PI 34 and RtI Connecting the Dots

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PI 34 and RtIConnecting the Dots

• Linda Helf
• Teacher, Manitowoc Public School District
• Chairperson, Professional Standards Council for
  Teachers

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RtI Basic components
Assessment/Monitoring
Instruction
Collaboration
Intervention
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PI 34 Basic Components
Mentoring
Ongoing orientation
Support seminars
Professional Development Plan
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Individual Processes Or Not?
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Possible Connections

• Assessment/
• Monitoring
• Ongoing orientation
• Support seminars
• Mentoring
• Professional Development Plan

• Instruction
• Support Seminars
• Mentoring
• Professional Development Plan

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Possible Connections

• Intervention
• Support seminars
• Mentoring
• Professional Development Plan

• Collaboration
• Mentoring
• Professional Development Plan

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Help for the District

• The basic components of RtI and PI 34 are
  connected structurally, in ways that can effect
  staff development at the District level.
• For example, support seminars could include
  the topics of assessment (universal and for
  progress monitoring) and intervention. The
  seminars could be collaboratively done with
  classroom teachers and support service teachers.

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But what about the Professional Development Plan?

• The Professional Development Plan for
  teachers, administrators, and pupil service
  personnel is based on the Educator Standards.
• Do the Educator Standards mesh with RtI?
• Lets see!

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Teacher Standard 1

• The teacher understands the central concepts,
  tools of inquiry, and structures of the
  disciplines he or she teaches and can create
  learning experiences that make these aspects of
  the subject matter meaningful for pupils.
• RtI component(s) that apply
• Instruction
• Intervention

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Teacher Standard 2

• The teacher understands how children with broad
  ranges of abilities learn and provides
  instruction that supports their intellectual,
  social, and personal development.
• RtI component(s) that apply
• Assessment/monitoring
• Instruction
• Intervention

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Teacher Standard 3

• The teacher understands how pupils differ in
  their approaches to learning and the barriers
  that impede learning and can adapt instruction to
  meet the diverse needs of pupils, including those
  with disabilities and exceptionalities.
• RtI component(s) that apply
• Assessment/monitoring
• Instruction
• Intervention

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Teacher Standard 4

• The teacher understands and uses a variety of
  instructional strategies, including the use of
  technology to encourage childrens development of
  critical thinking, problem solving, and
  performance skills.
• RtI component(s) that apply
• Instruction
• Intervention

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Teacher Standard 5

• The teacher uses an understanding of individual
  and group motivation and behavior to create a
  learning environment that encourages positive
  social interaction, active engagement in
  learning, and self-motivation.
• RtI component(s) that apply
• Instruction

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Teacher Standard 6

• The teacher uses effective verbal and nonverbal
  communication techniques as well as instructional
  media and technology to foster active inquiry,
  collaboration, and supportive interaction in the
  classroom.
• RtI component(s) that apply
• Instruction
• Intervention

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Teacher Standard 7

• The teacher organizes and plans systematic
  instruction based upon knowledge of subject
  matter, pupils, the community, and curriculum
  goals.
• RtI component(s) that apply
• Instruction
• Intervention
• Collaboration

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Teacher Standard 8

• The teacher understands and uses formal and
  informal assessment strategies to evaluate and
  ensure the continuous intellectual, social, and
  physical development of the pupil.
• RtI component(s) that apply
• Assessment/monitoring
• Instruction
• Intervention
• Collaboration

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Teacher Standard 9

• The teacher is a reflective practitioner who
  continually evaluates the effect of his or her
  choices and actions on pupils, parents,
  professionals in the learning community, and
  others, and who actively seeks our opportunities
  to grow professionally.
• RtI component(s) that apply
• Assessment/monitoring
• Instruction
• Intervention
• Collaboration

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Teacher Standard 10

• The teacher fosters relationships with school
  colleagues, parents, and agencies in the larger
  community to support pupil learning and well
  being and who acts with integrity, fairness, and
  in an ethical manner.
• RtI component(s) that apply
• Collaboration

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What about the administrator standards?

• There are seven administrator standards.
• Administrator standard 1 states The
  administrator has an understanding of and
  demonstrates competence in the teacher standards.
• Other standards that apply
• The administrator leads by facilitating the
  development, articulation, implementation, and
  stewardship of a vision of learning that is
  shared by the school community.

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More administrative standards that apply

• The administrator manages by advocating,
  nurturing, and sustaining a school culture and
  instructional program conducive to pupil learning
  and staff professional growth.
• The administrator models collaborating with
  families and community members, responding to
  diverse community interests and needs, and
  mobilizing community resources.

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One more administrative standard that applies

• The administrator understands, responds to, and
  interacts with the larger political, social,
  economic, legal, and cultural context that
  affects schooling.

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And the pupil service standards?

• There are also seven pupil service standards.
• Pupil service standard one states The pupil
  services professional understands the teacher
  standards.
• Other pupil service standards that apply
• The pupil services professional understands the
  complexities of learning and knowledge of
  comprehensive, coordinated practice strategies
  that support pupil learning, health, safety, and
  development.

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Other pupil services standards that apply

• The pupil services professional has the ability
  to use research, research methods, and knowledge
  about issues and trends to improve practices in
  schools and classrooms.
• The pupil services professional understands and
  represents professional ethics and social
  behaviors appropriate for school and community.

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Other pupil services standards that apply

• The pupil services professional understands the
  organization, development, management, and
  content of collaborative and mutually supportive
  pupil services programs within educational
  settings.
• The pupil services professional is able to
  address comprehensively the wide range of social,
  emotional, behavioral, and physical issues and
  circumstances which may limit pupils abilities
  to achieve positive learning outcomes through
  development, implementation, and evaluation of
  system-wide interventions and strategies.

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One more pupil services standard that applies

• The pupil services professional interacts
  successfully with pupils, parents, professional
  educators, employers, and community support
  systems such as juvenile justice, public health,
  human services, and adult education.

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Just think how the components of the Professional
Development Plan fit with RTi!

• Description of School and Teaching/Administrative/
  Pupil Services Situation -- The educator could
  address the issue of school and/or classroom
  make-up, including students who need or qualify
  for interventions.
• Statement of Goal to be addressed (I will
  ________ so that __________) --
• The educator could set a goal about professional
  learning in assessment, instruction, or
  intervention that would increase student
  achievement.

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Additional components of the PDP

• Rationale for your goal(s) and link to
  reflection, educational situation, and standards
  --
• The educator would be able to make sure the goals
  of
• the PDP reflect his or her student population as
  well as
• job situation.
• Plan for assessing and documenting your goals --
• The educator would need to make his/her goals
• measureable. The documentation could emphasize
• progress monitoring.

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A final component

• Plan to meet your goal(s) Objectives, Activities
  and Timelines, and Collaboration --
• The educator has an opportunity to plan
  professional learning opportunities that will
  increase their knowledge of assessment strategies
  and intervention approaches that will lead to
  increased student learning. And, the word
  collaboration ties directly back to one of the
  components of RtI.

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Look for the Connections Instead of Thinking in
Disjointed Parts
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Just some thoughts

• Think positively about how both of these efforts
  are intended to make us think reflectively and
  respond instructionally to the needs of all
  students.
• Educators can integrate their work with RtI
  efforts with their professional development plan,
  learning more about assessment and intervention
  which would benefit all students.

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More thoughts

• The opportunities for collaboration are many
• In planning ongoing orientation, staff
  development, and working on intervention plans,
  these efforts rely on meaningful conversations
  and opportunities to learn from each other.
• Think smarter and more efficiently. Dont view
  these as add-on efforts. Look for ways they can
  compliment each other.

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