response to intervention (rti): building from the bottom up jon potter, ph.d. lisa bates, ph.d....

Response to Intervention (RTI): Building from the Bottom Up Jon Potter, Ph.D. Lisa Bates, Ph.D. David Putnam, Ph.D. Oregon RTI Project 1 OSPA Conference, Fall 2012

Outline for the day Morning (9:30-11:30) RTI overview and the role of the school psych Tier 1: Supporting schoolwide data meetings Afternoon (1:15 4:30) Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness Tier 3: Individual Problem Solving

Advanced Organizer The shifting tides of the educational waters (MTSS): Supporting the needs of all students Components of RTI as pieces of a full systems change Changing role of the school psychologist within that broader system: Assessment Consultation Program Evaluation 3

There is a sea-change in education. Everybody grab a paddle!

Think Globally: Re-Authorization of ESEA Data-Based Problem-Solving (MTSS): Learn Act (Literacy) S. 929IS (x) applying the principles of universal design for learning; (xi) using age-appropriate screening assessments, diagnostic assessments, formative assessments, and summative assessments to identify individual learning needs, to inform instruction, and to monitor- (I) student progress and the effects of instruction over time (xv) using strategies to enhance children's-- (I) motivation to communicate, read, and write; and (II) engagement in self-directed learning

Senate Bill 541 Achievement through Prevention Act (PBIS) The Achievement Through Prevention Act provides support for states, local educational agencies and schools to increase implementation of school-wide positive behavioral interventions and supports (PBIS) and early intervening services. This bill promises to improve student academic achievement and to reduce disciplinary problems in schools while improving coordination with similar activities and services provided under the federal special education law.

Highly Effective Practices: Research High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006) 7

Highly Effective Practices: Research Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) 8

Highly Effective Practices: Research Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010) 9

NASP SLD Position Statement NASPs position is that identification of and service delivery to children identified as having a specific learning disability (SLD) should be based on the outcomes of multi-tiered, high quality, research-based instruction.

NASP SLD Position Statement A multi-tiered model (also known asRTI) is intended to provide for quality instruction in the general education classroom and timely interventions in general education before a special education referral is considered.

NASP SLD Position Statement data from targeted and/or intensive interventions for students whose performance and rate of progress are below what is expected for their grade and educational setting should be incorporated in SLD evaluation

Act Locally: Education Reform in Oregon All Roads Lead to MTSS Oregon Education Investment Board ESEA Waivers 40/40/20 Governor is now Superintendent of Public Instruction Deputy Superintendent of Public Instruction: Rob Saxton COSA SPED Keynotes

OR Essential Requirements for LD Eligibility Regardless of Method Comprehensive Evaluation Low Skills Appropriate core instruction Has always been an exclusionary criteria Progress Monitoring Exclusionary Criteria AND Student has an SLD AND Educational Need that Requires Specially Designed Instruction

Oregon RTI

Core RTI Principles We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions within a multi-tier model Use research-based, scientifically validated interventions/instruction to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment for 3 different purposes Screening, diagnostic, progress monitoring NASDSE, 2006

RTI Misconceptions Is NotIs An instructional programA framework to implement effective practices A group of students that leaves your room for extra instruction A system of matching resources to each individuals students needs Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special ed, a general ed, a Title 1, a Talented and Gifted initiative An Every Education Initiative An educational fadA systematic method for delivering instruction, based on research and effective large scale implementation

So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions Special Ed Referral and Evaluation

Data Based Teaming Data Based Teaming Principal Classroom Teachers Specialists School Counselor School Psychologist CollaboratingCo-laboring

Professional Development and Fidelity Professional Development and Fidelity Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures Delivery: Ongoing Sufficient time to collaborate and plan Incorporates fidelity checks Anticipate and be willing to meet the newly emerging needs based on student performance Data ALSO used to drive professional development needs

Core Curriculum Research-Based Core Program Big 5 of Reading 90 minutes of Reading instruction (1-5, K 60) Agreements on fidelity Scope and Sequence Focus on effective instruction methods PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary For all students!

