Introduction to RTI and the OrRTI Project

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Oregon Response to Intervention

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Introduction to RTI and the OrRTI Project

David Putnam, Jr., Ph.D.OrRTI Spring Conference

Bend, OregonMay 21, 2014

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Harmonic Convergence and Golden Opportunity

EBP

DBDM

Law, Policy, Economics

Neuroscience

Implementation Science

Skilled EducatorsRTI/

MTSS

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But we are Failing Far Too Many Students

• NAEP• OAKS• DIBELS, EasyCBM, AIMSweb• College & Career Readiness• CCSS

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BIG IDEAS

• Overview of RTI and OrRTI • Essential features • Myths and facts• Benefits and outcomes• Implementation

considerations

Oregon RTI Project Growth

Tigard-TualatinPendleton

Ontario

Sheridan

Roseburg

Cadre 1: 2005-2006

# of Districts: 4 0% 20% 40% 60% 80%100%

4.7%% of Oregon

Student Population

Canby

Hood River

BethelCrow-Applegate-Lorane

Lowell

North Clackamas Ion

e

Pilot Rock

Nyssa

Cadre 2: 2006-2007

# of Districts: 13 0% 20% 40% 60% 80%100%

10.8%% of Oregon

Student Population

Baker

Astoria

Nestucca Valley Sci

o

Grants Pass

Sherwood

Cadre 3: 2007-2008

# of Districts: 18 0% 20% 40% 60% 80%100%

13.8%% of Oregon

Student Population

Fern Ridge

Hermiston

Central Curry

Seaside

Cadre 4: 2008-2009

# of Districts: 22 0% 20% 40% 60% 80%100%

15.5%% of Oregon

Student Population

Bend-LaPine

Cascade

Crook County

Springfield

North Bend

Knappa

Cadre 5: 2009-2010

# of Districts: 28 0% 20% 40% 60% 80%100%

21.5%% of Oregon

Student Population

Lebanon Siste

rsSweet Home

Estacada

Bandon Glenda

leCentral Point

Cadre 6: 2010-2011

Parkrose* Gresham-

Barlow*

# of Districts: 37 0% 20% 40% 60% 80%100%

27.6%% of Oregon

Student Population

Cadre 7: 2011-2012

Junction City

David Douglas

Klamath County Lake

County

Paisley

North Lake

St. Helens

Yoncalla

Cadre 7: 2011-2012

# of Districts: 45 0% 20% 40% 60% 80%100%

31.9%% of Oregon

Student Population

Cadre 8: 2012-2013

Mitchell

Forest Grove

John Day

Reedsport

Butte Falls

Morrow

North PowderNorth

Marion

Cadre 8: 2012-2013

McKenzie*

# of Districts: 55

Clatskanie*

0% 20% 40% 60% 80%100%

34.1%% of Oregon

Student Population

Cadre 9: 2013-2014 Raine

r

Sutherlin

Mapleton

Coquille

Port Orford

Brookings-Harbour

Harney County

Gladstone

# of Districts: 63 0% 20% 40% 60% 80%100%

35.6%% of Oregon

Student Population**Projected

Cadre 9.2: 2013-2014

# of Districts: 73 0% 20% 40% 60% 80%100%

38.9%% of Oregon

Student Population**Projected

Clatskanie

Adel

Creswell

Jewell

Klamath Falls City

Milton-Freewater

Plush

Eagle Point

Three Rivers

North Wasco

TTSD

Roseburg

BEND Ontario

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Essential Features

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress MonitoringWeekly-Monthly

Universal Screening3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

Schoolwide Screening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?

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Myths & Facts

Myth Fact

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students and assess SLD

In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

Full Continuum of Support

GeneralEducation

Title Reading & Reading Support,

Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support

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It’s about core instruction

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“RTI kids”

ALL your students

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“RTI kids”

ALL your students

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“RTI Time”KINDER FIRST SECOND THIRD FOURTH FIFTH

9:009:15 Core Core Writing/ Writing/ Sm group Sm group

9:30 ERI -W   Music (1) Music (1)    

9:45     Sm group Sm group Core Core

10:00 ERI - H recess        

10:15   Sm group recess recess    

10:30 recess   Core Core    

10:45 Math Core     recess recess11:00         Math Skill Math Skill

11:15         groups groups

11:30   LUNCH/ 11:35 LUNCH 11:40 LUNCH Writing/ Writing/

11:45   RECESS RECESS RECESS Music (1) Music (1)

12:00 Writing     12:00 LUNCH/ 12:05lUNCH/

12:15   Math Skill Math Skill RECESS RECESS

12:30   groups groups    12:45 ERI - W DD Math Math 12:40 Music, Lib, PE

1:00   PE        1:15 Core recess     Math Math

1:30   Math/Music        1:45     Recess Recess    2:00 break   Lib/ PE/ 1 music    2:15 Math   (double dose)      2:30   Lib, 1 music **Sci/Soc St Sci/Soc St Sci/Soc St Sci/Soc St

