Vision Every child in every district receives the

Vision: Every child in every district receives the instruction that they need and deserve…every day. Building District Capacity to use RTI for SLD Eligibility Joyce Woods, Director of Student Services Tigard Tualatin School District Sally Helton, ORTIi Implementation Coach

Why we do RTI Or. RTI School Districts Non-Or. RTI School Districts % of 3 rd – 5 th Grade Students Meeting or Exceeding on OAKS Reading 90% 85% 80% 75% 70% 65% 60% 55% 50% 05 -06 06 -07 07 -08 08 -09 09 -10 10 -11 School Year 11 -12 12 -13 13 -14

Evidence-based Core and Interventions make a difference 20% CADRES 5 -8: 15% 10% 79% of Or. RTI districts decreased the percentage of 3 rd graders in the high risk range (Avg decrease of 5. 6%) 5% 5% 0% 0% 1 2 3 4 5 6 7 8 9 10 11 -5% -7% -10% -14% -15% -17% -20% -13% -12% -11% -10% -9% -7% -6% 12 13 -5% 14 15 16 17 -3% -4% -3% 18 -2% 19 -1% 20 1% 1% 21 22 2% 23 24

SLD Data: Cadre 8 4. 0% 3. 5% 3. 2% 3. 4% 3. 3% 12% reduction 3. 1% 2. 5% 2. 9% Cadre 8 (ORTIi) 2. 0% Statewide (Oregon) 1. 5% 1. 0% 0. 5% 0. 0% 1 st year in ORTIi 2012 -2013 -2014 -2015 % of students (K-5) Identified as Specifically Learning Disabled (SLD)

SLD Data: Cadre 9 4. 0% 3. 5% 3. 0% 3. 4% 3. 5% 3. 4% 2. 5% 3. 3% 18% reduction 2. 7% Cadre 9 (ORTIi) 2. 0% Statewide (Oregon) 1. 5% 1. 0% 0. 5% 1 st year in ORTIi 0. 0% 2012 -2013 -2014 -2015 % of students (K-5) Identified as Specifically Learning Disabled (SLD)

SLD Data: Cadre 10 4. 0% 3. 5% 3. 4% 3. 0% 2. 5% 3. 0% 2. 9% 3. 3% 18% reduction 2. 7% Cadre 10 (ORTIi) 2. 0% Statewide (Oregon) 1. 5% 1. 0% 0. 5% 1 st year in ORTIi 0. 0% 2012 -2013 -2014 -2015 % of students (K-5) Identified as Specifically Learning Disabled (SLD)

Effect of RTI Implementation on Student Outcomes Average % of 1 st – 3 rd graders in each reading risk category (by level of Proficient Some Risk High Risk implementation) 100% 90% 24. 4% 14. 7% 33. 7% 80% 23. 9% 70% 60% 27. 1% 26. 1% 23. 2% 50% 23. 5% 40% 30% 20% 49. 5% 61. 3% 43. 1% 49. 4% 10% 0% Fall 2014 Spring 2015 5 Districts with Highest Implementation (as measured by DIET-SB 2) Fall 2014 Spring 2015 5 Districts with Lowest Implementation (as measured by DIET-SB 2)

ORTIi Essential ORTIi Components Essential Components Vision SLD Decision Making Teaming Ongoing & Structures Progress Monitoring Embedded : Data. Communic Training Based Interventions -ation Decision Coaching Technical Making Screening/Early Warning System Fidelity & Decision Adaptive. Core/Coordinated Literacy Rules Support Professional Teaming/Data. Learning & Based Decision Making Support Standards of Practice Leadership High Expectations Culture For ALL Student Populations

What is our goal? District A District B

Targets 1. Develop policy & procedures 2. Train staff 3. Monitor Practices – What is the scope of the work? • “Just do it!”

Implementation is Messy

And We’re Never “Done”

And We’re Never “Done”

But Getting Started is Easy!

Infrastructure Steps 1. Develop Policy & Procedures 2. Train Staff 3. Monitor Practice

Policy Development • A set of expectations/standards that you set to ensure quality performance/care. Curriculum Adoption Policy Sustainability Special Education Policy? Anti-Bully Policy

Policy Statement Examples Purple Handout

OARS TTSD Policy 581 -015 -2170 (1) Specific Learning Disability (f) For a student evaluated using a model that is based on the student’s strengths and weaknesses, the evaluation must include an assessment of the student’s strengths and weaknesses in classroom performance and academic achievement, relative to age, Oregon grade-level standards, or intellectual development. Note: The district does not use this approach in determining a Specific Learning Disability. All SLD evaluations are conducted using an RTI problem solving approach.

What are two things you notice about TTSD’s policy statement?

What do you need to do to develop policy for RTI eligibility? • Leadership support to develop a policy – Superintendent – School board – Sped Dept. • OARs • Samples of district RTI policies • Write it!

