Tigard-Tualatin Spring site visit overview

1. October 29,2009 Tigard-Tualatin Spring site visit overview

2. Define Response to Intervention • Provide an overview of EBIS implementation • Learn about TTSD’s history, demographics, program and outcomes • Give a quick overview of what you will and will not see today Targets

3. Please silence cell phones and refrain from using them in schools No pictures – please respect confidentiality Respect timeline Go to the school to which you are assigned Expectations for today

4. Oregon RTI Project

5. Tigard-Tualatin’s EBIS Implementation Timeline EBIS OSEP Grant: Reading & Special Education initiatives incorporated Board adopts EBS district-wide: 5 more schools implement TTSD Develops and revises the RTI Technical Assistance Manual for ODE 1998-2000 2005-2010 1996 2003 1997 2001 2005 ODE Contracts with TTSD to Train 32 School Oregon Districts to Develop & Implement RTI 7 pilot elementary schools implement EBS Remaining (2) schools implement; ongoing training & leadership Secondary School focus utilizing Title IVa

6. If you came to Tigard today to see RTI in action you will leave disappointed.

7. If you came to Tigard today to see MTI you will leave very happy!

8. Defining Terms: Response to Intervention (RTI) Multi-Tiered Instruction (MTI) • Is a system of organizing gen. ed. curriculum and instruction to meet the needs of all students • Integrates all support programs to use resources more efficiently • Applies to all students • Can exist without using RTI • Is an evaluation procedure identified in IDEA for identifying learning disabilities • Is a special education procedure that is limited to assessment • Applies only to children suspected of having LD • Cannot be implemented without a system like MTI in place

9. ELL Title Programs Response to Intervention District Office Special Education Curriculum Development Professional Development

10. Multi-tiered, Research-based Core Curriculum & Interventions Universal Screening & Progress Monitoring Integrity of Implementation and Sustainability Standardized Decision Rules & Procedures MTI: Support for All Learners rti (SLD Assessment Under IDEA) Effective Teaming & Problem Solving

11. Does the child find the system, or does the system find the child? A Tale of Two Teams

12. Daisy participates in the general curriculum Daisy’s teacher does his best to differentiate instruction and keeps anecdotal data Daisy isn’t doing well Teacher tries again Daisy doesn’t improve Daisy improves The pre referral/discrepancy approach Pre-referral team reviews what teacher has tried Resumes regular program Teacher’s effort is deemed sufficient Teacher is told to try again Special Education referral is initiated by the teacher Daisy is tested, usually by special education personnel, using IQ, achievement, and other tests

13. Daisy participates in the general core curriculum with strong instruction EBIS Team reviews screening data and places Daisy in group intervention Screening data shows Daisy isn’t doing well Second Group Intervention Daisy doesn’t improve Daisy improves How RTI Works from a Student’s Perspective EBIS Team designs individualized intervention Resumes general program Daisy improves Daisy doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated Parents Notified

14. How do the two team processes differ? • How are teams currently organized in your district? • How would your team process look different in a multi-tiered, RTI system? • Does the child find the system, or does the system find the child? Think, Pair, Share

15. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

16. All students receive Tier I • Research-based core reading curriculum with strong instruction • Strong fidelity and professional development • Universal screening of all students Tier I

17. Reading Programs for ALL students Elementary • Treasures • Screened with DIBELS Middle and High School • Priority standards • Holt –Elements of Literature & Elements of Language • Common novels • Screened with OAKS percentile and MAZE Tier I

18. Elementary • 90 minutes of Treasuresplus strategic intervention • Research-based intervention program • Small group 20-30 min. daily • Progress monitoring with DIBELS Secondary • 45 minutes of Language Arts class • 45 minutes of an additional class focusing on Reading • Progress Monitoring with MAZE Tier II

19. Tier II Elementary Interventions Read Naturally SFA Tutoring Phonics For Reading STARS Reading Success REWARDS Six-Minute Solution Ladders to Literacy PA in Young Children Road to the Code Earobics Daisy Castle Triumphs

20. Middle School • Soar to Success • 45 minutes/day • High School • Double the time of instruction • Incorporates standard LA curriculum and research based reading strategies Tier II Secondary Intervention

21. Elementary • 90 minutes of Treasures plus intensive intervention • Research-based intervention program • Small group 45+ min. daily • Progress monitoring with DIBELS Secondary • 90 minutes of Language! • Progress monitoring with MAZE Tier III

22. Tier IIIElementary Interventions ERI Language for Learning Fast Track Phonics Reading Mastery Horizons Language for Thinking Reading Success Great Leaps Corrective Reading

23. Language! • 90 minutes a day Tier IIISecondary Interventions

24. Reading Protocol

25. 17 Schools, 12,461 students • 10 elementary, 3 middle, 2 high, 1 alternative, & 1 charter • Special Programs participation • 1,264 Special Education (10%) • 1,509 English Language Learners (12%) • 1,682 TAG (13%) • Socio-economic status • Title One in 6 elementary schools (5 school wide, 1 TAS) • Free and reduced lunch percentage • Metzger 59% (School wide Title 1) • Durham 38% (Targeted assessed Title 1) TTSD Demographics Data collected: 4/09

26. Children identified as LD in 1st (4) and 2nd (20) grade Improvement in Reading and Math scores for students with disabilities and English language learners Achievement growth for all students TTSD Outcomes: Data collected: 4/09

27. Does it work? Yes!

28. Limited English Proficiency Reading

29. Limited English Proficiency Math

30. Special Education Reading

31. Special Education Math

32. Total Population Reading

33. Total Population Math

34. Core program instruction • Interventions • Conversation with principal and literacy specialist What you can expect for today

35. Conversation with teachers Progress monitoring Schedules What else could happen?

36. EBIS team meeting • Process at every TTSD school • Leadership • Professional development • Universal Screener • Every child is screened • K-5 DIBELS, 6-12 OAKS and MAZE Some things we can’t show you, but trust us they are there and we will discuss. . . .

37. RTI is, first and foremost, about good teaching: Even before students are formally classified as having “learning disabilities,” those who need more assistance receive additional interventions…So RTI is as much a prevention model as an identification model. -Michael Hock, WestEd A closing thought before you go