Response to Intervention (RtI) +
The Autonomous Learner Model (ALM) =
The 21st Century Lifelong Learner
George Betts
University of Northern Colorado
970-351-1657
george.betts@unco.edu
Robin Carey
Douglas County School District
303-387-0192
robin.carey@dcsdk12.org
Quotable
The real voyage of discovery
consists
not of seeking new landscapes,
but in having new eyes…
~ Marcel Proust
RtI Goal Number One
 The goal of RtI is improved achievement & behavior.
Individual student data are collected and used to
monitor progress, and those results are used to make
decisions about further interventions (National Center
for Learning Disabilities, 2006).
RtI Goal Number Two
 The second goal of RtI is to develop the
whole person: the cognitive, emotional,
social, and physical aspects, with the skills to
be effective at processing content and to
become productive, in order to become the
lifelong, autonomous, 21st Century learner
(Betts & Betts, 2009).
Definition
Response to Intervention or “RtI” is defined as:
 “… a framework that promotes a well-integrated
system connecting general, compensatory, gifted,
and special education in providing high quality,
standards-based instruction & intervention that is
matched to students’ academic, social–emotional,
and behavioral needs.”
Profiles of Today’s Learners
 Type
 Type
 Type
 Type
 Type
 Type
I
II
III
IV
V
VI
The Successful
The Challenging
The Underground
The At-Risk
The Twice Exceptional
The Autonomous Learner
Essential Elements
of RtI & ALM
 Positive Nourishing Environment
 High Quality Instruction
 Continuous Review
 Collaboration
 The Direction & the Goal: The
Autonomous Learner
The Five Dimensions of the Model
Major Roles
of the Student & Teacher
 Teacher
(Dispenser of Knowledge through Direct Instruction)
 Facilitator
(Facilitator of the Learning Process)
 Student
(Receiver of Knowledge from the Teacher)
 Learner
(Lifelong Learner & Producer of Knowledge)
Orientation, Individual Development
Teacher/Facilitator
I AM
by
Robin J. Carey
I am a woman - on a new journey
I wonder about the future
I hear the drums beating a new rhythm
I see the stars in the distant sky
I want to know what is going to happen
I am a woman - on a new journey
I pretend I am a famous recording artist
I feel the notes and words mesh
I touch the souls of all who hear me
I worry that it will not last
I cry when I realize it’s just a dream
I am a woman - on a new journey
I understand that life is what you make it
I say the future is in my hands
I dream but can’t quite remember
I try to be the best me there is
I hope that all around me can feel it
I am a woman - on a new journey
Orientation, Individual Development
Student
I Am
by
Molly Brooks
I am a girl who is shy and always listens.
I wonder why nobody sees things like I do.
I hear the crickets playing a song just for me.
I see a circus on a blank wall.
I want to say what is on my mind without fear.
I am a girl who is shy and always listens.
I pretend to be all right when I am not.
I feel like I want to burst with ideas.
I touch my pen to paper and I am in a different world.
I worry about what the future holds.
I cry when I see a child suffering from hunger.
I am a girl who is shy and always listens.
I understand that life always goes on, you can’t stop time.
I say that every snowflake is a magnificent work of art.
I dream about the sunshine and rain splashing down on my face.
I try to help everyone I can.
I hope to see an end to the earth’s problems.
I am a girl who is shy and always listens.
Quotable
“Differentiation is not a checklist
of strategies,
but a philosophical approach to
teaching all students.”
~ Carol Ann Tomlinson
ALM & RtI
Curriculum Differentiation
 Learner Differentiated Curriculum
 Teacher Differentiated Curriculum
 Standard-based Curriculum
RtI & ALM from the Teacher’s Perspective
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9.
What is the theme, topic, or goal of the lesson?
What content is evident in standards and/or courses of study?
What part of the content is necessary for all, most, some of the
students in the classroom?
Which students already know some or all of the content to be
taught?
What differentiated activities are needed?
How will the differentiated activities take place?
Who will work in each group?
When, where, and how long will all lessons take place?
Who is primarily responsible for all activities and
assessments?
RtI & ALM from the Learner’s Perspective
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11.
12.
What is the theme, topic, or goal of my study ?
What content is evident in my study? How do I increase the content I
want to study?
