Course Outline and Suggested Syllabus The Field Guide to RTI Implementation Online Learning Modules, K-6

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1 Course Outline and Suggested Syllabus The Field Guide to RTI Implementation Online Learning Modules, K-6 Course and Purpose This online field guide was created to provide schools with a cost-effective way to provide professional development to school staff as they implement Response to Intervention. The online field guide modules focus on K-6 reading because this is the area that many schools start first as they begin their journey into implementing Response to Intervention. All of the modules are designed to be used by a team at a school to facilitate planning the implementation of RTI. The modules include facilitation questions to share at grade-level team meetings and activities that will be most valuable when the school team uses data from their building. Course Objectives Completing the course is defined by the following: Participating in the course community by posting to all discussion board prompts Viewing all of the modules Watching all module videos and completing relevant module activities Establishing a school wide framework for RTI After completing the course, you will be able to: Outline the principals of RTI Build consensus for RTI Define leadership roles and responsibilities Assemble leadership teams Analyze student data Develop a framework for tiered supports Assess your school s readiness for implementing RTI Develop your implementation and communication plan Explore the process of making data-based decisions Review your framework and support Monitor the effectiveness of RTI implementation Measure the fidelity of implementation Refine components of implementation Review the definition of Specific Learning Disability (SLD) Identify the challenges of SLD determination Understand the current approaches to SLD determination under IDEA 2004 Review how RTI informs the eligibility decision Consider how to design and conduct a comprehensive evaluation for SLD Review your policy and procedures for SLD identification Required Resource Field Guide to RTI Implementation: Online Learning Modules, K-6 Student Expectations: Course participants must assume responsibility for their own learning and success as presented in an online course environment in the following areas: 1 of 11

2 Group Forums: This online course requires a substantial number of group forums to which participants are asked to contribute. The group forums have been designed to enable participants to develop collaborative relationships with each other as they work through each module. Activities: Participants will be asked to work on teams to consider key topics of importance for RTI planning, implementation, and evaluation. Activities may require participants to read articles and work on teams to complete exercises, self-assessments, benchmarking worksheets, and implementation timetables. Videos: Participants will be asked to view the videos described below, in which experts from the field recall the challenges and successes they have encountered in their RTI efforts and provide guidance on how to strategically implement an RTI program. Establishing a Schoolwide Framework for RTI: Participants will be guided through the process of working together on a team to devise a schoolwide framework for RTI. Content/Topics and Outline for Each Session Module 1: Principles of Effective RTI Implementation : This module introduces the concept of RTI and explains the framework of the modules in the series. Video, RTI Terminology, Slide 10 Video, What is RTI? Slide 17 Video, Data Team Meetings, Slide 19 Activity A: Review the Approaches to RTI, University Chicago, explains that the language that we ve been using Response to Intervention may change as Multi-Tier System of Supports emerges as a framework. He discusses the possible implications of this shift. Linda Wernikoff, Former Executive Director of the Office of Special Education Initiatives, New York City Department of Education, describes her vision of RTI as a framework designed to help educators engage in more diagnostic work as they pinpoint the specific needs of individual students. Tom Komp, Principal, Boulevard Elementary School, Gloversville, NY and the teachers in his school explain how RTI helps educators better address individual student needs by focusing on data. In this activity, participants review the Approaches to 2 of 11

3 article, Slide 23 Attachment, Approaches to RTI, Slide 23 Attachment, Position Statement on RTI, Slide 23 RTI attachment and the Position Statement on RTI provided on the attachments tab and discuss, as a group, the descriptions provided for the various approaches to RTI. See the descriptions of these attachments below. This article by Amanda VanDerHeyden explains four models of RTI implementation that have evolved over time and describes key procedures that must be in place for effective RTI implementation. This document outlines the position statement on RTI developed by The National Center for Learning Disabilities and the RTI Action Network. Module 2: Building Consensus and Establishing Teams : In this module we ll be discussing creating the foundation for effective RTI implementation by building consensus and establishing your RTI leadership team. RTI is a district-wide or school-wide framework. Therefore adopting that framework requires planning. Some of the most important steps happen at the outset to lay the groundwork for later success. Generally, the district office leads the effort across schools and the principal leads the effort within a school. Leaders have to build consensus and motivate change so the staff is inspired to give this framework their full commitment. This module includes information suggesting the roles and responsibilities of the principal and school-based leadership teams. Advice is provided on how to select the leadership team. Video, Why Implement RTI? Slide 10 Video, Facilitating the Change Process, Slide 13 Video, Leadership, Slide 17 Activity A: Part I, Establishing a Core Beliefs Statement, Slide 19 Activity A: Part II, Establishing a Core Beliefs Statement, Slide 20 University Chicago, describes the importance of a tiered structure that delivers effective instruction to kids early on in their education lives. Linda Wernikoff, Former Executive Director of the Office of Special Education Initiatives, New York City Department of Education, discusses the importance of strategically and collaboratively implementing RTI and encouraging professional development conversations around the initiative. University Chicago, explains the importance of building-level leadership, consensus building, and infrastructure in RTI implementation initiatives. This activity invites participants to break into groups to address three areas of importance with respect to RTI: Students learning, instruction, and data-based decision making. This activity asks participants to work collaboratively to build a core beliefs statement around the importance of RTI. 3 of 11

