RTI and the Special Education Teacher Jim Wright www.interventioncentral.org

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RTI and the Special Education Teacher Jim
Wrightwww.interventioncentral.org
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RTI the Special Education TeacherWorkshop
Agenda
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PPTs Handouts from This Workshop Available at

• http//www.jimwrightonline.com/RCSD.php

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Bringing Special Education IEPs into Alignment
with RTI Expectations of the CSE

• At future Annual Review meetings, the Committee
  on Special Education will apply the same
  standards when evaluating the quality of the
  special education programs of IEP students as
  those used under RTI to judge the quality of
  general education. In particular, special
  educators will be asked to provide a description
  of how the student program on the IEP is
  delivered in a manner consistent with RTI
  principles.

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Bringing Special Education IEPs into Alignment
with RTI Expectations of the CSE (Cont.)

• At the Annual Review, the special education
  teacher will be expected to demonstrate how he or
  she
• Defined the student academic or behavioral
  challenge in clear, specific, measurable terms.
• Selected an evidence-based intervention practice
  or program to address the identified student
  concern.
• Selected one or more methods to assess the
  students progress during the intervention
  calculated the students baseline performance
  level set a goal for improvement.
• Collected progress-monitoring data on the student
  at least weekly to judge whether the intervention
  was effective.
• Collected information on the integrity, or
  quality, with which the intervention was
  implemented.

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RTI A Brief Review of the Model
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RTI Assumption Struggling Students Are Typical
Until Proven Otherwise

• RTI logic assumes that
• A student who begins to struggle in general
  education is typical, and that
• It is general educations responsibility to find
  the instructional strategies that will unlock the
  students learning potential
• Only when the student shows through
  well-documented interventions that he or she has
  failed to respond to intervention does RTI
  begin to investigate the possibility that the
  student may have a learning disability or other
  special education condition.

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RTI Pyramid of Interventions
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Five Core Components of RTI Service Delivery

1. Student services are arranged in a multi-tier
   model
2. Data are collected to assess student baseline
   levels and to make decisions about student
   progress
3. Interventions are evidence-based
4. The procedural integrity of interventions is
   measured
5. RTI is implemented and developed at the school-
   and district-level to be scalable and sustainable
   over time

Source Glover, T. A., DiPerna, J. C. (2007).
Service delivery for response to intervention
Core components and directions for future
research. School Psychology Review, 36, 526-540.
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The Purpose of RTI in Schools What Students
Should It Serve?
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Complementary RTI Models Standard Treatment
Problem-Solving Protocols

• The two most commonly used RTI approaches are
  (1) standard treatment and (2) problem-solving
  protocol. While these two approaches to RTI are
  sometimes described as being very different from
  each other, they actually have several common
  elements, and both fit within a problem-solving
  framework. In practice, many schools and
  districts combine or blend aspects of the two
  approaches to fit their needs.

Source Duffy, H. (August 2007). Meeting the
needs of significantly struggling learners in
high school. Washington, DC National High School
Center. Retrieved from http//www.betterhighschool
s.org/pubs/ p. 5
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RTI Interventions Standard-Treatment vs.
Problem-Solving
There are two different vehicles that schools can
use to deliver RTI interventions Standard-Protoco
l (Standalone Intervention). Programs based on
scientifically valid instructional practices
(standard protocol) are created to address
frequent student referral concerns. These
services are provided outside of the classroom. A
middle school, for example, may set up a
structured math-tutoring program staffed by adult
volunteer tutors to provide assistance to
students with limited math skills. Students
referred for a Tier II math intervention would be
placed in this tutoring program. An advantage of
the standard-protocol approach is that it is
efficient and consistent large numbers of
students can be put into these group
interventions to receive a highly standardized
intervention. However, standard group
intervention protocols often cannot be
individualized easily to accommodate a specific
students unique needs. Problem-solving
(Classroom-Based Intervention). Individualized
research-based interventions match the profile of
a particular students strengths and limitations.
The classroom teacher often has a large role in
carrying out these interventions. A plus of the
problem-solving approach is that the intervention
can be customized to the students needs.
However, developing intervention plans for
individual students can be time-consuming.
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Tier I Instruction/Interventions

• Tier I instruction/interventions
• Are universalavailable to all students.
• Can be delivered within classrooms or throughout
  the school.
• Are likely to be put into place by the teacher at
  the first sign that a student is struggling.
• All children have access to Tier 1
  instruction/interventions. Teachers have the
  capability to use those strategies without
  requiring outside assistance.
• Tier 1 instruction/interventions encompass
• The schools core curriculum and all published or
  teacher-made materials used to deliver that
  curriculum.
• Teacher use of whole-group teaching
  management strategies.
• Teacher use of individualized strategies with
  specific students.
• Tier I instruction/interventions attempt to
  answer the question Are classroom instructional
  strategies supports sufficient to help the
  student to achieve academic success?

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Tier 1 Classroom-Level Interventions

• Decision Point Student is struggling and may
  face significant high-stakes negative outcome if
  situation does not improve.
• Collaboration Opportunity Teacher can refer the
  student to a grade-level, instruction team, or
  department meeting to brainstorm ideas OR
  teacher seeks out consultant in school to
  brainstorm intervention ideas.
• Documentation Teacher completes Classroom
  Intervention Form prior to carrying out
  intervention. Teacher collects classroom data.
• Decision Rule Example Teacher should refer
  student to the next level of RTI support if the
  intervention is not successful within 8
  instructional weeks.

