Region One Education Service Center

2011-12

Response to Intervention Meeting and Training Schedule

2

TABLE OF CONTENTS

Effective Implementation

Levels of Response to Intervention Implementation ………………………………………… 3

Support from the State ………………………………………………………………………… 4

Culturally Responsive Response to Intervention

Assessing Your Needs ………………………………………………………………………….. 5

RTI CTRL: RTI Classification Tool and Resource Locator

Self Assessment (of School or District’s Current RtI Implementation Level) ………………6

References ………………………………………………………………………………………..7

Meeting and Training Schedule for 2011-12 ……………………………………………… 8-13

Additional Resources of Interest……………………………………………………...……….13

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Getting from Where We Are to Where We Need to Be

“Would you tell me please, which way I ought to go from here?” asked Alice.

“That depends a good deal on where you want to get to” said the Cat.

“I don’t much care where-’ said Alice.

“Then it doesn’t matter which way you go,” said the Cat.

“-so long as I get somewhere,” Alice added as an explanation.

-Excerpt from Lewis Carroll‘s Alice in Wonderland (1865)

Effective RtI Implementation

Effective implementation of Response to Intervention (RtI) is an important but overwhelming task.

The National Center on Response to Intervention (NCRTI) says ―Implementing RtI is a process that

requires thoughtful, purposeful planning and continuous evaluation and refinement.‖ Dr. George

Batsche articulates the need for districts to establish long term plans of RtI implementation and

emphasizes that it will take 4-6 years (or more) for full implementation. A caveat to this statement is

what is instituted in those 4-6 years must be aligned with best practice which includes local changes in

policy, staff development and transformation of building and campus level procedures (2007).

Levels of Response to Intervention Implementation

According to the Center on Instruction (COI, 2008), there are six levels of RtI implementation

including exploration, installation, initial implementation, full implementation, innovation, and

sustainability (Adapted from Fixsen, Naoom, Blase, Friedman and Wallace, 2005) The focus of the

exploration level of RtI implementation is to decide if the time is right for RtI implementation in your

district. Conversations must occur to evaluate the readiness and consensus to begin the process but most

importantly, evaluate the district’s current capacity to devote the amount of time, commitment and

resources that will be necessary to implement RtI properly.

The installation level begins by preparing for the implementation of RtI. The district will be preparing

for systemic change and adopt behaviors that are in line with second order change (Galvin, 2007 - See

Table 1). Districts that are in the initial implementation level has spent time educating all stakeholders,

provided extensive training to all staff, has leaders from the district and campus level that are

knowledgeable in the components of RtI and actively support all activities. The district in this stage has

established an interdisciplinary district level RtI committee that holds regular monthly meetings,

conducts training and provides support to all internal and external stakeholders and conducts regular

evaluation of RtI implementation.

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In the full implementation level, RtI has become ―part of typical practice.‖ All processes clearly

defined for all stakeholders and these processes are integrated with other district and campus initiatives.

RtI is seen as a model that includes ALL students in the district or building and all misconceptions about

the purpose of RtI have been dissolved. Extensive and ongoing professional development in the area of

RtI has become the focus and the new norm for this district. ―Until stakeholders are clear about what is

being implemented and why it is being implemented, many may be reluctant to support implementation

efforts‖ (Hall, 2011) . Hall further stresses that one of the most common RtI implementation ―pitfalls‖ is

confusing [RtI] awareness training with implementation training. Hall also highlights the need to move

beyond RtI Overview-type sessions to establishing follow-up training opportunities for stakeholders to

firmly grasp each critical component of the RtI model and receive on-going and coaching on the specifics

of the process.

Table 1. Characteristics of First- and Second-Order Changes

First-Order Change Second-Order Change

● An extension of the past ● A break with the past

● Within existing paradigms ● Outside of existing paradigms

● Consistent with prevailing values and norms ● Conflicted with prevailing values and norms

● Implemented with existing skills and knowledge ● Requires new skills and knowledge

● Implemented by experts ● Implemented by stakeholders

Retrieved from http://www.rti4success.org/pdf/0407rtifeature.pdf

The proposed activities in the innovation level involve intensified capacity-building efforts, all

processes are completed with high fidelity, schools have been reconfigured and refined and RtI is not

seen as an ―add on‖ but a new way of ―doing school.‖ Finally, RtI implementation efforts must include

plans for sustainability. At this level, the district recognizes how RtI fits into the broader context of

education to include preparing for and embracing changes in national and state educational trends.

