Connecting RTI to New Priorities: Aligning Educational Initiatives

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Agenda

Brief History of the ProjectOverview of the SystemDynamic inputs: PolicyDynamic inputs: StandardsDesired outputs: Diverse LearnersCommon Themes Across TopicsRecommendations for TANext StepsFinal ThoughtsQuestions (followed by “offline” discussion)

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History of the Project

RTI Workgroup Eight state departments: Alaska, California, Idaho, Mississippi, Pennsylvania, Texas, Vermont, and WyomingSeven Regional Comprehensive Centers (RCCs): Alaska, California, Northwest, Southeast, Mid-Atlantic, Texas, and New England

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Working Meeting: RTI and State Priorities: Aligning Educational Initiatives

Pre-Meeting Survey to determine highest priority areas:

SIG/School TurnaroundDiverse Learners

Students with DisabilitiesEnglish language learners

College and Career ReadinessCommon Core State Standards

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Overview of the System

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Dynamic Inputs

PolicyFundingStandardsCurricula

Assessments/accountability requirements

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Robust Instructional System

Efficient allocation of resourcesEvidence-based practicesEffective instructionEffective assessmentData-based instructional decision-making

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Desired Outputs

All students graduate College and Career Ready

English language learnersStruggling studentsStudents with disabilitiesGifted and talented

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School Improvement Grants

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School Improvement Grants

Provision of funding to support improvement of the “persistently lowest-achieving schools”Intervention Models

Turnaround modelRestart modelSchool closureTransformation model

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SIG Alignment with RTI

RTI is a framework for resource allocation (time, materials, staff, other resources)SIG is a funding source designed to support school improvementSIG funds can be (and in many cases are being) used to implement an RTI framework to achieve school improvement

Transformation ModelTurnaround Model

SIG Big Ideas

Create, communicate, and disseminate explicit connections between SIG and RTI for RCCs, SEAs, & LEAsSupport collaboration Provide capacity-building and sustainability at all levelsIdentify implementation tools

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SIG and RTI

Response to intervention model1 School improvement grants transformation/turnaround model2

Aligning the goals and vision for response to intervention (RTI) implementation with other educational initiatives, including developing guidance for districts and schools, defining the relationship between RTI and other statewide educational goals and initiatives, and exploring the potential role of RTI in identifying students with learning disabilities and/or eligibility for special education services

Implementing a schoolwide RTI model

Ensuring all stakeholders on the state-level RTI implementation team comprehensive representation and equal voice in conducting and developing team meetings and proceduresMonitoring and/or evaluating implementation successes and challenges, needs assessments, and fidelity of implementation

Conducting periodic reviews to ensure that the curriculum is implemented with fidelity, is having the intended impact on student achievement, and is modified if ineffective

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SIG and RTI

Response to intervention model1 School improvement grants transformation/turnaround model2

Acknowledging and preparing for new roles and responsibilities that come with implementing, building consensus, allocating resources, providing/seeking technical assistance, scaling up from initial to full implementation, running pilot/demonstration/model sites (if any), and conducting professional development at all levels, including state and school personnel and preservice teachers

Providing staff members with ongoing, high-quality, job-embedded professional development that aligns with the school’s comprehensive instructional program and that is designed with school staff members to allow them to facilitate effective teaching and learning and successfully implement school reform strategiesProviding additional supports and professional development to teachers and principals on implementing effective strategies to support students with disabilities in the least restrictive environment and to ensure that limited English proficient students acquire language skills to master academic content

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SIG and RTI

Response to intervention model1 School improvement grants transformation/turnaround model2

Understanding, identifying, and implementing the instructional components of RTI at the school level (such as core instruction, interventions, screening and progress-monitoring assessments, data-based decision making, data management, and reporting systems)Identifying trainers, coaches, and implementation sites (which are not necessarily the same as model/pilot/demonstration sites, but are any districts and schools that wish to or are already implementing RTI)

Using data to identify and implement an instructional program that is research based, vertically aligns from one grade to the next, and aligns with state academic standardsPromoting the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction to meet the academic needs of individual studentsEstablishing schedules and implementing strategies that provide increased learning timeUsing and integrating technology-based supports and interventions as part of the instructional program

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1All items in column adapted from Center on Instruction. (2008). Implementation considerations. In Response to intervention classification tool and response locator. Retrieved from http://www.rtictrl.org/considerations.php2All items in column adapted from U.S. Department of Education, Office of Elementary and Secondary Education. (2010). Guidance on fiscal year 2010 school improvement grants under section 1003(g) of the Elementary and Secondary Education Act of 1965. Washington, DC: Author.

