RtI An every ED Initiative

1. RtIAn every EDInitiative

2. Welcome! Who Are We: Betsy MacLeod-MI Reading First Coordinator Beth A. Steenwyk-Director of State Special Education Projects

3. Moving Upstream:A Story of Prevention and Intervention

4. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dove in and pulled the child out.

5. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

6. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

7. She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

8. The River or Risk?

9. Policy Considerations and Implementation

10. What is RtI? RtI is the practice of: providing high-quality instruction intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.

11. What do we mean by RTI? Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievementand to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.

12. RtI Core Principles • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving methodology

13. RtI Core Principles (2) • Use research-based, scientifically validated interventions/instruction • Monitor student progress to inform instruction • Use data to make decisions • Use assessments for three different purposes: • screening • diagnostics • progress monitoring

14. Essential Components of RtI Implementation • Multi-tier model • Problem-solving method • An integrated data collection/assessment system

15. Essential Component 1: Multi-tier Model

16. As the magnitude of the problem increases…. The need to enhance environmental structures increases The frequency for collecting and acting upon information increases The required resources to address the problem increases Core Support Program: Provided to all, intended to reach most. Continuum of Supports

17. Cost of Behavior Problems: 1,792 referrals @15 min per = 26,880 min = 448 hrs/8= 56 days Example School A

18. What is the problem? Why is it happening? Did it work? What should be done about it? Essential Component 2: Problem-Solving Method

19. Essential Component 3:Integrated Assessment Systems • Directly assess specific skills in standards • Assess “marker variables” [demonstrated to lead to the ultimate instructional target, (e.g., reading comprehension)] • Sensitive to small amounts of growth • Brief • Repeatable • Easy to use • Direct relationship to instructional decision- making

20. Knowledge-based Education:Effectively Using Innovations Dean L. Fixsen, Karen A. Blase, Sandra F. Naoom, Frances Wallace National Implementation Research NetworkLouis de la Parte Florida Mental Health Institute OSEP 2007

21. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Download all or part of the monograph at: http://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm For More Information Implementation Research: A Synthesis of the Literature

22. Science to Service Science to Service Gap What is known is not what is adopted to help children, families, and caregivers • Implementation Gap • What is adopted is not used with fidelity and good outcomes for consumers. • What is used with fidelity is not sustained for a useful period of time. • What is used with fidelity is not used on a scale sufficient to impact social problems.

23. What Works Effective intervention practices + Effective implementation practices = Good outcomes for consumers

24. Implementation An effective intervention is one thing… Implementation of an effective intervention is a very different thing.

25. Stages of Implementation Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections

26. 2 – 4 Years Stages of Implementation Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

27. Thoughts about Effective Coaching

28. TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ...+Demonstration in Training 30% 20% 0% …+ Practice & Feedback in Training 60% 60% 5% …+ Coaching in Classroom 95% 95% 95% OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) Joyce and Showers, 2002

29. Keys to Coaching • Coach with expertise in the innovation • Coaching skills (how to: observe & describe behavior; give & take feedback; do behavior rehearsal; shape & reinforce competence) • Coaching content integrated with selection, training, and staff performance assessment content • Coaching delivery plan (coach: practitioner ratio; frequency and nature of contact with the practitioner)

30. Keys to Coaching • Multiple sources of information about each practitioner (weekly direct observation; data/ information reviews) • Coaching content related to craft knowledge & personal style (innovation – craft – person fit) • Staff development plan (frequently updated) • 360 – degree feedback

31. Purpose of a Plan for Michigan • Alignment with the Core Principles of RTI • Integrity of Implementation • Statewide implementation • Resources and technical assistance for ISD/ESAs and districts 3

32. Michigan Statewide RTI Plan History • Team attendance at the National RTI Summit in Washington DC 2007 • Team attendance at the Regional RTI Summit in Chicago last week 4

33. So, What Happened? • Agreed upon: • A vision of statewide implementation • One Ed – work together • A Focus the following goals • a shared understanding of the meaning and impact of adopting RTI • Development of an articulated RTI framework for Michigan • Develop a strategic process for implementation 5

34. So, Where are we now? • The Eds are working together • Input from Michigan RTI models • Consulting with National RTI experts • Aligning with RTI Core Principles • Utilizing Implementation Research • Utilizing resources developed by: • National RTI Center • NASDSE • Statewide RTI Review Team 6

35. Approach to Statewide Framework • Partnership between Special Education and General Education • Develop an Implementation Matrix • Based on RTI Core Principles and Implementation research • Input from the field, stakeholder groups and national experts • Revise Implementation Matrix • Resources for ISD/ESAs and Districts • Rollout of Matrix and Resources • Establish an electronic RTI resource site 7

36. So, Here We Go Michigan…. • Implementation Matrix • Guide for implementation • Tool for school improvement • ISD/ESA & District Resources • Matrix • District Blueprint-NASDSE • School Blueprint-NASDSE • Implementation Research Monograph–NIRN 12

37. Response to Intervention (RTI) So what does it look like when each RtI principle is operationalized at each stage of implementation?

38. Response to Intervention (RTI), Early Intervening Services (EIS) & Coordinated Early Intervening Services (CEIS) One word here-CAUTION! Resources: • Your Special Education Director • MDE-Office of Special Education and Early Intervention Services-John Cloft Blackberry # 490-3328.   Desk # 335-0475 • MDE-Office of School Improvement-Margaret Madigan • www.idea.ed.gov(browse major topics @ left)

39. Response to Intervention (RTI) Web Resources (cont): • www.k8accesscenter.org • www.nasdse.org • www.casecec.org • www.nichcy.org • www.rtinetwork.org • www.rti4success.org

40. Response to Intervention (RTI) • Beth Steenwyk Director of MI3-Michigan’s Integrated Improvement Initiatives (IDEA funded projects) beth.a.steenwyk@mac.com (231) 288-4001 • Jan Oord Special Projects Consultant Office of School Improvement (517) 373-6925 oordj@michigan.gov 14