Bringing RTI to Scale in Oregon Evolution or

Bringing RTI to Scale in Oregon Evolution or Intelligent Design?

Lessons Learned… It's a wise man who profits by his own experience, but it's a good deal wiser one who lets the rattlesnake bite the other fellow. Josh Billings

To Cohort or Not to Cohort That is the question Or In this case the poll

Evolution of RTI in TTSD & Birth of Or. RTI 2001: EBIS OSEP Grant; Reading & SPED incorporated 1996: EBS 2005: TTSD develops RTI TAP for ODE; Or. RTI is Born 2001 -2005: Highly focused PD with EBIS teams on MTI/RTI principles 2011: Or. RTI Supports 50 Districts to INSTALL, IMPLEMENT, and SUSTAIN RTI

In the Beginning… Or. RTI focused on the WHAT of RTI

Pentagon of RTI BIG RTI: Support for All Learners Little rti: LD Identification Multi-tiered, Research-based Core Curriculum & Interventions Integrity of Implementation and Sustainability (Little rti: LD Identification) Universal Screening & Progress Monitoring rti Standardized Effective Teaming & Decision Rules & ALL LEARNERS Problem Solving 7 Procedures

Today… Or. RTI focuses on the How as well

Successful Student Outcomes RTI Integrity and Sustainability What Drivers? Who’s Driving? Where are we going? Performance Assessment (Fidelity) Coaching Systems Intervention Co Core Implementation Drivers Selection Facilitative Administration riv n. D mp ete nc o ati niz ga Or Training y. D riv ers Drivers? ! Decision Support Data System Leadership Adaptive Technical Capacity to Provide Direction/Vision of Process © Fixsen & Blase, 2008

In the Beginning… We thought Rome was built in a day

Today… We know it takes at least 2 years!

Stages of Implementation occurs in stages: • Consensus • Fidelity • Efficacy • • • Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years

Three Levels of Support • Consultation: Installation • Full Implementation • Consultation: Sustainability and Innovation

One Primary Goal • Help districts build internal capacity to – Train – Sustain – Innovate – Adapt

Question to Consider… Do you/does your state focus on just the WHAT, or on the HOW as well?

Support Delivery Vehicles • Phone & Email Consultation • Conference Style Training • On-site Visits (177 visit days last year) – Consultation – Trainings • Lab Schools • ESD Collaboration • Website: Videos, Presentations, Materials – www. oregonrti. org

Year 1 Scope and Sequence September/October • Initial Training Conference – Consensus – Core Instruction – Universal Screening – School-wide Data Analysis and Teaming – Implementation Science & Drivers • Districts complete District Implementation Evaluation Tool-School Based & District Based (DIET-SB & DIET-DB)

Year 1 Scope and Sequence September/October • Or. RTI Professional Development calendar completed • Budget for Or. RTI funds completed • Begin /work on: – District Implementation Tracking Plan – EBIS/RTI Handbook • First half of flow-through funds distributed

Implementation Tracking Plan

RTI Handbook Example

Year 1 Scope and Sequence November – March • In-district trainings conducted – Consensus building – Infrastructure – Skill Development • On-site consultation & training • Development of the District Implementation Plan and RTI Handbook

Year 1 Scope and Sequence • February – Second Conference: • Tier II • Implementation Science & Drivers • April – Implementation Plans & Handbooks due to TTSD • May – Spring Conference – Districts receive final implementation feedback – Final flow-through payments are distributed • Contingent upon completion of Implementation Plan & RTI Handbook

Year 2 Scope and Sequence • District continues development, training, implementation, and fidelity checks – All of year 1 systems – Tier II & III interventions – Progress Monitoring – Data analysis and application of decision rules • October: 3 rd Conference, Problem Solving

Year 2 Scope and Sequence • December: Final RTI Handbook Due • April: Final Implementation Plan due • Spring Conference • District implements RTI system, including LD identification when appropriate

Bringing it to Scale: 50 Districts and Counting • • Levels of Support Lab Schools Mini Grants ESDs

“Stop asking me if we’re almost there; we’re Nomads, for crying out loud. ”