Self Reflection:1. In your state, where do you see the connections between SIG and

RTI?2. How is alignment between RTI and SIG being communicated to SEAs

and/or LEAs?

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Resources• Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Data

systems to support instruction. Retrieved from http://www.centeroninstruction.org/selected-coi-resources-addressing-the-arra-reform-area-data-systems-to-support-instruction

• Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Effective leaders and teachers. Retrieved from http://www.centeroninstruction.org/selected-coi-resources-addressing-the-arra-reform-area-effective-leaders-and-teachers

• Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Standards and assessments. Retrieved from http://www.centeroninstruction.org/selected-coi-resources-addressing-the-arra-reform-area-standards-and-assessments

• Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Turning around struggling schools. Retrieved from http://www.centeroninstruction.org/selected-coi-resources-addressing-the-arra-reform-area-turning-around-struggling-schools

• Perlman, C. L., & Redding, S. (Ed.). (2009). Handbook on effective implementation of school improvement grants. Lincoln, IL: Academic Development Institute. Retrieved fromhttp://www.centerii.org/handbook/

• U. S. Department of Education. School Turnaround Newsletters. Retrieved from http://www.ed.gov/oese-news/school-turnaround-newsletters

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Common Core State Standards

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Common Core State Standards

StandardsGrade Level/Cluster Standards (cumulative)Content Areas

MathEnglish Language Arts & Literacy in History/Social Studies, Science & Technical Subjects

Cumulative Standards that lead to College & Career ReadinessHigh Cognitive DemandState/District/School Defined Curriculum & Instructional Strategies

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CCSS Alignment with RTILarge range of students will be expected to obtain mastery of the CCSS. RTI is one model for meeting all of their needs:

Research-based core instruction for all studentsOngoing data collection and data-based decision making to monitor student mastery of standardsIntervention for students who don’t master foundational reading skillsIntervention for students who do not master grade level standards

CCSS Big Ideas

Leadership is the key to using RTI to implement CCSS or other state standards and assessmentsShow explicit linkage between RTI and CCSSCapacity-building to ensure sustainabilityRTI as a systematic framework for implementing CCSS or other state standards and assessments

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CCSS and RTIElements of RTI

State standards Common core state standards

Universal screening

Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for which students will develop learning or behavioral problems

Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for which students will develop learning or behavioral problems

Progress monitoring

Repeated measurement of performance to inform the instruction of individual students in general and special education; tools should be reliable and valid for representing students’ development and have demonstrated utility for helping teachers plan more effective instruction

Repeated measurement of performance to inform the instruction of individual students in general and special education; tools should be reliable and valid for representing students’ development and have demonstrated utility for helping teachers plan more effective instruction

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CCSS and RTI

Elements of RTI

State standards Common core state standards

Data-based decision making

The use of screening, progress monitoring, and formative data to examine the adequacy of the core curriculum as well as the effectiveness of different instructional and behavioral strategies for various groups of students within a school

The use of screening, progress monitoring, and formative data to examine the adequacy of the core curriculum as well as the effectiveness of different instructional and behavioral strategies for various groups of students within a school

Primary prevention (core instruction)

Includes the research-based core curriculum and instructional practices used for ALL students; even students who require supplemental interventions should receive instruction in the core curriculum

Includes the research-based core curriculum and instructional practices used for ALL students; even students who require supplemental interventions should receive instruction in the core curriculum

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CCSS and RTI

Elements of RTI

State standards Common core state standards

Secondary prevention

Typically, small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration, and frequency of instruction

Typically, small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration, and frequency of instruction

Tertiary prevention

Most intense of the three levels; individualized instruction to target each student’s area(s) of need

Most intense of the three levels; individualized instruction to target each student’s area(s) of need

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All items adapted from National Center on Response to Intervention. (2010). Essential components of RTI—A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention.

