education teacher Librarian Health services Subject specialists Instructional aides Other classified staff

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Where do we start?


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Effective interventions cannot compensate for an ineffective Tier 1 core program!

Critical Point!

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Technical Changeand

Cultural Change

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“Substantial cultural change must precede technical change.”

While technical changes are necessary to improve our schools, they produce few positive results when the people using them do not believe in the intended outcome or the change.

—Muhammad, Transforming School Culture:How to Overcome Staff Division (2009), p. 16


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“The heart and soul of school culture is what people believe, the assumptions they make about how school works.”

—Sergiovanni, Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996)

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Collective Responsibility

A shared belief that the primaryresponsibility of each member of the organization is to ensure high levels of learning for every child

Thinking is guided by the question:Why are we here?

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Collective responsibility is built on two fundamental beliefs:

1. We, as educators, accept responsibility to ensure high levels of learning for every child.


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John Hattie

Visible Learning:

A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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A meta-meta-analysis of:

Over 800 meta-analyses

o Comprising over 50,000 individual studies

Representing the achievement of over 80 million students worldwide

Visible Learning

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1.0 Standard Deviation Equals …

One to two grade equivalents

30-plus percentile points on ITBS


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The “Typical School Effect”

One year of a student’s maturation: .10

One year of a teacher’s instruction: .30

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In other words, we can expect the average student to academically improve .40 if he or she stays alive and regularly attends an average school for a year.

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The “Home Effect”

Socioeconomic status: .57

Home environment: .57

Parental involvement: .51


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The good news: Socioeconomic status was thirty-first on his list of the factors that have the greatest impact on student learning.

Schools directly control thirty practices that have a greater impact on student learning.

More Powerful Than Poverty, Parenting, or Home Environment

Self-reported grades: 1.44

Piagetian programs: 1.28

RTI: 1.04

Formative assessment: .90

Microteaching: .88

Acceleration: .88

Reciprocal teaching: .74

Feedback: .73

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“Researchers at Melbourne’s Mitchell Institute found that children from very poor backgrounds are quite capable of succeeding and reaching the norms attained by the more advanced children, providing that the conditions under which they’re schooled improve.”


(October 2015)


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Collective responsibility is built on two fundamental beliefs:


2. We assume all students can learn at high levels.

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But does all really mean ALL?

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Creating a Culture of Collective Responsibility

To what extent are the two fundamental beliefs embraced by your staff?


2. We assume all students can learn at high levels.


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Building Consensus for a Culture of Collective

Responsibility

“No one person, no matter how competent, is capable of single-handedly developing the right vision, communicating it to vast numbers of people, eliminating all the key obstacles, generating short-term wins, leading and managing dozens of change projects, and anchoring new approaches deep in an organization’s culture.

“Putting together the right coalition of people to lead a change initiative is critical to its success.”

—Kotter, The 8-Step Process for Leading Change [Kotter International online]

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SchoolLeadership

Team


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Activity:

Building Consensus for a Culture of Collective

Responsibility

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Additional Resources

Anthony Muhammad: Transforming School Culture Assessing Your School’s Culture

Download at https://goo.gl/W9HeBG


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If you wait for everyone to get on board before starting, the train will never leave the station.

Most people become committed to a process once they see that it works.

Critical Point!

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Consensus

1. Everyone has had a say.

2. The will of the group has emerged.

3. It is evident, even to those who disagree.

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The Why

“The Why Behind RTI,” Educational Leadership, October 2010

Friedrich Nietzsche: “He who has a why to live can bear almost any how.”

Website: abuffum.com


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Download fillable version at https://goo.gl/HqCCyU

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Believing all students can learn it not enough …

What must we do to get every student there?

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“The key to improved student learning is to ensure more good teaching in more classrooms more of the time.”

—DuFour & Mattos, “How Do Principals Really Improve Schools?” Educational

Leadership (2013), p. 34


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What is “good teaching?”

What practices are proven to be most effective at improving student achievement?