2:45            

3:00            

3:10            

Every minute of every day

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“RTI Room”Your entire school

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support

4. RTI looks the same in every school/district

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support

4. RTI looks the same in every school/district

4. RTI is uniquely designed for each building

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support

4. RTI looks the same in every school/district

4. RTI is uniquely designed for each building

5. Using RTI puts you at severe risk of child find litigation

Myth Fact1. RTI is the new fad that will go away (i.e. “this too shall pass”)

1. RTI is systematic method for delivering instruction, based on decades of research & effective large-scale implementation examples

2. Purpose of RTI is SPED identification

2. RTI is a systematic way to support the needs of ALL students

3. RTI is just about interventions

3. RTI is about improving the instructional practices of ALL teachers at ALL levels of support

4. RTI looks the same in every school/district

4. RTI is uniquely designed for each building

5. Using RTI puts you at severe risk of child find litigation

5. RTI provides a proactive and legally robust way to identify students as SLD

Oregon Response to Intervention

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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

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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)

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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)

IDEA Complaints in Oregon (2012-2013)

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Benefits and Outcomes

OrRTI vs. Non OrRTI District Comparison

05-06 06-07 07-08 08-09 09-10 10-11 11-1260%

65%

70%

75%

80%

85%

90%

OrRTI School Districts Non-OrRTI School Districts

School Year

% o

f Stu

dent

s (Gr

ades

3, 4

, and

5)

Mee

ting

or E

xcee

ding

(O

AKS

Read

ing)

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5 year change in % of students (K-5) at or above benchmark by school

-50

-40

-30

-20

-10

0

10

20

30

40

50

Schools

% C

hang

e

47 schools, 81%

11 schools

Oregon Response to Intervention

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-30

-20

-10

0

10

20

30

Schools

% C

hang

e5 year change in % of students (K-5) well

below benchmark/intensive by school

41 schools, 71%

17 schools

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Districts Implementing RTI

Effectively

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The Importance of Effective Core

Instruction (Cadre 1)

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Cadre 1: Core Implementation

05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

50.6

K-5 DIBELS Growth*

Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark

+1.7%

*K – NWF; 1st-5th – grade ORF

School has 90-minute (or less) reading block* (interventions occur WITHIN the core)*60 minute block for ½ day kindergarten

Oregon Response to Intervention

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Cadre 1: Core Implementation

05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

55.5

50.6

K-5 DIBELS Growth*

Core 2

Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark

+8.3%

*K – NWF; 1st-5th – grade ORF

School has 90-minute reading block* (interventions occur OUTSIDE of the core)

+1.7%

Oregon Response to Intervention

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Cadre 1: Core Implementation

05-06 06-07 07-08 08-09 09-10 10-1130

35

40

45

50

55

60

65

70

75

80

61.8

55.5

50.6

K-5 DIBELS Growth*

Core 3Core 2Core 1

School Year

Perc

ent a

t or a

bove

Ben

chm

ark +16.5%

*K – NWF; 1st-5th – grade ORF

School has a 90-minute reading block* (interventions occur OUTSIDE of the core)

ANDCommon, agreed-upon grade-level instructional strategies.

+8.3%+1.7%

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What Matters Most is…

…what teachers do

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Tigard-Tualatin School District

% of 3rd, 4th, & 5th Graders who Met or Exceeded on OAKS Reading (difference from Oregon State average)

School Year

05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

School Year

Oregon Response to Intervention

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05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

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

Oregon Response to Intervention

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05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

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

Oregon Response to Intervention

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05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

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

Oregon Response to Intervention

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05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

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

Oregon Response to Intervention

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05-06 06-07 07-08 08-09 09-10 10-11 11-12

-15.0%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

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

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Student Achievement

How are you doing?

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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)

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Identification Rates: OrRTI

Avg. % of Students Identified SLD

24 out of 29 districts moved in the direction of the mean

State Average: 2011 3.1

OrRTI Cadres 1-6 Prior to Entering 4.7OrRTI Cadres 1-6 in 2011 (at least 1 year after entering) 3.5

Reduction 26%

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Implementation Considerations

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Lessons Learned… In the beginning, OrRTI focused on the

WHAT

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

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NOW…

We focus much more on the

HOW

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

Oregon Response to Intervention

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Oregon Response to Intervention

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In the Beginning…

It was all about interventions

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It’s all about the Core, and strong, articulated instruction across all Tiers

Today…

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In the Beginning…We Thought Rome was Built in a Day

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Now we know it takes at least 3 years!

Year 1 Year 2 Year 3 Year 4 Year 5TIER

1ExploreInstall

Implement

TIER 2/3

ExploreInstall

Implement

SPED

ExploreInstall

Implement

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How do we support the WHAT

and the HOW?• Conference style trainings with a

twist• On-site coaching, consultation, and

co-training• Lab School visits• Remote Consultation• Web-based resources

– www.oregonrti.org

1 Goal: Help districts build internal capacity to

Train Sustain

Innovate

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Thank You!

• David Putnam, Director, OrRTI– dputnam@ttsd.k12.or.us