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Tier 2 Supplemental (Standard-Protocol Model)
Interventions

• Tier 2 interventions are typically delivered in
  small-group format. About 15 of students in the
  typical school will require Tier 2/supplemental
  intervention support.
• Group size for Tier 2 interventions is limited
  to 4-6 students. Students placed in Tier 2
  interventions should have a shared profile of
  intervention need.
• The reading progress of students in Tier 2
  interventions are monitored at least 1-2 times
  per month.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
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Tier 2 Supplemental Interventions

• Decision Point Building-wide academic screenings
• Collaboration Opportunity After each
  building-wide academic screening, data teams
  meet (teachers at a grade level building
  principal reading teacher, etc.) At the meeting,
  the group considers how the assessment data
  should shape/inform core instruction.
  Additionally, the data team sets a cutpoint to
  determine which students should be recruited for
  Tier 2 group interventions. NOTE Team may
  continue to meet every 5 weeks to consider
  student progress in Tier 2 move students into
  and out of groups.
• Documentation Tier 2 instructor completes a Tier
  2 Group Assignment Sheet listing students and
  their corresponding interventions.
  Progress-monitoring occurs 1-2 times per month.
• Decision Rules Example Student is returned to
  Tier 1 support if they perform above the 25th
  percentile in the next school-wide screening.
  Student is referred to Tier 3 (RTI Team) if they
  fail to make expected progress despite two Tier 2
  (group-based) interventions.

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Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
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Tier 3 Intensive Individualized Interventions
(Problem-Solving Model)

• Tier 3 interventions are the most intensive
  offered in a school setting. About 5 of a
  general-education student population may qualify
  for Tier 3 supports. Typically, the RTI
  Problem-Solving Team meets to develop
  intervention plans for Tier 3 students.
• Students qualify for Tier 3 interventions
  because
• they are found to have a large skill gap when
  compared to their class or grade peers and/or
• They did not respond to interventions provided
  previously at Tiers 1 2.
• Tier 3 interventions are provided daily for
  sessions of 30 minutes. The student-teacher ratio
  is flexible but should allow the student to
  receive intensive, individualized instruction.
  The academic or behavioral progress of students
  in Tier 3 interventions is monitored at least
  weekly.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
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Tier 3 RTI Team

• Decision Point RTI Problem-Solving Team
• Collaboration Opportunity Weekly RTI
  Problem-Solving Team meetings are scheduled to
  handle referrals of students that failed to
  respond to interventions from Tiers 1 2.
• Documentation Teacher referral form RTI Team
  minutes form progress-monitoring data collected
  at least weekly.
• Decision Rules Example If student has failed
  to respond adequately to 3 intervention trials of
  6-8 weeks (from Tiers 2 and 3), the student may
  be referred to Special Education.

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Advancing Through RTI Flexibility in the Tiers

• For purposes of efficiency, students should be
  placed in small-group instruction at Tier 2.
• However, group interventions may not always be
  possible because due to scheduling or other
  issuesno group is available. (For example,
  students with RTI behavioral referrals may not
  have a group intervention available.)
• In such a case, the student will go directly to
  the problem-solving process (Tier 3)typically
  through a referral to the school RTI Team.
• Nonetheless, the school must still document the
  same minimum number of interventions attempted
  for every student in RTI, whether or not a
  student first received interventions in a group
  setting.

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What previous approach to diagnosing Learning
Disabilities does RTI replace?

• Prior to RTI, many states used a Test-Score
  Discrepancy Model to identify Learning
  Disabilities.
• A student with significant academic delays would
  be administered an battery of tests, including
  an intelligence test and academic achievement
  test(s).
• If the student was found to have a substantial
  gap between a higher IQ score and lower
  achievement scores, a formula was used to
  determine if that gap was statistically
  significant and severe.
• If the student had a severe discrepancy gap
  between IQ and achievement, he or she would be
  diagnosed with a Learning Disability.

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Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
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NYSED RTI Guidance Memo April 2008
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The Regents policy framework for RtIDefines
RtI to minimally include Appropriate
instruction delivered to all students in the
general education class by qualified personnel.
Appropriate instruction in reading means
scientific research-based reading programs that
include explicit and systematic instruction in
phonemic awareness, phonics, vocabulary
development, reading fluency (including oral
reading skills) and reading comprehension
strategies.Screenings applied to all students
in the class to identify those students who are
not making academic progress at expected rates.
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Instruction matched to student need with
increasingly intensive levels of targeted
intervention and instruction for students who do
not make satisfactory progress in their levels of
performance and/or in their rate of learning to
meet age or grade level standards.Repeated
assessments of student achievement which should
include curriculum based measures to determine if
interventions are resulting in student progress
toward age or grade level standards.The
application of information about the students
response to intervention to make educational
decisions about changes in goals, instruction
and/or services and the decision to make a
referral for special education programs and/or
services.
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Written notification to the parents when the
student requires an intervention beyond that
provided to all students in the general education
classroom that provides information about the
-amount and nature of student performance data
that will be collected and the general education
services that will be provided-strategies for
increasing the students rate of learning
and-parents right to request an evaluation for
special education programs and/or services.
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The Regents policy framework for RtIDefines
RtI to minimally include Requires each school
district to establish a plan and policies for
implementing school-wide approaches and
prereferral interventions in order to remediate a
students performance prior to referral for
special education, which may include the RtI
process as part of a districts school-wide
approach. The school district must select and
define the specific structure and components of
its RtI program, including, but not limited to
the -criteria for determining the levels of
intervention to be provided to students, -types
of interventions, amount and nature of student
performance data to be collected, and -manner
and frequency for progress monitoring.
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Activity NYSED Expectations for RTI

• Review the NYS Ed Dept RTI guidelines.
• Based on these guidelines or any of the other
  introductory RTI content covered in this
  workshop, what questions do you have about RTI as
  a special educator?

