Response to Intervention Report to the State Board of Education May 20, 2010 Rob Saxton, Dan Goldman & Erin Lolich

Where did it come from?  Our “canaries” told us there was a national reading crisis  Results of policy and research convergence:  Reading misconceptions  Futility of remediation  Poor outcomes for special programming  Cost to individual and society created urgency

Differences Learning to Read Estimates from NICHD research (NC Dept. of Public Education) Population % Journey to Reading Instructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively Easy Learn to read regardless of instructional approach 40 Formidable Challenge Need systematic and explicit instruction 20 One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction

7 pilot elementary schools implement Effective Behavior Support (EBS) Board adopts EBS district- wide: 5 more schools implement Remaining 2 schools implement; ongoing training & leadership Federal EBIS Grant: Reading & LD identification incorporated 2001 Highly focused, ongoing professional development with EBIS teams TTSD develops RTI Technical Assistance Manual for ODE (Rev. Dec ‘07) TTSD implements Secondary Literacy Program & trains 32 Oregon school districts to develop & implement RTI EBIS/RTI Development Timeline in TTSD

Three Premises of Response to Intervention  Teachers don’t fail children, systems fail children  It takes a village...  We find kids—we don’t make them find us

The Fundamentals of Restructuring  Research Based Core Reading Program  Universal Screening  Progress Monitoring  Data-based Teaming  Research-based Reading Interventions  Standardized Decision Rules & Procedures  Professional Development & Accountability

Core Reading Program

Universal Screening

Progress Monitoring

Data-based Teaming

Research-based Reading Interventions

Standardized Decision Rules & Procedures

Professional Development & Accountability

Daisy is part of a class that is part of a school that conducts academic screening three times a year—for EVERY child—and she isn’t doing well Daisy receives highly structured additional instruction—but she doesn’t progress Daisy’s intervention is intensified

A 1 st grade teacher’s perspective...

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Thoughts from a student at Tigard High...

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Doing What Works

Every 4 th Grade Student Group Has INCREASED PERFORMANCE Since Adoption Implementation Year First Year of MacMillan / Walk-to-Read Implementation At-Risk Student Trajectory Average Student Trajectory Accelerated Student Trajectory Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - 4 th Grade

Sometimes the questions are complicated, and the answers are simple. -Dr. Suess...not easy, but simple. -Petrea Hagen-Gilden