4 Video, Teachers Voices, Slide 25 Video, The Leadership Team, Slide 34 Video, Where to Start, Slide 44 Activity B: Your RTI District or School Level Team, Slide 51 Donald D. Deshler, Director, Center for Research on Learning, University of Kansas, talks about the importance of having teachers ask questions and engage in meaningful dialogue with colleagues and administrators around RTI implementation. Mission Public Schools, Kansas, describes the importance of having district and building leadership that is representative of all of the constituents within the community and that will help with the planning, design, evaluation, and implementation of RTI efforts. University Chicago, discusses the most important considerations principals must take at the very outset of the RTI planning process. This activity asks participants to consider the roles and responsibilities associated with RTI implementation and to begin to think about how they should be divided up among the team members who will be working on the initiative. Module 3: Developing Your Implementation Plan : The next step in developing a plan to implement an RTI framework is to evaluate the building s readiness. In Module 3, the focus will shift to the readiness evaluation and the development of your RTI Implementation Plan Video, Types of Assessments, Slide 10 Activity A: Assessment Worksheet, Slide 14 Attachment, Assessment Worksheet, Slide 14 Activity B: RTI Readiness Assessment, Slide 15 Mission Public Schools, Kansas, talks about the four main types of assessments used in conjunction with RTI systems: screenings, diagnostics, formative or progress monitoring assessments, and summative assessments. This activity requires participants to download and complete the assessment worksheet that appears on the attachment tab of this slide. Please see below for a description of this worksheet. This worksheet provides participants with space to describe and categorize the types of assessments that are currently being used across the grade levels in their schools. This activity asks participants to fill out the RTI Readiness Assessment, worksheet described below as they consider whether or not their assessments toolbox is balanced and their staff is trained and 4 of 11

5 Attachment, RTI Readiness Assessment, Slide 15 Activity C: Core Inventory Workshop, Slide 19 Attachment, Core Inventory Worksheet, Slide 15 Video, Selecting Instructional Materials, Slide 20 Video, Tiered Supports, Slide 22 Video, Instructional Decision Making, Slide 25 Video, Creating the Master Schedule, Slide 29 Video, Organizing Your Staff, Slide 32 ready to use the assessments. This worksheet provides participants with a checklist of key points to consider when determining their school s level of readiness for an RTI initiative. For each item, participants are asked to check off whether or not they have taken the described action, or to indicate if it is currently in progress and record any associated notes. This activity asks participants to fill out the Core Inventory Worksheet described below as they evaluate their core programs at each grade level. As participants fill out this worksheet, they will be prompted to evaluate their school s core programs at each grade level to determine the presence or absence of five essential components: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Mission Public Schools, Kansas, talks about how to assess the strengths and weaknesses of instructional materials. Markay Winston, Chief Officer of Instructional Learning Supports, Chicago Public Schools, describes how administrators and teachers can think about the interventions they already have in place, determine whether or not they are responsive to the needs of all students and, if not, think about how to rework them so that they are. Mission Public Schools, Kansas, discusses the difference between RTI and a tracking system and explains how RTI provides educators with frequent opportunities to revisit and track student progress for the purpose of making instructional decisions. Mission Public Schools, Kansas, talks about the necessity of creating a master schedule that captures both how the teachers operate individually and how the building operates as a whole on a daily, weekly, monthly, seasonal, and yearly basis with respect to monitoring student progress and implementing RTI initiatives. Linda Wernikoff, Former Executive Director of the Office of Special Education Initiatives, New York City Department of Education, explains how to look holistically at all of the staff in a school building and consider how their work needs to be reorganized in 5 of 11

