reschly rti1 response to intervention in general, remedial, and special education bill rynn regional...

Reschly RTI 1

Response to Intervention in General, Remedial, and Special Education

Bill Rynn

Regional Consultant

Exceptional Children’s Division

N C Department of Public Instruction

November 19, 2008

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Credits:The following leaders in the RTI movement are credited with much of the information in this presentation:George BatscheLiz CrawfordDan Reschly

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NC DPI Definition: The practice of providing high quality

instruction matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.

Response to Intervention Policy Considerations and Implementation,

NASDSE

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What Is Response to Intervention (RTI)?

Scientifically-based instruction/interventions matched to student needs

Formative evaluation including frequent progress monitoring in relation to benchmarks, with decision rules applied

Decisions driven by student RTI, including gen’l ed instruction/intervention, remedial services/individual interventions, sp ed eligibility, placement, annual review and exit

Implementation requires: Allocating (aligning) resources to deliver effective interventions that produce improved child outcomes

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RTI Model Differences Restricted vs Comprehensive System Wide LD Identification

Do Tiers I and II, then traditional evaluation Or Use RTI in eligibility determination and in the design,

implementation, and evaluation of IEPs Academic only or Academic and Behavior False dichotomies: Standard Protocol vs Problem

Solving vs Recognition of Both Choices determined by nature of problem Use of both in many situations

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Purpose of the RTI Process Improve results in academic, behavioral, and emotional

regulation domains, through High quality interventions Formative evaluation

Student results drive decisions about needs and intensity of interventions

Improve, eliminate disproportionate representation Identification of disabilities through procedures that are

valid and connected to effective special ed interventions Improve special education results and increase exit from

sp ed Prevention and early identification-intervention

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Building Consensus

I a shift to a new paradigm like RTI does not simply involve accepting a new set of skills. It also involves giving up certain beliefs in favor of others.

………….What beliefs might you have to give up in order to embrace RTI? What about your staff? Your colleagues?

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Why RTI?

Dissatisfaction with ach. results Expensive programs with undocumented

benefits, General Ed. Title I and Sp Ed Poor overall outcomes re: benchmark tests,

graduate rates, early adult outcomes Overrepresentation in sp ed Disjointed programs across general,

remedial and special ed.-compromised outcomes and wasted resources

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RtI is……. Process that uses all resources within a school Well-integrated system of instruction and

interventions Guided by student outcome data Early intervention Prevention of academic and behavioral problems

RtI

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RtI is……. Whole school working together Using resources and expertise to help all

students Regular monitoring of success/needs Data driven instruction !

RtI

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RtI is……. Multi-step process High-quality, research-based instruction and

interventions Varying levels of intensity Match interventions to

student’s needs

RtI

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Implementation of RtIThree Components: Prevention Intervention Component of SLD determination

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RtI is Not…. A packaged program A curriculum Special Ed Just for eligibility identification

RtI

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Old Assumptions, cont.

Unique Treatment Methods and Teacher Training by Disability But, Same methods work for virtually all High Incidence I SWD, LD, ED, EMR

IQ Essential to Accurate Classification-BUT Same kids found with problem solving processes and measures

Identifying Disability and Sp Ed Placement Solves Problem

Dubious Effects of Special Education

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Some things do not make sense

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Progression of Research, Policy, and Legal Requirements

RESEARCH: Scientific research with practice demonstrations leading to

POLICY: Multiple policy analyses in presented in prestigious reports leading to

FEDERAL LAW: Multiple layers of Federal legal requirements leading to

STATE LAW: Changes in state rules leading to SCALING UP: Scaling up efforts in states

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Commonalties in Policy Recommendations

Accountability-Improved results for all students and better results are possible!! (Gloeckler)

Integration of general, remedial, and sp ed through multiple tiers of intervention

Scientifically-based interventions with problem solving Progress monitoring with formative evaluation Decisions at all levels driven by child response to

intervention Abandon IQ-Achievement discrepancy in LD

Identification

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Major Legal Themes (NCLB, IDEA)

Scientifically-based instruction More frequent assessment, progress

monitoring, formative evaluation Well integrated multiple tiers of Intervention Decisions driven by child responses to

instruction-intervention in general, remedial, and special education

Alignment of resources to enhance positive outcomes

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Changes in Legal RequirementsIDEA (2004)

‘‘(A) IN GENERAL.—Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.