When do I explore? When do I investigate? When do I learn indepth?
What do I already know about my content and what do I want to
learn?
How long will I work in the area of Explorations?
How will I complete my Investigation and In-depth Study Contracts?
What differentiated activities will I develop and complete?
How will I demonstrate content, process and product in my learning
plans?
How will my actual learning take place?
Will I work independently or in a small group?
What products and presentations will I develop to demonstrate my
on-going learning?
How will I complete the assessment of my self, my learning, my
products and my presentations.
RtI & ALM from the Facilitator’s Perspective
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What is the theme, topic, or goal of the learner’s study ?
What content is evident in the levels of study as the learner begins and
continues working independently?
What is being explored? What is being investigated? When will the learner be
ready for an in-depth study?
What does the learner already know about the content and what do he/she
want to learn?
How will the learner complete the Investigation and In-depth Study Contracts?
What differentiated activities does the learner need to develop?
How will the learner demonstrate content, process and product in the learning
plans?
How will the learning take place? Describe this through a completed contract.
Will the learner work independently or in a small group of learners?
What products and presentations will the learner develop to demonstrate
learning?
How will the learner complete the assessment of self, the learning process,
the products and presentations?
RtI & ALM from the Mentor’s Perspective
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Why is this learner and teacher contacting me? Do I want to be involved?
What is my role in this learning process?
Will I provide specific learning tasks or find out what learning is wanted by the
learner?is the theme, topic, or goal of the learner’s study ?
What knowledge-base does the learner already possess? Is the learner able
to work independently on a project? What happens if this doesn’t work?
What does the learner want to explore? Investigate? When will the learner be
ready for an in-depth study and will my role change throughout this learning
process?
How will the learner complete the Investigation and In-depth Study Contracts?
What differentiated activities does the learner need to develop?
How will the learner demonstrate content, process and product in the learning
plans?
How will the learning take place? Describe this through a completed contract.
Will the learner work independently or in a small group of learners?
What products and presentations will the learner develop to demonstrate
learning?
How will the learner complete the assessment of self, the learning process,
the products and presentations?
Quotable
“Our greatest natural resource is
the minds of our children.”
~ Walt Disney
Differentiated Curriculum
Knowledge/
Comprehension
Content
Application
Analysis
Process
Synthesis
Evaluation
Product
Unit of Learning TKAM
Knowledge/
Compr
Application
Content
Characters
Plot/
setting
Themes/
issues
Author
Analysis
(Teacher developed)
Synthesis
Evaluation
Process
List the major
and minor
characters in
TKAM.
Using a web, show how
the characters are related
and connected.
Product
Inspect the
relationship
between Scout,
Jem and Atticus.
Relay your findings
in a Power Point
Presentation
What would the
entries in Boo
Radley’s diary
say? Write 5
entries as you
believe he would.
Which character in
the novel has the
greatest impact on
the reader? Be
ready to defend your
choice in a debate
with classmates.
Recall the major
plot points of
TKAM.
Choose a setting or
settings that you would
put on a movie poster for
TKAM. Create it!
Using a chart,
compare/contrast
the Finch and
Radley homes.
Create a map or
model of
Maycomb, using
descriptions from
the novel as your
guide.
Write a
persuasive
speech on the
use of setting in
the novel.
List the main
themes/issues
encountered in
TKAM.
Keep a response journal
as you read the novel,
keeping track of feelings,
confusion, expectations,
etc.
Using your journal as
a guide, create an
interview to conduct
with three classmates
about their feelings
regarding the journal.
Rewrite a scene
from the novel,
using current
language and
slang. Cast the
scene and
videotape it to
show the class.
Choose an issue
from the novel to
become an expert
on. Be ready to
demonstrate your
expertise during a
Panel Discussion.
Outline the life of
Harper Lee
Choosing specific
aspects of Ms. Lee’s life,
demonstrate through
drawings how they led
her to become an author.
Using a chart,
compare/contrast the
views of Harper Lee
with those of Black
American authors
who wrote about the
time period from
1920-1940.
Gather clippings
from multiple
sources to create a
collage depicting
the life of Harper
Lee.
Write an
editorial about
Harper Lee and
her novel, To Kill
a Mockingbird.
