1 RTI: Big Ideas (Secondary Level) Diane Katakowski Speech & Language Consultant Oakland Schools Susan M. Koceski, Ph.D. School Psychologist Oakland Schools Michele Farah, Ph.D. Literacy Consultant Oakland Schools

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could. In the midst of all this frenzy, one of the fisherman was seen walking away. Her peers were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their friend came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

NASDSE Definition of RtI The practice of providing high quality instruction and intervention matched to student needs using data over time to make important educational decisions for ALL learners.

Current State in General: Unaligned, nonsensical delivery systems (title-one, general education, special education) Low achievement- especially in lower poverty areas Over-representation of minorities in special education Poor growth when students with special education are compared with their non-disabled peers (AYP) Disproportionate numbers of high incident disabilities (LD, SLI) and inconsistencies from states to states, county to county, district to district Overly dependent system on student processing problems Current State Group Activity

Three major ways that schools move towards an RTI Framework 1.Data trends indicate a compelling need- –Data indicates a need for improvement in reading or math that has unacceptable percentages of students failing 2.Administrative Mandate- –Administration mandate to change service delivery system 3.Legal mandates – –Desire to Use RTI option for Special Education Eligibility for students with learning disabilities (IDEA 2004) –Out of Compliance with special education and cited for corrective action –Corrective action from AYP status

Principles of Response to Instruction 1.Shared responsibility for student achievement in which general and special educators collaborate and support one another across all tiers. 2.RTI is a framework, not a program. The ingredients can be combined in many ways so that implementation may look different in different buildings, even within the same district. 3.Early Intervention as soon as a student’s performance indicates that they are “off track”. 4.Problem-Solving focused on curriculum, instructional, environment, and learner variables that can be controlled in contrast to student deficits. 5.Using school-wide and grade-level data to evaluate instructional effectiveness at multiple levels (school, grade, classroom, small-group, individual).

Scientifically research-based instruction that is matched to student need to promote attainment of grade-level benchmarks Problem Solving occurs at all Tiers of Instruction and involves collaborative, data-based decision making Universal Screening at regular intervals for all students using curriculum-based measurement TIER 3 (5% of Students) Intensive Intervention Services for students with IEPs TIER 2 (15% of Students) Strategic Intervention TIER 1 (80% of Students) Core Instruction Oakland Schools RTI Model: TIER I - 80% TIER II - 15% TIER III - 5% 8

Moving towards a RTI Model : Early, strategic, and explicit instruction designed to meet the needs of all students. The Model TIER I - 80% TIER II - 15% TIER III - 5% More likely

ESSENTIAL INFRASTRUCTURE OF RTI: Multi-Tiered Continuum of Support (Models have 3-5 tiers) Universal Screening/Progress Monitoring for Slow Responders Problem-Solving Process: Implemented at grade level, small groups, individual students Scientifically-Based Core Curriculum: Evaluation of the effectiveness of core curricula Research-based Interventions: Instructional strategies and supplemental interventions based on empirical research studies on effectiveness Professional Development: Ongoing and embedded to the school improvement plan and goals Why RTI is not spelled D-I-B-E-L-S … Screening/progress monitoring is only one of many essential ingredients

What RTI is not…. a way to blame or evaluate teachers for poor results with students. a two tier system (General education v. special education) retrofitted as a three-tier system (General education, title one, special education). a “pre-referral system” –bide your time, fill out a form, talk about data…. then get the referral into special education. a box to check on the MET form: “The student has been given opportunities to learn.” using the same old tools that are not aligned with instruction. just taking more data and putting it in the student’s file a way to lower psychologists FTE by eliminating IQ

Turn and Talk How is this description of RTI similar to your current understanding? In what ways is it different?

Problem Solving Process

What is the relationship between RTI and SAT? RTI SAT

Myths to be dispelled for RTI Secondary to have a chance: 1.It is fruitless to spend time & money on struggling adolescents because they have passed the point at which instruction or intervention can make a difference. 2.Instruction that works with young children will be equally effective for older students. 3.Literacy is not the job of secondary educators. 4.Little can be done for students who are not motivated to engage in learning.

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QuestionAnswer "Look Fors" Do we believe that all students can learn?  Teachers have high expectations for ALL students.  Teachers describe differentiated instruction to meet the needs of learners in their classes.  "Laziness" is not frequently offered as an explanation of poor performance. Is our school committed to scientifically based instruction?  Programs/techniques used are based on research with adolescents.  Instruction is differentiated for students.  A system for checking fidelity of instruction exists.  Assessment data are gathered and reviewed on a regular basis.  Classroom instruction changes as a result of data analysis.  Programs/classes are structured to meet the needs noted in assessment.  Students participate in different programs/classes based on assessment results. Key questions when exploring RTI at Secondary Level: Student Success Initiatives, Inc, 2008

