1. Making RTI Work for Children, Teachers, and Schools Mary K. Lose Assistant Professor Oakland University Rochester, Michigan International Reading Association Annual Conference Atlanta, Georgia May 2008

2. Overview Effect of IDEA Effect of IDEA Fundamental Principles of an Effective RTI Approach Fundamental Principles of an Effective RTI Approach Policy Implications Policy Implications Decisions and Actions Decisions and Actions

3. Revised Individuals with Disabilities Education Improvement Act (IDEA) Option 1: Option 1: 15% special education funds for EIS and professional development 15% special education funds for EIS and professional development

4. Revised Individuals with Disabilities Education Improvement Act (IDEA) Option 1: Option 1: 15% special education funds for EIS and professional development 15% special education funds for EIS and professional development Option 2: Option 2: Early intervention Early intervention No labeling of students No labeling of students

5. Important: USDE does not require or endorse any particular model of RTI USDE does not require or endorse any particular model of RTI SEA may establish the criteria for identifying children with LD, but the state criteria must permit local agencies to choose an RTI model SEA may establish the criteria for identifying children with LD, but the state criteria must permit local agencies to choose an RTI model

6. Goal: Limit Unnecessary Referrals Based on inadequate instruction or limited English proficiency Based on inadequate instruction or limited English proficiency Reduce number of children identified for LD services Reduce number of children identified for LD services

7. Goal: Appropriate and Timely Response to Students in Support of Their Learning

8. Fundamental Principles of a Successful RTI Approach A child, not a group, learns to read A child, not a group, learns to read Identify child using authentic assessments Identify child using authentic assessments Intervene early, not later in support of the child Intervene early, not later in support of the child

9. Fundamental Principles of a Successful RTI Approach, cont. The most struggling child requires the most expert teacher The most struggling child requires the most expert teacher Teacher expertise requires high-quality, sustained professional development Teacher expertise requires high-quality, sustained professional development The only valid RTI approach is one in which the child responds successfully The only valid RTI approach is one in which the child responds successfully Invest in evidence-based interventions in support of the child Invest in evidence-based interventions in support of the child

10. Keys to Successful Response to Intervention (RTI) Evidence-based approaches that emphasize Evidence-based approaches that emphasize Teacher expertise Teacher expertise Sustained teacher development Sustained teacher development Scalable Scalable Can be implemented immediately by schools Can be implemented immediately by schools

11. Keys to Successful Response to Intervention (RTI), cont. Intensive interventions Intensive interventions Tiers of support Tiers of support Collaboration among Collaboration among Classroom teachers Classroom teachers Literacy specialists Literacy specialists Special educators Special educators Emphasis: Emphasis: What matters most is what the teacher does What matters most is what the teacher does

12. Fundamental Principles of a Successful RTI Approach

13. A Child, Not a Group, Learns to Read A Child, Not a Group, Learns to Read Child 1: I am a bunny. Child 2: This is a kid in a bunny costume. Child 3: I am a rabbit. Child 4: (Smiling…)

14. Identify Child Using Authentic Assessments Identify Child Using Authentic Assessments Reading and Writing Connected Text

15. Intervene Early, Not Later, in Support of the Child Intervene Early, Not Later, in Support of the Child Children who are low performing in first grade are very likely to be low performing in fourth grade Children who are low performing in first grade are very likely to be low performing in fourth grade Juel, C. (1988).

16. The Most Struggling Child Requires the Most Expert Teacher The Most Struggling Child Requires the Most Expert Teacher Skilled teachers teach and prompt in response to the child Skilled teachers teach and prompt in response to the child

17. Skilled Teachers Prompt in Response to the Child Child: I am a bunny. Teacher: Option A: It could be, but something doesnt look right at the beginning… Option B: (on noticing the childs hesitancy) That makes sense, but what letter would you see at the beginning of bunny? Option C: Try that again… Option D: (No response; child continues reading)

18. Teacher Expertise Requires High-Quality, Sustained Professional Development Teacher Expertise Requires High-Quality, Sustained Professional Development Emphasis on theory and practice: Teachers teaching and childrens learning.