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Response to Intervention (IDEA, 2004) ‘‘(B) ADDITIONAL AUTHORITY.—In deter-

mining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).

Does response to intervention appear in the law?

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Final Regulation NEW AND SIGNIFICANT: (b must consider, as part of the evaluation described data that

demonstrates that— (1) Prior to, or as a part of the referral process, the child

was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that

the instruction was delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of

achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents.

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Prevention-Early Intervention

LEA can use 15% of federal IDEA funds to support prevention and early identification-treatment

Purpose: minimize over-identification and unnecessary sp ed referrals

Provide academic and behavioral supports; and professional development re: early literacy and behavior

MUST use the 15% if LEA has “significant disproportionality

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Academic Systems Behavioral Systems

5-10% 5-10%

10-15%

10-15%

Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Intervention

Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Interventions

Targeted Group Interventions•Some students (at-risk)•Standard protocol readinginterventions

Targeted Small Group or Individual Interventions•Some students (at-risk)•Targeted Individual Behavior •Interventions

80-85% 80-85%Universal Interventions•Effective Academic In-struction

Universal Interventions•School-wide positive Behavior•Effective classroom and Behavior management

Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation (Sugai, Horner, & Gresham, 2002)

Enter a School-Wide Systems for Student Success

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Level IConsultation

Between Teachers-Parents

Level II Consultation With OtherResources

Intensity of Problem

Am

oun

t of R

eso

urce

s Needed to

Solv

e P

roble

m

Level IIIConsultation with

the Problem Solving Action Team

Level IVIEP

Consideration

Where we started…

Define the problem

Implement Plan

Evaluate

Develop a Plan

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• Implement Plan (Treatment Integrity)

Carry out the intervention

• Evaluate(Progress Monitoring Assessment)

Did our plan work?

• Define the Problem(Screening and Diagnostic Assessments)

What is the problem and why is it happening?

• Develop a Plan(Goal Setting and Planning)

What are we going to do?

Basic Problem Solving (Teachers and School Teams) (Heartland Area Education Agency, Johnston, IA)

26

PROBLEM SOLVING CHART

Does the *%$# thingwork?

Don’t mess with it! You Idiot! Did you mess with it?

Does anyone

else know?

Will you catch hell?

Hide it!

You poor slob! Ignore it

Can you blame somebody else?

NO PROBLEM

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

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Standard Treatment Protocol Approach To Responsive-to-Intervention

The standard treatment is for the student to receive a validated, intense intervention

The bad news is that all students receive the same intervention

The good news is that the interventions are well-specified, sequenced with clear outcomes

The interventions are more likely to be delivered with fidelity; training is consistent

Increases the consistency of services; easy to check for implementation

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What types of interventions?1. Standard Treatment Protocol Interventions

From scientific-based education research

2. Evidence-based Interventions From education research

3. Experiential-based Interventions From best practice with like students

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Multi-Tiered Academic Interventions of Increasing Intensity and Measurement Precision

Tier I: General Education: All students; Effective instruction, 80-85% at benchmarks

Tier II: Standard Protocol and Problem Solving: (about 10 to 20 weeks) Small group and individualized interventions

Decision Making: Continue Program, Modifications, Comprehensive Evaluation??

