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Response To Intervention

Response To Intervention

LEAD DATA TEAM SEMINAR 18

Overall learning goal

The overall learning goal for participants attending this seminar is to develop a general understanding of the Response To Intervention (RTI) approach.

Throughout the one day seminar, participants will aim to identify the key concepts of RTI; compare and contrast RTI models; identify issues pertaining to the implementation of RTI in Quebec; and connect the RTI process to the collaborative inquiry process, focussing on data.

Synopsis

With a collective goal of ensuring the best outcomes for all students, educators are encouraged to further their knowledge on various approaches designed to ensure the use of high quality teaching instruction and evidence-based assessment methods. By attending this professional development session, educators have the opportunity to integrate their existing knowledge of school based practices with new models.  Among the evidence based approaches used to ensure best practice in teaching is Response To Intervention (RTI), a tiered approach designed to support the early identification of struggling students.

The learning intention for participants attending this seminar is to develop a general understanding of the Response To Intervention (RTI) approach, in order to make connections to the Evidence Based Practice (EBP) Project’s collaborative inquiry process. To this end, the learning outcomes for the day are to identify the key concepts of RTI; to compare and contrast RTI models; to identify issues pertaining to the implementation of RTI in Quebec; and to connect the RTI process to the collaborative inquiry process, focussing on data.

Throughout the one day seminar, participants will engage in a number of activities and work together to activate their previous knowledge on related topics before beginning to gain a better understanding of Response To Intervention,. This will include key concepts, comparing the various RTI models, linking it to data analysis and considering its implementation in the Quebec context. Finally, participants will be led  to consider how RTI fits in with the existing data team processes.

Instructional design

Warm up
Activity 1 - three words

A knowledge activation strategy is used to help participants recall what they learned in the previous seminar on data types.

Activity 1 - three words: Participants are invited to individually recall concepts related to data types, choose the three that are most meaningful to them, & write them on post-it notes before sharing & discussing one concept with a colleague. This is repeated twice: each time sharing a different concept with a different partner.  Following the 15 minute activity, the notes are collected to form a Wordle.

Introduction

In order to focus on improving student learning through building capacity among educators, the Response To Intervention (RTI) approach is introduced and linked to the EBP Project’s work on the use of data.  Participants are encouraged to write down all they know about RTI in their journals before sharing the key concepts.

Development
Ahead of the Curve with RTI

Ahead of the Curve with RTI. A brief presentation is given to participants detailing the key concepts, the model and the essential components of RTI.

The content of the presentation is discussed, before participants are encouraged to continue learning about RTI in groups.

Activity 2 - Compare & contrast RTI models

Activity 2 - Compare & contrast RTI models: To activate knowledge about different RTI models found in the literature, participants form teams and using materials provided, explore the different models of RTI, keeping track of the issues relevant to Québec. Each team presents similarities & differences between the models explored, as well as any new information found.

Reflection

Participants are asked to take a note of a couple of things they would like to explore further as well as their reflections following presentations and activities.

Activity 3 - Data & RTI

Following a review of the morning session and discussing questions that arise, the afternoon session turns the focus to looking at RTI from a data perspective.

Activity 3 - Data & RTI: Participants are asked to explore the three tiers of RTI through the lenses of screening, monitoring, and tracking of information in the Québec context, and to look at RTI from a data and inquiry perspective, both academic and behavioural.Teams are invited to choose and explore one of the following topics before sharing their findings to the whole group:

Tier 1: Universal screening.

Tier 2: Using data to monitor the progress of the 20% of students “at-risk”.  

Tier 3: More time, more intensity.

Cause Data Group: What RTI looks like from a data and inquiry perspective.

Conclusions

The facilitator emphasizes the links being made between RTI, the use of data, and collaborative processes as well as the challenges of implementing RTI in Québec, particularly in small schools where forming a team can be difficult.

The facilitator makes a distinction between RTI, as a resource management model to support support students, and  Data Wise, which is a planning tool.

Looking ahead

The theme for the next seminar will be ‘Critical Thinking: Looking at Research’ and how to accompany your teachers using this information.

Evaluation

Participants are asked to reflect on their learning.