00:00:21:02	00:00:22:25	>> I know what it stands for,
00:00:22:25	00:00:24:00	Response to Intervention,
00:00:24:00	00:00:25:01	but that's about
00:00:25:01	00:00:26:10	as far as I know.
00:00:26:10	00:00:27:11	>> What is it?
00:00:27:11	00:00:28:08	How do we do it?
00:00:28:08	00:00:29:07	What are the steps?
00:00:29:07	00:00:30:07	>> I am confused
00:00:30:07	00:00:31:11	about my role in RtI.
00:00:31:11	00:00:32:20	>> I am here to learn
00:00:32:20	00:00:33:21	a little bit more about
00:00:33:21	00:00:34:23	the process, and hopefully help
00:00:34:23	00:00:37:02	implement it back in my school.
00:00:37:02	00:00:38:06	>> It's going to change
00:00:38:06	00:00:39:25	the way we look at education.
00:00:39:25	00:00:41:00	>> RtI is something that's
00:00:41:00	00:00:42:10	very definitely here to stay.
00:00:42:10	00:00:43:18	>> I think it's one of the most
00:00:43:18	00:00:46:02	important educational changes
00:00:46:02	00:00:47:05	that have come about
00:00:47:05	00:00:49:16	in the last 30 years or so.
00:00:49:16	00:00:50:28	>> It's just not an acronym.
00:00:50:28	00:00:52:05	We have plenty of those
00:00:52:05	00:00:53:12	in the field of education.
00:00:53:12	00:00:54:21	It can get lost in the shuffle,
00:00:54:21	00:00:56:01	but it's the way we do business
00:00:56:01	00:00:57:12	for every single kid,
00:00:57:12	00:00:58:22	every single day.
00:00:58:22	00:00:59:26	>> Most importantly,
00:00:59:26	00:01:01:07	it's the first time in the state
00:01:01:07	00:01:02:11	we've had a system
00:01:02:11	00:01:05:11	it uses a common language.
00:01:06:03	00:01:07:09	>> For me, the most exciting
00:01:07:09	00:01:08:23	part of RtI is providing help
00:01:08:23	00:01:10:00	right away, when you see
00:01:10:00	00:01:11:17	kids are struggling.
00:01:11:17	00:01:13:01	I've been very frustrated
00:01:13:01	00:01:14:18	with the wait to fail system,
00:01:14:18	00:01:16:18	where you're waiting two years
00:01:16:18	00:01:18:10	for kids to fall enough behind
00:01:18:10	00:01:19:19	their peers.
00:01:19:19	00:01:21:11	>> We don't want to have kids
00:01:21:11	00:01:22:29	thinking they're never going to
00:01:22:29	00:01:24:09	be able to accomplish something.
00:01:24:09	00:01:25:20	We want to find ways to be able
00:01:25:20	00:01:27:12	to get them to that next level
00:01:27:12	00:01:29:03	and this does that.
00:01:29:03	00:01:30:09	>> We need a good collaborative
00:01:30:09	00:01:32:12	team that can talk about kids,
00:01:32:12	00:01:34:08	talk about what kids need.
00:01:34:08	00:01:35:18	>> It's kind of breaking down
00:01:35:18	00:01:37:00	that "I am the teacher;
00:01:37:00	00:01:38:18	I shut my door; I do my thing."
00:01:38:18	00:01:40:05	>> It's the ability
00:01:40:05	00:01:41:22	for a classroom teacher
00:01:41:22	00:01:43:09	to openly and constructively
00:01:43:09	00:01:44:26	ask for help in a meaningful
00:01:44:26	00:01:46:10	and positive way,
00:01:46:10	00:01:48:01	and for all of us to be able
00:01:48:01	00:01:49:20	to work collaboratively.
00:01:49:20	00:01:50:25	>> Sharing what you know,
00:01:50:25	00:01:51:28	using the data to tell you that
00:01:51:28	00:01:53:12	it's working or not working.
00:01:53:12	00:01:54:21	I think having enough time
00:01:54:21	00:01:56:15	in the day is a challenge,
00:01:56:15	00:01:58:22	and finding the people
00:01:58:22	00:02:00:17	and get them in the right place.
00:02:00:17	00:02:01:23	>> Because we don't have
00:02:01:23	00:02:03:11	built-in collaboration time,
00:02:03:11	00:02:05:11	that's an essential component.
00:02:05:11	00:02:06:14	>> We built systems
00:02:06:14	00:02:07:25	that operated in isolation.
00:02:07:25	00:02:09:07	Now we need to reform them
00:02:09:07	00:02:11:01	to build systems that are about
00:02:11:01	00:02:13:24	collectiveness and true unity.