Tier III: More Intensive, Sustained Instruction in General Key Mechanism: Formative Evaluation Tier IV: Repeat the process and/or refer to Special Education

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Formative Evaluation Frequent assessment of progress Referenced to goals based on benchmarks

toward passing state tests Decision rules regarding modification of

goals or instructional programs All decisions about student needs and

instructional intensity are based on child RTI

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Characteristics of Effective Formative Evaluation Measures

Direct measures of skills Natural settings Efficient re: costs and time required Sensitive to small increments of growth in relevant

skills Results can be graphed in relation to goals Reliable in terms of stability Valid re: relationship to broad indicators of

competence Example: CBM oral reading fluency and reading

comprehension

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Tier I: General Education, Universal Stage, Primary Prevention

Academics and Behavior Scientifically-based Explicit instruction Systematic intervention Inter-related, reciprocal relationships, mutually

supported Discuss separately here, but acknowledge the

essential inter-relationship of academics and behavior

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Tier I: Academic Interventions

Scientifically-based instruction in reading Curricula-content-Big ideas, e.g., reading

Phonemic Awareness Alphabetic principles Fluency Vocabulary Comprehension

Study of IHEs pre-service preparation in rdg 14 of 72 taught all 5 components and many taught

none, see http://www.nctq.org/nctq/

http://www.nctq.org/nctq/

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Tier I: Academic Interventions Teaching Methodology Explicit Instruction

Modeling, guided practice, practice to automaticity, integration; You do it with feedback, You do it independently, You do it automatically

Frequent responding with feedback, Brisk pace Systematic Instruction

Sequential, Hierarchical Include all reading components each day Beat the odds teachers:

http://rea.mpls.k12.mn.us/BEAT_THE_ODDS_-_Kindergarten_Teachers.html



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Tier I: Assessment: Academics Routine Assessment of Progress

Screen all students, begin in kindergarten; 3 times per year with appropriate early literacy measures

More intense instruction and monitoring within classroom for students below trajectories toward passing state benchmark tests

Grouping, instructional materials, time, paraprofessionals Pat Vadasy at U of WA

Increase assessment to 2 Xs per month

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Reading Benchmarks (DIBELS)Age/Grade Measure Fluency (FL) Criterion

Winter KTG Letter Naming Fl

Initial Sound Fl

25 sounds per minute (pm)

Spring KTG Phoneme Seg 35 sounds pm

Winter 1st gr.

Spring 1st gr.

Spring 2nd gr.

Spring 3rd gr.

Nonsense WD

Oral Rdg Fluency

Oral Rdg Fluency

Oral Reg Fluency

50 sounds pm

40 wds pm

90 wds pm

110 wds pm

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Foundations of CBM

Deno & Mirkin (1977) Breakthrough Brief samples of behavior

Use of oral reading fluency samples Production per unit of time Fluency and accuracy combined Words read correct per minute

Math-digits correct Spelling-letters correct

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Importance of Standardized CBM Procedures

Standardized meaning uniformity in administration, scoring, interpretation

Prerequisite to use of data in Determining risk status within classroom or

school Measuring change for individuals or groups Predicting later performance

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Oral Reading Fluency

What is it? Reading aloud fluently and accurately from text.

Why do it? Indicator of proficiency in reading that is sensitive

to growth Highly correlated with performance on

standardized tests and tests of comprehension Provides information that may be used to evaluate

effects of instruction Word Calling Myth

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Middle and High School RTI Applications

Same principles and goals: Improve Results Evidence-based interventions matched to student

needs implemented with good fidelity Data-based, progress monitoring with formative

evaluation, that is, data on initial status, goals related to benchmarks, progress monitoring against goals, and changes in interventions based on progress

Decisions based on student responses to interventions

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Middle and High School RTI Applications Frequent Goals at Middle and High School

Academic skills deficits Teach skills in basic areas including reading and

math See Florida web site for teaching reading to

adolescents at www.fcrr.org/ CBM used, progress at > 1 word correct growth

per week, goals, graphs, formative evaluation, etc.

Significant needs for basic instruction

http://www.fcrr.org/

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Middle and High School RTI Applications Effort and Work Completion

Can Do But Won’t Do Unintended reinforcement for poor effort and

low productivity Interventions do improve both effort and

productivity Data are critical!!! Data followed by interventions, etc.

