1. ISOA MARCH 2, 2011 Sustaining Response to Intervention 1

2. Overview What is Response to Intervention (RtI)? What have we done so far? Why sustain RtI? 2

3. RtI is a framework A way of thinking Systemic approach RtI Is NOT A program A curriculum The latest educational fad 3 What is RtI?

4. Research based National movement Many states mandate RtI Positive results The future of education 4 What is RtI?

5. National Perspective ESEA legislation-No Child Left Behind and AYP IDEA Re-Authorization  Focus on academic outcomes  General education as baseline metric  Labeling as a “last resort”  Increasing general education options  Pooling building-based resources  Flexible funding patterns  RtI required for LD eligibility National focus: reading & behavior Evidence-based/scientifically-based instruction Heartland, June, 2006 (modified)

6. What is RtI? RtI is the practice of 1. Providing high-quality instruction/intervention matched to student needs, and 2. Using learning rate over time and level of performance 2. To make important educational decisions (BATSCHE, ET AL, 2005) Problem-solving is The process used to develop effective instruction and interventions 6

7. RtI Framework Eight key components  Universal screening  Progress Monitoring  Data-based decision making  Shared Leadership  Research-based Instruction and Interventions  Problem Solving  Tiered Systems  Parent Involvement Research supports the RtI approach 7

8. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions - Individual students - Assessment –based - Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive School-wide Systems for Student Success

9. Why is a New Approach Needed? - We cannot wait for students to fail - Current system moves at-risk learners to SE - High cost of special education impact resources for all - Too many GE students are at risk - SE has not closed the achievement gap - SE legislation and funding 25+ years - Resulted in poor student outcomes - Failed to demonstrate cost effectiveness - Failed to validate aligning instruction to SE diagnostic classification 9

10. Steps for Successful Readers Steps for Successful Readers (Schools in Kalamazoo County 2004-2006) Phonemic Awareness (Spr, Kdg) Fluency (Spr, 1 st) Alphabetic Principle (Win, 1 st ) Fluency (Spr 2 nd) Fluency (Spr, 3 rd) Fluency (Spr, 4 th) Fluency (Spr, 5 th).16 (n=114).14 (n=336).05 (n=238).03 (n=401) 0 (n=190).09 (n=185) Probability of “Catching-Up ”.62 (n=1178).83 (n=910).82 (n=849).85 (n=770).92 (n=561).97 (n=372) Probability of “Staying on Track ” 10

11. Ingham ISD Collaboration ARRA funding  100% of districts joined RtI collaboration  Over two years: $10 million  Local Districts and Ingham ISD  Unique in Michigan Federal grant through State  MiBLSi Scope  12 districts  79 buildings  Training for hundreds of staff 11

12. Sustaining RtI 1. Why must we sustain RtI? 2. How do we sustain RtI? 3. What is the $ impact? 12

13. Why Sustain RtI? To accelerate student achievement and increase student outcomes and…. Be cost effective 13

14. How is RtI Progressing? We’re just beginning Our initial data is strong! RTI has…. Reduced Special Education referrals Increased student literacy outcomes Reduced behavior incidences 14

15. Ingham ISD Oral Reading Fluency 2009-2010 & 2010-11 15

16. National Data - Learning Disabilities 80% of LD are eligible in the area of reading The majority of LD students have average to above average intelligence Most reading difficulties result from poor instruction, lack of reading readiness, cultural differences 16

17. Ingham ISD Special Education 7,200 students with SE IEP  16% of all students 4% severe/moderately impaired 12% mildly impaired Most SE students are mildly impaired  72% mildly impaired  28% moderately/severely impaired Very expensive  $102 million for SE Added Costs (Over and above GE costs) Balance of SE cost from General Ed  $13 million in excess of dedicated SE revenue sources 17

18. Ingham ISD Local District Special Education Revenue $101,803,888 2009-10 (est)

19. Ingham ISD Special Education Students Served 2009-10 7,232* *SE = 16% of total K-12 Enrollment

20. Ingham ISD - Learning Disability Total SE (LD) cost$16,108,304 Number of LD students 2,449 Avg. SE cost per LD student $6,578 - above and beyond GE cost - instruction and support services only 20

21. What is the $ Impact? If LD student count and costs decrease No reduction in revenue  No reduction in Foundation revenue  No reduction in SE state aid categorical  No reduction in ISD SE Allocation  No reduction in Medicaid revenue  No reduction in Federal IDEA revenue Portion of savings could be applied to RtI 21

22. What is the $ Impact? If 10% Decrease SE LD student decrease (245) SE cost decrease ($1,610,190) Revenue change, GE & SE0 ($1,610,190) New costs to realign to RtI TBD Net $ Change TBD 22

23. What is the $ Impact? If 20% Decrease SE LD student decrease (491) SE cost decrease ($3,229,018) Revenue change, GE & SE0 ($3,229,018) New costs to realign to RtI TBD Net $ Change TBD 23

24. Where should you invest your resources? 24

25. How do we Sustain RtI? Building systems of technical skills Targeted professional development based on data Skill-based leadership Focusing on adaptability Shared leadership Selection and recruitment Redeployment of resources Priorities 25

26. The Collaboration Continues Meetings with local districts  Curriculum Directors  Special Education Directors  Business Officials Individual district meetings  Discuss district-specific plans  Identify needed support Ingham ISD organizational and resource support Local district planning and resource allocation 26