Update on Response to Intervention RTI Implementation: SEA and Parent Center Collaborations

1. Update on Response to Intervention (RTI) Implementation: SEA and Parent Center Collaborations Evelyn Mason, Idaho Parents Unlimited Nancy Prescott, Connecticut Parent Advocacy Center Darren Woodruff, National RTI Center Facilitator: Debra Jennings, Region 1 PTAC @ SPAN, NJ

2. Darren Woodruff, Ph.D. Co-Director National Center on RTI dwoodruff@air.org Parent Collaboration with the National Center on RTI

3. What is the National Center on RTI? The RTI Center is a 5-year Technical Assistance Center that is funded through a cooperative agreement with the Research to Practice Division of OSEP and is part of OSEP�s National Technical Assistance and Dissemination (TA & D) Network. The National Center on Response to Intervention is a 5 year Technical Assistance Center that is funded through the Research to Practice division of the Office of Special Education Programs. The National Center on Response to Intervention is a 5 year Technical Assistance Center that is funded through the Research to Practice division of the Office of Special Education Programs.

4. Collaboration with other Stakeholders IDEA Partnership IRIS Training Center Center on Instruction National Research Center on Learning Disabilities National & Regional Parent Technical Assistance Centers National High School Center Center on Positive Behavioral Intervention and Supports Center for Early Literacy Learning Center for Evidence-Based Practices National Center on Student Progress Monitoring National Association of Elementary School Principals Council for Exceptional Children Council of Administrators of Special Education In addition to our partners, the National Center on RTI intends to work in close collaboration with other federally funded Centers�including those listed here--in order to insure a seamless array of support for states and districts. Both the Summit website and the website for the National Center have a listing of websites for each of these Centers as well as additional information on RTI resources. In addition to our partners, the National Center on RTI intends to work in close collaboration with other federally funded Centers�including those listed here--in order to insure a seamless array of support for states and districts. Both the Summit website and the website for the National Center have a listing of websites for each of these Centers as well as additional information on RTI resources.

5. Our View of RTI Response to Intervention is a process intended to help educators maximize student achievement through early identification of learning or behavioral challenges.� By using RTI, teachers are able to identify student challenges, provide appropriate �evidence-based� interventions, and monitor student progress.� RTI enables teachers to adjust instruction to best meet the needs of their students. RTI has strong potential to substantially enhance student achievement and to reduce the prevalence of reading disabilities (e.g., Fuchs et al., in press), mathematics disabilities (Fuchs et al., in press; Fuchs et al., 2005), and behavior problems (Fairbanks et al., 2007). Additionally, there is promise that integrating RTI within an Early Intervening Services (EIS) framework can decrease or eliminate the inequity of disproportionality for minority students who are not progressing in the general education curriculum. Overall, the Center�s conceptual approach to RTI is intended to enable educators to reserve judgment about the student�s need for special education until the effects of adaptations within the general classroom have been assessed, including use of validated forms of primary and secondary prevention. Further, by facilitating earlier identification and treatment of students at risk, RTI can potentially guide educators to use their instructional resources more effectively.RTI has strong potential to substantially enhance student achievement and to reduce the prevalence of reading disabilities (e.g., Fuchs et al., in press), mathematics disabilities (Fuchs et al., in press; Fuchs et al., 2005), and behavior problems (Fairbanks et al., 2007). Additionally, there is promise that integrating RTI within an Early Intervening Services (EIS) framework can decrease or eliminate the inequity of disproportionality for minority students who are not progressing in the general education curriculum. Overall, the Center�s conceptual approach to RTI is intended to enable educators to reserve judgment about the student�s need for special education until the effects of adaptations within the general classroom have been assessed, including use of validated forms of primary and secondary prevention. Further, by facilitating earlier identification and treatment of students at risk, RTI can potentially guide educators to use their instructional resources more effectively.

6. Our Goal To build state capacity, collaboration and support for implementing RTI in local districts and schools by serving as a central source of knowledge, expertise, and research for educators, administrators and parents. Our primary goal is to assist states in building their capacity to implement RTI models that meet the needs of students experiencing academic or behavioral challenges, particularly so in districts that are implementing early intervening services due to disproportionality in identification for special education.Our primary goal is to assist states in building their capacity to implement RTI models that meet the needs of students experiencing academic or behavioral challenges, particularly so in districts that are implementing early intervening services due to disproportionality in identification for special education.