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Middle and High School RTI Applications School Involvement and Drop Out

Drop out not an event, but a process Encouragement to leave or to stay?? Drop out prevention measures

Find at risk kids Ensure teacher encouragement, someone who

cares, monitors, encourages Formal programs like Check and Connect

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Middle and High School RTI Applications Problem Solving Example

Drop Out Scientifically-based interventions Identify proxies for drop out to permit early

intervention, e. g., school attendance, disciplinary referrals, failing courses, etc.

Gather data on current conditions Establish goals Implement interventions Monitor progress and change intervention if results

do not meet reasonable goals

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Summary of Tier I

Universal level, all students Scientifically-based, right content and direct

instruction Greater intensity and increased measurement

precision for students below benchmark trajectories Criterion for success? 80% to 85% are at or above

benchmarks Assess classrooms, schools, districts Identify students needing additional assistance

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Tier II: Academic and Behavioral Interventions Individual behavior interventions in general education

that meet all criteria for problem solving Individual or small group academic interventions,

following Standard protocol interventions (reading) Individualized academic Evidence based practices.

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Tier II Behavior: Problem Solving Criteria cont.

Development of an intervention plan that is written, systematic, and based on scientifically-based instructional or behavioral intervention principles

Development of an intervention plan that is written, systematic, and based on scientifically-based instructional or behavioral intervention principles

Implementation of the plan with treatment fidelity checks

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Tier II Academic Interventions (Vaughn et al., 2003 Exceptional Children)

Goals: Move performance to benchmark trajectories and, If needed, consider more intensive interventions

Example of Tier II academic intervention Small group, N=4-5, pull out, similar needs 30 to 35 minutes per day in addition to classroom

instruction Progress monitoring weekly 10 to 20 weeks of instruction 5-component reading interventions, with emphasis on

weak components

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Tier II: Academics and Behavior

Targeted individual interventions in classrooms and in standard protocol academic settings Behavior (attention and on task) predict outcomes

of academic interventions) Standard protocol interventions use a point

system to prompt and reinforce task engagement Improved behavior often is crucial to persistence

of academic interventions effects over time and generalization to classroom settings

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Standard Protocol Reading Models for Tier II

http://www.texasreading.org/utcrla/ U Texas, Vaughn http://www.fcrr.org/ Florida State Torgesen Reading five domains taught each day Direct instruction Weekly progress monitoring Individual graphs, progress against goals referenced to

benchmarks Decisions determined by student response

Fade Tier II and return to general education Consider Tier III based on insufficient response

http://www.texasreading.org/utcrla/

http://www.fcrr.org/

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0

20

40

60

80

100BenchmarkGoal

Egbert

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Graph Current Status

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Benchmark=24

Egbert=11

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0

20

40

60

80

100 Line 1

Line 2

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Determine Goal: Class=1.5 wd growth per week; Egbert Goal: 2 wd growth per week

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

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0

20

40

60

80

100Bench

Goal

Egbert

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Monitor Egbert’s Progress Relative to Goal

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

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0

20

40

60

80

100Bench

Goal

Egbert

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Formative Evaluation: Change Intervention

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

ChangeIntervention

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0

20

40

60

80

100Bench

Goal

Egbert

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Continue Intervention and Monitor Progress

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

ChangeIntervention

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0

20

40

60

80

100ClassBenchEgbertGoal 2

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Raise Goal to 2.5 WCM Growth

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

ChangeIntervention

Change Goal

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0

20

40

60

80

100ClassBenchEgbertGoal 2

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Continue Intervention and Monitor Progress

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Benchmark

Egbert goal line

ChangeIntervention

Change Goal

Fade Tier II

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Decisions Re: Egbert

Fade Tier II academic intervention Reduce number of weekly sessions Monitor progress to ensure continued progress

Evaluate behavioral intervention (not shown here) Depending on results, consider enhancing,

fading, or discontinuing Do NOT consider more intensive interventions

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Case II: Egberta, Academic Intervention