Support from the State

To support RtI implementation efforts in Texas, the Meadows Center for Preventing Educational Risk

funded by the Texas Education Agency established a web page titled Building RtI Capacity. The goals of

this collaborative project are to support Texas schools in efficient and effective RtI implementation as a

means to improve student achievement by ―enhancing the knowledge and skill of educators …to

providing all students with opportunities to be successful learners‖ (2011). The focus is to build capacity

of all district and campus level staff in implementing each critical component of RtI and underscores the

need for school staff to learn new practices, use these new practices in instruction on an ongoing basis,

use data to inform instruction and make adaptations to instruction, schedules, staff and revise

professional development plans as needed.

5

Culturally Responsive Response to Intervention

―The American educational system was designed for students from two-parent nuclear families with

middle class money and values, who came to school with all the necessary materials and preparation.

However these ‗ideal‘ students are not the only ones who walk through the doors of the schoolhouse

every morning. The real students of today are from various ethnicities, financial backgrounds and family

structures‖ (Kunjufu, 2002). What this means for school staff is that we must address the needs of our

underserved populations and hold courageous conversations about the changes that must be considered to

make RtI ‗work‘ at our school. (Jones, 2007). When interventions are applied to students who are

culturally and linguistically diverse (CLD), we must ensure that the methodologies used do not place

these groups of students at greater risk by using assessment tools or procedures that were not normed on

certain student groups (Harris-Murri, Rostenberg, 2006). When implemented with culturally responsive

practices in mind, RtI has the potential to support a wide range of learners and ensure that all children

receive an adequate opportunity to learn (Brown and Doolittle, 2008).

Region One Education Service Center accepts the responsibility to unite with the national and state RtI

implementation guidance and provide current information our area stakeholders. Our mission, ―to lead

and serve school communities in enhancing student success and school efficiency by providing quality

services‖ continues in the 2011-12 academic school year with our RtI meeting and training offerings. Our

focus will be in guiding school systems in using culturally responsive practices in RtI implementation.

We commit to be of assistance to you in this journey.♦

Assessing Your Needs

In order to target your needs, we are asking your district or campus to take this brief survey

from the Center for Instruction. After taking this survey, you will be able to identify which of

the six stage of RtI implementation your campus is in terms of Definition and Alignment,

Leadership, Capacity, and Instructional Aspects.

Once you complete the survey, you will be able to print your results and get a personalized

link to retrieve your report as needed. On this page you will also get recommendations and

additional resources to support your implementation efforts. The Region One Response to

Intervention trainings and meetings this year will be coded with the first four levels of

implementation. This year we will not offer trainings for the innovation and sustainability levels.

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Click on the tab below to be routed to the survey:

Please take a moment to complete this survey for your district or campus. For optimal

results, you are encouraged to collaborate on the responses with your campus or district

level RtI team.

If you are not able to access the link from the tab provided above, please copy and paste the

URL below to your Internet browser. Once you access this site, you will need to scroll down

the page to begin the self assessment.

This survey is free and is NOT affiliated with Region One Education Service Center. Your

survey results will not be accessible to Region One ESC.

http://www.rtictrl.org/selfassessment/?intro

For a printable version of this survey, go to:

http://www.rtictrl.org/selfassessment/RTICTRL_self-assessment.pdf

When you print your results you will receive levels assigned for each of the four Implementation

considerations: Definition of RtI and Alignment With Existing Initiatives (DA), Leadership (L),

Implementation Capacity (C), and Instructional Aspects of Implementation (IA). Each of these

components will serve as a TRAINING CODE on the schedules below and will guide you in

understanding the intended audience and purpose for each of the sessions offered.

All trainings are FREE unless otherwise indicated.

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References

Batsche, G. (2007). Problem-solving and response to intervention: focusing on improved academic

achievement for all students. Retrieved from

http://sss.usf.edu/resources/format/presentations/2007/fasn_batsche.pdf.

Brown, J.E. & Doolittle, J. (2008). A cultural, linguistic and ecological framework for response to

intervention with english language learners. Retrieved from

http://www.nccrest.org/Briefs/Framework_for_RTI.pdf .

Center on Instruction (2008). Levels of implementation. Retrieved from http://www.rtictrl.org/levels.php

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementing

research: a synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida

Mental Health Institute, NIRN (FMHI Publication #231).

Galvin, M. (2007). Feature article: implementing response to intervention (rti) considerations for

practitioners. Retrieved from http://www.rti4success.org/pdf/0407rtifeature.pdf .

Hall, S. (2011). Create your implementation blueprint: avoiding implementation pitfalls. Retrieved from

http://www.rtinetwork.org/getstarted/develop/create-your-implementation-blueprint-avoiding-pitfalls .

