What Works In Schools Conference

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Courage is the power to let go of the
familiar. -Raymond Lindquist
Response to Intervention and Title I

• What Works In Schools Conference
• Tuesday and Wednesday, February 3-4, 2009

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Response to Intervention and Title I

• Presented by
• Larry Hartzell, Special Education
• Andrea Wheeler, Team Leader-Reading First
• Gina Scroggins, Federal Programs

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Overview of Response to Intervention (RtI)

• What is it? RtI is first a GENERAL EDUCATION
  initiative or systems change that affects all
  students. It is an approach for maximizing
  student learning and progress through collection
  of data on the effects of instruction and using
  the data to improve the fit of the instructional
  support to the needs of the individual students.
• RtI may also function as an alternative method of
  identifying students who may have a learning
  disability and require special education
  services.

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The Fundamental Question of RtI

• Under what conditions will a student successfully
  demonstrate a response to the curriculum and high
  quality instruction?
• To answer this question, interventions, or
  specific instructional strategies, are selected
  and implemented under rigorous conditions to
  determine what will work for that student.

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Assumptions within RtI

• There are 2 main reasons for low academic
  achievement
• ? Ineffective Instruction, or
• ? Disability
• Effective instruction in the form of an
  intervention
• will improve the academic performance of
  nondisabled
• students.
• The lack of response to a variety of
  interventions may
• indicate the presence of a learning disability.

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Summary of RtI

• RtI requires a schoolwide system of increasing
  support to differentiate instruction based on
  individual student needs.
• RtI has the potential to help a school make
  better use of its resources. It is a way to
  integrate all of the initiatives currently in
  place.
• RtI ensures access to appropriate instruction. It
  will increase achievement of nondisabled students
  and will generate valuable data that can be used
  to help identify students that may have a
  specific learning disability.

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Update of RtI Pilot School Program

• Pilot schools have
• Created and submitted a district implementation
  plan.
• Established a site RtI Problem Solving Team.
• Received training on the administration of mClass
  DIBELS Reading Screener, mClass RtI, and mClass
  Math.
• Administered a universal screening for reading.
• Submitted a report on the results of the
  screening, and will continually update their site
  implementation plan.

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Our State RtI Advisory Board

• We have established active participation from a
  variety of OSDE departments including Curriculum,
  the Office of High School Reform, Reading First,
  Early Childhood, Federal Programs and Special
  Education.
• This multidepartment collaboration includes
  participation from Higher Education and the
  Mid-Continent Comprehensive Center (MC3).

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Collaboration with the National Center on
Response to Intervention

• We are currently working with the Technical
  Assistance Liaison for feedback and guidance.
• We have signed a Memorandum of Understanding
  enabling us to receive intensive technical
  assistance.
• Our Board will be working with the National
  Center to develop a State RtI Technical
  Assistance Guide.

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Future Plans

• Complete and disseminate Technical Assistance
  Guide statewide.
• Offer training opportunities for schools across
  the state on RtI implementation including
• ? A Summer RtI Workshop
• ? Training Modules Online
• ? Regular Statewide Inservices
• ? Practice Based Hands-On Workshops
• ? Creation of an RtI Blog

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Websites for RtI Information and Reading Resources

• www.rti4success.org
• www.rtinetwork.org
• www.nasde.org
• www.jimwrightonline.com
• http//schwablearning.org
• http//www.iris.peabody.vanderbilt.edu
• www.fcrr.org
• www.freereading.net

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The Three Tier Model
3 Tier Model

• Tier III
• Intensive
• Intervention
• Tier II
• Supplemental
• Instruction
• Tier I Core
• Instruction

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Tier One Components

• A core program based on scientifically based
  research implemented with fidelity.
• All students given benchmark assessments three
  times per year for identification of
  instructional needs.
• Professional development that is ongoing,
  addresses student needs, and imparts teachers
  with the knowledge and the tools to provide
  quality instruction.

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Tier II Supplemental Instruction

• Concentrates on the needs of students not making
  adequate progress in Tier I instruction.
• Should be an extension of Tier I instruction with
  the focus of getting students to the benchmark
  level.
• Progress monitoring is necessary to determine if
  students are progressing at the desired rate and
  what instructional changes should be made.

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Tier III Intensive Intervention

• This instruction is for students not making
  adequate progress from combined instruction of
  Tier I and Tier II.
• May coordinate with special education
  instruction.
• Adjustments may be made to group size, delivery
  of instruction, amount of instructional time, and
  intervention materials.

