1. Maine Department of Education Response to Intervention: What Is It?
Intro to RTI
October 2009
Maine Department of Education
Response to Intervention:
What Is It?
Why Do It?
Co-sponsored by:
What is it? Why do it?

2. Session Agenda 3:30-3:50 Welcome and Agenda Overview
Intro to RTI
October 2009
Session Agenda
3:30-3:50 Welcome and Agenda Overview
3:50-5:30 Powerpoint: RTI Implementation in Maine & Maine RTI Readiness Tool
5:30-6:00 Light Dinner
6:00-6:30 Question and Answer Session
6:30-7:00 Next Steps
If teams wish to complete the tool on line they can but there is no expectation that this will happen during this meeting.
October 2009
Intro to RTI
What is it? Why do it?

3. Session Goals Learn what RTI is Learn why RTI is important
Intro to RTI
October 2009
Session Goals
Learn what RTI is
Learn why RTI is important
Learn the steps that schools take to develop and implement RTI
Learn about the Maine School RTI Readiness Checklist
Answer your questions
October 2009
Intro to RTI
What is it? Why do it?

4. Intro to RTI
October 2009
What is RTI?
School/District/State-wide system for teaching and supporting all students
Data-based method for preventing and remediating school difficulties
Evolution of 40+ year efforts to provide effective general education for all students
October 2009
Intro to RTI
What is it? Why do it?

5. Intro to RTI
October 2009
Why RTI?
RTI is the latest version of efforts to make an effective education available to all students
RTI provides a continuum of services for all students when they need them
RTI offers a way to reconcile the needs of each (individual) student with the realities of providing education for all students
October 2009
Intro to RTI
What is it? Why do it?

6. Intro to RTI
October 2009
Core Components of RTI
Readiness of the school culture for implementation
High quality, scientifically-based instruction and behavioral support in general education
Universal screening of academics and behavior to determine students at-risk of not meeting established benchmarks
Universal screening is like the screening a physician may do in a check-up. If a screening indicates a problem, the physician may try some things to see if this results in a change. If no change occurs, the physician will continue to investigate using diagnostic tools until he/she determines the cause of the problem or determines successful treatment.
October 2009
Intro to RTI
What is it? Why do it?

7. Intro to RTI
October 2009
Core Components of RTI
Multiple tiers of scientifically based instructional interventions/strategies that are progressively more intense and matched to student needs
Continuous monitoring of student progress to determine if students are meeting goals and to inform instructional decision making
Continuous monitoring would include further diagnostic testing to make sure that students are making progress in their deficit areas.
October 2009
Intro to RTI
What is it? Why do it?

8. Core Components of RTI
Collaborative problem solving approach by school staff when developing, implementing, and modeling the intervention process
Fidelity of implementation
Parent involvement throughout the process
October 2009
Intro to RTI

9. Effective Instruction
Intro to RTI
October 2009
Key Elements of RTI
Effective Instruction
3 legged stool
Routine Assessments
Data Review
October 2009
Intro to RTI
What is it? Why do it?

10. Teaching and Supporting All Students
Intro to RTI
October 2009
Teaching and Supporting All Students
Academic Skills
Social Skills
Intensive
Few students
1:1 instruction
High intensity
Weekly progress monitoring S P E C I A L D U T O N
Intensive
Few students
Functional assessment based
Intensive instruction and support
Daily progress monitoring 5% 5%
15%
15%
Targeted
Some students (at-risk)
Small group instruction
Rapid response
Weekly progress monitoring
Targeted
Some students (at-risk)
Small group instruction
Monthly Progress monitoring
In addition to core instruction
Since 1996, the shape of a triangle has been used as a visual model for what a fully implemented RTI system looks like. Fully implemented means both academic and behavioral supports and interventions are in place % of all students are provided interventions within their classroom by their own classroom teachers when they are not meeting academic, behavioral and age appropriate benchmarks. The idea is to be preventive and proactive instead of waiting for a child to fail and then looking for discrepancies between performance and potential. Maine has amended this triangle to demonstrate that special education students are present in all tiers.
One model we might want to envision is what is currently done within literacy. Now…expand that to all content areas and behavioral systems.
The recommendations for frequency of progress monitoring are recommendations only and it is up to the local school to decide on the guidelines for their RTI plan. Depending upon the tool or resource you are using, you may see various recommendations about the frequency of progress monitoring.
80%
80%
Universal Intervention
All students
Core curricula
Preventive
Tri-annual assessment
Universal Intervention
All students
Present across settings
School-wide
Preventive
Incidence-based screening
October 2009
Intro to RTI
What is it? Why do it? 10 10