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Instruction and Interventions Within Response to
InterventionJim Wrightwww.interventioncentral.o
rg
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Intervention Research Development A Work in
Progress
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Schools Need to Review Tier 1 (Classroom)
Interventions to Ensure That They Are Supported
By Research

• There is a lack of agreement about what is meant
  by scientifically validated classroom (Tier I)
  interventions. Districts should establish a
  vetting processcriteria for judging whether a
  particular instructional or intervention approach
  should be considered empirically based.

Source Fuchs, D., Deshler, D. D. (2007). What
we need to know about responsiveness to
intervention (and shouldnt be afraid to ask)..
Learning Disabilities Research Practice,
22(2),129136.
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RTI Intervention Key Concepts
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Essential Elements of Any Academic or Behavioral
Intervention (Treatment) Strategy

• Method of delivery (Who or what delivers the
  treatment?)Examples include teachers,
  paraprofessionals, parents, volunteers,
  computers.
• Treatment component (What makes the intervention
  effective?)Examples include activation of prior
  knowledge to help the student to make meaningful
  connections between known and new material
  guide practice (e.g., Paired Reading) to increase
  reading fluency periodic review of material to
  aid student retention.

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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Core Instruction. Those instructional strategies
  that are used routinely with all students in a
  general-education setting are considered core
  instruction. High-quality instruction is
  essential and forms the foundation of RTI
  academic support. NOTE While it is important to
  verify that good core instructional practices are
  in place for a struggling student, those routine
  practices do not count as individual student
  interventions.

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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Intervention. An academic intervention is a
  strategy used to teach a new skill, build fluency
  in a skill, or encourage a child to apply an
  existing skill to new situations or settings. An
  intervention can be thought of as a set of
  actions that, when taken, have demonstrated
  ability to change a fixed educational trajectory
  (Methe Riley-Tillman, 2008 p. 37).

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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Accommodation. An accommodation is intended to
  help the student to fully access and participate
  in the general-education curriculum without
  changing the instructional content and without
  reducing the students rate of learning (Skinner,
  Pappas Davis, 2005). An accommodation is
  intended to remove barriers to learning while
  still expecting that students will master the
  same instructional content as their typical
  peers.
• Accommodation example 1 Students are allowed to
  supplement silent reading of a novel by listening
  to the book on tape.
• Accommodation example 2 For unmotivated
  students, the instructor breaks larger
  assignments into smaller chunks and providing
  students with performance feedback and praise for
  each completed chunk of assigned work (Skinner,
  Pappas Davis, 2005).

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Teaching is giving it isnt taking away.
(Howell, Hosp Kurns, 2008 p. 356).


Source Howell, K. W., Hosp, J. L., Kurns, S.
(2008). Best practices in curriculum-based
evaluation. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp.349-362).
Bethesda, MD National Association of School
Psychologists..
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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Modification. A modification changes the
  expectations of what a student is expected to
  know or dotypically by lowering the academic
  standards against which the student is to be
  evaluated. Examples of modifications
• Giving a student five math computation problems
  for practice instead of the 20 problems assigned
  to the rest of the class
• Letting the student consult course notes during a
  test when peers are not permitted to do so

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Improving the Integrity of Academic Interventions
Through a Critical-Components Pre-Flight Check
Jim Wrightwww.interventioncentral.org
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Academic Interventions Critical Components
Checklist
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Academic Interventions Critical Components
Checklist

• This checklist summarizes the essential
  components of academic interventions. When
  preparing a students Tier 1, 2, or 3 academic
  intervention plan, use this document as a
  pre-flight checklist to ensure that the
  academic intervention is of high quality, is
  sufficiently strong to address the identified
  student problem, is fully understood and
  supported by the teacher, and can be implemented
  with integrity. NOTE While the checklist refers
  to the teacher as the interventionist, it can
  also be used as a guide to ensure the quality of
  interventions implemented by non-instructional
  personnel, adult volunteers, parents, and peer
  (student) tutors.