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John Hattie

Visible Learning:

A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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Greater teacher content knowledge: .09

Ability grouping: .12


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“The results show that tracking has minimal effects on learning outcomes and profound negative equity effects.”

—Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2009), p. 90

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Grouping within classroom: .17

Program fidelity: .06–.67

Curricula Program Effectiveness

Whole language: .06

Reading comprehension: .60

Phonics instruction: .60

Reading vocabulary: .67

Writing: .44

Mathematics: .45

Science: .40

Social skills: .27




Grouping within classroom: .17

Program fidelity: .06–.67

Improved teaching strategies: .41

Homework: .29

Traditional leadership activities: .36

What About?

More money:

School size:

Class size:

Retention:

Aides:

Coteaching:

.23

.43

.21

–.16

.37

.19

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What is “good teaching?”

What practices are proven to be most effective at improving student achievement?


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Based on his synthesis of over 800 meta-analyses of research, Hattie asserts that:

1. Teachers must work collaboratively rather than in isolation.

Visible Learning

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TeacherTeams

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Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers thus work collaboratively to ensure that theirstudents master these critical standards.


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Grade-level teams

Course and content teams

Vertical teams

Interdisciplinary skills

District and regional

Electronic teams

Team Structures

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By teams, we do not mean groups who assemble for traditional grade-level and department meetings.

The act of meeting together does not define a group of people as a team.

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1 5 10


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2. Teachers must agree on the essential learning all students must acquire.

3. Teachers must agree on how students will demonstrate their learning.

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The Four Cs of RTI

1. Collective responsibility

2. Concentrated instruction

3. Convergent assessment

4. Certain access

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Concentrated Instruction

A systematic process of identifying essentialknowledge and skills that all students must master to learn at high levels and determining the specific learning needs for each child to get there

Thinking is guided by the question:Where do we need to go?


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Creating a guaranteed, viable curriculum is the number-one factor for increased levels of learning.

(Marzano, What Works in Schools: Translating Research Into Action, 2003)

Establishing Curricular Priorities

(Wiggins & McTighe, Understanding by Design, 1998)

Worth being familiar with

Important to know and do

Essential to know and do

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“Nice to Know”

Versus

“Got to Know”


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Essential standards do not represent all you are going to teach.

They represent the minimum a student must learn to reach high levels of learning.

Critical Point!

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“To cover all of this content, you would have to change schooling from K–12 to K–22 …. The sheer number of standards is the biggest impediment to implementing standards.”

—Scherer, “How and Why Standards Can Improve Student Achievement: A Conversation With Robert J. Marzano,”

Educational Leadership (September 2001), p. 15

Marzano Says …

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Australian Curriculum: Mathematics

“The curriculum should be revised to ensure the focus is on essential knowledge, understanding, and skills associated with deep learning instead of attempting to cover too much content.”

Issues with overcrowding would be achieved by “reducing the quantity of content, adding more depth and breadth.”

—Australian Government, Review of the Australian Curriculum: Final Report (2014), p. 176


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We are not making a list.It is a process!

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Page 72

p. 86‐87

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Tier 1 = What all kids get

Green box = Teacher-teamresponsibility

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Teacher Teams Identify essential standards for every grade

or course.

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Use two colors:

Color 1 = We are doing it!

Color 2 = We need to do this!


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2. Teachers must agree on the essential learning all students must acquire.

3. Teachers must agree on how students will demonstrate their learning.

4. Teachers must assess their individual and collective effectiveness on the basis of the evidence of student learning.

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The Four Cs of RTI




4. Certain access


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Convergent Assessment

An ongoing process of collectively analyzing targeted evidence to determine the specificlearning needs of each child and the effectiveness of the instruction the child receives in meeting these needs

Thinking is guided by the question:Where are we now?

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Headline News!

Researchers discover approach to helping students learn that rivals one-on-one tutoring.

Best of all, it costs next to nothing to implement.

End-of-Process Measurement vs. In-Process Measurement

Summative, end-of-process measures focus on final outcomes. They tell us how well we have done.