11. Multiple Tiers of Intervention
Intervention Variables
Focus of intervention content (many elements to single elements)
Explicitness of instruction (low to high)
Instructional routines (limited to specific)
Opportunities to practice (few to many)
Size of instructional group (large to small)
Opportunities for feedback (few to many)
Variety of instructional materials (programs, supplements, technology based, etc.)
October 2009
Intro to RTI

12. What Does Tier 2 Look Like?
May be in or out of the
classroom
Must “target” a specific deficiency
Usually in small groups
May target students with difficulty or GT students
Learning “centers” or “stations” could be used while the teacher targets instruction to individuals or small groups
October 2009
Intro to RTI

13. Intro to RTI
October 2009
RTI Vocabulary
Benchmark: Performance goal for all students in a grade or level
Core instruction: The universal general education curricula in all subject areas
Curriculum-Based Measurement (CBM): Brief standardized assessment of basic academic skills
Fidelity of Implementation: Fidelity refers to the accurate and consistent provision or delivery of instruction in the manner in which it was designed or prescribed according to research findings and/or developers’ specifications. 
Intensive instruction: Very explicit and systematic instruction for 1 or 2 students at a time (usually at Tier 3)
October 2009
Intro to RTI
What is it? Why do it?

14. Intro to RTI
October 2009
More RTI Vocabulary
Progress monitoring: Regular brief assessment of student progress toward a specific learning goal
Standard Protocol: A scientifically based set of instructional practices that have proven to be effective
Targeted instruction: Additional instruction for students not successful with core (Tier 1) instruction alone; used at Tier 2
Tiers of support: Pre-planned types of support (intervention) that are available to all students in a school
Universal screening: Brief assessments done 3 times a year with all students
October 2009
Intro to RTI
What is it? Why do it?

15. RTI is Not For Special Education
Intro to RTI
October 2009
RTI is Not For Special Education
RTI is mentioned in the unified
Chapter 101 rules
In October 2009 rule-making was opened to remove the RTI language in Chapter 101 and to conform that Chapter to Federal rules
Maine Public Laws Chapter 313 (also known as LD 1325) requires that all schools have a system of support and intervention for all students by July 2012
In all likelihood the date listed in Chapter 101 will become aligned with the 2012 date in LD There is a high level of agreement that Pre-referral is a misnomer for that section of Chapter 101 because RTI is much more systemic than that implies. It is more likely that the July 2010 date is a starting requisite planning point leading up to the 2012 date. Because the language in Chapter 101 goes above and beyond the federal requisites, new Pre-referral language may look more like the federal language. The language in LD 1325 however, outlines the state's commitment and beliefs about ensuring a targeted learning experience for every Maine student that allows each to be fully prepared for life beyond school.
RTI can only be used independently for identification of specific learning disabilities IF a district has implemented and refined their practices and measures to a point where they are valid and reliable indicators. The law also states that until it is implemented K-12, it cannot be chosen as a method of identifying learning disabilities. Until then it is a process that is much more about targeting instruction than about identification of disabilities.
October 2009
Intro to RTI
What is it? Why do it?

16. Intro to RTI
October 2009
Changing the Culture
RTI includes a shift in the way we think about the work of schools
RTI is finding the right intervention for each student
RTI takes time and collaboration among all educators
It usually takes 3-5 years for RTI to become fully implemented in school and district
RTI looks significantly different from building to building and from district to district because it is dependent on the local expertise, resources, culture for change and student needs. The details of an RTI framework- types of screening, progress monitoring, interventions - will change somewhat as the variables in a system change.
October 2009
Intro to RTI
What is it? Why do it?

17. Building on Prior Learning
Intro to RTI
October 2009
Building on Prior Learning
A number of districts in Maine have started using RTI
Training has been provided by the Maine DOE, universities, professional development regional groups, educational organizations and PD organizations
RTI will be more effective
state wide if we share
ideas and resources
October 2009
Intro to RTI
What is it? Why do it?

18. Intro to RTI
October 2009
Steps Toward Change
Beneficial at the school, district and state levels
Blueprints guide and sustain this work
Each school would benefit from an RTI blueprint
The blueprint covers a 3-5 year time span
The first step in creating a blueprint is to complete a readiness checklist
Stop here and put up the Checklist Slides.
October 2009
Intro to RTI
What is it? Why do it?