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Using Data to Drive Instruction

• Assessment data can be used to determine
  strengths and weaknesses within instructional
  materials and groups of students What is and
  is not working?
• Assessment data can be used to modify
  instructional approaches to focus more on student
  needs What instructional adjustments need to
  be made?

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Using Data to Drive Instruction

• Assessment data can be used to assist teachers in
  differentiating instruction in each Tier What
  support strategies can be used? What does each
  student need to succeed?
• Assessment data helps teachers and administrators
  to make goals and determine if they are being met
  What outcomes do we want for our students? Did
  our students achieve the desired outcomes?

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Title I, Part A Improving Basic Programs

• Purpose of Title I
• To ensure that all children have the opportunity
  to obtain a high-quality education and to reach
  proficiency on challenging state academic
  standards and assessments.
• Provides funding to school districts based on
  number of children from low-income families or at
  risk of failing.
• Funds are to be used as supplemental.
• Schools may use funds for one of two programs
• Schoolwide or Targeted Assistance.

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Schoolwide vs. Targeted Assistance Programs

• Schoolwide
• LEAs may use funds in order to upgrade the
  entire educational program of a school that
  serves an eligible school attendance area in
  which not less than 40 percent of the children
  are from low-income families, or not less than 40
  percent of the children enrolled in the school
  are from such families.
• Targeted Assistance
• Students eligible for services are those who
  have been identified by the school as failing, or
  most at risk of failing to meet the States
  academic achievement standards. (Exception
  preschool through Grade 2 shall be selected based
  on teacher judgment, interviews with parents, and
  developmentally appropriate measures.)

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Schoolwide Programs

• Serves all children provides more flexibility
• Funds are to be used to strengthen the core
  academic program in the school.
• Use effective methods and instructional
  strategies that are based on scientifically based
  research.
• Increase the amount of quality of learning time.
• Districts must provide a Schoolwide Plan.
  Planning begins one year prior to start date and
  consists of a comprehensive needs assessment of
  the entire school.

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Targeted Assistance Programs

• Serves at risk students targets population
• Funds are used to target the at risk population
  and to strengthen instruction in an effort to
  meet the States student academic achievement
  standards.
• Minimize removing children from the regular
  classroom during regular instruction.
• Use effective methods and instructional
  strategies that are based on scientifically based
  research.
• Increase the amount of quality of learning time.

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Scientifically Based Research

• What is Scientifically Based Research?
• Scientifically based research is research
  that applies rigorous, systematic and objective
  procedures to obtain valid knowledge relevant to
  skill development.
• This research includes
• Methods that draw on observation or experiment.
• Involves rigorous data analysis that test the
  stated. hypotheses and justify the general
  conclusions drawn.
• Has been accepted by a peer-reviewed journal or
  approved by a panel of independent experts
  through scientific review.

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Title I Services

• Title I, Part A funds may be used for serving
  children preschool age high school through
• Improved instruction in reading and math.
• Increased learning time through extended school
  day, extended school year, summer school and or
  tutoring services.
• Pre-Kindergarten programs.
• Extended day Kindergarten.
• Title I Reading and/or Math Teacher/Interventionis
  t.
• Intervention Class/Supplemental Instruction.

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How Does Title I and RtI Work Together?

• Title I, Part A and Response to Intervention
• both serve to improve students academic
• achievement in both reading and math by
• providing supplemental instruction.
• Title I Reading/Math Teachers and Inter-
• ventionists provide supplemental instruction.
• SBR materials are utilized

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Frequently Asked Questions

• Is RtI mandated by the state?
• Can LEAs use funds from other state and federal
  programs?
• Can LEAs purchase equipment such as hand-held
  devices for the purpose of assessments? Is there
  a difference for schoolwide vs. targeted?
• What are the differences in a schoolwide program
  and a targeted assistance program when it comes
  to implementing RtI?

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Title I, Resources

• www.ed.gov
• ww.sde.state.ok.us
• Note Fast Facts on SDE Web site
• Title I Targeted Assistance Programs.
• Purchases with Title I Targeted Assistance
  Programs.
• Title I, Part A Schoolwide Program.
• Scientifically Based Research.

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Contact Information

• Larry Hartzell, Special Education
• Larry_Hartzell_at_sde.state.ok.us
• Andrea Wheeler, Team leader-Reading First
• Andrea_Wheeler_at_sde.state.ok.us
• Gina Scroggins, Federal Programs
• Gina_Scroggins_at_sde.state.ok.us

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