19. Invest in Evidence-Based Interventions in Support of the Child Invest in Evidence-Based Interventions in Support of the Child What Works Clearinghouse http://ies.ed.gov/ncee/wwc//

20. What Works Clearinghouse: Beginning Reading Reports

21. What Works Clearinghouse: Beginning Reading Reports (cont.)

23. Our Responsibility to Children Always keep children as the focus of our work Always keep children as the focus of our work

24. Our Responsibility to Children Always keep children as the focus of our work Always keep children as the focus of our work Implement highly rated evidence-based approaches Implement highly rated evidence-based approaches

25. Our Responsibility to Children Always keep children as the focus of our work Always keep children as the focus of our work Implement highly rated evidence-based approaches Implement highly rated evidence-based approaches Provide proven interventions Provide proven interventions

26. Our Responsibility to Children Always keep children as the focus of our work Always keep children as the focus of our work Implement highly rated evidence-based approaches Implement highly rated evidence-based approaches Provide proven interventions Provide proven interventions Delivered by skilled responsive teachers Delivered by skilled responsive teachers

27. Policy Implications Excellent professional development can yield outstanding results and this can be replicated

28. Policy Implications Excellent professional development can yield outstanding results and this can be replicated Institutional commitment makes a difference

29. Policy Implications Excellent professional development can yield outstanding results and this can be replicated Institutional commitment makes a difference Even under optimum conditions, not all teachers are likely to achieve excellent results

30. Policy Implications Excellent professional development can yield outstanding results and this can be replicated Institutional commitment makes a difference Even under optimum conditions, not all teachers are likely to achieve excellent results Teacher selection and retention need to reflect this if student achievement is to be the primary purpose of an educational enterprise

31. Classroom Instruction Longer-term Support: Special Education for those who did not respond to early intervention/s Response to Intervention: Layers of Support Based on the Needs of the Child Key Personnel: Classroom Teachers Literacy Coaches Intervention Specialists Special Educators Principals Tier III Tier II Tier I Individualized instruction with an expert teacher for the lowest performing students who did not respond to classroom instruction in Kindergarten or early first grade. High quality small group instruction in elementary grades for students who are performing at slightly higher levels but who still need support and Lose, M. K. (2008, January). INTERVENTIONS

32. Teachers, not prescriptive one-size- fits-all approaches to instruction, matter most!

33. What will it take to make RTI work? What staff development plan do we have that supports learning to implement research-based literacy instruction? What staff development plan do we have that supports learning to implement research-based literacy instruction? What safety nets are in place for children who need support beyond excellent classroom instruction? What safety nets are in place for children who need support beyond excellent classroom instruction? Do we have a school team, including the principal, that closely monitors progress and makes informed instructional decisions about the lowest achieving readers and writers? Do we have a school team, including the principal, that closely monitors progress and makes informed instructional decisions about the lowest achieving readers and writers?

34. What will it take to make RTI work? (cont.) Are assessment data used to inform instruction and to monitor student progress? Are assessment data used to inform instruction and to monitor student progress? Does the climate in our school promote collaborative planning and problem-solving? Does the climate in our school promote collaborative planning and problem-solving?

35. Decisions Abandon the phrase slow learner

36. Decisions goal Commit to a schoolwide philosophy that all children can learn and it is the shared responsibility of our staff to realize this goal

37. Decisions Abandon the phrase slow learner goal Commit to a schoolwide philosophy that all children can learn and it is the shared responsibility of our staff to realize this goal Decide to invest in early, rather than later, intervention for learners Decide to invest in early, rather than later, intervention for learners

38. Action Steps Assist struggling learners through individualized, intensive instruction Assist struggling learners through individualized, intensive instruction

39. Action Steps Assist struggling learners through individualized, intensive instruction Assist struggling learners through individualized, intensive instruction Invest in teacher expertise versus prescriptive approaches to students learning difficulties Invest in teacher expertise versus prescriptive approaches to students learning difficulties

40. Action Steps Assist struggling learners through individualized, intensive instruction Assist struggling learners through individualized, intensive instruction Invest in teacher expertise versus prescriptive approaches to students learning difficulties Invest in teacher expertise versus prescriptive approaches to students learning difficulties Allocate resources to implement evidence-based interventions Allocate resources to implement evidence-based interventions

41. Thank you!