• Test: Latin root valere, to place a judgment upon

Formative, in-process measures occur throughout the process and help people understand what is going right and what is going wrong.

• Assess: Latin root assidere, to sit beside


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“Assessment for learning … when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of.”

—Fullan, Leadership and Sustainability: System Thinkers in Action (2005), p. 71

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Research Says …

The student gains in learning triggered by formative assessment were amongst “the largest ever reported for educationalinterventions.”

—Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan (1998)

Research FindingsStudy S.D. Gains

Bloom (1984) 1.0 to 2.0*

Black and Wiliam (1998) .5 to 1.0**

Meisels et al. (2003) .7 to 1.5

Rodriguez (2004) .5 to 1.8**

*Rivals one-on-one tutorial instruction

**Largest gains for low achievers

(Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2004)


More Powerful Than Poverty, Parenting, or Home Environment

Self-reported grades: 1.44

Piagetian programs: 1.28

RTI: 1.04

Formative assessment: .90

Microteaching: .88

Acceleration: .88

Reciprocal teaching: .74

Feedback: .73

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To achieve these benefits from your assessments, they must be commonformative assessments.

Critical Point!

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What Are Common Assessments?

Any assessment given by two or more instructors with the intention of collaboratively examining the results for:

Shared learning

Instructional planning for individual students

Curriculum, instruction, and/or assessment modifications

(Cassandra Erkens)


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We would need to know to respond effectively when students don’t learn.

1. Which students did or did not master specific essential standards?

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You must get down to …

By student, by standard

(by learning target)

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What Are Learning Targets?

A learning target is any achievement expectation for students on the path toward mastery of a standard.

It clearly states what we want the students to learn and should be understood by teachers and students.

Learning targets should be formatively assessed to monitor progress toward a standard.


Grade-8 Science, OhioDescribe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle.

I can … • Identify the earth’s four major layers (crust, mantle,

inner core, outer core).

• Describe the basic characteristics of each layer.

• Place the earth’s layers in the correct sequence.

• Explain that density, temperature, and pressure at each layer increases as you go deeper into the Earth.

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1. Which students did or did not master specificessential standards, and which specific targets underpinning those standards?

2. Which instructional practices did or did not work?

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School Performance Report

Far Below Basic

Below Basic

Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

Classroom Performance Summary Report

Student Name Number Correct Percent Correct

Student 1 30 100%

Student 2 29 96%

Student 3 13 43%

Student 4 30 100%

Student 5 19 63%

Student 6 30 100%

Student 7 27 90%

Student 8 28 93%

Student 9 25 83%

Student 10 25 83%

Average 26.2 87%


Classroom Standards ReportStudent Name Number

CorrectPercentCorrect

LS2.d

LS2.c

LS2.a

LS2.b

LS2.e

Student 1 30 100% 100% 100% 100% 100% 100%

Student 2 29 96% 100% 67% 100% 100% 100%

Student 3 13 43% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%

Student 5 19 63% 33% 33% 100% 100% 100%

Student 6 30 100% 100% 100% 100% 100% 100%

Student 7 27 90% 100% 100% 100% 100% 100%

Student 8 28 93% 67% 67% 100% 100% 100%

Student 9 25 83% 67% 100% 100% 100% 100%

Student 10 25 83% 100% 33% 100% 100% 100%

Averages 26.2 87% 82% 78% 100% 97% 100%

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1. Which students did or did not master specific essential standards, and which specific targetsunderpinning those standards?

2. Which instructional practices did or did not work?

Classroom Teacher ReportTeacher

ATeacher

BTeacher

CTeacher

DTeacher

E

LS 2.d 82% 89% 90% 90% 79% 86%

LS 2.c 100% 75% 80% 82% 71% 82%

LS 2.a 100% 100% 100% 100% 73% 95%

LS 2.b 97% 93% 96% 100% 82% 94%

LS 2.e 100% 83% 86% 91% 80% 88%

ClassAverages

96% 91% 90% 88% 77% 89%


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Do your teacher teams:

Give common assessments to measure every essential standard?

