Red Oak RTI- Big Picture

Red Oak RTI-  The Big Picture

Steps to Implementation

I.                    Change the Culture

a.      High levels of learning for all students.

b.      Make learning the constant and time the variable

c.       Work in teams to discuss students, interventions, methodology

d.      Teacher has some responsibility when student does not learn, not just “I teach, you learn”.

II.                  Universal Screening 

a.      Tool to assess where students are at with core skills quickly.

b.      Allows teacher a quick way to identify skill deficits and determine which students need to be monitored closely.

III.                Tier 1- Full Classroom Instruction

a.       4 Directions students need to be successful

                                                              i.      Self-Direction – Student should feel like they have some control over the outcome in the classroom.

                                                            ii.      Academic Direction – Students need to know that if they try they can be successful, lesson may need to be differentiated, and that the teacher is on their side and wants them to succeed.

                                                          iii.       Career Direction – Students need to have goals for the future and also know that what you are teaching can help them in meeting future goals.

                                                           iv.      Relationship Direction – Students need to know where they fit in and that they feel emotional safe in the classroom

b.      Differentiation

                                                              i.      Recognize that students are different and learn differently

1.      Teach students about individual differences

2.      Students learn at different rates

3.      How students learn- different learning styles, multiple intelligences, ect.

                                                            ii.      Fair is not always equal- different steps, same destination.  Make sure students know this concept as well.

c.       Essential Outcomes- What do students need to know

                                                              i.      3 traits- Leverage- help in other areas of curriculum; Endurance- are students expected to know this beyond a chapter test; Prepare students for next level of instruction

                                                            ii.      Clearly defined

                                                          iii.      Use smaller “learning targets” to meet the bigger goals

                                                           iv.      Establish curricular priorities in comparison to state standards

                                                             v.      Let students know what the learning target or goal is for the lesson

d.       Assessment- how do we know if they learned it

                                                              i.      Summative- end of the chapter or unit

1.      Usually not differentiated

2.      Ask- what does proficiency look like

                                                            ii.      Formative

1.      Determine if student has learned concept or not

2.      Not necessarily recorded

3.      Can be differentiated

4.      Can help determine if further instruction is needed

5.      Can be done multiple times in a unit of study

                                                          iii.      Focus on Results

1.      Which students did or did not meet essential standards

2.      Why did they not master standards

3.      What strategies work best, which ones did not work

IV.                Tier 2 Interventions

a.      Targeted at specific skills

b.      In small groups or individually for 3 weeks

c.       Progress is monitored to determine effectiveness of intervention

                  d.   Student is placed upon recommendation of teacher