1. Secondary Systems Overview What to Know Before Venturing Out of Bounds OrRTI Project January 15, 2009

2. Objectives:  Provide an overview of secondary systems requirements  Build background and common language for those less familiar with RTI  Share some exciting data to get you pumped up!

3. Multi-tiered Instruction & RTI Multi-tiered, Research-based Core Curriculum & Interventions Universal Screening & Progress Monitoring Standardized Decision Rules & Procedures Integrity of Implementation and Sustainability RTI Identification of Learning Disabilities Effective Teaming & Problem Solving

4. The Big Picture  Leadership at all levels  Teaming  Use of a research based core reading curriculum  Universal screening  Implementation of research based interventions  Progress monitoring  Policy and procedure development (standardization)  Professional development including fidelity of implementation.

5. Leadership Top-Down  Leadership priority  Strategic planning  Budget planning  Support and buy-in for systemic, consistent programs  School improvement plans Bottom-up  School literacy committees participated in training and planning  Teacher-teams identified key literacy strategies for training and roll-out  Literacy committees reviewed curriculum and selected intervention programs

6. Teaming Members might include…  Principal  Instructional Coordinator  Counselor  Special Ed Rep  ELL Rep  Alt Ed  Content Area or Cluster Teams

7. Core Program  Evidence-based English/Language Arts curriculum  Common agreements around content and standards  Literacy strategies taught and utilized across content areas

8. Universal Screening  Universal screening occurs for ALL students at least three times per year (fall, winter, spring)  Screening identifies which students are making progress in the core curriculum (80%) and which are in need of further support (20%).  Data should be used to start conversations about:  If the core is meeting the needs of most students (including most students in each subgroup)  Which students need additional intervention

9. Interventions  Research-based  Increase the intensity of instruction  More time  Smaller groups  Regularly monitored  Delivered as designed

10. Progress Monitoring  All students receiving interventions should be progress monitored  Frequency is determined by district decision rules (twice per month in TTSD secondary schools)

11. Progress monitoring with Maze 3 to 4 Data-points Below the Aimline Intervention Change: “Language C” with Randall

12. Policy and Procedure Development The RTI process replaces a standardized (IQ) test, RTI also requires standard administration Districts adopt common procedures for doing this work:  Protocols  Decision Rules  Forms  SpEd Procedures

13. Professional Development Topics:  Core curriculum and instruction  Interventions  Assessment  Teaming  Data-based decision making  Special Education

14. The Big Picture  Leadership at all levels  Teaming  Use of a research based core reading curriculum  Universal screening  Implementation of research based interventions  Progress monitoring  Policy and procedure development (standardization)  Professional development including fidelity of implementation.

15. Next Steps in TTSD  EBIS Decision Rules need to be evaluated (screening/intensifying/exiting)  Evaluation of current Core curricula – are all content teachers consistently using the literacy strategies in their classes?  Ratcheting up of New Teacher Program  Evaluate fidelity across classrooms and schools  Implement Team Coaching Model with Curriculum & Instruction TOSAs

16. Is All This Work Really Worth It?  Progress monitoring tools: Maze-CBM GRADE+ Measures within curriculum  Program evaluation: OAKS GRADE+ Grades Office Discipline Referrals Attendance

18. Absences

25. The Growth Target: Want to Beat the Average RIT Gain in Mastery in Motion for Students that Did Not Meet