Harris-Murri, N., King, K., & Rostenberg, D. (2006). Reducing disproportionate minority

representation in special education programs for students with emotional disturbances: Toward

a culturally responsive response to intervention model. Education & Treatment of Children,

29(4), 779-779-799. Retrieved from

http://search.proquest.com/docview/202668864?accountid=34899 .

Jones, S. J. (2007). Culturally responsive instruction. Leadership, 37(2), 14-36.

Kunjufu, J. (2002). Black students middle class teachers. Chicago: African American Images.

National Center on Response to Intervention (2011). Implementing rti. Retrieved from

http://www.rti4success.org/Howtoimplementrtilanding.

Meadows Center for Preventing Educational Risk (2011). Building capacity for rti project. Retrieved

from http://buildingrti.utexas.org/.

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Meeting and Training Schedule

(By Level of Implementation)

EXPLORATION LEVEL

Exploration — actively considering a change; thinking about making use of RTI (this requires some

degree of awareness that leads to acquisition of information and exploration of options).

Related Article: http://www.rtinetwork.org/getstarted/develop/create-your-implementation-

blueprint-stage-1-exploration

Trainings to Support the Exploration Level

Training

Code-See

Page 6

Date(s) Workshop

Number Workshop Title Location/Time

IC November 1,

2011 36123

Common Barriers to

RtI Implementation

Online Webinar

9:30 a.m. to 10: 45

a.m.

C November 9,

2011 36127

Online RtI Resources

to Support RtI

Implementation

Efforts

Computer Lab B

8:30 a.m. – 11:30 a.m.

C November 9,

2011 36129

Online RtI Resources

to Support RtI

Implementation

Efforts

Computer Lab B

1:00 p.m. to 4:00 p.m.

DA, L, C

November 13-

December 18,

2011

36139 (3 different registration

processes required-call

for details)

The RtI Guide:

Developing and

Implementing a Model

in Your Schools

Online Course

(4 weeks)

$50 FEE

DA, L, C December 2,

2011 36151

RtI Overview-

Trainer of Trainers

Online Webinar

8:30 a.m. to 11:30

p.m.

DA, L, C December 2,

2011 36153

RtI Overview-

Trainer of Trainers

Online Webinar

12:30 p.m. to 3:30

p.m.

Related Online Resources/Professional Learning Community Support:

National Center for Response to Intervention: http://www.rti4success.org/

RtI Action Network: http://www.rtinetwork.org/

Building RtI Capacity (Texas-Based): http://buildingrti.utexas.org/

Region One ESC RtI Site: http://www.esc1.net/129310102210610280/site/default.asp

Implementation Blueprint and Self-Assessment for Positive Behavioral Interventions and Supports:

http://www.pbis.org/common/pbisresources/publications/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

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INSTALLATION LEVEL

Installation — preparing for the implementation of RTI. Resources are being expended on active

preparation for doing things differently, in keeping with the tenets of RTI. Structural supports necessary

to initiate RTI are put in place.

Related Article: http://www.rtinetwork.org/getstarted/develop/create-your-implementation-

blueprint-stage-2-installation

Trainings to Support the Installation Level

Training

Code- See

Page 6

Date(s) Workshop

Number Workshop Title Location/Time

L, DA

TBD by

Requesting

District

TBD by

Requesting District

RtI Academy

3 Days

(Prerequisite Online

RtI course or

equivalent

REQUIRED)

Training is provided

on-site by request

only

$2500 FEE/up to a

10-member District

Level Team

DA, L, IA November 3-4,

2011 35591

Creating Behavior

IEPs and BIPs

Fort Ringgold Room

8:30 a.m. to 4:00 p.m.

DA, L, IA May 10-11,

2011 35592

Creating Behavior

IEPs and BIPs

Fort Ringgold Room

8:30 a.m. to 4:00 p.m.

L, C January 20,

2012 36178

RtI and the Classroom

Teacher

(Administrators

ONLY)

Willacy Room

8:30 a.m. to 4:00 p.m.

IA October 25-26,

2011 35754

Multisensory

Strategies for Reading

Instruction

Cameron Room

8:30 a.m. to 3:30 p.m.

$225 FEE

IA October 27,

2011 35755 Scientific Spelling

Cameron Room

8:30 a.m. to 3:30 p.m.

$150 FEE

IA December 7,

2011 35758

Evidence-Based

Writing Instruction

for Struggling Writers

Cameron Room

8:30 a.m. to 4:00 p.m.