Identify students for extra help, by the student, by the standard, by the target?

Compare results to identify most effective teaching practices by the target?

How do you know?


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Teacher Teams

Identify essential standards for every grade or course.

Share learning targets with students.

Give common assessments for every essential standard.

Identify students for Tier 2 by student, by the standard, by the learning target.


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1. What do we expect students to learn?

2. How do we know they are learning it?

3. How do we respond when they do not learn?

4. How do we respond when they have already learned?

In a PLC, Collaborative Teams Focus on Four Key Questions

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Want to get great?

Embed this process in Tier 1!

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The Teaching Cycle …


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Traditional Unit Plan

Teach

What must I teach in this

unit?

End-of-unit test

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1. Determine student learning outcomes and share with students.

What If We Would …

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Unit Plan

Teach

Share learning outcomes with students.What must

all students know and be able to do?

End-of-unit test


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2. Plan one common formative assessment during instruction.


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What must all students

know and be able to do?

End-of-unit test

Unit PlanTeach

Share learning outcomes with students.

Plan a common

formativeassessment.

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2. Plan one common formative assessment during instruction.

3. Plan one day to reteach after analyzing common assessment.



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Teach

Share learning outcomes with students.

Plan a common


Reteachand enrich.

Unit Plan What must all students


End-of-unit test

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Determine what to teach.

Tier 2 Help

Teach

1. What do we expect our students to learn?

2. How do we know they have learned it?

3. How will we respond when they don’t?

End-of-unit test

Teach

Plan a common


Reteachand enrich.

Tier 2 Help

End-of-unit test

What must all students


1. What do we expectour students to learn?

2. How do we know they are learning it?

3. How will we respond when they don’t?


Select and unwrap essential student learning outcomes. Develop a unit assessment plan.

Analyze summative assessment results. Identify students in need of supplemental interventions.

Introduce learning targets to students.Begin core instruction.

Analyze formative assessment results, provide mid-unit interventions, and continue and/or complete core instruction.


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Cultural Shifts

From measuring and reporting student performance

To diagnosing and improving student performance

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School StructuresSupports for all students

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Tier 1 = What all kids get

Red box = Leadership-teamresponsibility


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Schoolwide

School structures:

Weekly collaboration time

Create a master schedule in which all students have access to grade-level essential curriculum.

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Schoolwide

School structures:

Weekly collaboration time

Create a master schedule in which all students have access to grade-level essential curriculum.

Identify essential academic and social behaviors


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Social Behaviors

Responsible verbal and physical interactions with peers and adults

Appropriate language

Respect for property and materials

Regular attendance

Academic Behaviors

Metacognition: knowledge and beliefs about thinking

Self-concept: a student’s belief in his or her abilities

Self-monitoring: the ability to plan and prepare for learning

Motivation: the ability to initiate or maintain interest in tasks

Strategy: techniques for organization or memorization of knowledge

Volition: efforts and techniques needed to stay motivated and engaged in learning

#rtiaw

The best intervention is prevention.

RTI at Work Pearl 1:


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Support for All Students

REAL Wildcat expectations

– “Respect, Explore, Achieve, Lead”

Sixth-grade mentors

Study skills process

Dream plan

Homework help

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The Four Cs of RTI




4. Certain access

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Certain Access

A systematic process that guarantees every student will receive the time and support needed to learn at high levels

Thinking is guided by the question: How do we get every child there?


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Tier 2 = Extra support in meeting grade-level essential standards

Green box = Teacher-teamresponsibility

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Tier 2

Will Skill


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Skill

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Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards.

Teacher Team Responsibilities

Clearly define essential student learning outcomes.

Provide effective Tier 1 core instruction.

Assess student learning and the effectiveness of instruction.

Identify students in need of additional time and support (every three weeks).

Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards.

Teacher Team Responsibilities


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Identifying Students

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Student Identification

Skill: common assessment data

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Skill


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There must be flexible time embedded in the master schedule for teacher teams to lead supplemental interventions.

