Foundations and Critical Features of Successful R.T.I. Implementation Erin Lolich, OrRTI project Dean Richards, OrRTI project Tigard-Tualatin School District

Objectives Overview of MTI and RTI systems requirements Point out key differences between the traditional model and the RTI model Share TTSD outcome data

Discouraging data... Here in Oregon, outcomes for students with disabilities leave something to be desired.

Response To Intervention IS…IS NOT... … a system … part of an evaluation to determine if a child is eligible as a student with a learning disability. … systematic instruction based on scientific research … teaming … data based decision making … a fusion of MTI and RTI for LD identification … a program … enough alone to determine if a student has a learning disability. … just doing interventions … shutting the door and working alone … general education/Title I/ Special Education working alone …multi-tiered instruction (MTI) alone

1-5% 5-10% 80% Academic SystemsBehavioral Systems 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 TTSD Multi-Tiered Instruction: Academic and Behavioral Support for All Students

A tale of 2 systems Who identifies struggling students? Who develops interventions? Who implements interventions? Does the system find the child or does the child find the system?

Daisy participates in the general curriculum Daisy’s teacher does His/her best to differentiate instruction and keeps anecdotal data Daisy isn’t doing well Teacher is told to try again Daisy improves Pre-referral team reviews what teacher has tried Resumes regular program Teacher’s effort is deemed sufficient Daisy doesn’t improve Special Education referral is initiated by the teacher Teacher tries again The historical approach

Daisy participates in the general curriculum EBIS Team reviews screening data and places Daisy in group intervention Daisy isn’t doing well Daisy improves Daisy improves EBIS Team designs individual intervention Resumes general program Daisy doesn’t improve Daisy doesn’t improve Special Education referral is initiated Daisy may recycle Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause How RTI Works within MTI The core curriculum is based on research and the NCLB 5 Big Ideas of reading Interventions are standardized and decision rules drive changes Daisy’s lack of “response to interventions” is carefully analyzed and documented as a marker of an LD Individualized interventions are based on problem solving and decision rules drive changes

Some comments that don’t resonate… “We are piloting RTI in one school.” “Each of our schools is developing its own RTI system.” “Our teachers do interventions on their own.” “We’re doing RTI but we use a discrepancy for LD.”

 Leadership at all levels  Teaming  Use of a research based core reading curriculum  Universal screening  Implementation of research based interventions  Progress monitoring  Policy and procedure development (standardization)  Professional development including fidelity of implementation. System Requirements… Blueprints of RTI...

#1 Leadership  District Level  School Level  Classroom Level

Membership must include…  Principal  Grade level team  Literacy Specialists  Title I Teachers  School Counselor #2 Teaming Collaboration is the key Membership might also include…  School Psychologist  Special Education Teacher  EL teacher  Instructional Assistants

Conversations about….  Instruction  Are we meeting the needs of ALL of our students?  What are we doing for those 20% who struggle?  Data  What does our screening assessment tell us?  Do our interventions work?  Eligibility for Special Education  Why hasn’t the student responded to our instruction? #2 Teaming

#3 Research-Based Core Program RTI is predicated on effective, research- based programs that include the BIG 5 components of reading:  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension Aligned program K-12 Teaches specific skills, common vocabulary and strategies Ease of transfer for students Common curriculum drives teaming

Assessment and RTI :  Universal screening must occur for ALL students at least three times per year (fall, winter, spring)  Procedures must identify which students are proficient (80%) and which are deficient (20%).  Procedures will lead to data for decision making about:  How to create instructional change for ALL  Which students need additional intervention #4 Universal Screening

#5 Interventions  Increase the intensity of instruction for those in need  Be research-based instruction  More time  Smaller groups  Focus on essential skills to fill  Be regularly monitored  Be delivered with fidelity  Be coordinated at the district level  Include ongoing training

#6 Progress Monitoring  Progress monitor all students needing additional intervention  Helps to determine if the intervention is successful  Frequency is determined by district decision rules  Monthly  Twice per month  Weekly  Twice per week

#7 Policy and Procedure Development (Standardization) Districts must adopt common procedures for doing this work:  Decision Rules  Forms  SpEd Procedures Think of RtI as a standardized test

# 8 Professional Development Must happen in each of the following areas:  Core curriculum and instruction  Interventions  Teaming  Screening and progress monitoring  Data-based decision making  Special Education

Characteristics of RTI in TTSD Dependent on cross program integration Uses data from universal, secondary, and tertiary instruction and interventions Changes constantly Is highly standardized at all levels Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD Most developed in reading and at elementary Consistent implementation of core curriculum Universal cross-class skill grouping Supplemental instruction provided for lowest 20% in school Screening and grouping 3X’s yearly based on DIBELS, statewide assessment, behavior data, and teacher concern

Office Discipline Referrals per 100 students Tigard Tualatin Schools ~

Kindergarten PSF

1 st Grade NWF

3 rd Grade ORF

State Benchmark Changed (More Rigorous)

OrRTI Project Overview 4 th year of partnership between ODE and TTSD TTSD provides: ▫ Training & materials ▫ Consultation ▫ Flow-through subgrants from ODE

Districts submit RTI readiness checklists to ODE in the spring Selection committee rates checklists based on: ▫ Leadership support ▫ Willingness to team ▫ Research-based core reading program & interventions ▫ Screening & progress monitoring capacity Up to 10 districts are selected per year based on readiness and region District Selection

Year 1 of Implementation Early Fall: ▫ 4-day training for district RTI leadership teams ▫ Districts submit baseline LD rates Late Fall-Spring: -- 2 days of site visits from TTSD ▫ District training ▫ Implementation plans developed ▫ 60% of subgrants received Late Spring: ▫ Implementation plans submitted to TTSD ▫ Remaining 40% of subgrants received upon approval of plan ▫ TTSD hosts sustaining training ▫ Districts implement RTI

Sustaining Implementation (Years 2-4) TTSD provides smaller subgrants Sustaining training opportunities throughout year Up to 2 days of site visits from TTSD Selected TTSD RTI visit days Baseline LD rates & RTI implementation LD rates analyzed

What’s possible... oHeather*, 2 nd grader at Metzger Elementary oSeptember 2006: 17 words per minute oMay 2007: 100 words per minute “ The program is wonderful. She came from a school without Title I. Now she works on syllables. She enjoys tutoring and the staff that work with her.” - Heather’s mom *name changed to protect student confidentiality

What’s possible... oGabe*, 1 st grader at Tualatin Elementary oDecember 2006: 5 words per minute oMay 2007: 24 words per minute * name changed to protect student confidentiality

Contact Information Erin Lolich (503) Dean Richards (503)