$150 FEE

L March 4- April

5, 2012

36154 (3 different registration

processes required-call

for details)

The Culturally

Proficient School

Online Course

(5 weeks)-a signed

commitment form is

required

$50 FEE

L, IA October 27,

2011 35563

Practical Strategies

for Managing the

Angry, Aggressive,

and Impulsive Student

Falcon Dam/La

Lomita/Sal Del Rey

Rooms

8:30 a.m. to 3:30 p.m.

DA,C, IA November 15,

2011 36130

What Do I Do with a

Student that Did Not

Qualify (DNQ) for

Special Ed?

Willacy Room

8:30 a.m. to 11:30

a.m.

10

INSTALLATION LEVEL

Additional Trainings to Support the Installation Level

Training

Code-See

Page 6

Date(s) Workshop

Number Workshop Title Location/Time

DA,C, IA November 15,

2011 36131

What Do I Do with a

Student that Did Not

Qualify (DNQ) for

Special Ed?

Willacy Room

1:00 p.m. to 4:00 p.m.

IA December 6,

2011 35757

Multisensory

Grammar

Cameron Room

8:30 a.m. to 3:30 p.m.

$155 FEE

L, IC February 23,

2012 36182

Response to

Intervention-What’s

Culture Got to Do

With It? (Pathways to

Cultural Proficiency

and Family/School

Partnerships)

Willacy Room

8:30 a.m. to 4:00 p.m.

DA, L,

C, IA

November 1,

2011 36124

Dropout Prevention-

Using the Early

Warning Data System

(EWDS) Tool

Online Webinar

1:30 p.m.-2:45 p.m.

Related Online Resources/Professional Learning Community Support:

Resource Finder/Filter: http://www.rtictrl.org/resources/

National Center for Culturally Responsive Educational Systems (NCCRESt): http://nccrest.org/

Equity Alliance Learning Carousel: http://ea.niusileadscape.org/lc

Addressing Diversity in Schools Culturally Responsive Pedagogy:

http://www.nccrest.org/Briefs/Diversity_Brief.pdf

Culturally Responsive Differentiated Instructional Strategies:

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.

pdf

Becoming Culturally Responsive Educators Rethinking Teacher Education Pedagogy:

http://www.nccrest.org/Briefs/Teacher_Ed_Brief.pdf

IRIS Resource Locator: http://iris.peabody.vanderbilt.edu/resources.html

Response to Intervention Ensuring Achievement for All (16-min video):

http://rtc.umn.edu/rtcmedia/responsetointervention/

All trainings are FREE unless otherwise indicated.

Additional training dates coming soon for Laredo area!

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INITIAL IMPLEMENTATION LEVEL

Initial Implementation — actively engaged in implementing and supporting RTI. Implementation

requires making changes and providing education, practice, and time for skill levels, organizational

capacity, organizational culture, and so on, to mature.

Related Article: http://www.rtinetwork.org/getstarted/implement/create-your-implementation-

blueprint-stage-3-initial-implementation

Trainings to Support the Initial Implementation Level

Training

Code-See

Page 6

Date(s) Workshop

Number Workshop Title Location/Time

L, C, IA November 10-

11, 2011 36132

**Systems of Support

Intervention Team

Training (2 days)

Webb Room

8:30 a.m. to 4:00 p.m.

L, C, IA December 13-

14, 2011 36134

**Systems of Support

Intervention Team

Training (2 days)

Willacy Room

8:30 a.m. to 4:00 p.m.

L, C, IA January 24-25,

2012 36150

**Systems of Support

Intervention Team

Training (2 days)

Willacy Room

8:30 a.m. to 4:00 p.m.

L, C, IA June 13-14,

2011 36188

**Systems of Support

Intervention Team

Training (2 days)

Willacy Room

8:30 a.m. to 4:00 p.m.

DA, L,

C, IA

November 16,

2011 36167

The Role of Student

Evaluation Personnel

in Schools

Implementing RtI

Online Webinar

9:30 a.m. to 10:30

a.m.

L, IA

October 23-

November 5,

2011

36141 (3 different registration

processes required-call

for details)

Turning Around

Chronically Low-

Performing Schools

Online Course

C, IA TBA

Edinburg and Laredo Area

Texas Early

Mathematics

Inventory (TEMI)

for Kindergarten

English and Spanish

TBA

C, IA TBA Edinburg and Laredo Area

Texas Early

Mathematics

Inventory (TEMI) for

Grades 1-2English

and Spanish

TBA

** The campus PRINCIPAL must attend with the intervention team of 5-8 persons. Principals, please select the best

training dates for you and your team to attend.

