Tigard-Tualatin Spring site visit overview April 23, 2008

Targets Define Response to Intervention Provide an overview of EBIS implementation Learn about TTSD’s history, demographics, program and outcomes Give a quick overview of what you will and will not see today

Expectations for today Please silence cell phones and refrain from using them in schools No pictures – please respect confidentiality Respect timeline Go to the school to which you are assigned

Oregon RTI Project

7 pilot elementary schools implement EBS Board adopts EBS district- wide: 5 more schools implement Remaining (2) schools implement; ongoing training & leadership EBIS OSEP Grant: Reading & Special Education initiatives incorporated 2001 Secondary School focus utilizing Title IVa 2003 TTSD Develops and revises the RTI Technical Assistance Manual for ODE ODE Contracts with TTSD to Train 28 School Oregon Districts to Develop & Implement RTI Tigard-Tualatin’s EBIS Implementation Timeline

If you came to Tigard today to see RTI in action you will leave disappointed.

If you came to Tigard today to see MTI you will leave very happy!

Defining Terms: Is a system of organizing gen. ed. curriculum and instruction to meet the needs of all students Integrates all support programs to use resources more efficiently Applies to all students Can exist without using RTI Is an evaluation procedure identified in IDEA for identifying learning disabilities Is a special education procedure that is limited to assessment Applies only to children suspected of having LD Cannot be implemented without a system like MTI in place Multi-Tiered Instruction (MTI) Response to Intervention (RTI)

Professional Development Special Education ELL District Office Title Programs Curriculum Development Response to Intervention

Multi-tiered, Research-based Core Curriculum & Interventions Universal Screening & Progress Monitoring Standardized Decision Rules & Procedures Integrity of Implementation and Sustainability MTI: Support for All Learners rti (SLD Assessment Under IDEA) Effective Teaming & Problem Solving

A Tale of Two Teams Does the child find the system, or does the system find the child?

Daisy participates in the general curriculum Daisy isn’t doing well Teacher tries again Pre-referral team reviews what teacher has tried Resumes regular program Daisy doesn’t improve Daisy improves Teacher’s effort is deemed sufficient Special Education referral is initiated by the teacher Daisy’s teacher does his best to differentiate instruction and keeps anecdotal data Teacher is told to try again The pre referral/discrepancy approach Daisy is tested, usually by special education personnel, using IQ, achievement, and other tests

Daisy participates in the general curriculum Daisy isn’t doing well Second Group Intervention EBIS Team designs individualized intervention Resumes general program Daisy doesn’t improve Daisy improves Daisy doesn’t improve Daisy improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Special Education referral is initiated EBIS Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective

Think, Pair, Share How do the two team processes differ? How are teams currently organized in your district? How would your team process look different in a multi-tiered, RTI system? Does the child find the system, or does the system find the child?

Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Tier I All students receive Tier I Research-based core reading curriculum Strong fidelity and professional development Universal screening of all students

Tier I Reading Programs for ALL students Elementary Treasures Screened with DIBELS Middle and High School Priority standards Holt –Elements of Literature & Elements of Language Common novels Screened with OAKS percentile and MAZE

Tier II Elementary 90 minutes of Treasures plus strategic intervention Research-based intervention program Small group min. daily Progress monitoring with DIBELS Secondary 45 minutes of Language Arts class 45 minutes of an additional class focusing on Reading Progress Monitoring with MAZE

Tier II Elementary Interventions Ladders to Literacy PA in Young Children Road to the Code Earobics Daisy Castle Triumphs Read Naturally SFA Tutoring Phonics For Reading STARS Reading Success REWARDS Six-Minute Solution

Tier II Secondary Intervention Middle School Soar to Success 45 minutes/day High School Double the time of instruction Incorporates standard LA curriculum and research based reading strategies

Tier III Elementary 90 minutes of Treasures plus intensive intervention Research-based intervention program Small group 45+ min. daily Progress monitoring with DIBELS Secondary 90 minutes of Language! Progress monitoring with MAZE

Tier III Elementary Interventions ERI Language for Learning Fast Track Phonics Reading Mastery Horizons Language for Thinking Reading Success Great Leaps Corrective Reading

Tier III Secondary Interventions Language! 90 minutes a day

Reading Protocol

TTSD Demographics 17 Schools, 12,461 students 10 elementary, 3 middle, 2 high, 1 alternative, & 1 charter Special Programs participation 1,264 Special Education (10%) 1,509English Language Learners (12%) 1,682 Intellectually Gifted and TAG (13%) Socio-economic status Title One in 6 elementary schools Free and reduced lunch percentage Metzger 59%, Templeton 45%, Durham 38% Data collected: 4/09

TTSD Outcomes: Children identified as LD in 1 st (4) and 2 nd (20) grade Improvement in Reading and Math scores for students with disabilities and English language learners Achievement growth for all students

Does it work? Yes! Tigard-Tualatin SD 23J; Total Population; Reading & Lit Grade LevelPerformance LevelTTSD%OR% Grade 03Meets or Exceeds89.10%83.90% Grade 05Meets or Exceeds85.00%75.40% Grade 08Meets or Exceeds72.10%65.30% Grade 10Meets or Exceeds73.40%64.80%

Limited English Proficiency

Special Education

Total Population

What you can expect for today Core program instruction Interventions Conversation with principal and literacy specialist

What else could happen? Conversation with teachers Progress monitoring Schedules

Some things we can’t show you, but trust us they are there and we will discuss.... EBIS team meeting Process at every TTSD school Leadership Professional development Universal Screener Every child is screened K-5 DIBELS, 6-12 OAKS and MAZE

A closing thought before you go RTI is, first and foremost, about good teaching: Even before students are formally classified as having “learning disabilities,” those who need more assistance receive additional interventions…So RTI is as much a prevention model as an identification model. - Michael Hock, WestEd