Download - Tigard-Tualatin Spring site visit overview
October 29,2009
TIGARD-TUALATIN SPRING SITE VISIT OVERVIEW
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 TODAY Please 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
ODE2005
2005-2010
ODE Contracts
with TTSD to Train 32 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
improveDaisy
improves
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 core curriculumwith strong instruction
Screening data shows Daisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Resumesgeneralprogram
Daisydoesn’t
improveDaisy
improves
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 I All students receive Tier I
Research-based core reading curriculum with strong instruction
Strong fidelity and professional development
Universal screening of all students
TIER IReading Programs for ALL students
Elementary Treasures Screened with DIBELS
Middle and High School Priority standards Holt –Elements of Literature & Elements of
Language Common novels Screened with OAKS percentile and MAZE
TIER IIElementary
90 minutes of Treasures plus strategic intervention
Research-based intervention program Small group 20-30 min. daily Progress monitoring with DIBELS
Secondary 45 minutes of Language Arts class 45 minutes of an additional class focusing on
Reading Progress Monitoring with MAZE
TIER II ELEMENTARY INTERVENTIONS
Read NaturallySFA TutoringPhonics For
ReadingSTARSReading SuccessREWARDSSix-Minute Solution
Ladders to LiteracyPA in Young
Children Road to the CodeEarobicsDaisy CastleTriumphs
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
ERILanguage for
Learning Fast Track Phonics
Reading MasteryHorizonsLanguage for
Thinking
Reading SuccessGreat LeapsCorrective
Reading
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%) 1,509 English Language Learners (12%) 1,682 TAG (13%)
Socio-economic status Title One in 6 elementary schools (5 school
wide, 1 TAS) Free and reduced lunch percentage
Metzger 59% (School wide Title 1) Durham 38% (Targeted assessed Title 1)
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 studentsData collected: 4/09
DOES IT WORK? YES!2008-2009
Tigard-Tualatin SD 23J; Total Population; Reading & LitGrade Level
Performance Level TTSD% OR%
Grade 03 Meets or Exceeds 89.0% 82.8%
Grade 05 Meets or Exceeds 84.1% 76.3%
Grade 08 Meets or Exceeds 77.8% 69.5%
Grade 10 Meets or Exceeds 73.8% 66.1%
LIMITED ENGLISH PROFICIENCY
2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
10
20
30
40
50
60
70
50.6
58.9
45.2 42.948.9
45.850.7
39.235.7
40.7 TTSD LEPOR LEP
Reading
LIMITED ENGLISH PROFICIENCY
2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
10
20
30
40
50
60
70
52
62.9
42 40.545.6
52.855.9
40.5 4044.6
TTSD LEPOR LEP
Math
SPECIAL EDUCATION
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
0
10
20
30
40
50
60
43.448.5
40.838.4
41.738
41.838.2 38.7 40.2
TTSD SPEDOR SPED
Reading
SPECIAL EDUCATION
2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
10
20
30
40
50
60
46.9 46.9
36.4 37.1
40.241.644.6
35.138.1 38.9
TTSD LEPOR LEP
Math
TOTAL POPULATION
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
0102030405060708090
7983.1 80.8 79.4
82.4
70.575.6 73.6 73.6 76.1
TTSD TotalOR Total
Reading
TOTAL POPULATION
2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
102030405060708090
79.7 82.176.4 77.4 78.3
69.973.7
68.2 70.4 72.2
TTSD LEPOR LEP
Math
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