Tier 1 is for all students

Universal Screening Universal screening for ALL students at least three times per year Good screening measures: Efficient an unbiased Multiple and equivalent forms 2 purposes: Determine the overall health of the core Determine which students may need additional support

Decision Rules Data based decision making Provide the now what after teams have analyzed student data Guide decisions for all tiers Take the guesswork out of what to do next Ensure equity across schools I think I feel I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

Are the children learning? How can we tell? Progress Monitoring Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer Frequency: Every 2 weeks (minimum) Every week (ideal)

Interventions Delivery of instruction decisions are based identified student needs Is in addition to and aligns with the district core curriculum Uses more explicit instruction Provides more intensity Additional modeling and guided feedback Immediacy of feedback Does NOT replace core

Special Ed Referral and Evaluation Core Curric. Instruct Fidelity Intervene Gp. Intrvn. Prog. Mon. Ind. Prob. Solving SPED Referral Eval. Plan Eval. & Eligibility

RTI is not Core instruction for less than 90 minutes per day Core instruction w/o effective instructional practices Tier II interventions delivered within the core and/or for less than a minimum of 30 minutes per day

RTI is not Tier III interventions delivered within the core and/or for less than a minimum of 45 minutes per day A lack of a well designed, individualized, intensive intervention resulting from a formalized problem solving process

Talk with a neighbor How does this fit with your understanding of what RTI is? How is this different from your understanding of what RTI is?

School Psychologists Role early identification of learning and behavioral needs, AssessmentAssessmentConsultationConsultation Program Evaluation close collaboration among classroom teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum. RTI calls for

The Role of School Psychologists: NASP The expertise and support of school psychologists can be a critical factor in the effective implementation of a multi-tiered model. 32

The Role of School Psychologists: NASP Consult with teachers concerning evidence-based instruction, interventions Conduct periodic screening of pre- academic and academic skills as well as socialemotional competencies Serve as problem solving team leaders 33

The Role of School Psychologists: NASP Design and implement effective, evidence- based strategies Evaluate the effectiveness of interventions with regular progress monitoring Direct and indirect service delivery, based on student need, to maximize educational outcomes for all children 34

Tier 1: Building a Sufficient Core Through School-Wide Data Meetings

Target To build awareness & conceptual understanding of a school psychologists role in the school-wide meeting process

Advanced Organizer Purpose General Features School-wide Meeting Process

Schoolwide Data Meetings: Purpose 1.To determine the effectiveness of the core programming AND 2.Make necessary adjustments to the core program/instruction if it is not meeting the needs of most students

Why is it important to examine the core programming? The stronger the core programming the less support students will need through interventions.

Are you working on the right problem?

80% Proficient? Less than 80% at benchmark for the grade level should not prevent you from determining a childs academic deficits are due to lack of instruction, however Examine classroom instruction Are students engaged in the instruction? Is the student engaged in the instruction? Is it explicit enough?

General Features When: 2-3 times per year (following collection of your schoolwide screening data) Who: Principal, Literacy Specialist/Title I, Counselor, Grade level team (could include Special Education teacher, ELL teacher, School Psychologist)

General Features What: Use schoolwide data to answer questions about core instruction Outcomes: Identify prioritized areas of need for the core curriculum and develop a plan (with a goal) for improving schoolwide achievement Time: 1 to 1 hours

Use an Agenda/Guidelines

School-Wide Meeting Process 1.Review and analyze screening data a)How are students currently performing? b)How has instruction impacted performance? 2.Identify the grade levels common instructional need & determine overall instructional goal 3.Identify a plan to make curricular and instructional changes to enhance the core AssessmentAssessment

#1a) How are students currently performing? Determine percentage of students who are: Benchmark/not at risk Strategic/low Intensive/significantly low

General Proficiency Levels for CBMs General Proficiency Levels for CBMs Examples:Not at RiskLowSignificantly low DIBELS Next BenchmarkBelow benchmarkWell below Benchmark easyCBM*Above the 20 th percentile Between 11 th and 20 th percentile 10 th Percentile AIMSWEB*Above the 25 th percentile Between the 11 th and 26 th percentile 10 th Percentile *easyCBM & AIMSweb default percentile rank settings

#1a) How effective is our core instruction currently? 39% at or above benchmark 11% below benchmark 50% well below benchmark

Levels of Proficiency 50% 11% 39%

easyCBM Example

AIMSweb Example 3 rd Grade Based on one skill (example: ORF )

#1b) How has instruction impacted performance? Did the percentage of students at benchmark increase? ___________ Did the percentage of students at strategic increase or decrease? ____________ Did the percentage of students at intensive decrease? _____________ (Might have to look at last years data)

#1b) How has instruction impacted performance? Second Grade Example

Talk Time How might you help staff understand how to evaluate & analyze core data?

