Education in 70-80’s

1. RTI In LouisianaDiana Jones, PhD, NCSPState RTI CoordinatorLiteracy and NumeracyLouisiana Department of Educationdiana.jones@la.gov

2. Education in 70-80’s Instruction defined by system and teacher Expectation that students would achieve to arbitrary grade standard Students who did not meet grade standard, failed or were identified as needing special services

3. Outcomes Achievement gap increased between “wealthy” schools and “poor” schools, SPED students and GEN ED students High School drop out rate increased

4. Language Development & Poverty • 1995 study by Hart and Risley found a relationship between socio-economic level and vocabulary acquisition. • environmental factors impact language significantly by age three. • vocabularies of children from professional families are significantly larger than those in families receiving public assistance • child in a professional family hears 11 million words per year while a child in a public assistance family hears just 3 million words a year

5. 1997 Paradigm Shift Major focus shift—what are the educational outcomes for all students Late 1990’s--standardized instructional pacing—bench-marking, Louisiana GLE’s developed by 2003 Emphasis toward analysis of high stakes testing, school-improvement based on objective assessment tools Struggling student progress is monitored through graphs of skill “response to interventions”

6. Education for All Students Goal is to provide systematic quality instruction to all students according to their need. National Research Council with proactive research determined that the RTI process is the most effective way to meet this need

7. Louisiana RTI History Walk 2004—Reading First (RF) & IDEA Re-authorization 2005—LDE staff attended RTI process in-service RF staff and some LEAs received RTI PD 2006—K-12 Literacy Grant funded (RTI component) RTI PD to Appraisal & Gen. Ed. by student Some LEAs began to implement RTI 2007—RF & Literacy gather momentum NO RSD instituted district-wide RTI with manual 2008—Revision of bulletins 1706 & 1508 include RTI Literacy & Numeracy-- ELFA & ENFA 2009—LDE Senior Staff approve RTI support BESE approves RTI policy

8. Essential Elements of RTI • Tiered Model within the general education setting • Powerful research-based core curriculum • Universal screening of all students • Data driven decisions to determine appropriate instruction and research-based intervention according to need • Progress monitoring • Fluid process with high expectations

9. Tiered Model

10. Core Curriculum Research based Aligned with state standards Differentiated instruction Engaged Learning Enrichment Opportunities

15. Universal Screening Assess all students Some Academic Universal Screeners: State Assessments: LEAP, iLEAP, GEE LEAP Query Benchmark Assessments CBM DIBELS Probes (Intervention Central, AIMSweb)

18. Instruction and Intervention Delivery • Tier I: Core Louisiana Comprehensive Curriculum and enrichment activities—students at grade level • Tier II—Core plus specific interventions aimed at building targeted proficiencies • provided to small groups for additional 20-40 minutes, 4-5 times per week • may need class-wide interventions for strategic support • Tier III– Core plus specific interventions targeted individually or in very small groups for intensive support in reading, math or both for additional 50 + minutes

19. Effective Intervention Plans • RTI based on use of best available research based interventions • Plans incorporate clear goals and explicit expectations for both the student and the teacher (track progress toward target) • Interventions require • Integrity • Fidelity • Diligence

20. Monitor Egbert’s Progress Relative to Goal Words Correct Per Minute Class Growth Class=24 Egbert goal line Egbert=11 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

21. Continue Intervention and Monitor Progress Change Goal Change Intervention Words Correct Per Minute Class Growth Class=24 Egbert goal line Egbert=11 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

22. Progress Monitoring • Analyzes progress • Data used for instructional decisions • Determines need to change intervention or instruction • Comprehensive process allows sufficient time to determine impact of intervention and instruction • LDOE’s EAGLE program

24. Data • Federal, State, and District emphasis on data at all levels • Used to assess improvement or support needs in school academics, behavior, drop-out & high-school graduation rates • For individual students--data analysis of trend lines and goals • Need for Universal Screening & Progress Monitoring Data Management System • New millennium mantra:“Show me the data”

25. Tier 1 Instruction for All Students Universal Screening of Core Content (3/4#) Grade Level Learners Struggling Learners who : Tier 2, Intv ‘A’ & ‘B’ Not Effective, No Previous Formal Intervention Process Tier 2, Intv ‘A’ Not Effective How are Things Working ? Tier 2 Intervention ‘A’ Tier 2 Intervention ‘B’ Tier 3 Intervention (Custom) Problem Solving Comm Suspect a Disability ? Meet Exit Criteria Image modified by Coulter - Thanks to Sharon Vaughn for the original image

26. Special Education Referrals Follows Bulletin 1508, based on the Federal Regulations. Supports: • parent involvement • data driven decisions Proactive RTI process reduces over-identification of SPED students SPED reading referrals in Reading 1st schools were reduced from 53% of total referrals to 19% of total referrals

27. State RTI Plan to Date BESE approved RTI Policy June 2009—in review process General Education Initiative RTI aligned with Literacy & Numeracy ELFA & ENFA model schools RTI Coordinator in place Task Force: in process Developing Louisiana RTI Plan Developing Louisiana RTI Process Guide Distribute plan and provide support to districts.

28. District RTI Design • Administrative support • Framework for reading, math and behavior • Scientifically based instruction and interventions • School-level Leadership/RTI Team • RTI manual to communicate process • Process for collecting and evaluating data

29. School Level Leadership Team • Team designated by principal • ENFA schools—Team includes principal, numeracy coach, district supervisor, 3 numeracy teachers including one SPED teacher • Team drives data decisions • Sub-set team meetings • RTI Team (review intervention data) • School improvement/academics • PBS Team (behavior data) • Referral Team (possible referral for Special Education)

30. RTI Challenges Recognition of Paradigm Shift. Move focus to system change and responsibility Fidelity to the intervention Scheduling Delivery Personnel Funding

31. Impact • Students—improved educational outcomes improve self-esteem and provide a foundation for learning • Teachers—Instructional support & data leads to affirmation of effective teaching • Schools—Provides a systematic process to reduce over-identification, disproportionality, and address school improvement • Families—positive student outcomes empower families

33. Website Resources • National Center on Response to Intervention http://www.rti4success.org • Florida Center for Reading Research http://www.fcrr.org • Intervention Central www.interventioncentral.org • Dr. Joe Witt www.joewitt.org • Oregon Reading Center http://www.reading.uoregon.edu • What Works Clearinghouse www.whatworks.ed.gov • Tiers Team -- Dr. Alan Coulter www.accountabilitydata.org • Louisiana Dept. of Educa. www.louisianaschools.net

34. Class of 2022!