7. Our website, which you can now visit at www.Rti4success.org, will serve as the hub for all of our upcoming activities. The website was launched as a follow-up to the RTI Summit and will continue to be updated with information for state administrators, educators, and families. Please take a look and email us with any questions.Our website, which you can now visit at www.Rti4success.org, will serve as the hub for all of our upcoming activities. The website was launched as a follow-up to the RTI Summit and will continue to be updated with information for state administrators, educators, and families. Please take a look and email us with any questions.

8. RTI Center Resources: A Sample RTI Stakeholders: Families - ABCs of RTI: A Guide for Parents (NRCLD) RTI Topics: Cultural and Linguistic Diversity - Preventing Disproportionate Representation: Culturally and Linguistically Responsive Pre- referral Interventions (NCCREST) Webinars: - English Language Learners and RTI (J. Klingner) Immediately following the Summit, our Technical Assistance Liaisons will be reviewing the state action plans that each of the state teams have completed in order to identify specific resource and information needs and to help us work efficiently and effectively with each of the states and territories in their efforts to implement RTI. Some of the areas we anticipate providing support in include . . . scaling up for statewide RTI implementation, problem solving around any barriers to RTI implementation, and information sharing across various stakeholder groups. TA Liaisons will be introduced later in the presentation . . . Immediately following the Summit, our Technical Assistance Liaisons will be reviewing the state action plans that each of the state teams have completed in order to identify specific resource and information needs and to help us work efficiently and effectively with each of the states and territories in their efforts to implement RTI. Some of the areas we anticipate providing support in include . . . scaling up for statewide RTI implementation, problem solving around any barriers to RTI implementation, and information sharing across various stakeholder groups. TA Liaisons will be introduced later in the presentation . . .

9. Idaho State Team and Framework Presented by Evelyn Mason Idaho Parents Unlimited Response to Intervention

10. Idaho: State Context 272, 058 total number of students enrolled Approximately 29,000 in Special Education Mostly rural geographically 115 traditional districts across the state plus 16 additional LEA�s (Charter Schools) Heavy emphasis on Locally Controlled Schools

11. Idaho: State Context Idaho Law � Prohibits enrolment in public schools before the age of 5 No State Early Preschool Program Least Restrictive Environment is very challenging for this population of 2-5 kids

12. Idaho State Department of Education New Superintendent of Public Instruction Elected Massive Staff turnover Continual Restructuring

13. School Improvement Began as Results Based Model Schools PTI Staff involved in teacher trainings and at State level in discussions PTI involved in distribution of informational materials

14. Initial RTI Planning State Team meeting began summer 2007 PTI Involvement came at RTI National meeting in Washington D.C. December 2007

15. Initial RTI Planning Some Initial Success � Two schools chosen as model sites by University of Kansas LD Center Minadoka School District and Acequia Elementary Dalton Gardens Elementary in Coure D Alene

16. Find �other� models Research Based Assessments and Parent Involvement Professional Learning Communities (PLC)

17. Identify what states are doing on each of our essential components Professional Development�Administrator understanding Identifying Resources available�don�t forget community Public Relations to get informed community buy-in Expectations from the State for implementation to assist with local buy-in

18. TA from Cathryn Gardner Regional Resources Center Fidelity checks, Identify current practice and requirements that support RtI implementation University Team Members - questions for implementation (i.e., Principal Academy, Leadership training)

19. Big Ideas Day 1 - Taking RtI Statewide Essential Components Identifying the framework Representation�visual Fitting present work into framework Balance between centralized/decentralized leadership

20. Big Ideas cont. Building on present success Network of best practice How we will �sell� this�tweaking Already good practice Fear of name change

21. More Big Ideas Continued and Expanded School improvement Teaching and Learning It can evolve It�s a process, not an event

22. More Big Ideas Combining resources Parent information and communication Provide metrics to measure success Big picture overall�but think about kids as individuals

23. Vision Every student and teacher learning and growing together every day

24. More Big Ideas Bottom up from student and back up think I meant �back down�) regarding data. Logic Model to be developed by Core group and RTI Coordinator. Define what we mean by �fidelity� there must some things that are non-negotiable. FIDELITY: (inform Professional Development, evaluation) -Shared understanding for RTI

