1. Big Ideas in RTI Success
Mark R. Shinn, Ph.D.
National-Louis University
McGraw Hill Connecticut Presentation
October 2011

2. Should I Start Profound...
If we want things to stay as they are, things will have to change.
Don Fabrizio
The Leopard

3. Should I Start with Short-But Insightful Humor

4. IASPIRE Northern Region
A Few Hats....
Staff Development and Consultant to School Districts and SDEs in 38 States Since 1985
Researcher and Author
Recipient of APA, Division 16 (School Psychology) Distinguished Career Service Award
Professor of School Psychology and Special Education, National-Louis University and Formerly, University of Oregon
IASPIRE Northern Region
Project Director

5. Disclosure
Mark R. Shinn, Ph.D. Serves as a Paid Consultant for Pearson Assessment for their AIMSweb product that provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI
Mark R. Shinn, Ph.D. Serves as a Consultant for Cambium/Voyager/Sopris for their Vmath product, a remedial mathematics intervention
Mark R. Shinn, Ph.D. Serves as a Consultant for McGraw-Hill Publishing for their Jamestown Reading Navigator (JRN) product and receives royalties

6. If You Want To Understand Where We Were From a Practice Perspective….
Germann, G. (2010). Thinking of Yellow Brick Roads, Emerald Cities, and Wizards. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.

7. If You Want To Understand Where We Were From a Research Perspective….
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York, NY: Guilford.

8. Accessing Your Materials and Resources
markshinn.org
Click on the Downloads for Professionals Icon
Click on the Presentations and Handouts Folder
Click on Folder Greater Northwest Ed Coop (Williston) 2012

11. Lots to Talk About (and Do)
Pour!

12. What is RtI? Lots of Meetings More “Teams” Paperwork
Trying 2 Things Before I Refer
More Work

13. Big Ideas in My Short Time Today
Most Ideas about RtI Are Really Closer to the “Old Way” of Doing Special Education Referrals
What Really is “RtI” is about Multi-Tier Coordinated Services and Supports
Proactive
Efficient
Coordinated

14. Why Are We Doing This, Anyway?
(6) SPECIFIC LEARNING DISABILITIES-
(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3).
We’re Doing RTI “Because It is the LAW”

15. What Would Change Experts Say?
Fullan, M. (2010). Motion leadership: The SKINNY on becoming change savvy. Thousand Oaks, CA: Corwin.
Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Josey-Bass.
Fullan, M. (2010a). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Josey-Bass.

16. Fullan Identifies a STRONG MORAL PURPOSE
We’re Doing RtI Cuz It’s The RIGHT Thing to Do!
Fullan Identifies a STRONG MORAL PURPOSE
Being a Successful Reader is a Civil Rights Issue
Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Josey-Bass.

17. Big Idea for Students and Families
Students Get the Services They Need...
As Soon As They Need Them!

18. Big Idea for Educators
Better Tools
Better Training
More Support

19. RTI is NOT (Just) Special Education Entitlement
“BIG” RTI--
An Entitlement Process for Specific Learning Disabilities (SLD)
“little” rti--
A school improvement model designed to employ scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively. and as early as possible
Multi-Tier Services and Supports or Coordinated Early Intervening Services

20. Remember We Are Building RtI for Teachers
Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

21. If You Have... More Meetings Than Before RTI...
More Assessment Than Before RTI...
Something May Have Gone Wrong Somewhere

22. Our Goal is to Build An EFFICIENT and POWERFUL Service Delivery System
Every Minute in a Meeting is a Minute Away from Teaching and Intervention
Every Minute in Testing is a Minute Away from Teaching and Intervention

23. No Failing in Tier 1 Before You Get Tier 2No Failing in Tier 2 Before You Get Tier 3

24. Time for a Change in Conception
Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

25. Navigation Can Be Difficult!
Leadership
Is Required:
Navigation Can Be Difficult!
Today we will focus on:
- Characteristics of Effective and Ineffective Teams
- The steps and decisions in the Problem Solving Process
A complete Self-Study and Staff Development Planning will be covered on Day 3.