List
Web
PPT
Diary
Debate
OralSummary
Movie Poster
Chart
Map/Model
Pers Sp
List
Journal
Interview
Movie
Panel disc.
Wr. Outline
Drawings
Chart
Collage
Editorial
In Depth
Unit of Learning Role of Bombers in the South Pacific (Learner Developed)
Knowledge/
Comprehension
Application
Content
Analysis
Synthesis
Evaluation
Process
Product
American
Bombers
List of specs for
three American
Bombers
Model of a Bomb
Sight
Chart of Design
Influences on the
Bombers today
Aviation in the
South Pacific
Card Game
Discuss if
Bomber use in
the South
Pacific was too
extensive
Japanese
Bombers
Oral Repetition of
Japanese
Bombers
Summary of
Japanese
Bombers in the
War’s outcome
Series of drawings
comparing
Japanese and
American Bombers
Model of a
Kamikaze
Battle
Debate if
Kamikaze
pilots were
effective
Oral Description of
Fighters used
Timeline of
Fighters
Chart of
weaponry used
Air Force
recruitment
poster
Discuss if
escorts helped
or hindered
bombing runs
Schedule of
bombing runs
Model of AntiAircraft gun
Timeline of
Aircraft Carriers
Memorandum
of Disciplinary
Procedures
Persuasive
Paper on our
justification in
putting Military
Bases on
these islands.
Bomber
Escorts
Bomber
Bases
List
Model
Chart
Game
Discussion
Summary
Timeline
Drawings
Debate
Oral desc.
Poster
Schedule
Memoran.
Persuasive
paper
Quotable
True motivation
Is as mysterious
as life itself.
It must begin within…
~ George Betts
Erin’s Journey
Learner Differentiated Curriculum
In-Depth Studies
Investigations
Explorations
Explorations
 Student Based
 Diverse Possibilities
 Short Term
 Information Gathering
 Knowledge/Comprehension
 Emphasis is on Content
Investigations
 Student/Learner Based
 Diverse Possibilities
 Longer Term
 Passion Discovery
 Multiple Means of Reporting
 Emphasis on Content & Process
In-depth Studies
 Learner Based
 Diverse Possibilities within Passion
 Passion Development
 Mentorship
 Presentation & Assessment of Learning, the
Learner & the Product
 Content + Process + Product
Topic: The Moon (Exploration)
 Brainstorm & make a mind map of the
different topics associated with the moon.
 Find three poets who write about the moon
and share their poetry with a friend.
 Collect information about the manned flights
to the moon.
 Interview the personnel at the local
planetarium
 Find three websites about the moon
Topic: The Moon (Investigation)
 Write poetry or a story about the man on the
moon (Verbal Linguistic)
 Chart the phases of the moon for your
location & make a moon watching calendar
(Logical Mathematical)
 Demonstrate a moon dance or walk (Bodily
Kinesthetic)
 Develop a nature walk done by the light of the
moon for your locality (Naturalist)
Topic: The Moon (Investigation)
 Journal the effects that phases of the moon
have on people from your observations
(Interpersonal)
 Moodle (Intrapersonal)
 Create a pattern of rhythms related to phases
of the moon (Musical)
 Develop a model that portrays the myths
about the moon using five different geometric
shapes (Spatial)
Topic: The Moon (In-Depth
Study)
 Design a collection of original poems based
on myths about the moon.
 Create a photographic essay on the thirteen
moons of the Native American Culture.
 Create a planetarium show about the roles &
influences of moons in our solar system.
 Complete an essay on the knowledge bases
concerning the moon for the past century.
Putting It All Together
 Communication
 Consultation
 Collaboration
The Autonomous Learner
A lifelong learner is one who loves the moment,
seeks truth, friendship, knowledge and
wisdom. This person accepts self and others,
and realizes the chance to make this a better
world. A life-long learner discovers new paths
for growth, joy, knowledge and friendship.
Our journey continues today . . .
george betts
Quotable
“I saw the angel in the marble and
carved until I set him free.”
~ Michelangelo
Additional Information
 ALPS Publishing
 1-800-345-2577
 www.alpspublishing.com
 Alpspublishing@comcast.net
 23rd Annual ALM Conference
 June 16 - 21, 2009
 Estes Park, Colorado