Related Online Resources/Professional Learning Community Support: Developing an RtI Guidance Document: http://www.rti4success.org/pdf/NCRTIGuidance_102910.pdf RtI Implementation Blueprints-School Building Level: http://www.nasdse.org/Portals/0/SCHOOL.pdf

RtI Implementation Blueprints-District Level: http://www.nasdse.org/Portals/0/DISTRICT.pdf

Intervention Central: http://www.interventioncentral.org/ Doing What Works: http://dww.ed.gov/

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FULL IMPLEMENTATION LEVEL

Full Implementation — RTI is part of typical practice. It is integrated into practitioner, organizational,

and community practices, policies, and procedures. At this point, RTI becomes fully operational with full

staffing complements, RTI is being used with all students, and all of the other realities of ―doing school‖

with RTI are being managed.

Related Article: http://www.rtinetwork.org/getstarted/implement/create-your-implementation-

blueprint-stage-4-full-implementation

Trainings to Support the Full Implementation Level

Training

Code-See

Page 6

Date(s) Workshop

Number Workshop Title Location/Time

DA, L,

C, IA

January 15-

February 19,

2012

36179 (3 different registration

processes required-call

for details)

RtI in Middle School

and High School

Online Course-

(5 Weeks)-a signed

commitment form is

required

$50 FEE

DA, L,

C, IA

January 26,

2012 36133

Diagnostic Tests to

Rock your World!

(Reading,

Mathematics and

Behavior)

Sal Del Rey Room

8:30 a.m. to 4:00 p.m.

DA, L,

C, IA

November 30,

2011 36125

Scottish Rite-Rite

Flight Comprehension

and Fluency

Webb Room

8:30 a.m. to 4:00 p.m.

$25 FEE/BOGO

L, C, IA February 9,

2012 36181 Adolescent Literacy

Willacy Room

8:30 a.m. to 4:00 p.m.

IA January 31,

2012 36193

Using Easy CBM for

Progress Monitoring

Grades K-8

(advanced training)

Computer Lab B

8:30 a.m.to 4:00 p.m.

IA January 12,

2012 36166

Conducting

Curriculum Based

Measurement (CBM)

in Mathematics,

Spelling and Writing

Zapata Room

8:30 a.m. to 4:00 p.m.

IA

November 17,

2011

36156

Using the DIBELS-

Dynamic Indicators of

Basic Early Literacy

Skills

Cameron Room

8:30 a.m. to 4:00 p.m.

IA December 15,

2011 36158

Using the IDEL-

Indicadores

Dinámicos del Éxito

en la Lectura

Zapata Room

8:30 a.m. to 4:00 p.m.

13

Related Online Resources/Professional Learning Community Support:

CBM Warehouse (Intervention Central): http://www.interventioncentral.org/cbm_warehouse

Curriculum-Based Measurement: A Manual for Teachers: http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf

Research Institute on Progress Monitoring: http://progressmonitoring.org/

Additional Resources of Interest:

Straight Talk for Parents (information booklet):

Spanish – color version: http://buildingrti.utexas.org/PDF/SPANISH_Parent_Booklet_cv.pdf

Spanish - printer friendly version:

http://buildingrti.utexas.org/PDF/SPANISH_Parent_Booklet_pf.pdf

English – color version: http://buildingrti.utexas.org/PDF/Parent_Booklet_cv.pdf

English – printer friendly version: http://buildingrti.utexas.org/PDF/Parent_Booklet_pf.pdf

Beginning Reading Instruction Practical Ideas for Parents:

English version: http://buildingrti.utexas.org/PDF/Practical_Ideas_for_Parents.pdf

Spanish version: http://buildingrti.utexas.org/PDF/Ideas_Practica_Para_Padres.pdf

Instructional Decision-Making Procedures for Ensuring Appropriate Instruction for Struggling Students

in Grades K-3: http://buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf

Response to Intervention An Alternative to Traditional Eligibility Criteria for Students with Disabilities:

http://www.educationevolving.org/pdf/Response_to_Intervention.pdf

Professional Learning for Culturally Responsive Teaching:

http://www.equityallianceatasu.org/sites/default/files/Website_files/exemplarFINAL.pdf

Preparing for Culturally Responsive Teaching: http://www.sagepub.com/eis/Gay.pdf

K.E.W.L. (Kids Excellent Web Links): http://users.tellurian.com/teach/

Sites for Teachers: http://www.sitesforteachers.com/

14

For additional information contact:

Jannette Reyes

Region One ESC

956-984-6175

956-984-6261

jreyes@esc1.net