RTI for Elementary A Multi -Tiered System of Support for All

Levels

1DRAFTDRAFT

Education is not filling a bucket, but lighting a fire."

-- William Yeats

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Housekeeping• Sign In Sheets at each table & On Line• Materials• Wi Fi Access• Timelines• Breaks• Lunch• Restroom Location• Turn cell phones to manner mode• Other?

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Attention SignalWhen Your Attention is Needed….

●“May I have your attention please.”

●Silent raised hand● “CLASS – YES”

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Conversational Guidelines for Today

•Conversation: Lots! Side conversations okay, please be respectful when teams are sharing.

•Help: Ask anytime for clarification or explaination

• Activity: Discussion & reflection• Movement: Anytime. Watch for easy exits.• Participation: Give us the straight scoop,

speak, your mind; BUT…keep an open mind & engage in learning focus dialogue.

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SNAPE !S itN odA ct InterestedP articipateE valuate

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RTI All Team AgendaBeginning of Day 1

1. Welcome & Details of today’s training2. Introduction of Teams and Facilitators3. Outcomes4. Why RTI?5. What is the OPI RTI Project?6. The role & expectations for Leadership

Teams Teams will then divide.

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• Introduction of Consultants and Facilitators

• Introduction of School Leadership Teams

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2012-2013 Outcomes for RTI Project School Training

Participants will be able to:

• Paraphrase a definition of RTI as

a multi tiered system of support.

• State the purpose, roles/functions of a Leadership Team and how it will be used to support systemic change.

• Identify and describe the essential components in the Montana RTI process.

• Understand the requirements for each level of implementation

Teams will be able to:

• Identify how the building’s current practice compare to Montana’s RTI project framework requirements

• Collaboratively work toward developing/ completing the full implementation of all RTI components.

• Support a school wide culture that sustains a multi tiered system of support for all students

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One Perspective on HistoryOur education system has grown up

through a process of “Disjointed Incrementalism”

(Reynolds, 1988)

The currentEducationSystem’sProgrammaticEvolution

K-12 Education

GiftedTitle 1

SPED

ELL

At Risk

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Historically…

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

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Effects of that system•Conflicting funding streams

•Lack of coordination across programs

•Inconsistent rules about program availability for students

•Extreme complexity in administration and implementation of the programs 12

The process of the past has not been effective…

Education’s Catalyst for change…– Increased diversity in student population– Global economic competitiveness– Educational performance = economic well-being in

adulthoodEducation policy driven by both economic and political forces that led to change

– REI (1986)– ESEA (reauth 1994)– NCLB (2002) and AYP– IDEA (reauth 1997, 2004) and FAPE– State statutes and regulations

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Why Do We Want to Change?• Changing Context

– “Nation At Risk” (1983)• “more and more young people emerge from high school

ready neither for college nor for work.”– NCLB – “Demographics are not Destiny” – close the

gap!• Challenges

– Population increases “Baby Boom Echo”– Population Mobility = instability in schools– Students from more challenging contexts: increased poverty, increased violence, decreased early socialization– Increased cultural diversity

Ysseldyke et al., (1997) School Psychology: A Blueprint for the Future. NASP14

Is RTI here to stay…Embed RTI language into NCLB

reauthorization. “Embed RTI language into NCLB,

which could include changing Adequate Yearly Progress (AYP) to a growth model or incorporating growth models in the calculation of AYP; embedding RTI into school improvement plans; and including a focus on disproportionality and high quality instruction.”

(Policy recommendation from NASDE April 2007) NCLB & ESEA Scheduled reauthorization 2013-2014

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National Perspective

• 71% of districts are in some stage of implementing RTI – up from 60% in 2008 and 44% in 2007• RTI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008• Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education• Districts reported the three primary obstacles to implementing RTI as: Insufficient teacher training, Lack of intervention resources, Lack of data, knowledge, skills for tracking/charting

2010 www.spectrumk12.com

Systems Change and RtI Implementation

• Common language, common understanding– Needed to develop CONSENSUS

• Planned and pursued in a systemic manner over time– Change is a 4-6 year process

• One size does NOT fit all• Professional Development is critical• Outcome evaluation is NON-NEGOTIABLE• Strong Leadership

– Leadership is not a role or title, but a skill set

LEARN Act and MTSS/RTI • LEARN Act is the literacy foundation of ESEA (2010-

2011)

• RTI Language in the LEARN Act is called “Multi-Tier System of Supports

• Multi-Tier System of Supports - MTSSThe term ‘‘multi-tier system of supports’’ means;

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. 

