Foundations and Critical Features of Successful R.T.I. Implementation Erin Lolich, OrRTI project Dean Richards, OrRTI project Tigard-Tualatin School District
Jan 03, 2016
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Contact Information
Erin Lolichelolichttsdk12orus(503) 431-4136
Dean Richardsdrichardsttsdk12orus(503) 431-4135