Redefine Roles of Staff • Who: –Special Education Staff • Special Education Teachers • School Psychologists • Related Services –Principals –General Education Teachers

Myth: The Definition of SLD Mandates Evaluation of Cognitive Processing Federal Register (OSEP): “The Department does not believe that an assessment of psychological or cognitive processing should be required in determining whether a child has an SLD. ”

Not helpful! “There is no current evidence that such assessments are necessary or sufficient for identifying SLD. Further, in many cases, these assessments have not been used to make appropriate intervention decisions. ”

Burdensome!. . …In many cases, assessments of cognitive processes simply add to the testing burden and do not contribute to interventions… ” (Federal Register, vol. 72, no. 156, p. 46651)

Changing Role of the School Psychologist Job Description: 1. Major Function: Assessment &Interpretation • Conducts tests and evaluates the needs and educational programs of referred students; acts as a consultant to staff and parents regarding student learning concerns; and assists in team planning and screening efforts within assigned buildings.

Changing Role of the School Psychologist Job Description: 1. General Duties Summary: • Advocate for every child’s academic, emotional, behavioral, and social development in school communities where all students are known, respected, and safe.

Changing Role of the School Psychologist • • • Provide a leadership role in the development and delivery of school-wide and classroom-based behavior and academic programs. Provide leadership to schools’ Effective Behavior Support (EBS) teams. Model the use of school-wide, group, and individual data for effective decision-making using … protocols. Help to develop and deliver school-wide positive acknowledgement systems… Help to develop and deliver school-wide consequence systems that decrease occurrences of negative behavior. Implement programs that support the school-wide system of behavior and instructional support.

Review Job Descriptions What is one thing that you want to

Plan to communicate What • Policy • Staff Roles Who • School board • Staff • Community and parents

Procedure Development • An established or accepted way of a series of actions that are done in a certain way or order. Airplane Human Resources Medical Special Education?

Special Education Procedures • Referral • Evaluation Planning Meeting • Conduct Evaluation – Review progress monitoring & intervention information – Observation – Additional supporting data • Eligibility Meeting • IEP Meeting

Procedures

Procedure Review Take 3 minutes to review the sample procedures document independently Tell your partner how you think the form supports the staff in conducting an evaluation using RTI for SLD eligibility

How do you develop your procedures? 1. Determine how your current district procedures are aligned to using RTI for SLD eligibility. 2. Determine what needs to be changed to have them support using RTI for SLD eligibility? – Ensure clarity and usability

Procedure Document Resources • http: //www. ontario. k 12. or. us/fileadmin/osd/Student_Services/ Section_1_Special_Education_Procedures_Manual_and_Res ource_Guide. pdf • http: //www. ontario. k 12. or. us/fileadmin/osd/Student_Services/2 013_2014_OSD_SPED_Manual. pdf • http: //www. ontario. k 12. or. us/fileadmin/osd/Student_Services/I A_Manual. pdf • https: //portal. ttsd. k 12. or. us/i. Visions/Link. Click. aspx? link=Stude nt+Services%2 f. Sped%2 f 201314+FINAL+TTSD+SPED+Manual++1 st+Section. pdf&tabid=137&mid=824

Infrastructure Steps 1. Develop Policy & Procedures 2. Train Staff 3. Monitor Practice

Professional Learning • • Beliefs Knowledge Skills Behaviors

What do you train for SLD Eligibility? Beliefs • Develop strong RTI belief systems –All kids can learn –RTI maximizes the academic growth of all students –RTI is a valid way of identifying SLD eligibility

What do you train for SLD Eligibility? Skills: • Train: RTI Components – Core, Screening, Data-Based Teaming, Interventions, Progress Monitoring, SLD • Train: Eligibility Decisions – Low skills – Slow progress – Instructional need – Exclusionary factors

Partner Talk What might be your biggest training needs?

How do you build your capacity?

When a system looks to accountability on the back end to support implementation, there likely was not enough done around capacity building on the front end. (Fullan, 2014).

Infrastructure Steps 1. Develop Policy & Procedures 2. Train Staff 3. Monitor Practice

Fidelity Accurate and consistent application of an agreed upon procedure.

Fidelity is about setting criteria to measure success and areas for improvement.

Developing a Culture of Fidelity not is • It’s about • It about a “gotcha”. . . “how is it going and how can I support you? ”

Considerations of RTI Fidelity for SLD Eligibility • Special Education Eligibility requires a standardized process – Do you have a reading protocol? – Do you have a consistent decision making process (decision rules, meetings)? • How do you monitor it? • Do you provide supports as a result of the monitoring?

How well are we implementing?

Review Staff Survey Data

And OASIS Data

Conduct a File review

System Readiness: Just do it!

What impacts achievement? Which are student you committed to? Effective teaching variables Effect size Other variables Effect size Student expectations +1. 44 Socioeconomic Status +0. 57 Response to Intervention +1. 07 Parental Involvement +0. 51 Formative Evaluation +0. 90 Computer based instruction* +0. 37 Teacher Clarity +0. 75 School Finances Reciprocal Teaching +0. 19 Feedback +0. 74 Interactions* +0. 73 Family Structure Teacher-Student Relationships +0. 72 Retention -0. 16 Aptitude by Treatment +0. 23 +0. 17 John Hattie, Visible Learning, 2009

Despite “dire predictions” few child find issues with RTI itself LAW: …thus far no published court decision has specifically concerned RTI and child find, and the few pertinent hearing officer decisions have been deferential to school districts (e. g. , Cobb County School District, 2012; Joshua Independent School District, 2010). (Betesh, Brown, Thompson, & Zirkel, 2012)

“Get Started”

Partner Talk What is holding you back from using RTI for SLD eligibility?

Thank You!