26. Leadership Is Not Without Peril!
Today we will focus on:
- Characteristics of Effective and Ineffective Teams
- The steps and decisions in the Problem Solving Process
A complete Self-Study and Staff Development Planning will be covered on Day 3.

27. What a District-Level Team Does
Build Commitment
Give Permission and Guide the Abandonment Process
Allocate Resources
Coordinate Staff Development
Ensure the Work Gets Done

28. We “Take Inventory” What is Already in Place? What Needs to Be Built?
What Needs to Be Abandoned?

29. Build Your Foundation with SYSTEMATIC Self Study
Part A Teams and Teaming: Describe your existing Systems of Supports, including Teams, and Team and Individual Professional Roles and Functions
Part B Data Systems: Describe your existing Progress Monitoring and Universal Screening Systems: Are they scientifically based?
Part C Interventions: Describe your existing Academic and Behavior Tools (Interventions): Are they scientifically based?
Part D Your SLD Entitlement ProcessIdentify Assessment Instructional Tools and Practices That Are NOT scientifically based for Abandonment
Today we will focus on:
- Characteristics of Effective and Ineffective Teams
- The steps and decisions in the Problem Solving Process
A complete Self-Study and Staff Development Planning will be covered on Day 3.

30. A “Planned Abandonment” List That Identifies What Is No Longer Being Done
“Independent Contracting” as the Model of Instructional Design
Routine Use of Diagnostic Tests for Every Student
Use of Screening Tests for Annual SE Progress Monitoring
Referral Forms--Especially Long One That Ask Silly Questions
Other Items?

31. Big Idea:No More Dual Systems
Ability-Achievement Discrepancies

32. School and District Leaders Know the Paths!
We know what to do. What is the easiest to fix is #7. Most students will NOT benefit from “testing” of pretty much any kind. What eachers and kids need is support, personal trainers to use data, implement academic and behavior interventions.
#6 is a critical component but we can’t teach it in the 3 days.

33. We Know Things to Do Elementary
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2009). Reducing behavior problems in the elementary school classroom. Washington, DC: US Department of Education.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly III, W. D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention in the primary grades. Washington, DC: US Department of Education.
Gersten, R., Beckman, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. Washington, DC: US Department of Education.

34. The Elementary Path Begin with a Comprehensive Self Study
Make a Commitment to Improve General Education Instruction
Build Your Data System using Curriculum-Based Measurement As Your Progress Monitoring and Universal Screening Tool
Commit to Effective Behavior Support School-wide, but also Classroom and Tier 2 and Tier 3
Ensure Tier 3 Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM)
Build Coordinated Scientifically Based Tier 2 Remedial Reading and Behavior Programs
Make Reading Volume a Priority for All Students to Encourage Wide Reading
Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support
We know what to do. What is the easiest to fix is #7. Most students will NOT benefit from “testing” of pretty much any kind. What eachers and kids need is support, personal trainers to use data, implement academic and behavior interventions.
#6 is a critical component but we can’t teach it in the 3 days.

35. We Know Things to Do Secondary
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education.
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. Washington, DC: US Department of Education, Institute of Educational Sciences.
Torgesen, J., Houston, D., Rissman, L., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., & Rivera, M. O. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center for Instruction.

36. Strategies to Increase Engagement;
Strengthen Your CORE (Tier 1) Language Arts Curriculum At Least Grades 6-9
Commit to Effective, School-Wide Positive Behavior Intervention Support (PBIS/PBS) especially Tardies
Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target-Ensure Access to
Good Syllabi;
High Quality Grading;
Big Ideas Focus;
Strategies to Increase Engagement;
Embedded Strategic Instruction Model (SIM) in Pedagogy;
Common Assessments for Formative Assessment and Potential Screening
Develop Your Special Education Mission Statement (Intensive Basic Skill Interventions OR Content Class Support with SIM) and Align It With Your Eligibility Criteria
Ensure Tier 3 SE Basic Skill Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM)
Build Out Effective Tier 2 and Tier 3 Behavior Support, in Addition to School-wide PBS
Build Effective Scientifically Based Tier 2 Remedial Basic Skill Interventions Grade 6-9 and Behavior Programs Across ALL Grades
Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support
We know what to do. What is the easiest to fix is #7. Most students will NOT benefit from “testing” of pretty much any kind. What eachers and kids need is support, personal trainers to use data, implement academic and behavior interventions.
#6 is a critical component but we can’t teach it in the 3 days.

