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

1. RTI for Elementary A Multi -Tiered System of Support for All Levels DRAFT

2. Education is not filling a bucket, but lighting a fire." -- William Yeats

3. 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?

4. Attention SignalWhen Your Attention is Needed…. “May I have your attention please.” Silent raised hand “CLASS – YES”

5. 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.

6. SNAPE ! S it N od A ct Interested P articipate E valuate

7. RTI All Team AgendaBeginning of Day 1 • Welcome & Details of today’s training • Introduction of Teams and Facilitators 3. Outcomes 4. Why RTI? 5. What is the OPI RTI Project? 6. The role & expectations for Leadership Teams Teams will then divide.

8. Introduction of Consultants and Facilitators • Introduction of School Leadership Teams

9. 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

10. One Perspective on History Our education system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988) Title 1 Gifted The current Education System’s Programmatic Evolution K-12 Education SPED At Risk ELL

11. Historically… Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

12. 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

13. 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 adulthood Education 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

14. 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. NASP

15. 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

16. 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

17. 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

18. 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.

19. 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)

20. We Need One system that supports all learners

21. 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.

22. RTI’s Most Common Representation for a System that Supports Academic and Behavioral Success Academic Systems Behavioral Systems • 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 Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Support and training for staff at all levels

23. The desired outcome…A Multi Tiered System of Supports -Academic and Behavioral- Support and training for all staff all along the continuum General Education Special Education & Gifted Ed. Title & , Gifted Ed. I I I I I I I I Interventions =

24. At your table choose the shape that best exemplifies the model of support provided for students at your school A continuum General Ed Title Sp Ed Have 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

25. As a state…Montana’s OPI RTI Project • Past • Present • Future

26. 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

27. OPI RTI Project 2011 172 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

28. 2012-2013 159 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

29. Future of the OPI RTI Project • RTI Project for the next 2 years • Project REAL

30. Montana’s Definition of Response to Intervention Instructional approach that enables schools to provide support for allstudents in general education.

31. 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.

32. 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

33. 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!

34. What does it take to make RTI work… A Leadership Team