Montana

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E-mail: RTIcenter@air.org

Does the state have a RTI website? Yes.

http://www.opi.mt.gov/Resources/RTI/Index.html

Does the state have a RTI guidance document? Yes.

http://www.opi.mt.gov/pub/RTI/Framework/RTIFrameworkGUIDE.pdf

What does the state allow for SLD determination? RTI and IQ Discrepancy

http://www.opi.mt.gov/pdf/SpecED/07MayMTStatePlan.pdf

Does the state have an RTI Related SPDG? Yes.

Montanas Project STRIDE (Strengthening Teacher Retention, Instructional Design, and Education) outlines a set of professional development activities focused on improving outcomes for students with disabilities, and other students at risk for academic failure who have yet to be identified, by increasing access to skilled teachers and educationally responsive classrooms. The project has three major goals: (a) increasing access to the general education curriculum; (b) engaging in strategies for early intervening; and (c) enacting planned efforts that focus on the recruitment and retention of highly
qualified teachers. Some of the anticipated outcomes are a) piloted and evaluated training and technical assistance activities to determine necessary components for an effective RtI model; (b) guidance documents developed for LEAs that want to implement early intervening strategies; (c) RtI pilot project refined and replicated to encompass additional LEAs.
http://www.signetwork.org/Docs/MT/05Montana.html

Does the state have RTI Components in its SPP? Yes.

Indicator 2: Dropout
Indicator 3: Assessment
Indicator 9: Disproportionality - special education by race
Indicator 10: Disproportionality - specific disability categories by race
http://www.opi.mt.gov/PDF/SpecED/StPerfPlan.pdf

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Best Practices in Reading and the RTI Process (pdf): This 2006 presentation describes elements of effective prevention and intervention for reading. It also addresses myths regarding interventions for struggling readers. It was presented by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
What is RTI? The Educational Process: All Educators for All Students (pdf): This presentation discusses the pros and cons of using an RTI model for LD identification. It compares the goals of RTI to the goals of other Montana LD policies, and delineates how LD identification can be improved by using RTI as a base. The presentation also provides an overview of the three tiered model, and discusses how Montana’s Office of Public Instruction views this model as helping the current education system. This presentation was given by M. Beebe Frankenberger in 2006 and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
RTI and Systems Change: The Commitment (pdf): This presentation discusses the introduction of RTI to the Montana school system. It provides an overview of what RTI is, delineates the arguments for implementing the model, and discusses some of the obstacles that may arise when setting up and implementing RTI. The presentation also describes a four-phase plan to help schools integrate RTI into their programs, from preparation for through implementation of the model. This presentation was given by M. Beebe Frankenberger in 2006 and released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
Treatment Integrity in RTI (pdf): This presentation, released by the Montana Office of Public Instruction in 2006, discusses treatment integrity or fidelity in RTI implementation. It discusses how to assess treatment integrity and why it is important in the RTI model. The presentation also includes sample graphs of good versus poor treatment implementation, and provides examples of treatment integrity. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
Progress Monitoring Review & Sample Cases (pdf): This 2007 presentation describes how to use progress monitoring to decide if an intervention is working. It describes how to graph the data collected through progress monitoring, and use the data to make decisions regarding interventions. It provides two case studies to illustrate this process. This presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
Montana RTI Pilot Project (pdf): This 2007 presentation describes the RTI pilot project in Montana. It presents Montana’s 3-year implementation and assessment plan, and the three-tiered model being employed by the state. It also outlines goals to be achieved by the state over the three years of RTI implementation. The presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
The School Psychologist in RTI (pdf): This 2006 presentation describes the school psychologist’s role in problem-solving with regards to special education. It provides evidence to explain that the problem solving methods, along with RTI, can help identify students with disabilities and implement interventions. It also outlines the steps required for the problem solving method. The presentation was given by M. Beebe-Frankenberger and released by the Montana Office of Public Instruction. It is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
Response-to-Instruction (RTI): A Multi-Tiered Assessment Process to Systematically Target AYP (pdf): This presentation provides a general overview of what RTI is and how it can be implemented. It describes three-tiered instruction and intervention, and progress monitoring within each tier. It also describes how one school district in Montana is implementing RTI. The presentation concludes by providing links to websites for more information on RTI implementation, curriculum review and data collection. The presentation was given by Margaret Beebe-Frankeberger and Dave Means in 2006; it was released by the Montana Office of Public Instruction. This resource is housed with other RTI resources on the Montana Office of Public Instruction's RTI website.
Montana Response to Intervention Framework (pdf): The RTI Framework for Implementation manual provides an overview of the Response-to-Instruction/Intervention (RTI) process in Montana. The guidelines chart the course for school-wide implementation and can be used by schools to plan and guide them in the development of goals and action plans. The manual provides an introduction to RTI (tiers of instruction; how RTI intersects with general and special education); describes the essential components of RTI (evidence-based curriculum and instruction; effective instruction; ongoing assessment; collaborative teams; problem solving and data-based decisions; fidelity of implementation); discusses involving parents and the community in the RTI process; and provides guidelines for determining school readiness for RTI implementation (Montana RTI School Readiness Checklist; Montana RTI Self-Assessment). The document was released by the Montana Department of Public Instruction in December 2008.
RTI for Summary Report for LD Criteria Checklist (pdf): This 2009 form developed by Montana's Department of Education is a form of documentation for SLD identification. It requires information on screening and progress monitoring data, team meeting summaries, scientific research-based interventions that have been utilized, fidelity documentation, and parental input.

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© Copyright 2010
The resources within the State Databases were taken directly from the states. Any policies, models, or programs described within those resources have not been evaluated by and are not endorsed by either the National Center on Response to Intervention or the U.S. Department of Education, Office of Special Education Programs, which funds the Center. The resources were meant only to provide examples of work being done in the field.