1. Response-to-Intervention: Building Your System Estacada School District Nov 10, 2010

2. Talk to a Neighbor When you found out you were coming to a presentation on RTI today, what did you think you would learn or what were you hoping to learn?

3. Core RTI Principles We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions within a multi-tier model Use research-based, scientifically validated interventions/instruction to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment for 3 different purposes – Screening, diagnostic, progress monitoring NASDSE, 2006

4. RTI Misconception: What it is and what it’s not Is NotIs An instructional programA framework to implement effective practices A group of students that leaves your room for extra instruction A system of matching resources to each individuals student’s needs Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special ed, a general ed, a Title 1, a Talented and Gifted initiative An “Every” Education Initiative An educational fadA systematic method for delivering instruction, based on research and effective large scale implementation examples including Minneapolis Public Schools, Heartland AEA (Iowa), Ohio, and Pennsylvania

5. Why does RTI matter for teachers?

6. Reading Is Not Optional Kindergarten Fourth grade Behavior Problems Low graduation rates

7. Developmental lag Skill deficit Days and Weeks Matter We can’t wait for them to “bloom?” vs.

8. Good reading builds reading AND cognitive skills! Days and Weeks Matter

9. Reading instruction changes the brain

10. Differences Learning to Read Estimates from NICHD Research Population % Journey to ReadingInstructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively EasyLearn to read regardless of instructional approach 40 Formidable ChallengeNeed systematic and explicit instruction 20 One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction

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

12. In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through Heartland Educational Agency

13. Daisy participates in the general curriculum with strong instruction Screening data shows 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 Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective

14. In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through Heartland Educational Agency

15. RTI: Full Continuum of Support General Education Title Reading & Reading Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I = Heartland Educational Agency

16. RTI focus is on General Education! Teachers don’t fail students, systems do. RTI is a system for differentiation of instruction! RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

17. Nuts and Bolts: System Requirements Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Policy and procedure development (standardization) Professional development including fidelity of implementation.

18. #1 Leadership District Level Strong administrative support to ensure commitment and resources AND School Level Strong teacher support to share in the common goal of improving instruction

19. #2 Teaming Collaboration is the key: Membership might include…  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist The Team is only as strong as the least invested member

20. #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 PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary Delivered for 90 minutes daily for all students!

21. Effective core instruction is the most important thing you can do in RTI.

22. Tier 1 is for all students

23. How’s your herd?

24. Strong core instruction

25. Weak core instruction

26. How does it help a struggling reader to be in core? They need the most instruction Need to be exposed to grade level material If they miss grade level material, they will never catch up Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading Interventions are limited in scope

27. Fidelity to the core Worksheets Fidelity

28. Why is fidelity important? Comprehensive program that incorporates all components of reading Students have the opportunity to make connections Students read text that supports vocabulary, phonics, and comprehension lessons The whole school has a common language, common goal, and common tools

29. Fidelity to the core The BIG 5 The scope and sequence State standards

30. Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension

31. Scope and sequence

32. We want to be sure that we know what has and what will be taught. Mastery of skills looks different at all levels Repeated opportunities to learn

33. We must complete the year to complete the “race” Scope and sequence

34. Summarize K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1, U5W3, U5W4, U5W5 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5 4 U1W2, U1W3, U3W3, U3W4 5 U2W2, U2W3, U2W4, U6W1, U6W5 6 U2W4, U2W5, U6W3, U6W5 (Example from one Oregon approved core)

35. State Standards

36. Who ensures fidelity? District must decide on the key points of the core curriculum Fidelity checklist should provide clarity to teachers

37. Curriculum specific fidelity checklists

38. Non- curriculum specific fidelity checklists

39. Who ensures fidelity? District must decide who is responsible to check – Principal – Literacy coach Fidelity checks should occur regularly – two to three times a year – 10 minutes each class

40. #4 Universal Screening Universal screening for ALL students at least three times per year Procedures must identify which students are proficient (80%) and which are deficient (20%). Good screening measures: Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3) Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)

41. Why Use Fluency Measures for Screening? Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) We always examine fluency AND accuracy Without examining accuracy scores, we are missing a BIG piece of the picture Students MUST be accurate with any skill before they are fluent. Oral reading fluency (ORF) does not tell you everything about a student’s reading skill, but a child who cannot read fluently cannot fully comprehend written text and will need additional support.