School-Wide Meeting Process 1.Review and analyze screening data 2.Identify the grade levels common instructional need & determine overall instructional goal 3.Identify a plan to make curricular and instructional changes to enhance the core ConsultationConsultation

Vocabulary Reading Comprehension (Retell) Phonemic Awareness (PSF) Phonics (Alphabetic Principle-NWF) and accuracy Oral Reading Fluency & Accuracy (ORF) Oral Reading Fluency & Accuracy (ORF) #2 Identify the grade levels common instructional need and develop a goal

What skills are analyzed? Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Comprehension CBM: FSF, PSF Core Program Assessment CBM: NWF, Accuracy Core Program Assessment CBM: ORF, Accuracy Core Program Assessment CBM: ORF, Maze, Retell, Reading Comprehension Core Program Assessment OAKS Vocabulary easyCBM: vocabulary

#2 Identify the grade levels common instructional need and develop a goal K: Phonemic Awareness (PSF) & Phonics (NWF) 1 st Grade: Fluency (Accuracy & ORF) 2 nd Grade: Fluency (Accuracy & ORF) 3 rd Grade: Fluency/Comprehension (ORF) 4 th Grade: Fluency/Comprehension (ORF) 5 th Grade: Fluency/Comprehension (ORF) * Grade level may need to work on a different priority skill that it has not mastered yet

Which skills have the students reached at least 80%? Start with the most critical of the Big 5 in Reading and determine if the students are at about 80% on that skill. Phonemic Awareness Phonics Fluency (Vocabulary) Comprehension #2) Determine the most common instructional need Balance efficiency versus need

32% 43% Phonics NWF: CLS DORF: Words Correct NWF: WWR DORF: Accuracy PhonicsFluency 38% 41% 2 nd Grade DIBELS Next: Fall

1 st Grade: Winter 85%41% PA Phonics

#2) Develop an overall instructional goal Look at your current reality. What is an ambitious and attainable goal? Pick a goal for each tier At Benchmark or above to: 80% ? Strategic to 15% ? Intensive at 5% ?

General Guidelines for Developing an Instructional Goal 1.Increase the percentage of Benchmark students by approximately 5-30% from the current benchmark. 2.Decrease/Increase Strategic by approximately 5-15% from the current benchmark. 3. Decrease Intensive percentages by approximately 5-15% from the current benchmark.

2) Identify the common grade level skill needs and the desired goal for that skill/s for our 2 nd grade example Instructional priority: phonics goal setting Current ORF: AccuracyGoal ORF: Accuracy Benchmark41%Benchmark Below Benchmark17%Below Benchmark Well Below Benchmark41%Well Below Benchmark 60% 15% 25% 41%

Talk Time What role can you play in assisting staff to determine the common instructional need and to determine a goal?

School-Wide Meeting Process 1.Review and analyze screening data 2.Identify the grade levels common instructional need & determine overall instructional goal 3.Identify a plan to make curricular and instructional changes to enhance the core ConsultationConsultation

3) Identify a plan to make curricular and instructional changes to enhance the core a)Instructional Strategies? More explicit modeling More explicit guided practice More explicit corrective feedback More independent practice b)Active engagement? c) Fidelity?

#3a) Instructional Strategies

Tie the instructional strategy to the skill need

#3a) Instructional Strategies Tie the instructional strategy to the skill need

#4 b) Active engagement of all students

#3b) Active engagement of all students ExampleNon-Example Choral respondingWho can tell me? Partner respondingStick from the can

#3c) Fidelity Why is fidelity important? Comprehensive plan that incorporates all components of reading The whole school has a common language, common goal, and common tools.

Core program fidelity check

Walk Through Tool

Talk Time How can you support staff in developing a plan to address core instruction?

Active Engagement Strategies Instructional Strategies Focus on Priority Skill Fidelity Improving Your Core

Afternoon Preview Afternoon Preview Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness Tier 3: Individual Problem Solving What is your role in ensuring the right students receive the right support at the right time?

Questions/Comments Jon Potter [email protected]@ttsd.k12.or.us Lisa Bates [email protected]@ttsd.k12.or.us David Putnam [email protected]@ttsd.k12.or.us 80

response to intervention (rti): building from the bottom up jon potter, ph.d. lisa bates, ph.d....

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