Egberta (Egbert’s twin sister) Similar performance in reading No behavioral issues, described as quiet,

cooperative child who tries hard and does not disrupt the class

Would not have been referred by teacher, but discovered through universal screening

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0

20

40

60

80

100Class

Goal

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Egberta: Determine Goal: Class=1.5 wd growth per week; Egberta Goal: 2 wd growth per week

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egberta=11

Benchmark

Egbert goal line

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Tier III

• Intended for students who do not respond at Tier 2.• Provide more intensive individualized and/or small group

research-based• Instruction/intervention targeted to eliminate

discrepancies in student performance in deficit areas• Regular Education offerings plus training on specific

curriculum and progress monitoring• Scientifically-based, right content and direct instruction• Expand Problem Solving Team to include diagnostician

or other support personnel

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0

20

40

60

80

100ClassGoalEgberta

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Monitor Egberta’s Progress Relative to Goal

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egberta=11

Benchmark

Egberta goal line

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0

20

40

60

80

100ClassGoalEgberta

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Change Egberta’s Intervention

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egberta=11

Benchmark

Egberta goal line

ChangeIntervention

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0

20

40

60

80

100ClassGoalEgberta

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Implement Revised Intervention and Continue to Monitor Progress

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Benchmark

Egberta goal line

ChangeIntervention

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0

20

40

60

80

100ClassGoalEgberta

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Implement Second Intervention Revision

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Benchmark

Egberta goal line

ChangeIntervention

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0

20

40

60

80

100ClassGoalEgberta

Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Gap Not Closing: Consider Eligibility and More Intensive Interventions

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Benchmark

ChangeIntervention

ClassWCM=54

EgbertaWCM=32

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Egberta Consideration of Eligibility

Levels Difference: Large performance differences compared to peers and benchmark expectations in relevant domains of behavior

Rate Difference: Large differences in rate of learning compared to peers and trajectories toward benchmark standards when provided with high quality interventions implemented over a significant period

Documented Adverse Impact on Education Documented Need for Special Education Exit Criteria Exclusion Factors: Rule out MR etc.

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What is a Comprehensive Evaluation

Note Federal Regulation, (g) The child is assessed in all areas related to the

suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. (34 C.F.R. 300.532

Meaning? Note “if appropriate”

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Federal Requirements

Multiple domains must be considered Screening in multiple domains followed by, if

appropriate, …… If potential educationally related deficits are

suggested by screening, THEN In depth assessment in the domain

Principle: If screening suggests adequate functioning, then in depth assessment is wasteful and irrelevant

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Comprehensive Evaluation: After Tier III

Domain Screening If depth, if appropriate

Possible

Decision

Health Nurse, records

Referral

MD Eval

Medical condition

Vision Nurse, records

Ophthalmology Visual Impairment

Hearing Nurse, records

Otological, Audiologist

Hearing Impairment

Intelligence Records, Tch ratings, ach. tests

Psychologist, Gen’l Intell Functioning (GIF)

Sig subaverage GIF, possible MR, possible sp ed

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Domain Screening In Depth, If Appropriate

Possible Decision

Reading Class work, Tch eval., CBM, group tests

Individual tests, diagnostic tests

More intense intervention, possible sp ed

Math Class work, Tch eval., CBM, group tests



Adaptive Behavior

Records, Tch checklist

Observations Parent interview

Possible eligibility for MR

Written Language

Class work, Tch eval., CBM, group tests



Comprehensive Evaluation: After Tier III

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Domain Screening In depth, if appropriate

Possible Decision

Communication Tchr Observations, Sp/L screening

Sp/L eval, tests, obs.