42. #5 Interventions – Must be designed to match identified needs (based on data) – Almost always given in small groups (Not necessarily 1:1) – On-going data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment – Is in addition to and aligns with the district core curriculum – Does NOT replace core – Uses more explicit instruction – Provides more intensity Additional modeling and guided feedback Immediacy of feedback

43. Interventions Students pulled out for interventions may be “missing” something else… BUT If a student can’t read, how much are they already missing in the classroom? “No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.” Richard Allington

44. #6 Progress Monitoring Which students: – All receiving intervention – Borderline scores or performance-as resources allow Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer Frequency: Every 2 weeks (minimum) Every week (ideal) Are the children learning? How can we tell?

45. #7 Decision Rules Provide the “now what” after teams have analyzed student data Guide decisions for all tiers Take the guesswork out of “what to do next” Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

46. Aimline Decision Rule Example: 4 Points Below the Goal Line Oral Reading Fluency Add 15 minutes to intervention Reduce group size to 3 students

47. #8 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 Students should be identified similarly from school to school

48. # 9 Professional Development and Fidelity Content: – Core curriculum & instruction – Assessment – Interventions – Teaming – Data-based decision making – SPED procedures Delivery: Ongoing Sufficient time to collaborate and plan Incorporates fidelity checks Anticipate and be willing to meet the newly emerging needs based on student performance Data ALSO used to drive professional development needs

50. Benefits of an RTI System RTI will help you to: – Know immediately, “Is what we are doing working?” – Know which students need more/different – Know what each student needs – Provide structures to deliver what students need – Reduce rates of identification of student learning disabilities – Prevent reading problems before they occur – Raise student achievement – Heartland Educational Agency

51. Tigard-Tualatin School District OAKS Reading Proficiency

52. Tigard-Tualatin School District OAKS Math Proficiency

53. A Tale of Two Districts District 1: RTI for 4-5 yearsDistrict 2: Non RTI Small, rural school district 350 elementary students (PK-5) 470 elementary students (PK-5) Title 1 services 31% students on Free and Reduced Lunch 19% students on Free and Reduced Lunch

54. A Tale of Two Districts District 1: RTI 3 rd Grade ORF

55. A Tale of Two Districts District 2: Non RTI 3 rd Grade ORF

56. RTI District: 3 rd Grade ITBS Reading Comprehension

57. Shared Responsibility Teacher – “RTI really advocates for the student. The data really needs to be gathered and assessed. Are the child’s academic needs really being met? Are they making progress? If not, what is the problem and what instructional strategies need to be changed? It seems that the child’s issues becomes one of the team’s and not solely the responsibility of the classroom teacher. Also, in many cases I am sure, some individual students just need some intervention to be successful and NOT special education!” – Nancy Greene, 2 nd grade teacher

58. Shared Responsibility Teacher – “RTI is designed to help target a specific deficit in a student’s learning and through collaboration with others design a plan to meet that particular need. This has helped to improve my teaching.” – Jeff Kelley, 4 th grader teacher

59. The Process is Ongoing and Long-Term Adapted from CONSENSUS

60. Managing Complex Change Vision Skills IncentivesResources Action Plans CHANGE ++ + +

61. Managing Complex Change Vision Skills IncentivesResources Action Plans CONFUSION ++ + +

62. Vision Skills IncentivesResources Action Plans ANXIETY ++ + + Managing Complex Change

63. Vision Skills IncentivesResources Action Plans RESISTANCE ++ + + Managing Complex Change

64. Vision Skills IncentivesResources Action Plans FRUSTRATION ++ + + Managing Complex Change

65. Vision Skills IncentivesResources Action Plans FALSE STARTS ++ + + Managing Complex Change

66. The Process is Ongoing and Long-Term

67. Oregon RTI Project – www.oregonrti.org Jon Potter – jpotter@ttsd.k12.or.us