Oregon RtI Project Materials

Oregon RtI Project Materials

(Selected Material & Concepts)For Complete Information

Source OrRTI Project

Oregon Response to Intervention

www.oregonrti.orgOregon Response to Intervention

www.oregonrti.org

Harmonic Convergence and Golden Opportunity

EBP

DBDM

Law, Policy, Economics

Neuroscience

Implementation Science

Skilled EducatorsRTI/

MTSS



www.oregonrti.org

BIG IDEAS

• Overview of RTI and OrRTI • Essential features • Myths and facts• Benefits and outcomes• Implementation

considerations



www.oregonrti.org

Essential Features

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

Data-Based

Decision Making

with Decision

Rules


Standards of

Practice

CultureLeadership


Making


Support


CoreScreening


Data-Based

Decision Making

with Decision

Rules


Standards of

Practice

CultureLeadership


Making


Support


CoreScreening


Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress MonitoringWeekly-Monthly

Universal Screening3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

Schoolwide Screening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?



www.oregonrti.org

Myths & Facts

Myth Fact

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)


1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples



2. Purpose of RTI is SPED identification




2. RTI is a systematic way to support the needs of ALL students and assess SLD

In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

Full Continuum of Support

GeneralEducation

Title Reading & Reading Support,

Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =




2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions






3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support



www.oregonrti.org

It’s about core instruction



www.oregonrti.org

“RTI kids”

ALL your students



www.oregonrti.org

“RTI kids”

ALL your students



www.oregonrti.org

“RTI Time”KINDER FIRST SECOND THIRD FOURTH FIFTH

9:009:15 Core Core Writing/ Writing/ Sm group Sm group

9:30 ERI -W Music (1) Music (1)

9:45 Sm group Sm group Core Core

10:00 ERI - H recess

10:15 Sm group recess recess

10:30 recess Core Core

10:45 Math Core recess recess11:00 Math Skill Math Skill

11:15 groups groups

11:30 LUNCH/ 11:35 LUNCH 11:40 LUNCH Writing/ Writing/

11:45 RECESS RECESS RECESS Music (1) Music (1)

12:00 Writing 12:00 LUNCH/ 12:05lUNCH/

12:15 Math Skill Math Skill RECESS RECESS

12:30 groups groups 12:45 ERI - W DD Math Math 12:40 Music, Lib, PE

1:00 PE 1:15 Core recess Math Math

1:30 Math/Music 1:45 Recess Recess 2:00 break Lib/ PE/ 1 music 2:15 Math (double dose) 2:30 Lib, 1 music **Sci/Soc St Sci/Soc St Sci/Soc St Sci/Soc St

2:45

3:00

3:10

Every minute of every day



www.oregonrti.org

“RTI Room”Your entire school







4. RTI looks the same in every school/district








4. RTI is uniquely designed for each building









5. Using RTI puts you at severe risk of child find litigation









5. Using RTI puts you at severe risk of child find litigation

5. RTI provides a proactive and legally robust way to identify students as SLD



www.oregonrti.org

RTI for SLD is legally, procedurally, and ethically the right thing to do• IDEA 2004: All states MUST permit the use of

RTI• Primary features of RTI required for ALL SLD

evaluations regardless of method• Federal Register and OARS explicit that

cognitive evaluation is NOT REQUIRED• Few challenges to RTI have reached the courts

and the majority of decisions have been deferential to districts



www.oregonrti.org

Myth: RTI will lead to legal trouble, especially with Child Find

LORE: The response to intervention (RTI) approach for identifying students with specific learning disabilities will generate a spate of losing litigation concerning child find under the IDEA.

(Betesh, Brown, Thompson, & Zirkel, 2012)



www.oregonrti.org

Despite “dire predictions” few child find issues with RTI itself

LAW: …thus far no published court decision has specifically concerned RTI and child find, and the few pertinent hearing officer decisions have been deferential to school districts (e.g., Cobb County School District, 2012; Joshua Independent School District, 2010).