19. Intro to RTI
October 2009
RTI Blueprints
A national group of RTI leaders developed templates that schools and districts can use to create RTI blueprints
RTI blueprints are long-term planning and implementation documents that guide RTI at the local level
The blueprint templates for school, district, and state planning are available at the Maine DOE RTI web site: ml
October 2009
Intro to RTI
What is it? Why do it?

20. Intro to RTI October 2009 What is it? Why do it? October 2009

21. Intro to RTI
October 2009
Blueprint Components
All levels of the blueprints include three core components:
A. Consensus building
B. Infrastructure development
C. Process implementation, including evaluation of success
October 2009
Intro to RTI
What is it? Why do it?

22. A. Consensus Building Including all stakeholders
Intro to RTI
October 2009
A. Consensus Building
Including all stakeholders
Identifying core values and mission
Being clear about what CAN be done
Reviewing and refining the mission
October 2009
Intro to RTI
What is it? Why do it?

23. (A. Consensus Building) 1. Including All Stakeholders
Intro to RTI
October 2009
(A. Consensus Building) 1. Including All Stakeholders
The most important first step is to identify and talk with all those who need to understand and/or use RTI in some way
This includes:
Teachers
Parents
Administrators
Specialists
October 2009
Intro to RTI
What is it? Why do it?

24. (A. Consensus Building) 2. Identifying Core Values and Mission
Intro to RTI
October 2009
(A. Consensus Building) 2. Identifying Core Values and Mission
Next, review the school/district mission statement and think about it in the context of RTI
What parts fit?
Do changes need to be made?
What should the school/district look like in 3-5 years?
October 2009
Intro to RTI
What is it? Why do it?

25. (A. Consensus Building) 3. Being Clear About What CAN be Done
Intro to RTI
October 2009
(A. Consensus Building) 3. Being Clear About What CAN be Done
Acknowledge challenges and put them in a “parking lot” for later work
Identify the key strengths and resources that the school/district has which can be used to make RTI successful
A good parameter is thinking about the 6 hours a day that students are in school:
How will you use those precious hours?
October 2009
Intro to RTI
What is it? Why do it?

26. (A. Consensus Building) 4. Reviewing and Refining the Mission
Intro to RTI
October 2009
(A. Consensus Building) 4. Reviewing and Refining the Mission
Return to the Mission statement and ask everyone to review it one more time
Review the key elements of RTI with stakeholders and check for questions
Begin to identify those who represent the stakeholders as a school/district planning team
October 2009
Intro to RTI
What is it? Why do it?

27. B. Infrastructure Development
Intro to RTI
October 2009
B. Infrastructure Development
Collaborative teams
Inventories
Materials selection
Professional development
October 2009
Intro to RTI
What is it? Why do it?

28. (B. Infrastructure Development) 1. Collaborative Teams
Intro to RTI
October 2009
(B. Infrastructure Development) 1. Collaborative Teams
One of the most important elements of RTI is teamwork
An RTI team leads the work and insures school-wide collaboration
Existing teams may be the nucleus but they will need to adapt in order to become RTI teams
October 2009
Intro to RTI
What is it? Why do it?

29. (B. Infrastructure Development) 2. Inventories
Intro to RTI
October 2009
(B. Infrastructure Development) 2. Inventories
Once the team members have been identified, inventory existing resources
It works best if inventories are done by grade level
Inventories include listing all current instruction and assessment tools being used
October 2009
Intro to RTI
What is it? Why do it?

30. Sample Inventory Intro to RTI October 2009 What is it? Why do it?

31. (B. Infrastructure Development) 3. Materials Selection
Intro to RTI
October 2009
(B. Infrastructure Development) 3. Materials Selection
Once the team has identified what is currently being used, the next step is to identify what materials could be added
Both instruction and assessment materials may be needed
Maine’s RTI Guide lists many resources to help identify materials
The Pre-referral Guide was so named because of the placement of Response to Intervention requirements in Chapter 101. This guide is in the process of being revised and will reflect the changes made in Chapter 101.
October 2009
Intro to RTI
What is it? Why do it?

32. (B. Infrastructure Development) 4. Professional Development
Intro to RTI
October 2009
(B. Infrastructure Development) 4. Professional Development
When new materials are introduced, professional development for those who will use them is essential
Best professional development model is a continuous and dynamic one
This means an initial training with frequent refreshers and opportunities to ask questions and practice
October 2009
Intro to RTI
What is it? Why do it?

33. C. Process Implementation
Intro to RTI
October 2009
C. Process Implementation
Standard protocols
Problem solving
Implementation fidelity
Systems-level data and evaluation
October 2009
Intro to RTI
What is it? Why do it?

