Foundations and Critical Features of Successful RTI ImplementationErin Lolich OrRTI projectDean Richards OrRTI projectTigard-Tualatin School District

Objectives

bullOverview of MTI and RTI systems requirements

bullPoint out key differences between the traditional model and the RTI model

bullShare TTSD outcome data

Discouraging data

Here in Oregon outcomes for students with disabilities leave something to be desired

3rd GRADE READING Percent of Students Meeting Standards1997 through 2006

85 Native American82 African American

75 Hispanic

90 White amp AsianPacIslander

87 All Students88 Multi-racial

60 Special Education

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005

In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

10th GRADE READING Percent of Students Meeting the Standards1997 through 2006

Native American42

AsianPacif ic Islander58

African American32

Hispanic27

White60

Multi-racial52All Students55

Special Education15

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Objectives

bullOverview of MTI and RTI systems requirements

bullPoint out key differences between the traditional model and the RTI model

bullShare TTSD outcome data

Discouraging data

Here in Oregon outcomes for students with disabilities leave something to be desired

3rd GRADE READING Percent of Students Meeting Standards1997 through 2006

85 Native American82 African American

75 Hispanic

90 White amp AsianPacIslander

87 All Students88 Multi-racial

60 Special Education

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005

In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

10th GRADE READING Percent of Students Meeting the Standards1997 through 2006

Native American42

AsianPacif ic Islander58

African American32

Hispanic27

White60

Multi-racial52All Students55

Special Education15

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Discouraging data

Here in Oregon outcomes for students with disabilities leave something to be desired

3rd GRADE READING Percent of Students Meeting Standards1997 through 2006

85 Native American82 African American

75 Hispanic

90 White amp AsianPacIslander

87 All Students88 Multi-racial

60 Special Education

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005

In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

10th GRADE READING Percent of Students Meeting the Standards1997 through 2006

Native American42

AsianPacif ic Islander58

African American32

Hispanic27

White60

Multi-racial52All Students55

Special Education15

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

3rd GRADE READING Percent of Students Meeting Standards1997 through 2006

85 Native American82 African American

75 Hispanic

90 White amp AsianPacIslander

87 All Students88 Multi-racial

60 Special Education

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Special Education and Asian categories which stayed the same Hispanic students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005

In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

10th GRADE READING Percent of Students Meeting the Standards1997 through 2006

Native American42

AsianPacif ic Islander58

African American32

Hispanic27

White60

Multi-racial52All Students55

Special Education15

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

10th GRADE READING Percent of Students Meeting the Standards1997 through 2006

Native American42

AsianPacif ic Islander58

African American32

Hispanic27

White60

Multi-racial52All Students55

Special Education15

0

10

20

30

40

50

60

70

80

90

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

From 2005 to 2006 the percent of students meeting the reading standards increased for all categories except Multi-Racial Native American students posted the biggest increase

Pe

rce

nt

of

Stu

de

nts

Me

eti

ng

Sta

nd

ard

s

1996 through 2001 percents include only students tested under standard conditions at or above grade level2002 through 2004 percents include ALL students tested2005 and 2006 results differ from the 2004 results in the follow ing w ays

Test scores are aggregated to the school district and state level based on the student resident district as of May 2 2005 In 2004 test scores w ere aggregated based on the resident district at the time the test w as taken

Regardless of w here the student took the test the highest score available is reported

As per NCLB beginning LEP students w ere not included in the results In 2004 beginning LEP students w ere included in the results

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Response To InterventionIShellip IS NOT

bull hellip a systembull hellip part of an evaluation to

determine if a child is eligible as a student with a learning disability

bull hellip systematic instruction based on scientific research

bull hellip teamingbull hellip data based decision

makingbull hellip a fusion of MTI and RTI

for LD identification

bull hellip a programbull hellip enough alone to

determine if a student has a learning disability

bull hellip just doing interventionsbull hellip shutting the door and

working alonebull hellip general educationTitle

I Special Education working alone

bull hellipmulti-tiered instruction (MTI) alone

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

1-5 1-5

5-10 5-10

80 80

Academic Systems Behavioral Systems

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullHigh Intensity

Intensive Individual InterventionsbullIndividual StudentsbullAssessment-basedbullIntense durable procedures

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Targeted Group InterventionsbullSome students (at-risk)bullHigh efficiencybullRapid response

Universal InterventionsbullAll studentsbullPreventive proactive

Universal InterventionsbullAll settings all studentsbullPreventive proactive

TTSD Multi-Tiered Instruction Academic and Behavioral Support for All Students

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

A tale of 2 systems

bull Who identifies struggling students

bull Who develops interventions

bull Who implements interventions

bull Does the system find the child or does the child find the system

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Daisy participates in the general curriculum

Daisyrsquos teacher does Hisher best to differentiate

instruction and keeps anecdotal dataDaisy isnrsquot

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacherrsquos effort is deemed sufficient