(Betesh, Brown, Thompson, & Zirkel, 2012)

IDEA Complaints in Oregon (2012-2013)



www.oregonrti.org

Benefits and Outcomes

OrRTI vs. Non OrRTI District Comparison

05-06 06-07 07-08 08-09 09-10 10-11 11-1260%

65%

70%

75%

80%

85%

90%

OrRTI School Districts Non-OrRTI School Districts

School Year

% o

f Stu

dent

s (Gr

ades

3, 4

, and

5)

Mee

ting

or E

xcee

ding

(O

AKS

Read

ing)



www.oregonrti.org

5 year change in % of students (K-5) at or above benchmark by school

-50

-40

-30

-20

-10

0

10

20

30

40

50

Schools

% C

hang

e

47 schools, 81%

11 schools



www.oregonrti.org

-30

-20

-10

0

10

20

30

Schools

% C

hang

e5 year change in % of students (K-5) well

below benchmark/intensive by school

41 schools, 71%

17 schools



www.oregonrti.org

Districts Implementing RTI

Effectively



www.oregonrti.org

The Importance of Effective Core

Instruction (Cadre 1)



www.oregonrti.org

Cadre 1: Core Implementation

05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

50.6

K-5 DIBELS Growth*

Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark

+1.7%

*K – NWF; 1st-5th – grade ORF

School has 90-minute (or less) reading block* (interventions occur WITHIN the core)*60 minute block for ½ day kindergarten



www.oregonrti.org


05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

55.5

50.6

K-5 DIBELS Growth*

Core 2

Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark

+8.3%


School has 90-minute reading block* (interventions occur OUTSIDE of the core)

+1.7%



www.oregonrti.org


05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

61.8

55.5

50.6

K-5 DIBELS Growth*

Core 3Core 2Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark +16.5%


School has a 90-minute reading block* (interventions occur OUTSIDE of the core)

ANDCommon, agreed-upon grade-level instructional strategies.

+8.3%+1.7%



www.oregonrti.org

What Matters Most is…

…what teachers do



www.oregonrti.org

Tigard-Tualatin School District

% of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average)

School Year

05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

School Year



www.oregonrti.org

05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

Baker School DistrictCadre 3


School Year

= Year 1 in OrRTI



www.oregonrti.org

05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

Central Curry School DistrictCadre 4


School Year

= Year 1 in OrRTI



www.oregonrti.org

05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

Bend-LaPine School DistrictCadre 5


School Year

= Year 1 in OrRTI



www.oregonrti.org

05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

Bandon School DistrictCadre 6


School Year

= Year 1 in OrRTI



www.oregonrti.org

05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

Sisters School DistrictCadre 6


School Year

= Year 1 in OrRTI



www.oregonrti.org

Impact on SPED: Research Support

“Use of RTI has resulted in lower rates of SLD (Burns, Appleton, & Stehouwer, 2005) improved proportionality or indicators of equity, earlier delivery of special education services, and increased student achievement (Marston, Muyskens, Lau, & Canter, 2003)”

A. M. VanDerheyden & M. K. Burns (2010)



www.oregonrti.org

Identification Rates: OrRTI

Avg. % of Students Identified SLD

24 out of 29 districts moved in the direction of the mean

State Average: 2011 3.1

OrRTI Cadres 1-6 Prior to Entering 4.7OrRTI Cadres 1-6 in 2011 (at least 1 year after entering) 3.5

Reduction 26%



www.oregonrti.org

Implementation Considerations



www.oregonrti.org

Lessons Learned… In the beginning, OrRTI focused on the

WHAT


CoreScreening




www.oregonrti.org

NOW…

We focus much more on the

HOW

Data-Based

Decision Making

with Decision

Rules


Standards of

Practice

CultureLeadership


Making


Support




www.oregonrti.org



www.oregonrti.org

In the Beginning…

It was all about interventions



www.oregonrti.org

It’s all about the Core, and strong, articulated instruction across all Tiers

Today…

Documents

Oregon RtI Project Materials