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RTI: Initial Steps, Preparations, Readiness
Jon PotterTammy Rasmussen
COSA/OCE Fall ConferenceSept. 30, Oct. 1, 2010
Core RTI PrinciplesCore 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 monitoringNASDSE, 2006
RTI Misconceptions: What it is and what it’s not
Is Not IsAn instructional program A 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 alone A collaborative effort
The same for every school Uniquely designed for each building
A special ed, a general ed, a Title 1, a Talented and Gifted initiative
An “Every” Education Initiative
An educational fad A systematic method for delivering instruction, based on research and effective large scale implementation examples including Minneapolis Public Schools, Heartland AEA (Iowa), Ohio, and Pennsylvania
•Reading (and Math) are not optional skills
•Days and weeks matter
•Working smart to achieve differentiation
Why does RTI matter for teachers?
Reading Is Not OptionalReading Is Not Optional
Kindergarten Fourth grade Behavior Problems Low graduation rates
Developmental lag Skill deficit
Days and Weeks MatterDays and Weeks Matter
We can’t wait for them to “bloom?”
vs.
Good reading builds reading AND cognitive skills!
Days and Weeks MatterDays and Weeks Matter
Differences Learning to ReadDifferences Learning to Read
Population %
Journey to Reading Instructional Requirements
5 Easy: children read before starting school
Need no formal decoding instruction
35 Relatively Easy Learn to read regardless of instructional approach
40 Formidable Challenge Need systematic and explicit instruction
20 One of the most difficult tasks to be mastered in school
Need intensive, systematic, direct, explicit instruction
Teaching is like running Teaching is like running a relaya relay
In The PastIn The Past
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
Heartland Educational Agency
RTI: Full Continuum of RTI: Full Continuum of SupportSupport
GeneralEducation
Title Reading & Reading Support,
Gifted Ed.
Special Education,Gifted Ed.IIIIIIII
all along the continuum!I =Heartland Educational Agency
Nuts and Bolts: System Nuts and Bolts: System RequirementsRequirements
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.
#1 Leadership
District LevelStrong administrative support to ensure commitment and resources
AND
School LevelStrong teacher support to share in the common goal of improving instruction
#2 Teaming
Collaboration is the key: Membership might include…
PrincipalClassroom TeachersSpecialistsSchool CounselorSchool Psychologist
The Team is only as strong as the least invested member
#3 Research-Based CORE Program
RTI is predicated on effective, research-based programs
that include the BIG 5 components of reading:
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Phonics
Fluency
Phonemic AwarenessComprhensionVocabulary
For all students!
Core/Tier 1 is for ALL Core/Tier 1 is for ALL StudentsStudents
Core or Tier 1
How does it help a How does it help a struggling reader to be in struggling reader to be in
core?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
#4 Universal Screening#4 Universal Screening
Universal screening for ALL students at least 3x per year
Procedures must identify which students are proficient (80%) and which are deficient (20%).
Good screening measures: Are not intended to measure everything about a
student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3)
Help you assess the overall health of your Core program
(Are 80% of your students at benchmark/proficiency?)
Why Use Fluency Measures Why Use Fluency Measures for Screening?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.
Explicit, systematic, feedback,
application
90 min reading block
structure
Professional Developmen
t
Fidelity
Using Data to Improve Using Data to Improve your Coreyour Core
#5 Interventions#5 Interventions
– Must be designed to match identified needs
– Should always be based on student data
– Almost always given in small groups (Not necessarily 1:1)
– On-going data determines need to continue, discontinue,
or change curriculum, instruction, and/or assessment
– 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
InterventionsInterventions
• 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
Which students:– All receiving
intervention – Borderline scores
or performance - as resources allow
#6 Progress #6 Progress MonitoringMonitoring
Tools Must Be:•Brief•Valid •Reliable•Repeatable•Easy to Administer
Frequency:•Every 2 weeks (minimum)•Every week (ideal)
Are the children learning? How can we tell?
#7 Decision Rules#7 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 believeWhat data do you have that makes you think/feel/believe that?
-Dr. Ed Shapiro
10
20
30
40
Dec.S cores
Feb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
60
50
Aimline
Decision Rule Example: 4 Points Below the Goal Line
Add 15 minutes to intervention
Reduce group size to 3 students
Districts must adopt common procedures for doing this work:
Decision RulesFormsSPED Procedures
Think of RTI as a
standardized test
Students should be identified similarly
from school to school
#8 Policy and Procedure #8 Policy and Procedure Development (Standardization)Development (Standardization)
# 9 Professional # 9 Professional Development and FidelityDevelopment and Fidelity
Content:– Core curriculum &
instruction – Assessment– Interventions– Teaming– Data-based decision
making– SPED procedures
Delivery:• Ongoing• Sufficient time to collaborate and plan• Incorporates fidelity checks
Anticipate and be willing to meet the newly emerging needs based on student performance
Data ALSO used to drive professional development needs
Putting it All TogetherPutting it All Together
Benefits Of an RTI SystemBenefits 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
– Heartland Educational Agency
Tigard-Tualatin School Tigard-Tualatin School District OAKS Reading District OAKS Reading
ProficiencyProficiency
Tigard-Tualatin School Tigard-Tualatin School District OAKS Math District OAKS Math
ProficiencyProficiency
A Tale of Two DistrictsA Tale of Two Districts
District 1: RTI for 4-5 years District 2: Non RTI
Small, rural school district Small, rural school district
350 elementary students(PK-5)
470 elementary students(PK-5)
Title 1 services Title 1 services
31% students on Free and Reduced Lunch
19% students on Free and Reduced Lunch
A Tale of Two DistrictsA Tale of Two DistrictsDistrict 1: RTIDistrict 1: RTI
3rd Grade ORF
A Tale of Two DistrictsA Tale of Two DistrictsDistrict 2: Non RTIDistrict 2: Non RTI
3rd Grade ORF
RTI District:RTI District:33rdrd Grade ITBS Reading Grade ITBS Reading
Comprehension Comprehension
The Process is Ongoing The Process is Ongoing and Long-Termand Long-Term
Adapted from
CONSENSUS
Vision Skills
Incentives ResourcesActionPlans
CHANGE
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Managing Complex Managing Complex ChangeChange
Managing Complex Change= Change
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+ + + +Vision Skills Incentives ResourcesAction Plan
+ + + +Skills Incentives ResourcesAction Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
Adapted from Knoster, T.
Anxiety
Resistance
False Starts
Frustration
Confusion
Managing Complex Managing Complex ChangeChange
Vision Skills
Incentives ResourcesActionPlans
CONFUSION
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Vision Skills
Incentives ResourcesActionPlans
ANXIETY
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Managing Complex Managing Complex ChangeChange
Vision Skills
Incentives ResourcesActionPlans
RESISTANCE
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Managing Complex Managing Complex ChangeChange
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
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Managing Complex Managing Complex ChangeChange
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
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Managing Complex Managing Complex ChangeChange
The Process is Ongoing and Long-Term
Questions/Comments
Jon Potter – [email protected] Rasmussen -
