2. RTI: Initial Steps, Preparations, Readiness Tammy Rasmussen Dean Richards COSA/OCE Fall Conference Oct. 6, 2011

3. Core RTI 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 Use research-based, scientifically validated interventions/instruction to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment for 3 different purposes – Screening, diagnostic, progress monitoring NASDSE, 2006

4. RTI Misconceptions: What it is and what it’s not Is NotIs An instructional programA framework to implement effective practices A group of students that leaves your room for extra instruction A system of matching resources to each individuals student’s needs Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special ed, a general ed, a Title 1, a Talented and Gifted initiative An “Every” Education Initiative An educational fadA systematic method for delivering instruction, based on research and effective large scale implementation examples including Minneapolis Public Schools, Heartland AEA (Iowa), Ohio, and Pennsylvania

5. Reading (and Math) are not optional skills Days and weeks matter Working smart to achieve differentiation Why does RTI matter for teachers?

6. Reading Is Not Optional Kindergarten Fourth grade Behavior Problems Low graduation rates

7. Developmental lagSkill deficit Days and Weeks Matter We can’t wait for them to “bloom?” vs.

8. Good reading builds reading AND cognitive skills! Days and Weeks Matter

9. Differences Learning to Read Population % Journey to ReadingInstructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively EasyLearn to read regardless of instructional approach 40 Formidable ChallengeNeed systematic and explicit instruction 20 One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction

10. Teaching is like running a relay

11. In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through Heartland Educational Agency

12. RTI: Full Continuum of Support General Education Title Reading & Reading Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I = Heartland Educational Agency

13. Nuts and Bolts: System Requirements Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Policy and procedure development (standardization) Professional development including fidelity of implementation.

14. So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

15. Teaming  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist Collaborating

16. Teaming  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist Co-laboring

17. Leadership District Level Strong administrative support to ensure commitment and resources AND School Level Strong teacher support to share in the common goal of improving instruction

18. Delivery:  Ongoing  Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.  Sufficient time to collaborate and plan  Incorporates fidelity checks  Data ALSO used to drive professional development needs. Professional Development Professional Development

19. Content:  Core curriculum & instruction  Assessment  Interventions  Teaming  Data-based decision making  SPED procedures Professional Development Professional Development

20. Universal Screening  Universal screening for ALL students at least three times per year  Good screening measures:  Efficient, brief, valid, reliable, unbiased and over- identifies  Screening is used as a key measure to determine:  The health of the core  Which students might need additional intervention

21. Why Use Fluency Measures for Screening? Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) We always examine fluency AND accuracy Without examining accuracy scores, we are missing a BIG piece of the picture Students MUST be accurate with any skill before they are fluent. Oral reading fluency (ORF) does not tell you everything about a student’s reading skill, but a child who cannot read fluently cannot fully comprehend written text and will need additional support.

22. Explicit, systematic, feedback, application 90 min reading block structure Professional Development Fidelity Using Data to Improve your Core

23. Core Program  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension  State standards  Scope and sequence PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary For all students!

24. Core/Tier 1 is for ALL Students Core or Tier 1

25. How does it help a struggling reader to be in core? They need the most instruction Need to be exposed to grade level material If they miss grade level material, they will never catch up Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading Interventions are limited in scope

26. Decision Rules  Provide the “now what” after teams have analyzed student data  Guide decisions for all tiers  Take the guesswork out of “what to do next”  Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

28. Aimline Decision Rule Example: 4 Points Below the Goal Line Oral Reading Fluency Add 15 minutes to intervention Reduce group size to 3 students

29. Reading Protocol

30. Districts must adopt common procedures for doing this work:  Decision Rules  Forms  SPED Procedures Think of RTI as a standardized test Students should be identified similarly from school to school Policy and Procedure Development (Standardization)

31. Are the children learning? How can we tell? Progress Monitoring Tools Must Be:  Brief  Valid  Reliable  Repeatable  Easy to Administer Frequency:  Every 2 weeks (minimum)  Every week (ideal)

32. Interventions  Must be designed to match identified needs  Is in addition to and aligns with the district core curriculum  Uses more explicit instruction  Provides more intensity  Additional modeling and guided feedback  Immediacy of feedback  Does NOT replace core

33. Interventions Students pulled out for interventions may be “missing” something else… BUT If a student can’t read, how much are they already missing in the classroom? “No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.” Richard Allington

34. Benefits Of an RTI System RTI will help you to:  Know immediately, “Is what we are doing working?”  Know which students need more/different  Know what each student needs  Provide structures to deliver what students need  Reduce rates of identification of student learning disabilities  Prevent reading problems before they occur  Raise student achievement

35. Tigard-Tualatin School District OAKS Reading Proficiency

36. Tigard-Tualatin School District OAKS Math Proficiency

37. A Tale of Two Districts District 1: RTI for 4-5 yearsDistrict 2: Non RTI Small, rural school district 350 elementary students (PK-5) 470 elementary students (PK-5) Title 1 services 31% students on Free and Reduced Lunch 19% students on Free and Reduced Lunch

38. A Tale of Two Districts District 1: RTI 3 rd Grade ORF

39. A Tale of Two Districts District 2: Non RTI 3 rd Grade ORF

40. The Process is Ongoing and Long-Term Adapted from CONSENSUS

41. VisionSkills IncentivesResources Action Plans CHANGE ++ ++ Managing Complex Change

42. = Change = = = = = ++++ VisionSkillsIncentivesResources Action Plan ++++ Skills Incentives Resources Action Plan ++++ Vision Incentives Resources Action Plan ++++ Vision Skills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Confusion

43. Managing Complex Change Vision Skills IncentivesResources Action Plans CONFUSION ++ + +

44. Vision Skills IncentivesResources Action Plans ANXIETY ++ + + Managing Complex Change

45. Vision Skills IncentivesResources Action Plans RESISTANCE ++ + + Managing Complex Change

46. Vision Skills IncentivesResources Action Plans FRUSTRATION ++ + + Managing Complex Change

47. Vision Skills IncentivesResources Action Plans FALSE STARTS ++ + + Managing Complex Change

48. The Process is Ongoing and Long-Term The Process is Ongoing and Long-Term

50. Questions/Comments

51. Tammy Rasmussen - trasmussen@roseburg.k12.or.ustrasmussen@roseburg.k12.or.us Dean Richards – drichards@ttsd.k12.or.usdrichards@ttsd.k12.or.us