Maine’s Response to Intervention Implementation:

Moving Forward

Presented by:

Barbara MoodyTitle II Coordinator

Maine Department of Education

Our work this week

• What have we accomplished ?

• How does it fit in to school reform?

• Who is working on Maine’s plan?

• What has been done?

• What CAN be done?

3

Key Elements of RTI

Effective Instruction

Routine Assessments

Data Review

4

Building on Prior Learning

Most districts in Maine have started using RTI

Training has been provided by the Maine DOE, universities, professional development regional groups, educational organizations, district personnel, and PD organizations

RTI will be more effective state wide if we share ideas and resources

Core Components of RTI

• high quality, evidence-based instruction and behavioral support in general education

• universal (school wide or district wide) screening of academics and behavior in order to determine which students need closer monitoring or additional interventions

• multiple tiers of instructional strategies that are progressively more intense and include the use of scientific, scientifically-based interventions matched to student needs

Core Components

• continuous monitoring of student performance during interventions using a continuum of evidence-based, formative assessments, including Curriculum Based Measures, to determine if students are meeting goals and to inform instructional decision making

Core Components

• use of a collaborative or problem-solving approach involving all staff in developing, implementing, and monitoring the intervention process

• follow-up measures assuring that instruction is implemented with fidelity -as intended and with consistency

• parent and student involvement throughout the process

KiDs CoMe FIrST!

• Kin

• Data

• Collaboration

• Monitoring

• Fidelity

• Instruction

• Screening

• Tiers

9

Legal Requirement

• RTI is mentioned in the unified

Chapter 101 rules• Chapter 101 has been revised to

include General Education Interventions and change target date to July, 2012.

• Maine Public Laws Chapter 313 (also known as LD 1325) requires that all schools have a system of support and intervention for all students by July 2012

10

Changing the Culture

RTI includes a shift in the way we think about the work of schools

RTI is finding the right instruction for each student

RTI takes time and collaboration among all educators

It usually takes 3-5 years for RTI to become fully implemented in school and district

Stages of Implementation

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

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l Years

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RTI Leadership Team/RTI Steering Committee

• Made up of representatives from the following groups: Classroom teachers Maine Education Association Maine Principals Association Maine School Management Association Maine Parent Federation Maine Department of Education Maine Association of Directors of Special Ed School Administrators Curriculum Coordinators Professional Development Organizations Professional Development Regional Groups

Completed Work

• Created RTI Leadership Team

• Developed goals for state-wide initiative

• Developed conceptual model

• Developed state guidelines and guidance manual

• Developed web site with guidance and resources

Completed Work

• Created Professional Development plan

• Delivered regional professional development

• Collected baseline data for Maine

• Provided schools with documentation tools

• Created RTI Steering Committee

School Year 2011-2012

• Chose uniform message

• Established linkages between existing systems, practices and initiatives

• Continued to examine what resource needs schools have regarding RTI

• Planned for additional training and support developed in partnership with other PD providers

• Provide venue for practitioners to share.

Uniform message

• Maine’s RTI Core Components

• Websites:

• http://www.rti4success.org/

• http://www.pbis.org/

• http://www.rtinetwork.org/

• http://dww.ed.gov/index.cfm

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems

Behavioral SystemsS

P

E

C

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AL

E

D

U

CAT

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ON

Moving Forward

• Develop procedures to evaluate fidelity of RTI implementation

• Clarify compliance

• Provide venue for practitioners to share. Established linkages between existing systems, practices and initiatives

• Continued to examine what resource needs schools have regarding RTI

• Planned for additional training and support developed in partnership with other PD providers

Forecast

Action

• Join or form a professional learning community, such as Classroom 2.0, to pursue ongoing professional development, support other educators, and organize with colleagues.

• Host a Collaboration Jam  to engage students and teachers to develop in developing new ideas for learning

• Download courses from Stanford University on iTunes, or MIT OpenCourseWare, or other open access sites for use in your classrorom.

http://www.futureofed.org

http://www.Futureofed.org

Action

• Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them

• When considering instructional technology, focus on how it can support connected, continuous, relevant, and adaptive learning

http://www.futureofed.org

Thank you!

Barbara Moodybarbara.moody@maine.gov

After July 1moodyb@husson.edu

State of Maine RTI Websitehttp://www.maine.gov/education/rti/index.shtml