RTI: Initial Steps, Preparations, Readiness

1. RTI: Initial Steps, Preparations, Readiness Jon Potter Tammy Rasmussen COSA/OCE Fall Conference Sept. 30, Oct. 1, 2010

2. 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

3. RTI Misconceptions: What it is and what it’s not

4. Why does RTI matter for teachers? • Reading (and Math) are not optional skills • Days and weeks matter • Working smart to achieve differentiation

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

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

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

8. Differences Learning to Read

9. Teaching is like running a relay

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

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

12. 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.

13. #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

14. #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

15. #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 Phonics Phonemic Awareness Comp r hens i on F luency Vocabulary For all students!

16. Core/Tier 1 is for ALL Students Core or Tier 1

17. 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

18. #4 Universal Screening • Universal screening for ALL students at least 3x 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?)

19. 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.

20. Using Data to Improve your Core 90 min reading block structure Explicit, systematic, feedback, application Professional Development Fidelity

21. #5 Interventions • Must be designed to match identified needs • Should always be based on student 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 toand aligns with the district core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core

22. 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

23. #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?

24. #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

25. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Decision Rule Example: 4 Points Below the Goal Line Add 15 minutes to intervention Reduce group size to 3 students Oral Reading Fluency Aimline

26. #8 Policy and Procedure Development (Standardization) Think of RTI as a standardized test Students should be identified similarly from school to school Districts must adopt common procedures for doing this work: • Decision Rules • Forms • SPED Procedures

27. # 9 Professional Development and Fidelity • Delivery: • Ongoing • Sufficient time to collaborate and plan • Incorporates fidelity checks Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED procedures • Anticipate and be willing to meet the newly emerging needs based on student performance • Data ALSO used to drive professional development needs

28. Putting it All Together Interventions Progress Monitoring Decision Rules and protocol Core Curriculum with strong instruction Universal Screener Data based teaming Leadership Professional Development

29. 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

30. Tigard-Tualatin School District OAKS Reading Proficiency

31. Tigard-Tualatin School District OAKS Math Proficiency

32. A Tale of Two Districts

33. A Tale of Two DistrictsDistrict 1: RTI 3rd Grade ORF

34. A Tale of Two DistrictsDistrict 2: Non RTI 3rd Grade ORF

35. RTI District:3rd Grade ITBS Reading Comprehension

36. The Process is Ongoing and Long-Term CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE Adapted from

37. Vision Skills + + Incentives Resources Action Plans + + CHANGE Managing Complex Change

38. Managing Complex Change Action Plan + + + + Vision Skills Incentives Resources = Change = Confusion Action Plan + + + + Resources Incentives Skills = Action Plan Anxiety + + + + Incentives Resources Vision = Action Plan Resistance + + + + Skills Vision Resources = Action Plan Frustration + + + + Incentives Vision Skills = + + + + False Starts Vision Resources Skills Incentives Adapted from Knoster, T.

39. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + CONFUSION

40. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + ANXIETY

41. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + RESISTANCE

42. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + FRUSTRATION

43. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + FALSE STARTS

44. The Process is Ongoing and Long-Term

45. Questions/Comments

46. Jon Potter – jpotter@ttsd.k12.or.us Tammy Rasmussen - trasmussen@roseburg.k12.or.us