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?

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?

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?

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?

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?

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?

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?

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

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?

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. 80- 90% 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

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

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

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?

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?

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 1325. 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?

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?

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?

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?

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: http://www.maine.gov/education/rti/index.sht ml October 2009 Intro to RTI What is it? Why do it?

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

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?

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?

(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?

(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?

(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?

(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?

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?

(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?

(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?

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

(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?

(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?

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?

(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?

(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?

(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 http://www.maine.gov/education/rti/regionalmeeting. 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?

(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?

Dinner Time! October 2009 Intro to RTI

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?

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?

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?

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 Rachelb@Maine.edu October 2009 Intro to RTI What is it? Why do it?

Thanks to the National Center on RTI Intro to RTI October 2009 43434343 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?

Thank you! Visit Maine’s RTI Website at: http://www.maine.gov/education/rti/index.shml All session materials are on line For more information contact Barbara Moody at barbara.moody@maine.gov October 2009 Intro to RTI