25. Essential Components Eligibility process Collaboration process Building District State Community Individual students Parent involvement Is included in continuous improvement process (school) Inclusive�all children Core curriculum and effective instruction Data driven decision making process Progress tracking

26. Essential Components Universal screening Alignment Instruction Intervention Assessment Screening Merit Outcomes On-going and sustained professional development Research-based interventions Fidelity of implementation

27. Defining �It� Small Groups, Day 2 �It� is now What the framework is Pyramid / % Research�other states� experiences Culture of Continuous Improvement

28. Defining �It� Support collaboration time Build capacity Not a barrier to SPED Public perceptions How large is the system

29. Defining �It� All questions are RtI�not hierarchical K-12 in state framework Aligns practices % as ballpark Mini-action research with RtI parameters

30. Defining �It� Layers well with all initiatives Framework, but needs to look different at all 3 school levels No name change Includes both academic and behavior

31. Latest Statewide RTI Work Monthly Updates November 2008The State Department of Education sponsored a Webinar on Effective School Leadership See �Staff Development� for the Archived Webinar  December 2008The RTI State Leadership Group met December 5, 2008. Topics Covered: Providing Leadership to further RTI in Idaho Work on the RTI Self-Assessment document Guidance on planning for future conferences 

32. And Continuing RTI Work January 2009 RTI presentation at the Idaho Arts Charter School, Nampa RTI presentation at the Regional Gifted Coordinators Meeting  Two RTI presentations at the Idaho Association of School Principals Conference  Final Draft of the Idaho RTI Guidance Document  Final Draft of the Idaho RTI Self-Assessment

33. Contact Evelyn Mason Executive Director Idaho Parents Unlimited Evelyn@ipulidaho.org 208-342-5884 www.ipulidaho.org

34. RTI Framework in CT: A work in progress, lessons learned Nancy Prescott Connecticut Parent Advocacy Center

35. Context 70,000 children and youth with IEPs, 169 LEAs Disproportionate identification by race and ethnicity Large(st) achievement gap High rate of suspension and expulsion

36. Previous Efforts SEA Emphasized pre-referral/early intervention strategies in LD identification Targeted disproportionality in focused monitoring

37. Previous Efforts

38. Factors supporting �substantive collaboration� History of SEA/PTI shared work Communication with SEA facilitated by OSEP TA&D Network Relationships with SEA staff across initiatives, regular and special education The law: NCLB/IDEA Evidence-based practices Parent data that reflects current practice

39. Collaborations around RTI Highlight, disseminate and explain info from SEA to parents and LEA staff Attend national RTI Summit with state team Participate on stakeholders committee to develop RTI framework in CT Introduce or conduct training for parents/professionals on key components

40. Collaborations around RTI Support state Child Find efforts Integrate PTI work with SEA initiatives: SPDG, teacher cert, school improvement Develop and disseminate materials for parents and providers Build allies with PIRC, higher ed, early childhood providers

41. On-going challenges Keep �it real��. show us the data Maintain parent presence and perspective Support information sharing within parent and professional networks Scale up to build a statewide system Create transparency in internal and external decision-making process

42. Resources A Family Guide: Connecticut's Framework for RTI - www.sde.ct.gov/sde/lib/sde/pdf/cali/family_guide_to_srbi.pdf Using Scientific Research-Based Interventions: Improving Education for All Students: Connecticut's Framework for RTI - www.sde.ct.gov/sde/lib/sde/pdf/pressroom/SRBI_full.pdf

43. Resources "Schools, Families and Response to Intervention" by Amy L. Reschly, Ph.D. www.rtinetwork.org/Essential/Family/ar/Schools-Familes-and-Response-to-Intervention SPEAK OUT Spring 2008 - www.cpacinc.org/newsletters.htm A Guide to Educational Terms - www.cpacinc.org/materials.htm Workshops for Families and Schools Related to Response to Intervention - www.cpacinc.org/workshops.htm

44. Contact Nancy Prescott Executive Director Connecticut Parent Advocacy Center nprescott@cpacinc.org www.cpacinc.org 860-739-2281