Self Reflection:1. How can the current RTI infrastructure in your state be used to

support the implementation of CCSS or other state standards and assessments?

2. Even though the essential components of RTI remain the same under CCSS or other state standards, how will practices within each of these components need to be modified when implementing new state standards and assessments?

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Resources• Common Core State Standards Initiative. (n.d.). Application of common core state standards for English

language learners. Retrieved from www.corestandards.org/assets/application-for-english-learners.pdf• Common Core State Standards Initiative. (n.d.). Application to students with disabilities. Retrieved from

www.corestandards.org/assets/application-to-students-with-disabilities.pdf• Common Core State Standards Initiative. (2010). Common core state standards for English language arts

& literacy in history/social studies, science, and technical subjects. • Common Core State Standards Initiative. (2010). Common core state standards for mathematics.

Link to all CCSS resources on the COI site: http://www.centeroninstruction.org/resources_searchresults.cfm?searchterms=Common%20Core%20State%20Standards&explicit=1

Consortia Developing AssessmentsPartnership for Assessment of Readiness for College and Careers (PARCC) http://www.achieve.org/PARCCSMARTER Balanced Assessment Consortium (SBAC) http://www.k12.wa.us/smarter/

Consortia Developing Alternate AssessmentDynamic Learning Maps http://dynamiclearningmaps.org/National Center and State Collaborative http://www.cehd.umn.edu/nceo/projects/NCSC/NCSC.html*This webinar provides a good overview of the two consortia developing the alternate assessments: http://media.all4ed.org/webinar-jul-25-2011

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College and Career Readiness for English Language Learners

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English Language LearnersELLs must have access to1:

Qualified personnel to support ELLs while taking advantage of the many strengths and skills they bring to the classroom;Literacy-rich school environments where students are immersed in a variety of language experiences;Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework;Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources);Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts;Ongoing assessment and feedback to guide learning; andSpeakers of English who know the language well enough to provide ELLs with models and support.

1National Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Application of Common Core State Standards for English Language Learners. Retrieved from: http://www.corestandards.org/the-standards

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ELL Alignment with RTI

Compared to traditional instructional methods, instruction in RTI:

May be less biased and more instructionally relevantMay lead to earlier identification and intervention1May help decrease proportions of ELLs inappropriately referred for special education

1Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.

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ELL Alignment with RTI

Could some of the same problems associated with traditional models emerge in RTI?

Ex. Disproportionate numbers of ELLs receiving Tier II and III intervention if they perform below criteria established for non-ELLs

Is this really a problem? Not if:Intensive instruction is beneficial for ELLsGeneral classroom instruction (Tier 1) can be designed to meet the needs of ELLs, such that the most intensive interventions are reserved for the most struggling students

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ELL Big Ideas

Focus on instruction in Tier ICollaboration among teachers and across departments (content areas); Collaboration among other professionalsInstill common vision that is embedded within the cultureFormative assessments

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Self Reflection:1. How are the needs of ELLs being addressed in primary prevention

(i.e., core instruction) in your state?2. What are areas in need of improvement with respect to instruction,

assessment, data-based decision making and teacher preparation?

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Resources• Echevarria, J., & Hasbrouck, J. (2009, July). Create Brief: Response to Intervention and English Learners. Retrieved

from http://www.cal.org/create/resources/pubs/responsetointerv.html• Esparza Brown, J., & Sanford, A. (March 2011). RTI for English Language Learners: Appropriately Using Screening

and Progress Monitoring Tools to Improve Instructional Outcomes. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from http://www.rti4success.org/resourcetype/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-too

• Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U. S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/

• Meadows Center for Preventing Educational Risk at the University of Texas at Austin. (2010) Instructional decision-making procedures: Ensuring appropriate instruction for struggling students in Grades K-3. Austin, TX: Author. Retrieved from buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf

• Pennsylvania Department of Education. (n.d.). Response to instruction and intervention (RtII) and English language learners (ELLs). Retrieved from http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fb40000