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Schoolwide

Create a master schedule in which all students have access to Tier 2 interventions without missing new essential core curriculum.


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How Much Time and How Often?

Frequently (weekly)

About thirty minutes per session

Available to all students

Students cannot miss new essential standards.

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www.allthingsplc.info/files/uploads/schedule_examples_elementary.pdf

www.allthingsplc.info/files/uploads/middle_high_intervention_examples.pdf

www.allthingsplc.info/evidence

Now Available


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Tier 2

Will Skill

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Will

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Schoolwide

Create a master schedule in which all students have access to Tier 2 interventions without missing new essential core curriculum.

Take lead responsibility for supplemental interventions for academic and social behaviors.


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Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in:

Motivation

Attendance

Behavior

Coordinate schoolwide human resources to best support core instruction and interventions, including:

Site counselor

Psychologist

Speech and language pathologist

Special education teacher

Librarian

Health services

Subject specialists

Instructional aides

Other classified staff

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Will+ Behavior +Attendance


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Common assessment data

Staff recommendation

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Staff Recommendation Process

About every three weeks

All faculty members involved

Not too laborious

Need to get the 360-degree view


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What if a student need help with skill and will?

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Our Progress as a Profession—Taking Collective Responsibility for …

Learning, not teaching

Helping students behave positively

Helping students self-regulate


Students at Risk

A student is at risk because of deficits in …

A student is at risk because of deficits in …

Academic skills

Academic skills

Social behaviors

Social behaviors

Academic behaviorsAcademic behaviors

SkillWill

Both Will and Skill

Academic Skills

Reading

Number sense

Writing

English language

SocialBehaviors

Disruption

Defiance

Physical contact

Inappropriate language

Inattention

Impulsivity

Poor attendance

Academic Behaviors

Metacognition

Self-concept

Self-monitoring

Motivation

Strategy

Volition

Students at Risk

80–90%

Intensive, Individual Interventions• Individual students• Assessment based• High intensity

Intensive, Individual Interventions• Individual students• Assessment based• Intense, durable procedures

Targeted Group Interventions• Some students (at‐risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing Schoolwide Systems for Student Success

Academic Systems Behavioral Systems

(Circa 1996)

1–5% 1–5%

80–90%

Targeted Group Interventions• Some students (at‐risk)• High efficiency• Rapid response

5–10% 5–10%


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The Pro-Solve Process

Protocol-driven process– Often fails to consider the unique combinations

of symptoms and causes

Problem-solving model– Often lacks the safeguards that ensure that

every student who needs help gets it

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It takes protocols and problem-solving processes!

A pro-solve process!



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SkillWill

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SkillWill


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Universal Skills of Learning

Reading

Writing

Number sense

English language

Attendance

Behavior


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Five Ways to Make Interventions More Intensive

More frequent

Longer duration

Smaller ratio

More targeted

More highly trained person administering the intervention

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The school intervention team’sprimary responsibility is to coordinate the school’s efforts to meet the needs of individual students requiring intensive support.


Circle in blackplus name of programs = We’re doing this well.

Circle in redwith names of programs = We’re doing this, but the intensity is not sufficient.

Circle in red with no programs = We aren’t doing this at all!

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Common assessment data

Staff recommendation

Universal screening

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ReadingWriting

Number SenseEnglish language

AttendanceBehavior


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Page 130

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ReadingWriting

Number senseEnglish language

AttendanceBehavior

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The Pro-Solve Process What are the concerns?

What are the causes?

What are the desired outcomes?

What specific steps will we take to teach these outcomes?

Who will take lead responsibility?

RTI at Work Pro-Solve Intervention Targeting Process−Tier 3

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Final Thoughts …

What we know today doesnot make yesterday wrong,

it makes tomorrowbetter.

Carol Commodore

#rtiaw

To schedule professional development at your site, contact Solution Tree

at 800.733.6786.


rti at work 2-day workshop - solution tree · #rtiaw two-day workshop austin buffum & mike...

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