6 Video, Professional Development, Slide 33 Activity D: Grade and Class Benchmark, Side 36 Attachment, Grade Benchmark Worksheet, Slide 36 Activity E: RTI Triangle, Slide 40 Attachment, RTI Triangle Worksheet, Slide 40 Video, Core Curriculum, Slide 42 Video, Core Reading Program, Slide 47 Video, Decision Rules, Slide 54 Activity F: Review Examples of Effective RTI Use and Decision Making, by Amanda VanDerHeyden, Slide 63 order to accommodate an RTI initiative. University Chicago, talks about the fact that since implementing RTI requires a complete paradigm shift, staff must receive professional development that goes beyond a traditional one-shot approach and instead is intensive and provides intensive, ongoing support. This activity requires participants to fill out the Grade and Class Benchmark Worksheet described below as they determine what percentage of their students are at benchmark or above within each class at each grade level. This worksheet provides participants with a template for recording, three times during the year, the percentage of students in each grade level that are significantly above benchmark, slightly above benchmark, above benchmark, at benchmark, slightly below benchmark, or significantly below benchmark. This activity asks participants to use their completed Grade Benchmark Worksheet, to fill out the RTI Triangle Worksheet described below. This worksheet provides participants with a template they can use to help them visualize the percentage of their students that fall into the tiers and to determine the degree to which those percentages align with the provided recommendations. University Chicago, argues the importance of determining whether or not a specific curriculum is the right curriculum for the students being served in a particular school. Tom Komp, Principal, Boulevard Elementary School, Gloversville, NY explains why a core reading program is the most important thing that should be in place for effective RTI implementation. Judy Elliot, former Chief Academic Officer, Los Angeles Unified School District, explains how decision rules are critical for RTI implementation. She talks about categorizing students by the degree to which they have a positive, questionable, or poor response to the interventions and then using that information to determine whether or not the best interventions were chosen and were implemented with fidelity. This activity asks participants to review a series of articles, described below, and then discuss whether or not similar decision making processes are used in 6 of 11

7 Attachments, Examples of Effective RTI Use and Decision Making, by Amanda VanDerHeyden (Part I: Overview, Part II: Reading, Part III: Math), Slide 63 Video, Scheduling, Slide 65 Video, Grade Level Team Meetings, Slide 69 Activity G: Review the materials provided, Slide 70 Attachments, RTI Data Analysis Teaming Process article, the Data Analysis for Instructional Decision Making: Team Process Script, and the Screening and Intervention Record Form, (SIRF) Slide 70 their own schools. This series of articles provides participants with an overview of RTI decision making and examples of the decision making process at the class wide and individual student levels in reading and mathematics Tom Komp, Principal, Boulevard Elementary School, Gloversville, NY explains why one of the hardest things a principal needs to do to ensure effective RTI implementation is to put together a good schedule. Tracy Gillespe, Second Grade Teacher, Boulevard Elementary School, Gloversville, New York talks about the importance of team meetings and the topics she discusses with the other teachers during the team meetings at her school. Participants are asked to review the RTI Data Analysis Teaming Process article, the Data Analysis for Instructional Decision Making: Team Process Script, and the Screening and Intervention Record Form described below. This series of articles provides participants with the following: a discussion of how team meetings are a vital part of creating curricular improvements, designing interventions, and deciding which students will benefit from additional tiered instruction; a data team meeting script with sample procedures, prompts, and record keeping guidance; and a template form for recording attendees and keeping track of goals, strategies, implementation logistics, and progress monitoring plans. Module 4: Implementing Tiered Supports : In Module 4, participants will see how RTI should look in practice. We will discuss how data will be used and the processes to collect and use data in making decisions; now is the time to make sure the processes are followed and that they are working. Teachers are using data to form small skill groups for students who are below benchmark. Intervention groups are scheduled during the day and staff is designated to teach each group. Research is very clear about what makes intervention instruction effective. Staff members need professional development to help them learn how that instruction looks different from core instruction. Video, Effective Implementation, Slide 7 Donald D. Deshler, Director, Center for Research on Learning, University of Kansas explains how the schools that are most effective in implementing RTI are ones that have been able to bring together and coordinate a lot of moving parts. 7 of 11

