Results of the

Ventura County Baseline RtI Survey for District Administrators

Administered April/May 2007

Procedure: In order to establish the baseline status of RtI knowledge and implementation in Ventura County:  Surveys were sent to all K-12 superintendents in Ventura County  Surveys were to be completed collaboratively by each district’s Leadership Team  Completed surveys were received from 11 districts  Surveys were also distributed informally to school psychologists attending a Ventura County Association of School Psychologists workshop

RtI Knowledge Level Among District Leadership Teams

The general principles of RtI for the general education population

Psychologists

Limited Knowledge Some Knowledge Thorough Knowledge

Average

Rating* 27% 18% 1.64

17% 60% 23% 2.07

20% 70% 10% 1.90

How to choose interventions that meet the learning needs of students who are not being successful 20% 70% 10% 1.90 Screening strategies to provide early identification of students who are not making adequate progress in the classroom

20%

* 1 = “Limited Knowledge”; 2 = “Some Knowledge”; 3 = “Thorough Knowledge” 17%

60%

73%

20%

10%

2.0

1.93

Knowledge Level

(cont.) Scientifically verified assessment tools to ascertain specific skills strengths and weaknesses in the general education population

Limited Knowledge Some Knowledge Thorough Knowledge 40%

33%

50%

43%

10%

23%

Average Rating

1.70

1.90 How to implement tiered intervention to address student deficits

40%

33%

50%

57%

10%

10%

1.70

1.77 Monitoring strategies to ensure that interventions are provided with accuracy and consistency Strategies to monitor individual student responses to chosen interventions in their area of need

50%

30%

40%

33%

50%

50%

60%

63%

0% 0%

20% 3%

1.50

1.90

1.60

1.70

Use of RtI-Based SCREENING STRATEGIES for the General Ed Population

For screening students in the general ed population:

% of Schools Using Strategy

Leadership Team Report Psychologist Report Regularly administered district level benchmark tests District-wide grade-level/ departmental assessments Analysis of student-level CST scores 69% 58% 97% 93% 90% 100%

General Ed Screening Strategies (cont.)

Analysis of student behavior histories Tracking of individual students with recurrent behavioral problems

% of Schools Using Strategy

Leadership Team Report Psychologist Report 48% 90% 72% 90% Other strategies: • District-level benchmarks in math for secondary students

Use of RtI-Based ASSESSMENT TOOLS for the General Ed Population

For identified students needing further review:

% of Schools Using Strategy

Leadership Team Report Psychologist Report Curriculum-based assessment(s) 100% 80% Analysis of student-level CST subscale scores Competency-based assessment (e.g., embedded standards based assessment) 92% 61% 100% 87% Formal behavior analysis 16% 57%

Additional Assessment Tools in Use:

• CELDT • Scholastic Reading Inventory with Lexiles (SRI) • Houghton-Mifflin Reading Lions Center / Summative Tests • CAHSEE • Basic Phonics Skills Test (BPST) • Basic Reading Inventory (BRI) • Reading results for K-2 students (three times per year)

Choosing and Implementing Interventions for the General Ed Population

% of Schools Using Strategy

Leadership Team Report Curriculum variations for unique student subgroups: Differentiated instruction in the classroom Alternative texts for students who need intensive intervention 69% 71% Psychologist Report 87% 50% Small group pull-out (academic) 64% 80% Small group pull-out (other) Individual tutoring After-school intervention programs 27% 45% 53% 63% 73% 93%

Interventions (cont.)

Behavior Intervention Plans Parent contracts / intervention agreements with students & parents Flexible grouping Additional instructional time in math & language arts within the school day

% of Schools Using Strategy

Leadership Team Report Psychologist Report 92% 97% 65% 73% 55% 83% 97% 80%

Monitoring the Implementation of Planned Interventions in the General Ed Setting

Training in available interventions for individuals not making progress Follow-up meetings with teachers soon after a classroom intervention has been selected Monitoring and support to ensure implementation of intervention

% of Schools Using Strategy

Leadership Team Report Psychologist Report 39% 57% 26% 29% 53% 67%

Monitoring Student Responses to Interventions in Area of Need in the General Ed Setting

% of Schools Using Strategy

Leadership Team Report Psychologist Report Curriculum-based measurement 87% 70% Daily behavior reports Structured classroom observations of students to determine rates of on-task behavior Collection and assessment of student work products Compilation of progress monitoring data for analysis 21% 12% 66% 34% 77% 67% 83% 67%

District Status on RtI Implementation

Lowest (1.0)

Average (1.84)

Highest (2.5)

Research/ Ready to begin Full Information implementation implementation (1) (3) (5)

Potential Challenges to RtI

(District Leadership Team responses only)

Not a Barrier

64%

Moderate Barrier

36% Reluctance of special education staff

Significant Barrier

0%

Average

Rating*

1.36 Reluctance of administrative staff 73% 27% 0% 1.32 Reluctance of parents General resistance to system change Need for more knowledge and information Reluctance of general education staff Insufficient time 64% 18% 10% 18% 18% Inadequate funding 18%

Lower average rating indicates item is perceived as less of a barrier

36% 64% 60% 45% 27% 27% 0% 18% 30% 36% 55% 55% 1.36 2.05 2.20 2.18 2.36 2.36 Other Potential Challenges: • Concerns exist with “research-based, data driven” interventions adopted by the state • Significant barrier from support staff/coaches/trainers/data analysts

Summary:  A number of RtI-related strategies are in place for the general ed population in Ventura County schools  Areas of strength include: • Widespread use of screening strategies • Assessment of academic skills deficits for identified at-risk students • Identification and implementation of group intervention strategies for academically at-risk students

 Problem areas include: • Monitoring the implementation of selected general education interventions • Monitoring the effectiveness of selected interventions • Screening and assessment of behavioral issues impacting academic performance for general ed students  The primary barriers to implementation of RtI are time and money