Sp/Lang need, therapy

Behavior Tchr judgment, checklists, nomination

Observation, Interview, Indiv intervention

Emotional Regulation

Tchr judgment, checklists, nomination

Observation, Interview, Indiv intervention


Motor Physical, Tch, PE observations

Medical evaluation


Comprehensive Evaluation: Post Tier III

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Special Education Eligibility Determination Using RTI

Recall problems with current system Integrate identification with treatment

Level of skills Pattern of skills, deficits and strengths Evaluation of progress Evaluation of outcomes

Enhance effectiveness of special education

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Old Models of SLD Identification

Problems with severe discrepancy criteria Unreliable (especially stability of discrepancy

scores) Invalid (IQ discrepant poor readers do NOT

respond better than IQ non-discrepant poor readers to reading instruction)

Causes Harm (Wait to Fail)

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Old Models of SLD continued Cognitive processing option ??

Scatter is normal, virtually all children will show significant strengths and weaknesses

Pattern of cognitive processes unrelated to More accurate SLD identification Improved instruction Improved child outcomes

No scientifically-based studies showing benefits of designing instruction from cognitive profiles Vested interests? and Burden of proof

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Cognitive Processing Strengths and Weaknesses

ALL children have strengths and weaknesses Normal readers? Not referred despite cognitive

strengths and weaknesses Poor readers? May be referred and, if so, cognitive

strengths and weaknesses will be found So what??

Improve accuracy of identification? Improve interventions?

Cash validity is not sufficient

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RTI in Special Education Programs

Special education programs should be, Scientifically based Matched to student need Progress monitoring against goals (exit criteria) Formative evaluation Goal of passing benchmark tests, exiting

Current special education programs????

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Special Education for Students with High Incidence Disabilities

High Incidence Disabilities Mild Mental Retardation Emotional Disturbance Specific Learning Disability Other Health Impaired-Attention Deficit

Hyperactivity Disorder Rate is 1% or more of the general student

population

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High Incidence Disabilities

School age identification Usually not identified as adults Teacher referral due to poor achievement

plus, for many, disruptive behavior No identifiable biological anomaly, normal

appearance Reading is a major concern for most (70%-

80%)

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Specially Designed Instruction Uniqueness of special education is NOT in different

methodologies BUT IS IN Intensity, frequency of progress monitoring and

formative evaluation, precision of goals, and specificity of instruction Intensity involves time, group size Specificity of instruction, thoroughness of skills

specification, intentional teaching, integration with other skills

Application of explicit, systematic instructional methods

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Special Education Final Remarks

Special education can be effective Set of services brought to students, not a place Integrated with general education curriculum Strong accountability Implementation of scientifically based interventions with Specification of goals Frequent progress monitoring Formative evaluation Exit criteria

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Critical Skills/Competencies

Problem solving-interviewing skills Behavior assessment including CBM Powerful instructional interventions Powerful behavior change interventions Relationship skills Tailoring assessment to referral concerns

Reschly RTI 83

Leadership is about one thing Having a mission and relentlessly pursuing it

Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes

Reschly RTI 84

PSM/RtI Content:All Personnel Understanding of:

National, state, district policies regarding RtI Link between NCLB, IDEA 04, AYP and RtI Beliefs, knowledge and skills that support implementation of RtI Steps in the PSM, multilevel RtI model, and how eligibility is

determined using RtI Fundamental utility of using progress monitoring

Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by George Batsche

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Role of District Leaders Give “permission” for model Provide a vision for outcome-based service delivery Reinforce effective practices Expect accountability Provide tangible support for effort

Training Coaching Technology Policies


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District Leaders: Content Knowledge

Understanding of: Professional development delivery model that best supports implementation Staff and budget requirements to integrate general and special education

services for the implementation of RtI Relationship between implementation and expectations for improved student

performance Barriers that will occur and that must be addressed during implementation Use of, and support for, technology necessary to ensure efficient and

effective implementation Essential stages of change and variables necessary for the smooth transition

to the use of PSM and RtI


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Role of the Principal Sets vision for problem-solving process Supports development of expectations Responsible for allocation of resources Facilitates priority setting Ensures follow-up Supports program evaluation Monitors staff support/climate


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The Principal:Content Knowledge Understanding of:

Need for universal, supplemental and intensive instructional strategies and interventions

Components of a successful PDP Need for and skills in data-based decision-making and the need to

share outcome data frequently Need to publicly recognize the relationship between staff efforts and

student outcomes Need to involve and inform parents of the essential elements of RtI

and their role in the process


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Role of the Facilitator Ensures pre-meeting preparation Reviews steps in process and desired outcomes Facilitates movement through steps Facilitates consensus building Sets follow-up schedule/communication Creates evaluation criteria/protocol Ensures parent involvement


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What is a “Team”?Facilitator’s Vision

Agreement through CONSENSUS We agree to “try and see” No one person is an expert-a show maker or a show stopper People stay focused on common goal-Development of Effective

Interventions Interpersonal conflicts do not affect outcome This is about “the student” We are seeking an significant improvement-not a cure Resources must be managed well Primary resource is “time”


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Role of Participants

Review Request for Assistance forms prior to meeting Complete individual problem-solving Attitude of consensus building Understand data Research interventions for problem area


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The Participants:Content Knowledge

An understanding of: The relationship between RtI and student achievement Need to increase the range of empirically validated instructional

practices in the general education classroom Uses of the problem-solving method Technology and other supports available and necessary to implement

RtI Administrative and leadership support necessary to maximize the

implementation of RtI Need to provide practical models and examples with sufficient student

outcome data Need for demonstration and guided practice opportunities


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Student Services Staff:Content Knowledge

An understanding of: The different models for evaluating student performance differences and their

impact on the development of instructional and assessment practices Evaluation strategies to assess instructional quality in general and special

education classrooms and programs CBM and related continuous progress monitoring technologies to relate

individual student performance to instructional quality data Need for and models of social support and the role of support staff in the

provision of that support for school staff Specific training in coaching, mentoring and data management strategies


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Role of Parent

Review Request for Assistance form prior to meeting

Complete individual problem solving Prioritize concerns Attitude of consensus building


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Student Involvement Increases motivation of student Reduces teacher load Teaches self-responsibility


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Impact on Leaders:A Change in Focus

Student progress, not labels are most important All students compared to general education expectations All students affect AYP A student’s response to intervention is the most important data Academic Engaged Time is the currency of problem-solving Training and coaching must be focused on Problem Solving Model Increase the use of technology Interventions must be evidence-based


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Staff Support

Risk-free or risky environment? Expectations may be most important factor “Alternative” not “Less”


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District Level:Infrastructure


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School Building Level:Infrastructure


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Purpose of Blueprints Think of blueprints for your house They tell you:

Where to put the walls Where to put the windows How the framing should come togther Where the plumbing and electrical run

They Don’t tell you: What color to paint the walls What furniture to buy Where to hang your pictures

Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by Judy Elliott

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Blueprint Content All of the blueprints are organized around the

predictable stages of RtI Implementation Consensus building: building consensus among potential

implementers on what RtI is and why to do it Infrastructure building: building the skills, structures and

strategies locall to support comprehensive RtI practices Implementation: building the frameworks to sustain RtI

practice over time once initial infrastructure building is complete


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Stages of Implementing Problem Solving/RtI

Consensus Belief is shared Vision is agreed upon Implementation requirements understood

Infrastructure Development Analyzing and Reconciling Regulations Training/Technical Assistance Model (e.g., Standard Protocol) Tier I and II intervention systems

E.g., K-3 Academic Support Plan Data Management Technology support Decision-making criteria established

Implementation

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Objectives for Consensus Building at the District Level – NASDSE, p. 5 Develop a shared vision that Response to Intervention (RtI) is an

“all education initiative” led by general education and that RtI and problem-solving will result in more productive and equitable outcomes for students.

Identify the administrative support structures necessary for systemic planning and implementation of RtI.

Identify the stakeholders in the district, inform them about RtI and assure the stakeholders that their input will be considered in the development of the infrastructure.

Develop a common understanding regarding the scope of RTI implementation.