8 Video, Funding for RTI, Slide 11 Video, Providing Tiered Supports, Slide 36 Video, Instructional Decision Making, Slide 53 Activity A: Review the Data Analysis for Instructional Decision Making: Team Process, Slide 56 Activity B: Review and discuss the handout and article, Slide 59 Attachment, Sample Implementation Timetable, Slide 59 Attachment, Implement Your Plan, Slide 59 Activity C: Self-Assessment of Problem Solving Implementation, Slide 70 Attachment, Self-Assessment of Problem Solving Implementation (SAPSI) form, Slide 70 Tom Komp, Principal, Boulevard Elementary School, Gloversville, New York talks about getting creative with existing funding to ensure successful RTI implementation. Tracy Gillespe, Second Grade Teacher, Boulevard Elementary School, Gloversville, New York explains how she uses tiered supports for reading instruction. Linda Wernikoff, Former Executive Director of the Office of Special Education Initiatives, New York City Department of Education, talks about the importance of data team review meetings for assessing the fidelity of program implementation and making instructional decisions. This activity requires participants to review the RTI Data Analysis Teaming Process article, the Data Analysis for Instructional Decision Making: Team Process Script, and the Screening and Intervention Record Form, documents from module 3 and consider how the script and record form can be adapted to meet the needs of their data analysis team meetings and grade level team meetings. This activity asks participants to review and discuss the Sample Implementation Timetable and the Implement Your Plan article described below. This document provides participants with a sample implementation timeline for an elementary school building. It visually demonstrates how the RTI process moves from exploration, to installation, to initial implementation, to full implementation, to innovation, and then to sustainability across the topical areas of assessment, data analysis, and service delivery and scheduling. This document supplies participants with a step-bystep overview of what should happen during each year of a three-year RTI implementation process. This activity requires participants to review and complete the Self-Assessment of Problem Solving Implementation form described below. This form requires participants to assess their progress with RTI implementation in these areas: Consensus: Comprehensive Commitment and Support, Infrastructure Development: Data Collection and Team Structure, Implementation: Three-Tiered Intervention System and Problem- Solving Process, and Implementation: Monitoring and Action Planning 8 of 11

9 Module 5: Monitoring and Refining Implementation : The focus in Module 5 will be on building consensus and monitoring fidelity of implementation. Developing consensus is not a one-time event at the beginning. Because staff continually change in schools it s critical to review consensus throughout the implementation. Teachers perform better when they are committed to the process rather than feeling forced to comply. This module also focuses on the task of leaders and the RTI team to monitor the effectiveness of an RTI implementation. Activity A: Read Monitor RTI Implementation to Sustain Implementation Momentum, Slide 8 Attachment, Monitor RTI Implementation to Sustain Implementation Momentum, Slide 8 Video, Planning Professional Development, Slide 17 Activity B: Read How to Utilize RTI Action Network Resources for Professional Development, Slide 20 Attachment, How to Utilize RTI Action Network Resources for Professional Development, Slide 20 Attachments, Examples of Effective RTI Use Part I and Examples of Effective RTI Use Part II, Slide 23 Video, Core Curriculum and Instruction, Slide 31 Activity C: Read and discuss Supporting the Infrastructure Within An RTI Framework, Slide 39 Attachment, Supporting the Infrastructure Within An RTI Framework, Slide 39 This activity asks participants to read Bob Heimbaugh s article, Monitor RTI Implementation to Sustain Implementation Momentum. This article stresses the importance of monitoring different areas to ensure successful RTI implementation. Mission Public Schools, Kansas, discusses the importance of having a multi-year staff development planning process in place. This activity asks participants to read Dawn Miller s article, How to Utilize RTI Action Network Resources for Professional Development, before discussing potential professional development opportunities onsite. In this article, Dawn Miller discusses that for RTI efforts to be implemented well and sustained, professional development efforts need to be responsive to the needs of district employees. The articles referenced in this slide discuss the use of assessment data. Mission Public Schools, Kansas, talks about the importance of core curriculum and instruction as the base for successful RTI implementation and the reason behind constant data analysis. This activity asks participants to read Bob Heimbaugh s article, Supporting the Infrastructure Within An RTI Framework, and then discussing the importance of the infrastructure embedded in the RTI framework. In this article, Bob Heimbaugh discusses the importance of the infrastructure of the RTI framework. He points out that it is the foundation for a strong program and is what holds the implementation initiative together. 9 of 11

