elevator speech for rti

Responsiveness to Instruction (RtI) What’s New in North Carolina?

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

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

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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Transitioning from Four to Three Tier Model

Adjusting Mindsets

Process for some students

Framework for total school improvement

Why Shift?

• Place focus on problem-solving 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)

Title I ESL

AIGSpecial

EducationEducating in

silos

10Slide created by Dale Cusumano, Ph.D.

Title I ESL

AIGSpecial Education

Educating Collaboratively

11Slide adapted from Dale Cusumano, Ph.D.

Defining, Analyzing and Monitoring Tiers I, II and III

Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

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Foundational Core: Tier I

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Who: All students are in Tier I (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 in all subgroups are meeting benchmarks in Core (with no additional support)

Tier I – Three TierFocus on Core

• Includes all students

• Focus on all students across a grade and response to core

• Document on one grade level problem-solving form

• Monitor response (of all students) to instructional changes

Tier I – Focus on Core

• Enhanced core

• Increased academic engaged time

• Less paperwork

• Less progress monitoring

Analyzing Core

Analyzing 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?

Supplemental Instruction: Tier II

Slide adapted from G. Batsche

Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students)

What: Evidence-based programs and practices demonstrated to improving performance in Core

Effectiveness: If at least 70-80% of students improve performance (towards Core standards)

Tier II – Supplemental + 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 (towards Core Standards)

Intensive Instruction: Tier III

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Who: Students needing intensive support in addition to supplemental and Core instruction (approx. 5% of students)

What: Evidence-based programs and practices demonstrated to improving performance

Effectiveness: If there is progress towards performance (in Core standards)

Slide adapted from G. Batsche

Tier III – Intensive + Supplemental + 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 (towards Core Standards)

NCDPI Responsiveness to Instruction

http://www.ncpublicschools.org/curriculum/responsiveness/

Contact Information

• Amy Jablonskiamy.jablonski@dpi.nc.gov

Questions