Reschly RTITaken Directly From NASDSE District Level Blueprint, page 5

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Objectives for Infrastructure Building at the District Level (NASDSE, p. 10) Have all the components required for RtI ‘roll out’ in place.

Define the policies and procedures regarding how to implement RtI and problem-solving.

Complete a needs assessment to identify areas of strength and areas of need related to an RtI system.

Outline an evaluation plan and identify the data management system(s) that will be used to support RtI implementation.

Develop a plan to define how the district, at all levels, will support the implementation of RtI through systemic technical assistance and professional development.


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Objectives for Implementation at the District Level (NASDSE, p. 20) The district will have the necessary systemic

supports in place to ensure successful implementation of RtI.

The district will implement a multi-year implementation and professional development plan that provides ongoing and sustained support for RtI implementation.

The district will use a systemic evaluation plan to assess the impact of RtI on student, site, district and personnel outcomes.


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The many “gotta haves” – Common Language

and Common Understanding Working knowledge and skill of the problem solving model Working knowledge of the Tiered system of intervention Skill in use of data to make instructional decisions Working knowledge of how to create decisions rules for

tiered intervention Ability to link assessment data to robust instruction and

behavior interventions Skill to seek and implement evidence based practices Ability to speak your truth


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Remember… This is not about another new “initiative” This is about integrating what we know

works!! You don’t need more resources – the same

number of resources who service kids who look like can service kids who look like


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What do we know about systems change?

Communicate a clear and common vision

Planned and pursued in a systematic manner over time

One size does NOT fit all

Professional development is critical

Outcome evaluation is NON-NEGOTIABLE!

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Why have past initiatives failed?

Failure to achieve CONSENSUS School culture is ignored Purpose unclear Lack of ongoing communication Unrealistic expectations of initial success Failure to measure and analyze progress Participants not involved in planning

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Consensus Building Educators will embrace new ideas when two

conditions exist: They understand the NEED for the idea They perceive that they either have the

SKILLS to implement the idea OR they have the SUPPORT to develop the skills

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How can we work smarter?

Explain “the why”

Provide a clear vision

Explain the scope and sequence

Start listening

Provide incentives

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Leadership Teams

Given all of these leadership things we’ve talked about

What’s your leadership role? What’s the first thing you’re going to do when

you get back to your districts/schools?


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Coming together is a beginning. Keeping together is progress. Working together is success. Henry FordReschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by

Dave Tilly and Jeff Grimes

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Continuing Education: Problem solving and system design

Reschly, D. J., Tilly, W. D. III, & Grimes, J. P. (Eds.). (1999). Special education in transition: Functional assessment and noncategorical programming. Longmont, CO: Sopris West.

Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.

Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.

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Continuing Education: CBM, CBE, Behavioral Assessment

Shinn, M. R. (Ed.) (1998). Advanced applications of curriculum-based measurement: New York: Guilford Press.

Shapiro, E. S. (Ed.) (1996). Academic skills problems: Direct assessment and intervention (2nd Ed.). New York: Guilford Press.

Shapiro, E. S., & Kratochwill, T. R. (Eds.). (2000). Behavioral assessment in schools: Theory, research, and clinical applications (2nd Ed.). New York: Guilford Press.

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Continuing Education: Academic and Behavioral Interventions

Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort Worth, TX: Holt, Rinehart, Winston.

Howell, K. & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Atlanta, GA: Wadsworth.

Shinn, M.R., Walker, H.M., & Stoner, G. (2002). Interventions for academic and behaviors problems II: Preventive and remedial approaches. Bethesda, MD: NASP

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Who Can Help?

Sherry Abernethy NCDPI RTI Coordinator [email protected] Regional EC Consultant (Northwest) Bill Rynn [email protected] Regional Literacy Consultant www.ncpublicschools/ec.orgYour Regional Behavioral Consultant www.ncpublicschools/ec.org

Thank you for all you do for children in North Carolina!

reschly rti1 response to intervention in general, remedial, and special education bill rynn regional...

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