34. (C. Process implementation) 1. Standard Protocols
Intro to RTI
October 2009
(C. Process implementation) 1. Standard Protocols
Standard Protocols are a scientifically based set of instructional practices that have proven to be effective
The actual process of implementing RTI involves daily activities in each Tier
The most efficient and effective instruction is that which works for the most students
When instruction is used for all or small groups of students this is known as a standard protocol
Core Tier 1 instruction is a standard protocol
It may be helpful to think about the medical model. There is a standard treatment protocol that a doctor will use when a typical set of symptoms present themselves.
A school example may be a if kids are having a hard time blending sounds together. If data indicates that half the students have the need for this, there would be a standard protocol to address this issue.
October 2009
Intro to RTI
What is it? Why do it?

35. (C. Process implementation) 2. Problem Solving
Intro to RTI
October 2009
(C. Process implementation) 2. Problem Solving
When standard protocol approaches have not worked, problem solving is used to identify and address the needs of individual students
This is more time consuming but is very effective for certain students
The RTI team helps to facilitate problem solving
October 2009
Intro to RTI
What is it? Why do it?

36. (C. Process implementation) 3. Implementation Fidelity
Intro to RTI
October 2009
(C. Process implementation) 3. Implementation Fidelity
A key part of making RTI successful is doing what we say we will do and in the way that it was designed or prescribed
Fidelity (faithfulness) of instruction and assessment is essential because without it, the data are useless
There are tools to help teachers insure that they are teaching with fidelity
An example of a fidelity checklist is on the DOE RTI Regional Meetings website html
Refer to Grades K-6 and 7-12 Reading Implementation Self-Evaluation Tool
An example in cooking is when you vary a recipe. If you have a cake recipe you can alter it as long as you are knowledgable enough to substitute some things without changing the outcome too much. If you are not a knowledgeble baker, you may end up with something that is not edible.
October 2009
Intro to RTI
What is it? Why do it?

37. (C. Process implementation) 4. Systems-Level Data and Evaluation
Intro to RTI
October 2009
(C. Process implementation) 4. Systems-Level Data and Evaluation
Each school and district needs a way to know if the steps it put into place are working
School-wide and district-wide data are used to see if the overall RTI process is helping kids or if systems changes are needed
Much like RTI, this is a cyclical process
October 2009
Intro to RTI
What is it? Why do it?

38. Dinner Time!
October 2009
Intro to RTI

39. Intro to RTI
October 2009
Next Steps: Schools
All schools are strongly encouraged to complete the Checklist and submit it to DOE no later than February 12, 2010.
Remember, the purpose of the Checklist is to help all Maine schools implement RTI in a thoughtful and organized way
The Checklist will not be used as a way to evaluate a school’s compliance with the law
Once the Checklist is submitted, the summary data will be reported to the school so it can turn toward working on its blueprints for implementation
Each school will be at a different place
What is it? Why do it?

40. Intro to RTI
October 2009
Next Steps: DOE
The Checklist data will be reviewed to learn the status of RTI knowledge and implementation in Maine schools
Then, DOE will examine what resource needs schools have regarding RTI
Plans for additional training and support will be developed in partnership with other PD providers
What is it? Why do it?

41. Intro to RTI
October 2009
Summary
RTI is a School/District/State-wide system for teaching and supporting all students
RTI is anchored in general education and helps us all remember that all students are our students
The RTI Blueprint can help to make RTI happen in each school
The Maine School RTI Readiness Checklist is a starting point for schools to begin work on RTI blueprints and implementation
October 2009
Intro to RTI
What is it? Why do it?

42. Training slides and materials prepared by Rachel Brown-Chidsey, Ph.D.
Intro to RTI
October 2009
Training slides and materials prepared by
Rachel Brown-Chidsey, Ph.D.
Associate Professor
University of Southern Maine
October 2009
Intro to RTI
What is it? Why do it?

43. Thanks to the National Center on RTI
Intro to RTI
October 2009
Thanks to the National Center on RTI
The National Center on RTI is a 5 year Technical Assistance (TA) Center funded through a cooperative agreement with the Office of Special Education Program (OSEP)’s Research to Practice Division and is part of OSEP’s National Technical Assistance and Dissemination Network
This presentation is sponsored in part by the National Center on Response to Intervention. The National Center on RTI is a 5 year TA Center funded by the Office of Special Education Programs (OSEP) and is part of the national Technical Assistance and Dissemination Network.
October 2009
Intro to RTI
What is it? Why do it?

44. Thank you! Visit Maine’s RTI Website at:
All session materials are on line
For more information contact
Barbara Moody at
October 2009
Intro to RTI