Daisydoesnrsquot

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isnrsquot

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual

intervention

Resumesgeneralprogram

Daisydoesnrsquot

improve

Daisydoesnrsquot

improve

Special Education referral is initiated

Daisy may recycle

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

within MTI

The core curriculum is based on research and the NCLB 5 Big Ideas of

reading

Interventions are standardized and

decision rules drive changes

Daisyrsquos lack of ldquoresponse to interventionsrdquo is

carefully analyzed and documented as a marker

of an LD

Individualized interventions are based on problem solving and

decision rules drive changes

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Some comments that donrsquot resonatehellip

bullldquoWe are piloting RTI in one schoolrdquo

bullldquoEach of our schools is developing its own RTI systemrdquo

bullldquoOur teachers do interventions on their ownrdquo

bullldquoWersquore doing RTI but we use a discrepancy for LDrdquo

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Leadership at all levelsTeamingUse of a research based core reading curriculumUniversal screening Implementation of research based interventionsProgress monitoringPolicy and procedure development

(standardization)Professional development including fidelity of

implementation

System RequirementshellipBlueprints of RTI

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

1 Leadership

District Level

School Level

Classroom Level

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Membership must includehellip

PrincipalGrade level teamLiteracy SpecialistsTitle I TeachersSchool Counselor

2 TeamingCollaboration is the key

Membership might also includehellip

School PsychologistSpecial Education

TeacherEL teacherInstructional

Assistants

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Conversations abouthellipInstruction

Are we meeting the needs of ALL of our students

What are we doing for those 20 who struggleData

What does our screening assessment tell usDo our interventions work

Eligibility for Special EducationWhy hasnrsquot the student responded to our

instruction

2 Teaming

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

3 Research-Based Core Program

RTI is predicated on effective research-based programs that

include the BIG 5 components of reading

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

bullAligned program K-12

bullTeaches specific skills common vocabulary and strategies

bullEase of transfer for students

bullCommon curriculum drives teaming

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Assessment and RTIUniversal screening must occur for ALL students

at least three times per year (fall winter spring)Procedures must identify which students are

proficient (80) and which are deficient (20)Procedures will lead to data for decision making

aboutHow to create instructional change for

ALLWhich students need additional

intervention

4 Universal Screening

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

5 Interventions Increase the intensity of instruction for

those in need Be research-based instruction

More timeSmaller groupsFocus on essential skills to fill

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

6 Progress MonitoringProgress monitor all students needing

additional intervention Helps to determine if the intervention

is successfulFrequency is determined by district

decision rulesMonthlyTwice per monthWeeklyTwice per week

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work

Decision RulesFormsSpEd Procedures

bullThink of RtI as a

standardized test

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

8 Professional Development

Must happen in each of the following areas

Core curriculum and instruction InterventionsTeamingScreening and progress monitoringData-based decision makingSpecial Education

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Characteristics of RTI in TTSDbull Dependent on cross program integration

bull Uses data from universal secondary and tertiary instruction and interventions

bull Changes constantly

bull Is highly standardized at all levels

bull Is integrated with Effective Behavior Support program

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Characteristics of MTI in TTSD

bullMost developed in reading and at elementary

bullConsistent implementation of core curriculum

bullUniversal cross-class skill grouping bullSupplemental instruction provided for

lowest 20 in schoolbullScreening and grouping 3Xrsquos yearly based

on DIBELS statewide assessment behavior data and teacher concern

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Office Discipline Referrals per 100 students

Tigard Tualatin Schools ~ 1998 - 2007

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Kindergarten PSF2001 - 2008

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

1st Grade NWF2001 - 2008

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

3rd Grade ORF2001 - 2008

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Percent of 3rd Grade TTSD Students Meeting and Exceeding Oregon State Benchmarks

87

89

91

88

95

93

90

82

84

86

88

90

92

94

96

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Percent of 5th Grade Students Meeting and Exceeding Oregon State Benchmarks

77

8584

8990

88

87

70

75

80

85

90

95

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

State Benchmark

Changed (More Rigorous)

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

525543

293

384

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

OrRTI Project Overview

bull4th year of partnership between ODE and TTSDbullTTSD provides

Training amp materialsConsultationFlow-through subgrants from ODE

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

bullDistricts submit RTI readiness checklists to ODE in the spring

bullSelection committee rates checklists based on Leadership support Willingness to team Research-based core reading program amp interventions Screening amp progress monitoring capacity

bullUp to 10 districts are selected per year based on readiness and region

District Selection

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Year 1 of Implementationbull Early Fall

4-day training for district RTI leadership teams Districts submit baseline LD rates

bull Late Fall-Spring -- 2 days of site visits from TTSD District training Implementation plans developed 60 of subgrants received

bull Late Spring Implementation plans submitted to TTSD Remaining 40 of subgrants received upon approval of plan TTSD hosts sustaining training Districts implement RTI

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Sustaining Implementation (Years 2-4)bullTTSD provides smaller subgrantsbullSustaining training opportunities throughout

yearbullUp to 2 days of site visits from TTSDbullSelected TTSD RTI visit daysbullBaseline LD rates amp RTI implementation LD

rates analyzed

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Whatrsquos possible oHeather 2nd grader at Metzger

Elementaryo September 2006 17 words per minuteo May 2007 100 words per minute

ldquoThe program is wonderful She came from a school without Title I Now she works on syllables She enjoys tutoring and the staff that work with herrdquo- Heatherrsquos mom

name changed to protect student confidentiality

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Whatrsquos possible

oGabe 1st grader at Tualatin ElementaryoDecember 2006 5 words per minuteoMay 2007 24 words per minute

name changed to protect student confidentiality

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30

Contact Information

Erin Lolichelolichttsdk12orus(503) 431-4136

Dean Richardsdrichardsttsdk12orus(503) 431-4135

• Slide 30