1. What We’re Learning Building & Improving an RTI System Seven Key Foundations RISS 2009

2. October 2009Intro to RTI2 5% 15% 80% Intensive Few students 1:1 instruction High intensity Weekly progress monitoring Intensive Few students Functional assessment based Intensive instruction and support Daily progress monitoring Targeted Some students (at-risk) Small group instruction Monthly Progress monitoring In addition to core instruction Targeted Some students (at-risk) Small group instruction Rapid response Weekly progress monitoring Universal Intervention All students Core curricula Preventive Tri-annual assessment Universal Intervention All students Present across settings School-wide Preventive Incidence-based screening SPECIALEDUCATIONSPECIALEDUCATION Teaching and Supporting All Students Academic SkillsSocial Skills

3. The Goal The goal of a Response to Intervention system is ensuring that 80% of students meet grade level and content expectations (standards and benchmarks) in their regular classrooms. AND Struggling students receive increasingly more intensive support both in and outside their classrooms. RISS 2009

4. Why RTI? Maine Student Achievement Reading researchers estimate about 40% of entering Kindergarten students are at least one year behind their chronological age in language development. 20% are two or more years behind. 2008-09 MEA Reading Results Grade 3: 65% met or exceeded standards Grade 8: 71% met or exceeded standards Grade 11: 49% met or exceeded (SAT)

5. Seven Foundations 1. Ensure leadership, structure, coordination, and continuous improvement. 2. Know what all students need to know and be able to do and how well. 3. Use universal screening data. 4. Target interventions (research-based strategies and programs) 5. Track response to the intervention (progress monitoring) Throughout 1-5, continually think about how to: 6. Strengthen the core program. 7. Build shared responsibility. RISS 2009

6. 1. Ensure leadership, structure, coordination, and continuous improvement RTI Leadership Team (new or existing): RTI system understanding and expertise Representative Assesses needs, develops plan/blueprint Monitors plan implementation Provides for ongoing training and support Time to meet and make adjustments RISS 2009

7. Structure What groups and processes are in place to ensure students receive effective support? Think about a combination of: Standard protocols Problem solving RISS 2009

8. 8 Standard Protocols Standard Protocols are a scientifically based set of instructional practices that have proven to be effective The actual process of implementing RTI involves daily activities in each Tier The most efficient and effective instruction is that which works for the most students When instruction is used for all or small groups of students this is known as a standard protocol Core Tier 1 instruction is a standard protocol

9. RISS 20099 Problem Solving When standard protocol approaches have not worked, problem solving is used to identify and address the needs of individual students This is more time consuming but is very effective for certain students The RTI team helps to facilitate problem solving

10. 2. Know what all students need to know and be able to do and how well. (Standards, skills, sub-skills, benchmarks) In Literacy: fluency, comprehension, phonemic awareness, phonics, and vocabulary RISS 2009

11. Phonemic awareness: Blending: Complex Words Blending: Words (2-3 syllables) Rhyming: Detection Rhyming: Production RISS 2009

12. 3. Use Universal Screening Data To see the core program. To pinpoint strengths and needs of groups of students. To pinpoint the specific learning needs of individual students at the sub-skill level. Universal screening tools – 3 times yearly Managing data – documentation, access RISS 2009

13. 4. Targeted interventions (research- based strategies and programs) 1.Take inventory -- What is currently being done in Tiers 1, 2, & 3? How well aligned with specific skills and sub-skills? 2.How are the experts in the building contributing to increased student learning at all tiers? 3.What extra time is available for interventions (in addition to the core program)? RISS 2009

14. 5. Track response to the intervention (Progress monitoring) Regular brief assessment of student progress toward a specific learning goal. Develop “decision rules” to guide student movement across tiers. When is more/less intensity required? Who decides? RISS 2009

15. 6. Strengthen the Core Program Getting to 80% is the school’s mission All teachers use data and act on data individually and in collaborative groups Strategies that work as interventions can also be embedded in the core program RISS 2009

16. Core Program Questions Is there a universal core program – a curriculum, instruction, and assessment sequence that all teachers know and can do? Is the core program being implemented completely by all teachers (fidelity of implementation)? Can ineffective/incomplete instruction be eliminated as the reason for lower student achievement? RISS 2009

17. 7. Build Shared Responsibility Put students at the center Take action for students based on data Use collaborative work and learning Provide appropriate, effective professional development Soften silos Build on the culture you’ve got and the work you’re already doing RISS 2009