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Allocating Sufficient Contact Time Assuring Appropriate Student-Teacher Ratio Allocating Sufficient Contact Time Assuring Appropriate Student-Teacher Ratio Allocating Sufficient Contact Time Assuring Appropriate Student-Teacher Ratio
The cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that interventions strength (Yeaton Sechrest, 1981). The cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that interventions strength (Yeaton Sechrest, 1981). The cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that interventions strength (Yeaton Sechrest, 1981).
Critical Item? Intervention Element Notes
? Time Allocated. The time set aside for the intervention is appropriate for the type and level of student problem (Burns Gibbons, 2008 Kratochwill, Clements Kalymon, 2007). When evaluating whether the amount of time allocated is adequate, consider Length of each intervention session. Frequency of sessions (e.g.., daily, 3 times per week) Duration of intervention period (e.g., 6 instructional weeks)
? Student-Teacher Ratio. The student receives sufficient contact from the teacher or other person delivering the intervention to make that intervention effective. NOTE Generally, supplemental intervention groups should be limited to 6-7 students (Burns Gibbons, 2008).
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Matching the Intervention to the Student Problem Matching the Intervention to the Student Problem Matching the Intervention to the Student Problem
Academic interventions are not selected at random. First, the student academic problem(s) is defined clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to helpand which should be avoided. Academic interventions are not selected at random. First, the student academic problem(s) is defined clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to helpand which should be avoided. Academic interventions are not selected at random. First, the student academic problem(s) is defined clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to helpand which should be avoided.
Critical Item? Intervention Element Notes
? Problem Definition. The student academic problem(s) to be addressed in the intervention are defined in clear, specific, measureable terms (Bergan, 1995 Witt, VanDerHeyden Gilbertson, 2004). The full problem definition describes Conditions. Describe the environmental conditions or task demands in place when the academic problem is observed. Problem Description. Describe the actual observable academic behavior in which the student is engaged. Include rate, accuracy, or other quantitative information of student performance. Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources,
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p. 4
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Matching the Intervention to the Student Problem (Cont.) Matching the Intervention to the Student Problem (Cont.) Matching the Intervention to the Student Problem (Cont.)
Critical Item? Intervention Element Notes
? Appropriate Target. Selected intervention(s) are appropriate for the identified student problem(s) (Burns, VanDerHeyden Boice, 2008). TIP Use the Instructional Hierarchy (Haring et al., 1978) to select academic interventions according to the four stages of learning Acquisition. The student has begun to learn how to complete the target skill correctly but is not yet accurate in the skill. Interventions should improve accuracy. Fluency. The student is able to complete the target skill accurately but works slowly. Interventions should increase the students speed of responding (fluency) as well as to maintain accuracy. Generalization. The student may have acquired the target skill but does not typically use it in the full range of appropriate situations or settings. Or the student may confuse the target skill with similar skills. Interventions should get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and similar skills. Adaptation. The student is not yet able to modify or adapt an existing skill to fit novel task-demands or situations. Interventions should help the student to identify key concepts or elements from previously learned skills that can be adapted to the new demands or situations.
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Matching the Intervention to the Student Problem (Cont.) Matching the Intervention to the Student Problem (Cont.) Matching the Intervention to the Student Problem (Cont.)
Critical Item? Intervention Element Notes
? Cant Do/Wont Do Check. The teacher has determined whether the student problem is primarily a skill or knowledge deficit (cant do) or whether student motivation plays a main or supporting role in academic underperformance (wont do). If motivation appears to be a significant factor contributing to the problem, the intervention plan includes strategies to engage the student (e.g., high interest learning activities rewards/incentives increased student choice in academic assignments, etc.) (Skinner, Pappas Davis, 2005 Witt, VanDerHeyden Gilbertson, 2004).
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Activity Matching the Intervention to the
Student Problem

• Consider these critical aspects of academic
  intervention
• Clear and specific problem-identification
  statement (Conditions, Problem Description,
  Typical/Expected Level of Performance).
• Appropriate intervention target (e.g., selected
  intervention is appropriately matched to
  Acquisition, Fluency, Generalization, or
  Adaptation phase of Instructional Hierarchy).
• Cant Do/Wont Do Check (Clarification of whether
  motivation plays a significant role in student
  academic underperformance).
• What questions do you have about applying any of
  these concepts to provide special educational
  instruction?

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Incorporating Effective Instructional Elements Incorporating Effective Instructional Elements Incorporating Effective Instructional Elements
These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention. These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention. These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention.
Critical Item? Intervention Element Notes
? Explicit Instruction. Student skills have been broken down into manageable and deliberately sequenced steps and the teacher provided overt strategies for students to learn and practice new skills (Burns, VanDerHeyden Boice, 2008, p.1153).
? Appropriate Level of Challenge. The student experienced sufficient success in the academic task(s) to shape learning in the desired direction as well as to maintain student motivation (Burns, VanDerHeyden Boice, 2008).
? Active Engagement. The intervention ensures that the student is engaged in active accurate responding (Skinner, Pappas Davis, 2005).at a rate frequent enough to capture student attention and to optimize effective learning.
? Performance Feedback. The student receives prompt performance feedback about the work completed (Burns, VanDerHeyden Boice, 2008).
? Maintenance of Academic Standards. If the intervention includes any accommodations to better support the struggling learner (e.g., preferential seating, breaking a longer assignment into smaller chunks), those accommodations do not substantially lower the academic standards against which the student is to be evaluated and are not likely to reduce the students rate of learning (Skinner, Pappas Davis, 2005).
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Activity Incorporating Effective Instructional
Elements

• Think about the effective instructional elements
  reviewed in this workshop.
• How can special education teachers ensure that
  all effective instructional elements are
  included in academic interventions?

