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Change & RTI

RTI is simply highly effective education, systematizing the great work of educators in their individual classrooms.

    • RTI organizes the passion of educators, structuring a problem-solving process that closes the knowing-doing gap and bringing high levels of learning for all students closer to reality. And yet, RTI may represent changes in the way schools have traditionally done business. The change process must be led and all stakeholders and al steps must be respected as educators and schools negotiate and navigate the continuous improvement process

    • Preparing for Productive Teams

 

Behavioral RTI

We rarely encounter students with academic difficulties that are not at least in part exacerbated by behavioral difficulties.

    • Alternatively, we rarely encounter students whose misbehaviors are at least in part the result of academic frustrations. Behavior is as significant a need for schools as academics, in all three tiers:

      • Tier 1 – A clearly defined set of expectations, with effective instruction and modeling, and consistent, timely reinforcement.
      • Tier 2 – Specific strategies that meet targeted needs, providing more time, alternative strategies, and more frequent monitoring when students do not respond to core instruction.
      • Tier 3 – Intensive supports when staff teams determine that significant deficits in foundational behavioral skills exist.

    • Uniting the Pyramid: Solving the Skill OR Will Dilemma

Assessments for Tiers 2 & 3

We must resolve an important paradox in education
    • there is common belief that we assess too much but do not have the information we require to help all students succeed. We must inventory the assessment to ensure that we are efficiently gathering evidence of student learning in the following areas:

      • Screeners – Ensuring that schools immediately identify students with significant deficits in foundational skills so that intensive supports can be provided.
      • Common assessments – Measuring student mastery of essential content, and informing which students require more time and alternative supports with which essentials.
      • Diagnostics – Tests and/or interviews that reveal to staff teams why a student is experiencing difficulties
      • Progress monitoring – Evidence gathered that validates the extent to which students are responding to interventions.

    • Screening, Diagnosing, & Monitoring

RTI Schoolwide Teams

There are four essential guiding principles to RTI

      • Collective responsibility
      • Collective instruction
      • Convergent assessment
      • Certain access

    • Certain access requires well-defined teams that coordinate and communicate schoolwide efforts on behalf of all students. Systematic processes such as Schoolwide Teams serve as the foundation of RTI.

    • Scheduling, Communication, & Coordination

 

The What & Why of RTI

RTI is the most important, sensible, practical, and evidence-based way in which schools can ensure that every student earn at high levels. But…

  • Why RTI?

    • Discouraging evidence of success
    • Moral imperative
    • 21st century skills
    • A living wage

  • Where did RTI come from?

      • Mastery Learning
      • Effective Schools Movement
      • Professional Learning Communities
      • UbD & differentiation
      • President’s Commission on Excellence in Special Education
      • IDEIA 2004

    • Clarity before Competence

 

© 2016. Chris Weber Education. Design by Cleverbirds.