Maine’s Response to Intervention Implementation: Moving Forward Presented by: Barbara Moody Title II Coordinator Maine Department of Education

Our work this week What have we accomplished ? How does it fit in to school reform? Who is working on Maine’s plan? What has been done? What CAN be done?

3 Key Elements of RTI Effective Instruction Routine Assessments Data Review

4 Building on Prior Learning  Most districts in Maine have started using RTI  Training has been provided by the Maine DOE, universities, professional development regional groups, educational organizations, district personnel, and PD organizations  RTI will be more effective state wide if we share ideas and resources

Core Components of RTI high quality, evidence-based instruction and behavioral support in general education universal (school wide or district wide) screening of academics and behavior in order to determine which students need closer monitoring or additional interventions multiple tiers of instructional strategies that are progressively more intense and include the use of scientific, scientifically-based interventions matched to student needs

Core Components continuous monitoring of student performance during interventions using a continuum of evidence-based, formative assessments, including Curriculum Based Measures, to determine if students are meeting goals and to inform instructional decision making

Core Components use of a collaborative or problem- solving approach involving all staff in developing, implementing, and monitoring the intervention process follow-up measures assuring that instruction is implemented with fidelity - as intended and with consistency parent and student involvement throughout the process

KiDs CoMe FIrST! Kin Data Collaboration Monitoring Fidelity Instruction Screening Tiers

9 Legal Requirement RTI is mentioned in the unified Chapter 101 rules Chapter 101 has been revised to include General Education Interventions and change target date to July, 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

10 Changing the Culture  RTI includes a shift in the way we think about the work of schools  RTI is finding the right instruction 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

Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 _______ l l l Years _______l

RTI Leadership Team/ RTI Steering Committee Made up of representatives from the following groups:  Classroom teachers  Maine Education Association  Maine Principals Association  Maine School Management Association  Maine Parent Federation  Maine Department of Education  Maine Association of Directors of Special Ed  School Administrators  Curriculum Coordinators  Professional Development Organizations  Professional Development Regional Groups

Completed Work Created RTI Leadership Team Developed goals for state-wide initiative Developed conceptual model Developed state guidelines and guidance manual Developed web site with guidance and resources

Completed Work Created Professional Development plan Delivered regional professional development Collected baseline data for Maine Provided schools with documentation tools Created RTI Steering Committee

School Year Chose uniform message Established linkages between existing systems, practices and initiatives Continued to examine what resource needs schools have regarding RTI Planned for additional training and support developed in partnership with other PD providers Provide venue for practitioners to share.

Uniform message Maine’s RTI Core Components Websites:

1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity 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 Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems SPECIALEDUCATIONSPECIALEDUCATION

Moving Forward Develop procedures to evaluate fidelity of RTI implementation Clarify compliance Provide venue for practitioners to share. Established linkages between existing systems, practices and initiatives Continued to examine what resource needs schools have regarding RTI Planned for additional training and support developed in partnership with other PD providers

Forecast

Action Join or form a professional learning community, such as Classroom 2.0, to pursue ongoing professional development, support other educators, and organize with colleagues.Classroom 2.0 Host a Collaboration Jam to engage students and teachers to develop in developing new ideas for learningCollaboration Jam Download courses from Stanford University on iTunes, or MIT OpenCourseWare, or other open access sites for use in your classrorom.Stanford University on iTunesMIT OpenCourseWare

Action Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them When considering instructional technology, focus on how it can support connected, continuous, relevant, and adaptive learning

Thank you! Barbara Moody After July 1 State of Maine RTI Website