00:02:13:24	00:02:14:25	>> I guess, similar
00:02:14:25	00:02:16:19	to exercising, where you have to
00:02:16:19	00:02:19:19	say, I'm going to make the time.
00:02:20:28	00:02:22:10	>> We know that academic
00:02:22:10	00:02:23:18	performance is linked
00:02:23:18	00:02:25:01	to behavioral success, and
00:02:25:01	00:02:26:11	we know that behavioral success
00:02:26:11	00:02:27:18	is linked to academic
00:02:27:18	00:02:28:19	achievement.
00:02:28:19	00:02:30:01	>> So, they're woven together.
00:02:30:01	00:02:32:06	It's almost like the threads
00:02:32:06	00:02:33:16	that are being woven
00:02:33:16	00:02:35:09	into a piece of cloth.
00:02:35:09	00:02:36:21	>> They go hand in hand,
00:02:36:21	00:02:37:26	so I'm glad that Wisconsin
00:02:37:26	00:02:39:15	has chosen to deal with both
00:02:39:15	00:02:41:18	under the RtI umbrella.
00:02:41:18	00:02:43:00	>> Wisconsin, by the way,
00:02:43:00	00:02:44:19	has gained a lot of recognition
00:02:44:19	00:02:45:29	nationally.
00:02:45:29	00:02:47:29	>> The RtI system is so flexible
00:02:47:29	00:02:49:11	that it's set up so that schools
00:02:49:11	00:02:50:15	can start addressing
00:02:50:15	00:02:51:23	not only the kids that struggle,
00:02:51:23	00:02:53:07	and the kids we see very often,
00:02:53:07	00:02:54:23	those gifted and talented kids,
00:02:54:23	00:02:57:04	the kids that need furthering.
00:02:57:04	00:02:58:08	>> My culture, of course,
00:02:58:08	00:03:01:25	is Native American.
00:03:01:25	00:03:03:01	The connection
00:03:03:01	00:03:04:07	between our culture and
00:03:04:07	00:03:05:21	Response to Intervention
00:03:05:21	00:03:06:28	is simple.
00:03:06:28	00:03:08:03	>> You need to know the whole
00:03:08:03	00:03:09:08	person, and a huge part of that
00:03:09:08	00:03:10:11	is culture.
00:03:10:11	00:03:11:17	>> It's everyone's job
00:03:11:17	00:03:12:23	to do RtI.
00:03:12:23	00:03:13:24	The classroom teacher
00:03:13:24	00:03:14:26	certainly has to be involved
00:03:14:26	00:03:15:26	in understanding the learning
00:03:15:26	00:03:17:00	of their kids.
00:03:17:00	00:03:18:01	The specialists in the school
00:03:18:01	00:03:19:05	need to know what resources are
00:03:19:05	00:03:20:05	available and how they can help.
00:03:20:05	00:03:21:12	The administrators
00:03:21:12	00:03:22:25	need to be on board in terms
00:03:22:25	00:03:24:11	of scheduling time and
00:03:24:11	00:03:26:07	freeing up resources as needed.
00:03:26:07	00:03:27:09	>> There's no reason why
00:03:27:09	00:03:28:09	parents shouldn't be involved
00:03:28:09	00:03:29:12	in that process.
00:03:29:12	00:03:30:23	>> So, if you're talking about
00:03:30:23	00:03:31:28	doing different interventions
00:03:31:28	00:03:33:16	for kids, you have to involve
00:03:33:16	00:03:35:03	the parent in that process.
00:03:35:03	00:03:36:20	>> I think So often,
00:03:36:20	00:03:38:06	we keep waiting
00:03:38:06	00:03:40:07	for all of the answers to come
00:03:40:07	00:03:42:07	and drop on our doorstep
00:03:42:07	00:03:44:05	or pull up in a van,
00:03:44:05	00:03:45:20	but it's not going to happen.
00:03:45:20	00:03:46:29	>> It's always difficult
00:03:46:29	00:03:48:06	to have change.
00:03:48:06	00:03:49:25	>> It's a process.
00:03:49:25	00:03:50:29	It's not something that's
00:03:50:29	00:03:52:04	going to happen overnight.
00:03:52:04	00:03:53:05	>> It's not a sprint.
00:03:53:05	00:03:54:05	It's a marathon.
00:03:54:05	00:03:55:08	>> Go slow.
00:03:55:08	00:03:56:15	Be persistent.
00:03:56:15	00:03:57:29	>> My one piece of advice
00:03:57:29	00:03:59:23	to schools starting RtI
00:03:59:23	00:04:02:25	would be just that, start.
00:04:02:25	00:04:04:25	Start small, but just start.