1. RTI 101 Jon Potter Dean Richards Oregon RTI Project

2. Objectives: Participants will be familiar with the “Big Picture” of RTI Participants will develop a common understanding of terms related to RTI Participants will know OrRTI Project expectations

3. Get a common language

5. Assumptions in RTI-land Every child can and will learn IQ and intelligence are not the same thing People are first Flexible skill grouping changes (frequently) based on data (about skills) “Ability” grouping implies tracking, tracking = bad news

6. So what is this RTI business all about? Write down what you told your partner, children or colleagues about what you were learning about today. Share with a team member.

7. A Tale of Two Teams Does the child find the system, or does the system find the child?

8. Pre-referral team (CARES) reviews what teacher has tried Jessie participates in the curriculum Jessie isn’t doing well Teacher tries again Resumes regular program Jessie doesn’t improve Jessie improves Teacher’s effort is deemed sufficient Special Education referral is initiated by the teacher Jessie’s teacher does his best to differentiate instruction and keeps anecdotal data Teacher is told to try again Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests The pre referral/discrepancy approach

9. Daisy participates in the general core curriculum with strong instruction Daisy is screened and isn’t doing well Second Group Intervention Data Team designs individualized intervention Resumes general program Daisy doesn’t improve Daisy improves Daisy doesn’t improve Daisy improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Special Education referral is initiated by the team Data Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective Progress monitoring and intervention data is used

10. Discussion Does the child find the system, or does the system find the child?

11. Assumptions

12. System Requirements Leadership Teaming Universal Screening Decision Rules Research based core reading Progress Monitoring Research based interventions Procedures for LD evaluation & eligibility Professional development & Fidelity

13. Leadership Grade level School District

14. Teaming District Classroom teachers & Specialists (representing different levels and schools) District office leaders Principals School Principal Classroom Teachers Specialists Counselor Psychologist

15. Monitoring the Team Process Review the Assessing and Planning EBIS Team Process document. Discuss the value of developing and utilizing a similar tool with your team.

16. Universal Screening 3 times per year for ALL students K-5 Brief Valid Reliable Over-identifies Screening is used as a key measure to determine: –The health of the core –Which students need additional intervention

17. Decision Rules Provide the “now what” after teams have analyzed student data Guide decisions for all tiers Ensure equity across schools

18. Research- Based Core Reading Delivered as designed State standards Instruction is as important as curriculum 90 minutes PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary

19. Differences in Learning to Read Estimates from NICHHD research Population %Journey to ReadingInstructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively EasyLearn to read regardless of instructional approach 40 Formidable ChallengeNeed systematic and explicit instruction 20 One of the most difficult tasks to be mastered during schooling Need intensive, systematic, direct, multi-sensory instruction

20. Differences in Learning to Read-Discussion How does this research match up with your own experience of learning to read? Your children’s? Your students’?

21. More about the core Important Facts : Students cannot be identified as LD if their difficulty is due to lack of instruction in the BIG 5. Research-based program must be implemented as designed (fidelity)

22. Progress Monitoring Which students: –All receiving intervention –Borderline scores or performance-as resources allow Tools Must Be: Brief Valid Reliable Frequency: Every 2 weeks (minimum) Every week (ideal)

23. Interventions Research-based In addition to 90 min. core Interventionist receives ongoing training and feedback Increase the intensity of instruction –Small skill groups –Explicit and systematic

24. Districts must adopt common procedures for doing this work: –Decision Rules –Evaluation Guidelines –Special Education Policies Think of RTI as a test Students should be identified similarly from school to school LD Evaluation & Eligibility

25. PD & Fidelity Content: –Core curriculum & instruction –Assessment –Interventions –Teaming –Data-based decision making –Sped procedures Delivery: Ongoing Sufficient time to collaborate and plan Incorporates fidelity checks

26. System Requirements Leadership Teaming Universal Screening Decision Rules Research based core reading Progress Monitoring Research based interventions Procedures for LD evaluation & eligibility Professional development & Fidelity

27. The Process is Ongoing and Long-Term CONSENSUS

28. Expectations Of Us Support Ideas Resources Honest Feedback Humor ??? Of You Participation Frequent meetings Communication with your schools and community Critical thinking/consuming

29. Objectives: Participants will be familiar with the “Big Picture” of RTI Participants will develop a common understanding of terms related to RTI Participants will know OrRTI Project expectations