37. We Are Proactive Rather Than Reactive Using and We Use
Proven Programs

38. Figure Out What to Do for the Kid
Old Way
Find the Kid
(1 at a Time)
Who?
Figure Out What to Do for the Kid
(1 at a Time)
What?

39. No More Inventing Interventions For Students At Risk

40. New Way What? Who? THEN Find the Kid(s) Thru Triage
Find the PROGRAM
(What GROUPS of Kids Need)
What?
THEN Find the
Kid(s) Thru Triage
Who?
Problem Solve for GROUPS
Screen and Triage

41. It’s Not About the Adults and What WE Like

42. Tier 2 Interventions AREN’T Built on the Backs of GE Teachers

43. IT’S TOO EASY TO ADD TO THE BURDEN OF GE TEACHERS ALONE
General Education Teacher DOES MORE Within Their Class
GE TEACHERS DO MORE Flexible Skill Grouping Across Classes within a Grade
GE TEACHERS DO MORE Flexible Skill Grouping Across Classes Across Grades
School Provides Before or After School Intervention
School Provides Computerized Interventions
School Creates and Staffs Universal Intervention Periods
DISTRICT BUILDS Coordinated Remedial Resources

44. We Use Easy, Cheap, Scientifically Based Universal Screening Tests

45. The OLD, INEFFICIENT WAY
If You’re Still Referral Driven, It’s Not RTI!

46. Use Tools Reviewed by the USDE/OSEP National RTI Center
cess.org w

47. National RTI Center Results

48. The Most Important Progress Monitoring Tool: Oral Reading (R-CBM)
It was a pretty good composition. I felt proud knowing it was the best one at my school. After I’d read it five times, I was impatient to start reading it out loud. I followed the book’s directions again. First I read the composition out loud without trying to sound impressive, just to hear what the words sounded like.
How many Words did Billy Read Correctly--Ask the audience. About to be exact
What is Billy’s accuracy? have the audience estimate. Actual accuracy is 73%, which is poor reading. Our judgments can get us in trouble. That’s why we use objective tests.
Billy, Another 4th Grader

49. RTI is Driven By Universal Screening: Fast, Efficient, Accurate, Early, Ongoing

50. TRIAGE and Cut Scores or “Criterion” for Identifying Students as Potential Candidates for Tiers 2 and 3

51. Triage By Severity of Need
< 25th
Tier 2 Candidates
<10th
Individual Problem Solving and/or
Tier 3 Candidates
Students below the 25th could be automatically considered for Tier 2 Interventions
Students below the 10th percentile could automatically be considered for Problem Solving and RTI
Deonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.

52. We Use Easy, Cheap,Scientifically Based Basic Skills Progress Monitoring Tools Across ALL Tiers

53. Tier 3 Progress Monitoring

54. Tier 1 Progress Monitoring
We assess general reading ability 3x per year. Students read 3 passages at their grade placement--not their instructional level. Grade 3 students read Grade 3 passages. Takes about 5 minutes each time or about 15 minutes each year. Students are tested individually and the median score is used because it is the best score when there are a small number of scores.
This at risk student is reducing the gap, his needs are less by Winter and is typical by Spring. He has BENEFITED from his reading program.

55. Tier 2: Strategic Monitoring of At Risk
We monitor students in Tier 2, our at risk students more frequently, repeating the Benchmark assessment at least monthly. Here is a S who is improving at the same rate as other students in Title I, but Title I isn’t reducing the gap.
The Tier 2 students’ scores are “disaggregated” or separated out from all the other students so we can see their growth relative to all the other students. We commit about 5 minutes each month when there isn’t Benchmark testing to get more information on these students’ progress.

56. Big Ideas in My Short Time Today
Most Ideas about RtI Are Really Closer to the “Old Way” of Doing Special Education Referrals
What Really is “RtI” is about Multi-Tier Coordinated Services and Supports:
Proactive
Efficient
Coordinated