Tigard-Tualatin Spring site visit overview

April 23, 2008

Targets• Define Response to Intervention

• Provide an overview of EBIS implementation

• Learn about TTSD’s history, demographics, program and outcomes

• Give a quick overview of what you will and will not see today

Expectations for todayPlease silence cell phones and refrain from using them in schools

No pictures – please respect confidentiality

Respect timeline

Go to the school to which you are assigned

Oregon RTI Project

7 pilot elementary schools implemen

t EBS

Board adopts EBS

district-wide: 5 more

schools implement1996

1997

Remaining (2) schools implement; ongoing training & leadership

1998-2000

EBIS OSEP Grant:

Reading & Special

Education initiatives incorporat

ed

2001

Secondary School

focus utilizing Title IVa

2003

TTSD Develops and

revises the RTI Technical

Assistance Manual for

ODE

2005

2005-2010

ODE Contracts

with TTSD to Train 28 School Oregon

Districts to Develop & Implement

RTI

Tigard-Tualatin’s EBIS Implementation Timeline

If you came to Tigard today to see RTI in

action you will leave disappointed.

If you came to Tigard today to see MTI you will

leave very happy!

Defining Terms:

Is a system of organizing gen. ed. curriculum and instruction to meet the needs of all students

Integrates all support programs to use resources more efficiently

Applies to all students

Can exist without using RTI

Is an evaluation procedure identified in IDEA for identifying learning disabilities

Is a special education procedure that is limited to assessment

Applies only to children suspected of having LD

Cannot be implemented without a system like MTI in place

Multi-Tiered Instruction

(MTI)

Response to Intervention (RTI)

Professional Development

Special Education

ELL

District Office

Title Programs

Curriculum Development

Response to Intervention

Multi-tiered, Research-based Core Curriculum & Interventions

Universal Screening & Progress Monitoring

StandardizedDecision Rules &

Procedures

Integrity of Implementation and

Sustainability

MTI: Support for All Learners

rti(SLD Assessment Under IDEA)

Effective Teaming &

Problem Solving

A Tale of Two Teams

Does the child find the system, or does the system find the child?

Daisy participates in the general curriculum

Daisy isn’t doing well

Teacher tries again

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Daisydoesn’t

improve

Daisyimproves

Teacher’s effort is deemed sufficient

Special Education referral is initiated by the teacher

Daisy’s teacher does his best to differentiate instruction and keeps

anecdotal data

Teacher is told to try again

The

pre referral/discrepancy

approach

Daisy is tested, usually by special education personnel, using IQ, achievement, and other tests

Daisy participates in the general curriculum

Daisy isn’t doing well Second Group

Intervention

EBIS Team designs individualized intervention

Resumesgeneralprogram

Daisydoesn’t

improve

Daisyimproves

Daisydoesn’t

improve

Daisyimproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Special Education referral is initiated

EBIS Team reviews screening data and places Daisy in group intervention

Parents Notified

How RTI Works from a Student’s Perspective

Think, Pair, Share

How do the two team processes differ?

How are teams currently organized in your district?

How would your team process look different in a multi-tiered, RTI system?

Does the child find the system,

or does the system find the child?

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

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

Universal Interventions•All students•Preventive, proactive

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

Designing School-Wide Systems for Student Success

Tier IAll students receive Tier I

Research-based core reading curriculum

Strong fidelity and professional development

Universal screening of all students

Tier IReading Programs for ALL students

ElementaryTreasuresScreened with DIBELS

Middle and High SchoolPriority standardsHolt –Elements of Literature & Elements of LanguageCommon novelsScreened with OAKS percentile and MAZE

Tier IIElementary

90 minutes of Treasures plus strategic interventionResearch-based intervention programSmall group 20-30 min. daily Progress monitoring with DIBELS

Secondary45 minutes of Language Arts class45 minutes of an additional class focusing on ReadingProgress Monitoring with MAZE

Tier II Elementary Interventions

Ladders to Literacy

PA in Young Children

Road to the Code

Earobics

Daisy Castle

Triumphs

Read Naturally

SFA Tutoring

Phonics For Reading

STARS

Reading Success

REWARDS

Six-Minute Solution

Tier II Secondary Intervention

Middle School

Soar to Success

45 minutes/day

High School

Double the time of instruction

Incorporates standard LA curriculum and research based reading strategies

Tier IIIElementary

90 minutes of Treasures plus intensive intervention

Research-based intervention program

Small group 45+ min. daily

Progress monitoring with DIBELS

Secondary

90 minutes of Language!

Progress monitoring with MAZE

Tier IIIElementary Interventions

ERI

Language for Learning

Fast Track Phonics

Reading Mastery

Horizons

Language for Thinking

Tier IIISecondary Interventions

Language!90 minutes a day

Reading Protocol

TTSD Demographics 17 Schools, 12,461 students

10 elementary, 3 middle, 2 high, 1 alternative, & 1 charter

Special Programs participation

1,264 Special Education (10%)

1,509English Language Learners (12%)

1,682 Intellectually Gifted and TAG (13%)

Socio-economic status

Title One in 6 elementary schools

Free and reduced lunch percentage

Metzger 59%, Templeton 45%, Durham 38%Data collected: 4/09

TTSD Outcomes:

Children identified as LD in 1st (4) and 2nd (20) grade

Improvement in Reading and Math scores for students with disabilities and English language learners

Achievement growth for all students

Does it work? Yes!

Limited English Proficiency

Limited English Proficiency

Special Education

Special Education

Total Population

Total Population

What you can expect for today

Core program instruction

Interventions

Conversation with principal and literacy specialist

What else could happen?

Conversation with teachers

Progress monitoring

Schedules

Some things we can’t show you, but trust us they are there and we will discuss. . . .

EBIS team meeting

Process at every TTSD school

Leadership

Professional development

Universal Screener

Every child is screened

K-5 DIBELS, 6-12 OAKS and MAZE

A closing thought before you go

RTI is, first and foremost, about good teaching: Even before students are formally classified as having “learning disabilities,” those who need more assistance receive additional interventions…So RTI is as much a prevention model as an identification model.

-Michael Hock, WestEd