Oregon RtI Project Materials

1. Oregon RtI Project Materials (Selected Material & Concepts) For Complete Information Source OrRTIProject

2. Harmonic Convergence and Golden Opportunity RTI/MTSS

3. BIG IDEAS • Overview of RTI and OrRTI • Essential features • Myths and facts • Benefits and outcomes • Implementation considerations

4. Essential Features

5. RTI Essential Components Data-Based Decision Making with Decision Rules Training Coaching Fidelity Standards of Practice SLD Decision Making Progress Monitoring Interventions Screening Core Professional Learning & Support Leadership Teaming/Data-Based Decision Making Culture

6. RTI Essential Components Data-Based Decision Making with Decision Rules Training Coaching Fidelity Standards of Practice SLD Decision Making Progress Monitoring Interventions Screening Core Professional Learning & Support Leadership Teaming/Data-Based Decision Making Culture

7. RTI Essential Components Data-Based Decision Making with Decision Rules Training Coaching Fidelity Standards of Practice SLD Decision Making Progress Monitoring Interventions Screening Core Professional Learning & Support Leadership Teaming/Data-Based Decision Making Culture

8. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

9. Myths& Facts

15. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

16. Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions I all along the continuum! =

19. It’s about core instruction

20. “RTI kids” ALL your students

21. “RTI kids” ALL your students

22. “RTI Time” Every minute of every day

23. “RTI Room” Your entire school

28. 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

29. 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)

30. 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)

31. IDEA Complaints in Oregon (2012-2013)

32. Benefits and Outcomes

33. OrRTI vs. Non OrRTI District Comparison

34. 5 year change in % of students (K-5) at or above benchmark by school 11 schools 47 schools, 81%

35. 5 year change in % of students (K-5) well below benchmark/intensive by school 41 schools, 71% 17 schools

36. Districts Implementing RTI Effectively

37. The Importance of Effective Core Instruction (Cadre 1)

38. Cadre 1: Core Implementation School has 90-minute (or less) reading block* (interventions occur WITHIN the core) *60 minute block for ½ day kindergarten +1.7% *K – NWF; 1st-5th – grade ORF

39. Cadre 1: Core Implementation School has 90-minute reading block* (interventions occur OUTSIDE of the core) +8.3% +1.7% *K – NWF; 1st-5th – grade ORF

40. Cadre 1: Core Implementation School has a 90-minute reading block* (interventions occur OUTSIDE of the core) AND Common, agreed-upon grade-level instructional strategies. +16.5% +8.3% +1.7% *K – NWF; 1st-5th – grade ORF

41. What Matters Most is… …what teachers do

42. Tigard-Tualatin School District % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year School Year

43. Baker School DistrictCadre 3 % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year = Year 1 in OrRTI

44. Central Curry School DistrictCadre 4 % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year = Year 1 in OrRTI

45. Bend-LaPine School DistrictCadre 5 % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year = Year 1 in OrRTI

46. Bandon School DistrictCadre 6 % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year = Year 1 in OrRTI

47. Sisters School DistrictCadre 6 % of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average) School Year = Year 1 in OrRTI

48. 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)

49. Identification Rates: OrRTI Avg. % of Students Identified SLD 24 out of 29 districts moved in the direction of the mean

50. Implementation Considerations