Tigard-Tualatin site visit overview

transcript

February 23, 2010

TIGARD-TUALATIN SITE VISIT OVERVIEW

TARGETS

• Define Response to Intervention• Provide an overview of EBIS implementation

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

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

EXPECTATIONS FOR TODAY Please silence cell phones

and refrain from using them in schools

No pictures – please respect confidentiality

Respect timeline Go to the school to which

you are assigned

OREGON RTI PROJECT

7 pilot elementary schools implemen

Board adopts EBS

district-wide: 5 more

schools implement1996

Remaining (2) schools implement; ongoing training & leadership

1998-2000

EBIS OSEP Grant:

Reading & Special

Education initiatives incorporat

Secondary School

focus utilizing Title IVa

TTSD Develops and

revises the RTI Technical Assistance Manual for

ODE2005

2005-2010

ODE Contracts

with TTSD to Train 32 School Oregon

Districts to Develop & Implement

TIGARD-TUALATIN’S EBIS IMPLEMENTATION TIMELINE

If you came to Tigard today to see RTI in

action you will leave disappointed.

If you came to Tigard today to see MTI you will

leave very happy!

DEFINING TERMS:

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

Integrates all support programs to use resources more efficiently

Applies to all students

Can exist without using RTI

Is an evaluation procedure identified in IDEA for identifying learning disabilities

Is a special education procedure that is limited to assessment

Applies only to children suspected of having LD

Cannot be implemented without a system like MTI in place

Multi-Tiered Instruction(MTI)

Response to Intervention (RTI)

Professional Development

Special Education

District Office

Title Programs

Curriculum Development

Response to Intervention

Multi-tiered, Research-based Core Curriculum & Interventions

Universal Screening & Progress Monitoring

StandardizedDecision Rules &

Procedures

Integrity of Implementation and

Sustainability

MTI: SUPPORT FOR ALL LEARNERS

rti(SLD Assessment Under IDEA)

Effective Teaming &

Problem Solving

A TALE OF TWO SYSTEMS

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

Daisy participates in the general curriculum

Daisy isn’t doing well

Teacher tries again

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Daisydoesn’t

improveDaisy

improves

Teacher’s effort is deemed sufficient

Special Education referral is initiated by the teacher

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

anecdotal data

Teacher is told to try again

pre referral/discrepancy

approach

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

Daisy participates in the general core curriculumwith strong instruction

Screening data shows Daisy isn’t doing well Second Group

Intervention

EBIS Team designs individualized intervention

Resumesgeneralprogram

Daisydoesn’t

improveDaisy

improves

Daisydoesn’t

improve

Daisyimproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

Special Education referral is initiated

EBIS Team reviews screening data and places Daisy in group intervention

Parents Notified

How RTI Works from

a Student’s Perspective

Progress monitoring and intervention data is used

60 day count begins

THINK, PAIR, SHARE How do the two team processes differ? How are teams currently organized in your

district? How would your team process look different

in a multi-tiered, RTI system? Does the child find the system, or does the system find the child?

Academic Systems

Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-

risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

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

DESIGNING SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS

TIER I All students receive Tier I

Research-based core reading curriculum with strong instruction

Strong fidelity and professional development

Universal screening of all students

TIER IReading Programs for ALL students

Elementary Treasures Screened with DIBELS

Middle and High School Priority standards Holt –Elements of Literature & Elements of

Language Common novels Screened with OAKS percentile and MAZE

TIER IIElementary

90 minutes of Treasures plus strategic intervention

Research-based intervention program Small group 20-30 min. daily Progress monitoring with DIBELS

Secondary 45 minutes of Language Arts class 45 minutes of an additional class focusing on

Reading Progress Monitoring with MAZE

TIER II ELEMENTARY INTERVENTIONS

Read NaturallySFA TutoringPhonics For

ReadingSTARSReading SuccessREWARDSSix-Minute Solution

Ladders to LiteracyPA in Young

Children Road to the CodeEarobicsDaisy CastleTriumphs

TIER II SECONDARY INTERVENTION

Middle School Soar to Success

45 minutes/day High School

Double the time of instruction Incorporates standard LA curriculum

and research based reading strategies

TIER IIIElementary

90 minutes of Treasures plus intensive intervention Research-based intervention program Small group 45+ min. daily Progress monitoring with DIBELS

Secondary 90 minutes of Language!

Progress monitoring with MAZE

TIER IIIELEMENTARY INTERVENTIONS

ERILanguage for

Learning Fast Track Phonics

Reading MasteryHorizonsLanguage for

Thinking

Reading SuccessGreat LeapsCorrective

Reading

TIER IIISECONDARY INTERVENTIONS

Language! 90 minutes a day

READING PROTOCOL

TTSD DEMOGRAPHICS 17 Schools, 12,461 students

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

Special Programs participation 1,264 Special Education (10%) 1,509 English Language Learners (12%) 1,682 TAG (13%)

Socio-economic status Title One in 6 elementary schools (5 school

wide, 1 TAS) Free and reduced lunch percentage

Metzger 59% (School wide Title 1) Durham 38% (Targeted assessed Title 1)

Data collected: 4/09

TTSD OUTCOMES:

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

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

Achievement growth for all studentsData collected: 4/09

DOES IT WORK? YES!2008-2009

Tigard-Tualatin SD 23J; Total Population; Reading & LitGrade Level

Performance Level TTSD% OR%

Grade 03 Meets or Exceeds 89.0% 82.8%

LIMITED ENGLISH PROFICIENCY

2004-2005 2005-2006 2006-2007 2007-2008 2008-20090

45.2 42.948.9

45.850.7

39.235.7

40.7 TTSD LEPOR LEP

Reading

LIMITED ENGLISH PROFICIENCY

2004-2005 2005-2006 2006-2007 2007-2008 2008-20090

42 40.545.6

52.855.9

40.5 4044.6

TTSD LEPOR LEP

SPECIAL EDUCATION

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

43.448.5

40.838.4

41.738

41.838.2 38.7 40.2

TTSD SPEDOR SPED

Reading

SPECIAL EDUCATION

2004-2005 2005-2006 2006-2007 2007-2008 2008-20090

46.9 46.9

36.4 37.1

40.241.644.6

35.138.1 38.9

TTSD LEPOR LEP

TOTAL POPULATION

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

0102030405060708090

7983.1 80.8 79.4

70.575.6 73.6 73.6 76.1

TTSD TotalOR Total

Reading

TOTAL POPULATION

2004-2005 2005-2006 2006-2007 2007-2008 2008-20090

102030405060708090

79.7 82.176.4 77.4 78.3

69.973.7

68.2 70.4 72.2

TTSD LEPOR LEP

WHAT YOU CAN EXPECT FOR TODAY

Core program instruction Interventions Conversation with

principal and literacy specialist

WHAT ELSE COULD HAPPEN?

Conversation with teachers

Progress monitoring Schedules

SOME THINGS WE CAN’T SHOW YOU, BUT TRUST US THEY ARE THERE AND WE WILL DISCUSS. . . .

EBIS team meeting Process at every TTSD school Leadership Professional development Universal Screener

Every child is screened K-5 DIBELS, 6-12 OAKS and MAZE

A CLOSING THOUGHT BEFORE YOU GO

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

-Michael Hock, WestEd

Tigard-Tualatin site visit overview

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