Center for Research on the Educational Achievement and Teaching of English Language Learners(CREATE) http://www.cal.org/create/index.html The George Washington University Center for Equity and Excellence in Education– ELL Accommodations Online Toolkit and Database http://ells.ceee.gwu.edu/tools.aspxWorld-Class Instructional Design and Assessment (WIDA) http://www.wida.us/index.aspx

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Resources Link to all ELL resources on the COI site: http://www.centeroninstruction.org/topic.cfm?k=ELL

• Examples:• Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional models and strategies for

teaching English language learners. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/instructional-models-and-strategies-for-teaching-english-language-learners

• Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis, D. J. (2008). Language and reading interventions for English language learners and English language learners with disabilities. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/language-and-reading-interventions-for-english-language-learners-and-english-language-learners-with-disabilities

• Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective practices for English language learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/effective-practices-for-english-language-learners-principals-from-five-states-speak

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College and Career Readiness for Students with Disabilities

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Students with DisabilitiesStudents with disabilities must have access to1:

Rigorous academic content standards;Adequate preparation for success in college and/or careers;Supports and related services designed to meet their needsSupports and related services designed to enable their access to the general curriculum;Individualized Education Programs with annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards;Teachers who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services;Specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services; andAppropriate additional supports and services (e.g., Universal Design for Learning, instructional accommodations, or assistive technology devices).

1National Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Application to Students with Disabilities. Retrieved from: http://www.corestandards.org/the-standards

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SWD Alignment with RTI

Data-driven instructional decision-makingEarly intervention rather than “wait-to-fail”Differentiated instruction for ALL studentsIncreased collaboration and shared ownership between departments and “eds”Referral and eligibility in the context of evidenceMore efficient and appropriate allocation of resources

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SWD Big Ideas

Purposes and goals of RTI need to be made explicit to all stakeholdersNeed for RTI to be implemented systematically and systemicallyEarly involvement of parentsUsefulness of infusing the language of RTI into all trainings/PD done at the state level

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Self Reflection:1. Is there a need in your state for better or more communication

between general and special educators?2. Are there advantages to you in using RTI as an instructional

framework for preparing students for college and careers? 3. How are parents and other stakeholders being made aware of RTI?

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Resources• Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for

adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/effective-instruction-for-adolescent-struggling-readers---second-edition

• Gersten, R. Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A synthesis of the intervention research . Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/mathematics-instruction-for-students-with-learning-disabilities-or-difficulty-learning-mathematics-a-synthesis-of-the-intervention-research

• Meadows Center for Preventing Educational Risk at the University of Texas at Austin. (2010) Instructional decision-making procedures: Ensuring appropriate instruction for struggling students in Grades K-3. Austin, TX: Author. Retrieved from buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf

• Newman-Gonchar, R., Clarke, B., & Gersten, R. (2009). A summary of nine key studies: Multi-tier intervention and response to interventions for students struggling in mathematics. Portsmouth, NH: RMC Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/a-summary-of-nine-key-studies-multi-tier-intervention-and-response-to-interventions-for-students-struggling-in-mathematics

• Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades k-3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/extensive-reading-interventions-in-grades-k-3-from-research-to-practice

• Torgesen, J. K., & Miller, D. H. (2009). Assessments to guide adolescent literacy instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/assessments-to-guide-adolescent-literacy-instruction

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Common Themes Across Topics

RTI can be used to implement the priorities and support school improvementExplicit links need to be made between RTI and the priorities to support collaborationLeadership is key to implementationNeed to address sustainability

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Recommendations for TA

Promote statewide coherence by showing explicit connections between RTI and state priorities:

Align different priorities around the common framework of RTI (increase efficiency and effectiveness and promote coherence)Provide different divisions within the state agency opportunities to talk together about RTI and state prioritiesEnsure that different divisions within the state agency use common language when talking about RTI

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Next Steps

Action planning template

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Final Thoughts

Focus on state leaders– keep RTI in the front seatInclude implications for districts and schoolsWork with each other on action planning template

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Questions?

Please ask general questions in the chat areaFor more focused/specific discussion, we will turn off the recording in a bit

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