10 Video, Using Student Data, Slide 44 Activity D: Read The RTI Data Analysis Teaming Process, Slide 53 Attachments, The RTI Data Analysis Teaming Process, Data Analysis Team Script, SIRF Form (or the Word doc version), Slide 53 Video, The Value of RTI, Slide 57 Mission Public Schools, Kansas, talks about the ways you can tell if the core of the system is working. The activity asks participants to read Joseph Kovaloleski, Megan Roble, and Michelle Ange s article, The RTI Data Analysis Teaming Process, along with reviewing the accompanying Data Analysis Team Script and SIRF Form. This article, and the accompanying Data Analysis Team Script and SIRF Form, emphasizes the importance of team meetings for creating curricular improvements, designing interventions, and deciding which students will benefit from additional tiered instruction. Judy Elliot, former Chief Academic Officer, Los Angeles Unified School District, explains what she understands to be the value of RTI. Module 6: RTI and Specific Learning Disability Determination : This module focuses on the portion of the RTI process that involves identifying students who may have a specific learning disability. The RTI process provides tiers of increasingly intensive intervention instruction to students who are below benchmark. However, there are students for whom these interventions will not fully address their educational needs. These students have specific learning disabilities and will benefit from educational support provided by qualification for an Individualized Education Plan, or IEP. The topics covered in this 6 th and final module include clarification of definitions, standards and challenges, and a 4-step process for specific learning disability determination. Video, Comparison of RTI and the Discrepancy Model, Slide 11 Activity A: Current Approaches to SLD Identification, Slide 15 Video, Does RTI Speed or Delay Identification? Slide 16 Activity B: Review NCLD Position Statement on Determination of SLD, Slide 18 Attachment, Position Statement on Determination of Specific Learning Disabilities, Slide 18 Jim Crawford, Assistant Principal, Boulevard Elementary School, Gloversville, New York, discusses the differences between RTI and the Discrepancy Model. This activity requires the participant to visit the Us Department of Education s website on identifying SLD according to IDEA 2004 before answering reflection questions. Louis Danielson, Ph.D., Managing Director, American Institutes for Research, explains why RTI might accelerate or delay identification in certain environments. This activity asks participants to read the NCLD Position Statement on Determination of SLDs before reflecting on a few key points. This position statement stresses the need for a multistep process before determining whether a child has a specific learning disability (SLD). 10 of 11

11 Video, Using Data to Inform Instruction, Slide 21 Activity C: Case Study Review Part 1, Slides 23 and 24 Attachment, Educational Decision Making Case Study, Slide 23 Activity C: Case Study Review Part 2, Slide 26 Attachment, DIBELS Next Reading Passages Examples, Slide 26 Video, Meeting Students Needs, Slide 28 Video, Parents Rights, Slide 35 Activity D: Complete the Legal Checklist, Slide 44 Attachment, RTI Legal Checklist for SLD Identification, Slide 44 Judy Elliot, former Chief Academic Officer, Los Angeles Unified School District, stresses the pivotal role of RTI in the Learning Disability Identification process. Participants are asked to read the attached Educational Decision Making Case Study and answer a few questions. The purpose of this case study is to illustrate how RTI data can be used to inform the SLD eligibility process. This activity asks the participant to review Molly s progress monitoring graph from the Educational Decision Making Case Study attachment one more time before reading the DIBELS Next passages and discussing a few points. These oral reading fluency tests are meant to accompany the Case Study Review. Mission Public Schools, Kansas, talks about problemsolving at the individual student level. Louis Danielson, Ph.D., Managing Director, American Institutes for Research, points out the parents right to trump the RTI process at anytime. Participants are meant to go over the attached checklist before discussing the processes and procedures currently in place to ensure that each participant is conducting evaluations for SLD in a manner that is legally defensible as well as educationally relevant for students. This checklist is designed for a school district s assessment of the legal compliance of the district s process for identification of students with specific learning disability in terms of federal law. Due Dates of Major Assignments, Projects, and Examinations: To be determined by the course facilitator. Plans for Transferring Skills into the Work Setting (if applicable): Through the use of group collaboration and discussions, the goal is for participants to establish a schoolwide framework for RTI to help all students succeed. 11 of 11