Responsiveness to Instruction (RtI)
What’s New in North Carolina?
Collaborative Conference for Student Achievement2013
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
• Identify the critical components of RtI as a
framework for school improvement
RtI State Leadership Team
Angela Quick, Deputy Chief Academic Officer
Maria Pitre-Martin, Director, K-12 Curriculum and Instruction
– Ivanna Mann Thrower, ESL/ Title III Consultant
– Cynthia Dewey, ELC Education Consultant, Region 5, Office of
Early Learning (PK- Grade 3)
Mary Watson, Director, Exceptional Children
– Sherry Thomas, Assistant Director, Exceptional Children
– Lynne Loeser, SLD/ ADHD Consultant, Exceptional Children
Allison Whitaker, Consultant, Federal Program Monitoring and
Support
Rick PowersStatewide RtI Building Administrator
Consultant
History of RtI in NC
5
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.
7
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
8
Current State Work
• Scaling Up Work Group
– Focused work with State Implementation and Scaling up of
Evidence-based Practices (SISEP)
– Collaboration across DPI Agency and Institutions of Higher
Education, and LEA representation
• Collaboration with RtI and PBIS
– Developing one Multi-tiered System of Support
• Secondary RtI Pilots- Oak Foundation Grant
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 foundational 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)
Special
Education
Title I
Slide created by Dale Cusumano, Ph.D.
AIG
ESL
13
Special
Education
Title I
AIG
ESL
Educating
Collaboratively
Slide adapted from Dale Cusumano, Ph.D.
14
System of Support
for Student Success
Problem-Solving
Model
Four
Tier RtI
Model
Evidence-Based
Practices
Data-Based
Decision Making
Three
Tier RtI
Model
Perceived
focus on
individual
students
Individual
student
data only
Monitor all
students’
response
7 Step
ProblemSolving
TIPS
Four Tiers
Three Tiers
Individual
paperwork
at all Tiers
Education
in silos
Focus on
Core
instruction
at all tiers
Core
Paperwork
at Tier I
Perceived
as route to
Special Ed
All
students in
Tier I
Shared
Education
What Happened?
17
Defining, Analyzing and
Monitoring Tiers I, II and III
Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
19
Foundational Core: Tier 1
Who: All students are in Tier 1 (Foundational 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 are meeting
benchmarks in Foundational Core alone.
What about subgroups?
20
Foundational Core: Tier 1
• Includes all students
• Focus on all students across a grade and response
to foundational core
• Document on one grade level problem-solving form
• Monitor response (of all students) to instructional
changes
Foundational Core: Tier 1
• Enhanced core
• Increased academic engaged time
• Less paperwork
• Less progress monitoring
Analyzing Foundational Core
Analyzing Foundational 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
Who: Students needing supplemental support in addition
to Foundational Core instruction
(approx. 20% of students)
What: Evidence-based programs and practices
demonstrated to improve performance in Foundational
Core
Effectiveness: If at least 70-80% of students improve
performance toward Foundational Core standards
Slide adapted from G. Batsche
Supplemental Instruction: Tier II
• 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 toward Foundational Core standards
Intensive Instruction: Tier III
Who: Students needing Intensive support in addition to
Supplemental and Foundational Core instruction
(approx. 5% of students)
What: Evidence-based programs and practices
demonstrated to improve performance
Effectiveness: If there is progress toward performance in
Foundational Core standards
Slide adapted from G. Batsche
27
Intensive Instruction: Tier III
• 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 toward Foundational Core Standards
Training, Support and Information
Training
Spring 2013
Transition 4 to 3
Tier Training
Module 1- LEA
Hosted
February 7-8
Elizabeth City
March 20-21
Raeford
April 10-11
Thomasville
April 17-18
Asheville
TBA by LEA
Summer 2013
Module 1
Dates and Locations TBA
Training, Support and Information
• Ongoing Technical Assistance to District Teams
through RtI Field Consultants
• Regional Networking Meetings– Conducted every other month in each region
• Listserv
– Email your regional field consultant
Contact Information for Training and
Support
• Anne Nixon- Regions 1, 2, 3
annednixon@gmail.com
• Amy Miller- Regions 3, 4, 5
amym717@gmail.com
• Amy Jablonski- Regions 6, 7, 8
amy.jablonski@gmail.com
• Rick Powers- Statewide Consultant
rick.powers@dpi.nc.gov
Questions
Wisdom from the Field- Panel Discussion