Incorporating Effective Instructional Elements Incorporating Effective Instructional Elements Incorporating Effective Instructional Elements
Critical Item? Intervention Element Notes
? Explicit Instruction.
? Appropriate Level of Challenge.
? Active Engagement..
? Performance Feedback.
? Maintenance of Academic Standards.
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Verifying Teacher Understanding Providing Teacher Support Verifying Teacher Understanding Providing Teacher Support Verifying Teacher Understanding Providing Teacher Support
The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention. The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention. The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention.
Critical Item? Intervention Element Notes
? Teacher Responsibility. The teacher understands his or her responsibility to implement the academic intervention(s) with integrity.
? Teacher Acceptability. The teacher states that he or she finds the academic intervention feasible and acceptable for the identified student problem.
? Step-by-Step Intervention Script. The essential steps of the intervention are written as an intervention script--a series of clearly described stepsto ensure teacher understanding and make implementation easier (Hawkins, Morrison, Musti-Rao Hawkins, 2008).
? Intervention Training. If the teacher requires training to carry out the intervention, that training has been arranged.
? Intervention Elements Negotiable vs. Non-Negotiable. The teacher knows all of the steps of the intervention. Additionally, the teacher knows which of the intervention steps are non-negotiable (they must be completed exactly as designed) and which are negotiable (the teacher has some latitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao Hawkins, 2008).
? Assistance With the Intervention. If the intervention cannot be implemented as designed for any reason (e.g., student absence, lack of materials, etc.), the teacher knows how to get assistance quickly to either fix the problem(s) to the current intervention or to change the intervention.
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Activity Verifying Teacher Understanding
Providing Teacher Support

• In your teams
• Review the checklist for verifying that teachers
  understand all elements of the intervention.
• What supports will special educators need to
  ensure that they understand and support the use
  of evidence-based academic interventions and
  have the required help (training, etc.) to do
  so?

Verifying Teacher Understanding Providing Teacher Support
Critical Item? Intervention Element
? Teacher Responsibility
? Teacher Acceptability.
? Step-by-Step Intervention Script.
? Intervention Training.
? Intervention Elements Negotiable vs. Non-Negotiable
? Assistance With the Intervention
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Documenting the Intervention Collecting Data Documenting the Intervention Collecting Data Documenting the Intervention Collecting Data
Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are fatally flawed (Witt, VanDerHeyden Gilbertson, 2004). Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are fatally flawed (Witt, VanDerHeyden Gilbertson, 2004). Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are fatally flawed (Witt, VanDerHeyden Gilbertson, 2004).
Critical Item? Intervention Element Notes
? Intervention Documentation. The teacher understands and can manage all documentation required for this intervention (e.g., maintaining a log of intervention sessions, etc.).
? Checkup Date. Before the intervention begins, a future checkup date is selected to review the intervention to determine if it is successful. Time elapsing between the start of the intervention and the checkup date should be short enough to allow a timely review of the intervention but long enough to give the school sufficient time to judge with confidence whether the intervention worked.
? Baseline. Before the intervention begins, the teacher has collected information about the students baseline level of performance in the identified area(s) of academic concern (Witt, VanDerHeyden Gilbertson, 2004).
? Goal. Before the intervention begins, the teacher has set a specific goal for predicted student improvement to use as a minimum standard for success (Witt, VanDerHeyden Gilbertson, 2004). The goal is the expected student outcome by the checkup date if the intervention is successful.
? Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data of sufficient quality and at a sufficient frequency to determine at the checkup date whether that intervention is successful (Witt, VanDerHeyden Gilbertson, 2004).
56
Activity Documenting the Intervention
Collecting Data

• In your teams
• Consider the elements of intervention
  documentation, data collection, and data
  interpretation discussed here.
• What steps can your school take to make sure
  that data have a central focus when
  interventionsare planned and implemented for
  students with IEPs?

Documenting the Intervention Collecting Data Documenting the Intervention Collecting Data Documenting the Intervention Collecting Data
Critical Item? Intervention Element Notes
? Intervention Documentation.
? Checkup Date.
? Baseline.
? Goal.
? Progress-Monitoring.
57
References

• Bergan, J. R. (1995). Evolution of a
  problem-solving model of consultation. Journal of
  Educational and Psychological Consultation, 6(2),
  111-123.
• Burns, M. K., Gibbons, K. A. (2008).
  Implementing response-to-intervention in
  elementary and secondary schools. Routledge New
  York.
• Burns, M. K., VanDerHeyden, A. M., Boice, C. H.
  (2008). Best practices in intensive academic
  interventions. In A. Thomas J. Grimes (Eds.),
  Best practices in school psychology V
  (pp.1151-1162). Bethesda, MD National
  Association of School Psychologists.
• Haring, N.G., Lovitt, T.C., Eaton, M.D.,
  Hansen, C.L. (1978). The fourth R Research in
  the classroom. Columbus, OH Charles E. Merrill
  Publishing Co.
• Hawkins, R. O., Morrison, J. Q., Musti-Rao, S.,
  Hawkins, J. A. (2008). Treatment integrity for
  academic interventions in real- world settings.
  School Psychology Forum, 2(3), 1-15.
• Kratochwill, T. R., Clements, M. A., Kalymon,
  K. M. (2007). Response to intervention
  Conceptual and methodological issues in
  implementation. In Jimerson, S. R., Burns, M. K.,
  VanDerHeyden, A. M. (Eds.), Handbook of
  response to intervention The science and
  practice of assessment and intervention. New
  York Springer.
• Skinner, C. H., Pappas, D. N., Davis, K. A.
  (2005). Enhancing academic engagement Providing
  opportunities for responding and influencing
  students to choose to respond. Psychology in the
  Schools, 42, 389-403.
• Witt, J. C., VanDerHeyden, A. M., Gilbertson,
  D. (2004). Troubleshooting behavioral
  interventions. A systematic process for finding
  and eliminating problems. School Psychology
  Review, 33, 363-383. 
• Yeaton, W. M. Sechrest, L. (1981). Critical
  dimensions in the choice and maintenance of
  successful treatments Strength, integrity, and
  effectiveness. Journal of Consulting and Clinical
  Psychology, 49, 156-167.

