RtI: A Framework for Student Success Janet Graden, PhD University of Cincinnati

National RtI Conference “Sea change” in education –Growth of charters –Alternative credentialing –Growth models for students, teacher evaluation –Race to the Top

Shift in focus and practices over time FromTo StudentsWhich students need help What does each student need SystemCategorical programs and people (where they go) Focus on matching services and resources to student needs – What we do

Significant changes already in Federal and State requirements Requirement for scientifically-based instruction in reading and math (and expectations about what that is) Requirement to rule out that a disability is not due to “lack of scientifically-based instruction” Outcomes for all (including subgroups, AYP)

Changes already in Federal and State requirements Data-based progress monitoring and observation requirements, during instruction, provided to child’s parents Focus on special education as “specially- designed instruction” to accelerate progress (not proving a child is deficit, not focusing on a place or person)

Changes in ESEA Reauthorization Multi-tier system of supports – a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data Growth models for schools, teacher evaluation

National scope of RtI implementation % of districts implementing 2008 – 60% of districts implementing 2009 – 71% of districts implementing Majority of SEAs require RtI practices

Key practices for a comprehensive system of RtI Tiers of scientifically-based instruction and research-based intervention are automatically available to meet the needs of all students Provision of interventions as early or whenever needed Universal screening to identify students in need of support

Key practices for a comprehensive system of RtI On-going progress monitoring to determine effectiveness of interventions Data-based decision making, within teams, with student performance data at center Flexibility in use of resources and services, needs-based, not categorical

Core principles necessary for RtI practices Real belief that we can effectively teach all children (all really means all!) All teachers have responsibility for all students Intervene early (don’t “wait to fail”) Use a problem-solving method for decision making Use data to make decisions Use research-based practices

Core principles and practices Same core principles and practices, across preschool through high school Practices are contextualized and adapted to setting

RtI is Not One “model” – is framework of principles and practices Another way to determine eligibility - we need to focus on accelerating progress of all students IATs or RtI then test – focus is on matching intensity of intervention to student needs A general education or special education responsibility – “Every Ed” The responsibility of any one group - requires school-wide approach

Common issues and concerns Do all teachers think of themselves as primary instructors for all students? Alignment of all resource personnel to classroom (special education, speech, OT, etc.) Effectiveness of core programs and practices Scheduling Using student data to target instruction Feeling overwhelmed (by scope of changes needed, by needs of your students) Rethinking special education/LRE/pullout (intensity, not place/person) 13

What is needed to sustain practices Blueprints for implementation (school, district) – all focused on –Consensus –Infrastructure –Implementation Leadership!