The RTI Revolution: School-wide Reform to Improve Achievement for All Students

A Problem Now 13 million kids are vulnerable (Title I + LD). Nearly 3 million kids have learning disabilities.

A Problem Tomorrow Nearly 10% of all students drop out of high school. 21.3% of minority students drop out. 38.7% of students with learning disabilities drop out. High School Drop Out Rate

HR 1350: The Improving Educational Results for Children with Disabilities Act S 1248: The Individuals with Disabilities Education Improvement Act PL :The Individuals with Disabilities Education Improvement Act IEP Discipline Research Early intervening services LD identification-RtI Numerous formal ties to NCLB – we are ALL at the table!

Section 614 (b) (6) Specific Learning Disabilities (A)…when determining whether a child has a specific learning disability as defined in section 602(29), a local educational agency shall not be required to take into consideration whether a 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 education agency may use a process that determines of the child responds to scientific, research-based intervention as part of the evaluation procedures described in paragraphs (2)&(3). IDEA 2004 and Specific Learning Disabilities

Early Intervening Services IDEA allows an LEA to use 15% of funds Purpose: minimize over-identification and unnecessary referrals to special education Provide academic and behavioral supports; and professional development re: early literacy and behavior MUST use the 15% if LEA has “significant” disproportionality

What is RTI? RtI is the practice of providing… – high-quality instruction and intervention – matched to student need –monitoring progress frequently –to make decisions about change in instruction or goals –and applying child response data to important educational decisions. NCLB and IDEA –both are focused on early intervention.

Core Principles We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem solving method to make decisions within a multi-tier model

Core Principles – Cont. Use evidence based interventions/instruction Monitor student progress to inform instruction Use data to make decisions Use assessment in screening, diagnosis, and progress monitoring

Essential Components Multiple tiers of evidence based intervention service delivery—such as a three-tier model Problem-solving method An integrated data collection/assessment system to inform decisions at each tier of service delivery

Schoolwide Response to Intervention (RtI) Reading Behavior Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific 80% 7-15% 1-5%

Academic Systems Behavioral Systems 1-5% Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 1-5% Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 5-10% Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Tier 1: Universal Interventions All students Preventive, proactive 80-90% Tier 1: Universal Interventions All settings, all students Preventive, proactive FL Three Tiered Model of School Supports Students

Early Intervention Changes Reading Outcomes Grade level corresponding to age Reading grade level (GE) With research- based core but without extra instructional intervention With research- based core but with extra instructional intervention 5.2 Low risk on early screening 2.5 High risk on early screening Reading First Assessment Committee 2000, based on Torgesen data

Percent of Kindergarten Students at Benchmark on DIBELS Fluency scores Student Performance in Montgomery, AL Grade K DIBELS Fluency

Percent of 1st – 3 rd Grade Students at Benchmark on DIBELS Fluency scores Student Performance in Montgomery, AL Grades 1-3 DIBELS Fluency

Effect on Math Assessment Vail School District, AZ

What Proportion of those At-Risk Before and After Intervention are of Minority Ethnicity? VanDerHeyden & Witt, 2005 Vail School District, AZ

What Proportion of Ethnicity Represented Before and After Intervention in Risk Category? VanDerHeyden & Witt, 2005 Vail School District, AZ

Cost Reduction

Why RTI? 2 reasons… EARLY INTERVENTION and AYP

AND, despite our system wide efforts, there are still many children who are at-risk for school failure and successful in acquiring basic skills

What do we know? We know far more about the causes of learning disability and reading problems We know more about effective instruction We know more about the limitations of our current systems and have viable alternatives

What do we know? We have far better models for data based decision making We have far better tools to help us make instruction effective It is not so much the issue any longer of “what works?” It is an issue of how we deploy it so that it can work. RTI is the most critical component if prevention and early intervention efforts are to be successful.

So…what does it look like???

LBUSD District Profile Third largest school district in CA Over 46 languages spoken Most diverse city according to Census 2000 Over 8,000 faculty, second largest employer in the city There are over 89 Schools 56 elementary 8 K-8 14 Middle Schools 11 High Schools (six of which are large comprehensive high schools) 3 Charter Schools

A Tiered Approach to Instruction Sped Eligibility Individualized Interventions ~5-10% of students INTENSIVE Intensity of needs ~10-15% of Students STRATEGIC ~75-85% of students CORE

Core Interventions A Tiered Approach to Literacy: Core Interventions Options that are provided to students as a part of the general curriculum with specific intent Comprehensive/School Wide Interventions Tier 1 In LBUSD = 81%

Strategic Interventions A Tiered Approach to Literacy: Strategic Interventions Targeted interventions focus on students who need more assistance Comprehensive/School Wide Interventions Tier 1 Targeted Intervention s Tier 2 LBUSD = 8%

Intensive Interventions A Tiered Approach to Literacy: Intensive Interventions Intense and often individualized interventions are for the smallest group of students with the most extreme needs Comprehensive/School Wide Interventions Tier 1 Targeted Intervention s Tier 2 Tier 3 LBUSD = 6%

English-Language Arts Placement

“ Benchmark/Core ” (Tier I).5 years below to above grade level Regular Core English classes

“ Strategic ” (Tier II).5 – 2.0 years below grade level Double Block consisting of: –Regular core English classes –Literacy Workshop course Use of additional support materials to scaffold core materials After school reading program, if needed

“ Intensive ” (Tier III) 2.0 or more years below grade level Double Block consisting of: –Intensive ELA Program LANGUAGE! Lindamood-Bell

API Reading Gains Reading Interventions General Education (including RSP)

API Reading Gains Reading Intervention Programs Special Education Students Only

API Reading Gains Reading Intervention Programs 9th-12 Graders: SPELL Students

LBUSD SST Data for Elementary Schools

Portland Public Schools (PPS) Portland Public Schools (PPS) District Population = 47, % Hispanic - 16% Black - 56% White - 11% Pacific Islander % ELL - 28% ELL and FEP combined - 45% Free & Reduced Lunch

PPS Special Education Demographics - 14% - 36% LD - 10% Special Education/ELL - 72% spend 79% of the day in general education

Portland District Profile The largest school district in OR Over 80 languages spoken Over 6,600 faculty, seventh largest employer in the city There are over 85 Schools 53 Elementary 4 K-8* 17 Middle Schools 10 High Schools (One K-12) 6 Charter School 4 Special Education Schools * 27 schools in process of converting to K-8

PPS SST Data for Elementary Schools

NCLD & Education Law IDEA 2004 adopted the LD Roundtable recommendations to promote RTI and to improve how we identify students with learning disabilities. NCLD supported including new Early Intervening Services funding for early academic and behavior intervention. NCLB and IDEA should be further aligned to allow Title I, Title II and Reading First funds to coordinate with Early Intervening Services funding as found in IDEA Sec. 613(f).. NCLD works to strengthen legislation to better serve children in need. We have convened national organizations, developed consensus and provided recommendations for legislation and regulations. Individuals with Disabilities Education Act (IDEA) No Child Left Behind (NCLB)

NCLB Language Allow coordination of funds between Title I, Title II and Reading First with IDEA Early Intervening Services Sec. 613(f) Include a description of ‘evidence-based intervention model’ to ensure use of funds incorporates core principles of a multi-tiered model Require schools that fall into ‘needs improvement’ to implement such a model to better identify and serve struggling learners

Laura Kaloi, Public Policy Director RTI Resources and More