58
Bringing Special Education IEPs into Alignment
with RTI Expectations of the CSE

• At future Annual Review meetings, the Committee
  on Special Education will apply the same
  standards when evaluating the quality of the
  special education programs of IEP students as
  those used under RTI to judge the quality of
  general education. In particular, special
  educators will be asked to provide a description
  of how the student program on the IEP is
  delivered in a manner consistent with RTI
  principles.

59
Bringing Special Education IEPs into Alignment
with RTI Expectations of the CSE (Cont.)

• At the Annual Review, the special education
  teacher will be expected to demonstrate how he or
  she
• Defined the student academic or behavioral
  challenge in clear, specific, measurable terms.
• Selected an evidence-based intervention practice
  or program to address the identified student
  concern.
• Selected one or more methods to assess the
  students progress during the intervention
  calculated the students baseline performance
  level set a goal for improvement.
• Collected progress-monitoring data on the student
  at least weekly to judge whether the intervention
  was effective.
• Collected information on the integrity, or
  quality, with which the intervention was
  implemented.

60

• RTI the IEP At the Annual Review, the special
  education teacher will be expected to demonstrate
  how he or she
• Defined the student academic or behavioral
  challenge in clear, specific, measurable terms.

61
Defining Student Problem Behaviors A Key to
Identifying Effective Interventions Jim
Wrightwww.interventioncentral.org
62
Defining Problem Student Behaviors

• Define the problem behavior in clear, observable,
  measurable terms (Batsche et al., 2008 Upah,
  2008). Write a clear description of the problem
  behavior. Avoid vague problem identification
  statements such as The student is disruptive.
• A well-written problem definition should include
  three parts
• Conditions. The condition(s) under which the
  problem is likely to occur
• Problem Description. A specific description of
  the problem behavior
• Contextual information. Information about the
  frequency, intensity, duration, or other
  dimension(s) of the behavior that provide a
  context for estimating the degree to which the
  behavior presents a problem in the setting(s) in
  which it occurs.

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Defining Problem Student Behaviors

1. Develop examples and non-examples of the problem
   behavior (Upah, 2008). Writing both examples and
   non-examples of the problem behavior helps to
   resolve uncertainty about when the students
   conduct should be classified as a problem
   behavior. Examples should include the most
   frequent or typical instances of the student
   problem behavior. Non-examples should include any
   behaviors that are acceptable conduct but might
   possibly be confused with the problem behavior.

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Defining Problem Student Behaviors

1. Write a behavior hypothesis statement (Batsche et
   al., 2008 Upah, 2008). The next step in
   problem-solving is to develop a hypothesis about
   why the student is engaging in an undesirable
   behavior or not engaging in a desired behavior.
   Teachers can gain information to develop a
   hypothesis through direct observation, student
   interview, review of student work products, and
   other sources. The behavior hypothesis statement
   is important because (a) it can be tested, and
   (b) it provides guidance on the type(s) of
   interventions that might benefit the student.

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Defining Problem Student Behaviors

1. Select a replacement behavior (Batsche et al.,
   2008). Behavioral interventions should be focused
   on increasing student skills and capacities, not
   simply on suppressing problem behaviors. By
   selecting a positive behavioral goal that is an
   appropriate replacement for the students
   original problem behavior, the teacher reframes
   the student concern in a manner that allows for
   more effective intervention planning.

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Defining Problem Student Behaviors

1. Write a prediction statement (Batsche et al.,
   2008 Upah, 2008). The prediction statement
   proposes a strategy (intervention) that is
   predicted to improve the problem behavior. The
   importance of the prediction statement is that it
   spells out specifically the expected outcome if
   the strategy is successful. The formula for
   writing a prediction statement is to state that
   if the proposed strategy (Specific Action) is
   adopted, then the rate of problem behavior is
   expected to decrease or increase in the desired
   direction.

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Defining Academic Problems Get It Right and
Interventions Are More Likely to Be
EffectiveJim Wrightwww.interventioncentral.org
74
Defining Academic Problems Recommended Steps

1. Be knowledgeable of the school academic
   curriculum and key student academic skills that
   are taught. The teacher should have a good
   survey-level knowledge of the key academic skills
   outlined in the schools curriculumfor the grade
   level of their classroom as well as earlier grade
   levels. If the curriculum alone is not adequate
   for describing a students academic deficit, the
   instructor can make use of research-based
   definitions or complete a task analysis to
   further define the academic problem area. Here
   are guidelines for consulting curriculum and
   research-based definitions and for conducting a
   task analysis for more global skills.