A Blueprint for Reform-2010• "Instead of labeling failures, we will reward success.

Instead of a single snapshot, we will recognize progress and growth. And instead of investing in the status quo, we must reform our schools to accelerate student achievement, close achievement gaps..." (Forward)

• ”…districts will have fewer restrictions on blending funds from different categories with less red tape." (Page 6)

• ”A commitment to...Meeting the needs of students with disabilities throughout ESEA and through the Individuals with Disabilities Education Act." )Page 19)

We Need

One system that supports all learners

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THE BIG PICTUREKeep in sight of the Vision…

• 90-95% of students at “proficient or advanced” levels in academic, social and emotional skills.

• This level of skill supports “active” learning.• A “unified” system of educational services

is available for all students• Educator support and training to develop,

maintain and enhance effective educational procedures.

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Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

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

Core Instructional Program•All students•Preventive, proactive

Universal Prevention•All settings, all students•Preventive, proactive

RTI’s Most Common Representation for a System that Supports Academic and Behavioral

SuccessAny

CurriculumArea

Students

Support and training for staff at all levels 22

The desired outcome…A Multi Tiered System of

Supports -Academic and Behavioral-

GeneralEducation Title & ,

Gifted Ed.

Special Education

&Gifted Ed.

IIIIIIII

=

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Support and training for all staff all along the continuum

At your table choose the shape that best exemplifies the model of support provided for students at your school

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A continuum

General Ed

Title

Sp EdHave each team member draw the shape they think represents your schools model put your ideas in the middle of the table and discuss what everyone thinks and why …pro’s & con’s

As a state…Montana’s OPI RTI Project

• Past• Present• Future

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Past

• In 2005 a pilot project… Dr. Margret Bebe Frankenburger and the Office of Public Instruction working with 4 elementary

schools of varied sizes 3 year project.

• In fall 2008 the OPI project…44 K-8 schools applied and participated working in all 5 regions with consultants

• In fall of 2010 the OPI project 140 K-12 schools applied and participated in all 5 region, with consultants & facilitators, trainings began regionally, 8+ days of training were provided in each region

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OPI RTI Project 2011172 K-12 schools have applied to and will be participating in in the project. 56 days of RTI training statewide to take place in all five PD regions in the state. The state coordinator, and 40+ consultants and facilitators will participate in all trainings and conduct over 300 days of on site visitations to support schools across the state for the next school year

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2012-2013159 K-12 schools have applied to and will be

participating in in the project. 36+ days of RTI training statewide to take place in

all five PD regions in the state. The state coordinator, and 30+ consultants and

facilitators will participate in all trainings and conduct over 300 days of on site visitations to support schools across the state for the next school year

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Future of the OPI RTI Project

• RTI Project for the next 2 years• Project REAL

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Montana’s Definition of Response to Intervention

Instructional approach that enables schools to provide support for all students in general education.

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Montana RTI Guiding Principles• Strong leadership at the state, district, and school level

– is essential to improving teaching and learning.• Effective and successful schools:

– use a team approach to make data-based decisions to increase student achievement.

• Effective and successful schools:– utilize data from universal screenings and ongoing assessments to

make informed decisions about student needs.– provide on-going training and support for staff– believe all students should be taught skills necessary for success:

academic, social, behavioral, and emotional.Effective and successful schools:

• provide support for students based on their skill level(s).• collaborate to ensure all students are successful.• work with the community to meet the diverse needs of students

and honor the traditions and contributions of both family and community.

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In Montana…

It is the philosophy of the Montana Office of Public Instruction (OPI) that an RTI structure

within a school should be developed according to

local autonomous decisions based upon local

culture, resources, and needs… http://www.opi.mt.gov/pub/RTI/Framework/RTIFrameworkGUIDE.pdf

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MT Project Training ObjectivesSession I

• Motivate & Validate

• Understand the expectations for leadership teams to build capacity for RTI at your school

• Develop / increase knowledge of the essential components for RTI implementation.

• Deepen your knowledge of; Teaming Ongoing Assessment Core Curriculum & Instruction Data Driven Decisions using problem solving

• Develop the plan for your team’s on site action!33

What does it take to make RTI work…

A Leadership Team

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