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Implementing & Evaluating a School RTI Framework. Shawna Moran, EII, ODE Odyssey - August 2013. Essential Response to Intervention Elements . An evidence based approach to instruction A comprehensive assessment system A problem-solving method . An evidence based approach to instruction.
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Implementing & Evaluating a School RTI Framework Shawna Moran, EII, ODE Odyssey - August 2013
Essential Response to Intervention Elements • An evidence based approach to instruction • A comprehensive assessment system • A problem-solving method
An evidence based approach to instruction • Strong core curriculum and increasingly intensive interventions (i.e. “tiers of increasing support”). • Effective use of instructional and engagement strategies combined with strong classroom management. • Adequate time used for instruction and either supplemental or intensive interventions.
A comprehensive assessment system • Universal, standardized, valid screening and progress monitoring tools that provide predictive reliability. • Internal Assessments – measure what is taught. • External Assessments – measure overall performance at a specific point in time and growth over time against vetted norms. • Systemic plans for the administration and evaluation of assessments at key times over the year by both teachers and leaders. • Teacher friendly data displays (i.e. data walls, progress monitoring graphs).
A problem-solving method • Systemic problem identification & solving protocols • Set meeting times and procedures for teachers to analyze and make decisions about instruction and differentiation. • Set meeting times and procedures for groups to problem solve specific students that are having difficulty. • Set meeting times and procedures for enacting decisions to meet ALL students needs. Administrative support is key.
RTIimplementation • Where do schools and districts get stuck? Common Challenges…. • We need more teachers or IA’s to do RTI! • We need more money to do RTI! • The specialist will provide the intervention later on. • Building schedules then fitting kids in, as opposed to building the schedule based on what kids need from the start. • A culture of these are “my” kids as opposed to, “these are our kids.” • Staying with the same old protocols even after the students’ needs have changed over time because that used to work.
Evaluating & recalibrating • Implementation stages … • Self-analysis and task identification … • Putting the metal to the pedal … planning, doing… • Monitoring… Then…doing it all over again.
Tools for self-evaluation & recalibration RTI Diagnostics and Planning • NASDSE RTI Implementation Blueprint – School and/or District – at http://www.nasdse.org/Portals/0/SCHOOL.pdf • IES What Works RTI Essentials Integrity Rubric and/or Worksheet at: • http://www.rti4success.org/pdf/RTI_Framework_Integrity_Rubric_08-25-11.pdf • http://www.rti4success.org/pdf/RTI_Framework_Integrity_Worksheet.pdf • IES – Math Rubrics at: • http://ctl.uoregon.edu/node/1009 Oregon RTI staff survey
Additional Resources • OR RTI website at www.oregonrti.org. • RTI Action Network at www.rtinetwork.org. • National Center on Response to Intervention at: www.rti4success.org. • Intervention Central – RTI Resources at: www.interventioncentral.org. • Institute of Education Science & What Works: video on implementing RTI in math and reading at the early grades at: http://ies.ed.gov/ncee/wwc/multimedia.aspx?sid=4.