75
Defining Academic Problems Recommended Steps

• Curriculum. The teacher can review the schools
  curriculum and related documents (e.g.,
  score-and-sequence charts curriculum maps) to
  select specific academic skill or performance
  goals. First, determine the approximate grade or
  level in the curriculum that matches the
  students skills. Then, review the curriculum at
  that alternate grade level to find appropriate
  descriptions of the students relevant academic
  deficit. For example, a second-grade student
  had limited phonemic awareness. The student was
  not able accurately to deconstruct a spoken word
  into its component sound-units, or phonemes. In
  the schools curriculum, children were expected
  to attain proficiency in phonemic awareness by
  the close of grade 1. The teacher went off
  level to review the grade 1 curriculum and found
  a specific description of phonemic awareness that
  she could use as a starting point in defining the
  students skill deficit.

76
Defining Academic Problems Recommended Steps

• Research-Based Skill Definitions. Even when a
  schools curriculum identifies key skills,
  schools may find it useful to corroborate or
  elaborate those skill definitions by reviewing
  alternative definitions published in research
  journals or other trusted sources. For example,
  a student had delays in solving quadratic
  equations. The math instructor found that the
  schools math curriculum did not provide a
  detailed description of the skills required to
  successfully complete quadratic equations. So the
  teacher reviewed the National Mathematics
  Advisory Panel report (Fennell et al., 2008) and
  found a detailed description of component skills
  for solving quadratic equations. By combining the
  skill definitions from the school curriculum with
  the more detailed descriptions taken from the
  research-based document, the teacher could better
  pinpoint the students academic deficit in
  specific terms.

77
Defining Academic Problems Recommended Steps

• Task Analysis. Students may possess deficits in
  more global academic enabling skills that are
  essential for academic success. Teachers can
  complete an task analysis of the relevant skill
  by breaking it down into a checklist of
  constituent subskills. An instructor can use the
  resulting checklist to verify that the student
  can or cannot perform each of the subskills that
  make up the global academic enabling
  skill.For example, teachers at a middle school
  noted that many of their students seemed to have
  poor organization skills. Those instructors
  conducted a task analysis and determined that--in
  their classrooms--the essential subskills of
  student organization included (a) arriving to
  class on time (b) bringing work materials to
  class (c) following teacher directions in a
  timely manner (d) knowing how to request teacher
  assistance when needed and (e) having an
  uncluttered desk with only essential work
  materials.

78
Defining Academic Problems Recommended Steps

• Describe the academic problem in specific,
  skill-based terms (Batsche et al., 2008 Upah,
  2008). Write a clear, brief description of the
  academic skill or performance deficit that
  focuses on a specific skill or performance area.
  Here are sample problem-identification
  statements
• John reads aloud from grade-appropriate text much
  more slowly than his classmates.
• Ann lacks proficiency with multiplication math
  problems (double-digit times double-digit with no
  regrouping).
• Tye does not turn in homework assignments.
• Angela produces limited text on in-class writing
  assignments.

79
Defining Academic Problems Recommended Steps

• Develop a fuller description of the academic
  problem to provide a meaningful instructional
  context. When the teacher has described the
  students academic problem, the next step is to
  expand the problem definition to put it into a
  meaningful context. This expanded definition
  includes information about the conditions under
  which the academic problem is observed and
  typical or expected level of performance.
• Conditions. Describe the environmental conditions
  or task demands in place when the academic
  problem is observed.
• Problem Description. Describe the actual
  observable academic behavior in which the student
  is engaged. Include rate, accuracy, or other
  quantitative information of student performance.
• Typical or Expected Level of Performance. Provide
  a typical or expected performance criterion for
  this skill or behavior. Typical or expected
  academic performance can be calculated using a
  variety of sources,

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Defining Academic Problems Recommended Steps

1. Develop a hypothesis statement to explain the
   academic skill or performance problem. The
   hypothesis states the assumed reason(s) or
   cause(s) for the students academic problems.
   Once it has been developed, the hypothesis
   statement acts as a compass needle, pointing
   toward interventions that most logically address
   the student academic problems.

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• RTI the IEP At the Annual Review, the special
  education teacher will be expected to demonstrate
  how he or she
• Selected an evidence-based intervention practice
  or program to address the identified student
  concern.

84
Matching the Intervention to the Student Problem (Cont.) pp. 6-7 Matching the Intervention to the Student Problem (Cont.) pp. 6-7 Matching the Intervention to the Student Problem (Cont.) pp. 6-7
Critical Item? Intervention Element Notes
? Appropriate Target. Selected intervention(s) are appropriate for the identified student problem(s) (Burns, VanDerHeyden Boice, 2008). TIP Use the Instructional Hierarchy (Haring et al., 1978) to select academic interventions according to the four stages of learning Acquisition. The student has begun to learn how to complete the target skill correctly but is not yet accurate in the skill. Interventions should improve accuracy. Fluency. The student is able to complete the target skill accurately but works slowly. Interventions should increase the students speed of responding (fluency) as well as to maintain accuracy. Generalization. The student may have acquired the target skill but does not typically use it in the full range of appropriate situations or settings. Or the student may confuse the target skill with similar skills. Interventions should get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and similar skills. Adaptation. The student is not yet able to modify or adapt an existing skill to fit novel task-demands or situations. Interventions should help the student to identify key concepts or elements from previously learned skills that can be adapted to the new demands or situations.
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Incorporating Effective Instructional Elements p. 7 Incorporating Effective Instructional Elements p. 7 Incorporating Effective Instructional Elements p. 7
These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention. These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention. These effective building blocks of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention.
Critical Item? Intervention Element Notes
? Explicit Instruction. Student skills have been broken down into manageable and deliberately sequenced steps and the teacher provided overt strategies for students to learn and practice new skills (Burns, VanDerHeyden Boice, 2008, p.1153).
? Appropriate Level of Challenge. The student experienced sufficient success in the academic task(s) to shape learning in the desired direction as well as to maintain student motivation (Burns, VanDerHeyden Boice, 2008).
? Active Engagement. The intervention ensures that the student is engaged in active accurate responding (Skinner, Pappas Davis, 2005).at a rate frequent enough to capture student attention and to optimize effective learning.
? Performance Feedback. The student receives prompt performance feedback about the work completed (Burns, VanDerHeyden Boice, 2008).
? Maintenance of Academic Standards. If the intervention includes any accommodations to better support the struggling learner (e.g., preferential seating, breaking a longer assignment into smaller chunks), those accommodations do not substantially lower the academic standards against which the student is to be evaluated and are not likely to reduce the students rate of learning (Skinner, Pappas Davis, 2005).
86

