 October 29,2009

Define Response to Intervention Provide an overview of EBIS implementation Learn about TTSD’s history, demographics, program and outcomes Give a quick overview of what you will and will not see today

 Please silence cell phones and refrain from using them in schools  No pictures – please respect confidentiality  Respect timeline  Go to the school to which you are assigned

7 pilot elementary schools implement EBS Board adopts EBS district- wide: 5 more schools implement Remaining (2) schools implement; ongoing training & leadership EBIS OSEP Grant: Reading & Special Education initiatives incorporated 2001 Secondary School focus utilizing Title IVa 2003 TTSD Develops and revises the RTI Technical Assistance Manual for ODE ODE Contracts with TTSD to Train 32 School Oregon Districts to Develop & Implement RTI

If you came to Tigard today to see RTI in action you will leave disappointed.

If you came to Tigard today to see MTI you will leave very happy!

 Is a system of organizing gen. ed. curriculum and instruction to meet the needs of all students  Integrates all support programs to use resources more efficiently  Applies to all students  Can exist without using RTI  Is an evaluation procedure identified in IDEA for identifying learning disabilities  Is a special education procedure that is limited to assessment  Applies only to children suspected of having LD  Cannot be implemented without a system like MTI in place Multi-Tiered Instruction (MTI) Response to Intervention (RTI)

Professional Development Special Education ELL District Office Title Programs Curriculum Development Response to Intervention

Multi-tiered, Research-based Core Curriculum & Interventions Universal Screening & Progress Monitoring Standardized Decision Rules & Procedures Integrity of Implementation and Sustainability rti (SLD Assessment Under IDEA) Effective Teaming & Problem Solving

Does the child find the system, or does the system find the child?

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

Daisy participates in the general core curriculum with strong instruction Screening data shows Daisy isn’t doing well Second Group Intervention EBIS 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 EBIS Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective

 How do the two team processes differ?  How are teams currently organized in your district?  How would your team process look different in a multi-tiered, RTI system?  Does the child find the system, or does the system find the child?

Academic Systems Behavioral Systems 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

 All students receive Tier I  Research-based core reading curriculum with strong instruction  Strong fidelity and professional development  Universal screening of all students

Reading Programs for ALL students Elementary  Treasures  Screened with DIBELS Middle and High School  Priority standards  Holt –Elements of Literature & Elements of Language  Common novels  Screened with OAKS percentile and MAZE

Elementary  90 minutes of Treasures plus strategic intervention  Research-based intervention program  Small group min. daily  Progress monitoring with DIBELS Secondary  45 minutes of Language Arts class  45 minutes of an additional class focusing on Reading  Progress Monitoring with MAZE

Read Naturally SFA Tutoring Phonics For Reading STARS Reading Success REWARDS Six-Minute Solution Ladders to Literacy PA in Young Children Road to the Code Earobics Daisy Castle Triumphs

 Middle School  Soar to Success  45 minutes/day  High School  Double the time of instruction  Incorporates standard LA curriculum and research based reading strategies

Elementary  90 minutes of Treasures plus intensive intervention  Research-based intervention program  Small group 45+ min. daily  Progress monitoring with DIBELS Secondary  90 minutes of Language!  Progress monitoring with MAZE

ERI Language for Learning Fast Track Phonics Reading Mastery Horizons Language for Thinking Reading Success Great Leaps Corrective Reading

 Language!  90 minutes a day

 17 Schools, 12,461 students  10 elementary, 3 middle, 2 high, 1 alternative, & 1 charter  Special Programs participation  1,264 Special Education (10%)  1,509 English Language Learners (12%)  1,682 TAG (13%)  Socio-economic status  Title One in 6 elementary schools (5 school wide, 1 TAS)  Free and reduced lunch percentage  Metzger 59% (School wide Title 1)  Durham 38% (Targeted assessed Title 1) Data collected: 4/09

 Children identified as LD in 1 st (4) and 2 nd (20) grade  Improvement in Reading and Math scores for students with disabilities and English language learners  Achievement growth for all students Data collected: 4/09

Reading

Math

Reading

Math

Reading

Math

 Core program instruction  Interventions  Conversation with principal and literacy specialist

 Conversation with teachers  Progress monitoring  Schedules

 EBIS team meeting  Process at every TTSD school  Leadership  Professional development  Universal Screener  Every child is screened  K-5 DIBELS, 6-12 OAKS and MAZE

RTI is, first and foremost, about good teaching: Even before students are formally classified as having “learning disabilities,” those who need more assistance receive additional interventions…So RTI is as much a prevention model as an identification model. - Michael Hock, WestEd