Key questions when exploring RTI at Secondary Level: QuestionAnswer "Look Fors" Do we have a school wide approach to literacy?  Literacy assessment data are gathered on at least an annual basis.  For students experiencing reading difficulty, problems in comprehension, fluency and word recognition are identified.  The school improvement plan specifically addresses literacy.  Each teacher can explain her role with literacy.  Teachers are supported with high quality professional development that advances literacy in the content areas.  We offer a variety of services in varying degrees of intensity to address literacy needs.  When we address student literacy needs we differentiate, word recognition, fluency, and comprehension problems. Who is involved in RTI at our school?  RTI leaders are from across general and special education.  Speech-language pathologists, school psychologists, reading specialists and literacy coaches are centrally involved.  All educators can explain the school's approach to RTI, as well as the rationale.  Parents understand their children's involvement in RTI at the school.  School level administrators are actively engaged in leading the effort and providing necessary resources. Student Success Initiatives, Inc, 2008

Estimated timeframe 3-9 months Establishing school-wide consensus of a need to improve student engagement and achievement for all students by implementing RTI Actions: –Establish a compelling need for school-wide framework for areas of need. –Establish building leadership team and rationale for building adoption of RTI framework. –Create alignment between the building culture and the culture required to successfully implement RTI. –Reengineer resources (people, time, money) to provide sufficient support for the long term implementation of this framework. –Establish district leadership commitment towards the objectives of a 3-Tier (RTI) literacy framework. Make an action plan. Phase One: Build Consensus

Phase One: Build Consensus (Secondary) Some middle schools have found success by building consensus through simultaneous infrastructure and implementation Actions: −Commitment to achieving the school mission, vision and student outcome goals (which arise from the compelling need) −Work collaboratively to continually improve systems, practices and outcomes −Utilize a data-based planning and problem-solving process to guide improvement efforts −Allocate resources to provide students with multi-tiered instruction matched to their needs

Phase One continued: Know your Compelling needs Current State Group Activity with Data – Revisit handout

Turn and Talk

Estimated Timeframe: 6-18 months Developing the structures, elements and resources required to support the critical elements of RTI using a tiered model of support Actions: –Train and implement universal screening –Institute a problem solving process at the grade level, small groups, individual students –Evaluate effectiveness of core curriculum and make adjustments based on ongoing data –Review current interventions and incorporate Instructional strategies and supplemental interventions based on empirical research studies on effectiveness –Make a professional development plan for the building and for individuals to fill essential knowledge. Phase Two: Build infrastructure and Initial Implementation

Phase Two: Build infrastructure and Initial Implementation (Secondary) Multi-tier interventions at secondary level address student skill deficits AND simultaneously support student success within courses. When designing multi-tier interventions, it is important to begin with the idea that the purpose of all instruction (Tier 1, 2, and 3) is to ensure students achieve core (Tier 1) instructional goals and expectations.

Phase Two: Build infrastructure and Initial Implementation (Secondary) The 3 goals of multi-tier intervention programs at Middle School level are: 1.Promote and maintain high levels of student engagement within all tiers of instruction. 2.Accelerate learning to close knowledge & skill gaps, and 3.Prevent new gaps from happening (i.e., provide just in time instruction aligned with core instruction to ensure access and achievement with current grade level/course content)

Phase Two: Build infrastructure and Initial Implementation (Secondary) Actions: −Effectively-functioning, regularly-meeting school-based leadership team −Effective teaming organization that allows school teams to work together as a system to accomplish school goals −Assessment for a variety of purposes and data systems that provide needed data for systematic problem-solving and differentiated instruction to meet specific student needs −Master schedules that allow for multi-tiered instruction during the school day (e.g.: Intervention/ Enrichment block) −Professional development and coaching to support teams in data-based problem solving Turn and Talk

HOW DO TIER II AND TIER III DIFFER? Tier II instructionTier III instruction Focus Narrow range then core instruction Daily instruction Minimum of 30 minutes (+ Tier I) Minimum of 30 minutes twice a day (+ Tier I) Duration weeks (1 or 2 rounds) Often considerably greater than weeks Group size1: 3 to 51:3, 1:2, 1:1 Ongoing progress monitoring every 2 weeksevery 1-2 weeks Narrow focus than 5 big ideas in core instruction Significant amount of additional time Fewer kids

Estimated timeline: 1-4 years Adjusting programs, supports, and resources to institutionalize RTI practices –Add additional grade levels over time –Action planning- review, modify, and recommit annually based on data and SIP –New staff orientation and training –Report progress to stakeholders –Attend to school culture and sustained consensus. Phase Three: Sustained Implementation

Most Common Mistakes When Beginning an RTI-MTSS Initiative 1.Lack of understanding of a compelling need for the initiative. Implementing without being clearly focused on solving a defined problem. 2.Ignoring staff attitudes, beliefs, and values of those who will actually implement the change. Successful reform processes must include attention to belief systems and shifts in school culture. 3.Principal or leadership permission does not equal commitment. 4.Too much too soon – too many grade levels, too many priority areas. 5.Competing initiatives without prioritization and communication 6.Prematurely focused on interventions (Tier II & III) while ignoring core classroom instruction (Tier I). 7.Spending too much time on finding the perfect intervention program, leaving out the data, and not matching instruction to the needs of children in the building. 8.Moving too quickly through building infrastructure to implementation.

Next Steps for your team Communicate your compelling need to organize within an RTI framework –Staff and Stakeholders Plan for data analysis at all levels: –school-wide, –grade-level, –small groups, –individual students Develop and communicate an action plan that is grounded in your school improvement process Other:

Q&A and Resources