• RTI the IEP At the Annual Review, the special
  education teacher will be expected to demonstrate
  how he or she
• Selected one or more methods to assess the
  students progress during the intervention
  calculated the students baseline performance
  level set a goal for improvement.

87
Interventions Potential Fatal Flaws

• Any intervention must include 4 essential
  elements. The absence of any one of the elements
  would be considered a fatal flaw (Witt,
  VanDerHeyden Gilbertson, 2004) that blocks the
  school from drawing meaningful conclusions from
  the students response to the intervention
• Clearly defined problem. The students target
  concern is stated in specific, observable,
  measureable terms. This problem identification
  statement is the most important step of the
  problem-solving model (Bergan, 1995), as a
  clearly defined problem allows the teacher or RTI
  Team to select a well-matched intervention to
  address it.
• Baseline data. The teacher or RTI Team measures
  the students academic skills in the target
  concern (e.g., reading fluency, math computation)
  prior to beginning the intervention. Baseline
  data becomes the point of comparison throughout
  the intervention to help the school to determine
  whether that intervention is effective.
• Performance goal. The teacher or RTI Team sets a
  specific, data-based goal for student improvement
  during the intervention and a checkpoint date by
  which the goal should be attained.
• Progress-monitoring plan. The teacher or RTI Team
  collects student data regularly to determine
  whether the student is on-track to reach the
  performance goal.

Source Witt, J. C., VanDerHeyden, A. M.,
Gilbertson, D. (2004). Troubleshooting behavioral
interventions. A systematic process for finding
and eliminating problems. School Psychology
Review, 33, 363-383.
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• RTI the IEP At the Annual Review, the special
  education teacher will be expected to demonstrate
  how he or she
• Collected progress-monitoring data on the student
  at least weekly to judge whether the intervention
  was effective.

90
Methods of Classroom Data CollectionJim
Wrightwww.interventioncentral.org
91
Timed Tasks (e.g., Curriculum-Based Measurement)

• Description The teacher administers structured,
  timed tasks to assess student accuracy and
  fluency.
• Example The student completes a 2-minute CBM
  single-skill math computation probe.
• Example The student completes a 3-minute CBM
  writing probe that is scored for total words
  written.

92
Existing Records

• Description The teacher uses information already
  being collected in the classroom that is relevant
  to the identified student problem.
• Examples of existing records that can be used to
  track student problems include
• Grades
• Absences and incidents of tardiness
• Homework turned in

93
Global Skills Checklists (pp. 25-29)

• Description The teacher selects a global skill.
  The teacher then breaks that global skill down
  into specific, observable subskills. Each
  subskill can be verified as done or not done.

94
Skills Checklists Example

• The teacher selects the global skill
  organizational skills.
• That global skill is defined as having the
  following components, each of which can be
  observed
• arriving to class on time
• bringing work materials to class
• following teacher directions in a timely manner
• knowing how to request teacher assistance when
  needed
• having an uncluttered desk with only essential
  work materials.

95
Behavioral Frequency Count

• Description The teacher observes a student
  behavior and keeps a cumulative tally of the
  number of times that the behavior is observed
  during a given period.
• Behaviors that are best measured using frequency
  counts have clearly observable beginning and end
  pointsand are of relatively short duration.
  Examples include
• Student call-outs.
• Requests for teacher help during independent
  seatwork.
• Raising ones hand to make a contribution to
  large-group discussion.

96
Behavioral Frequency Count How to Record

• Teachers can collect data on the frequency of
  student behaviors in several ways
• Keeping a mental tally of the frequency of target
  behaviors occurring during a class period.
• Recording behaviors on paper (e.g., simple tally
  marks) as they occur.
• Using a golf counter, stitch counter, or other
  mechanical counter device to keep an accurate
  tally of behaviors.

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Behavioral Frequency Count How to Compute

• If student behaviors are being tallied during a
  class period, frequency-count data can be
  reported as X number of behaviors per class
  period.
• If frequency-count data is collected in different
  spans of time on different days, however, schools
  can use the following method to standardize
  frequency count data
• Record the total number of behaviors observed.
• Record the number of minutes in the observation
  period.
• Divide the total number of behaviors observed by
  total minutes in the observation period.
• Example 5 callouts observed during a 10 minute
  period 0.5 callouts per minute.

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Behavior Log

• Description The teacher makes a log entry each
  time that a behavior is observed. An advantage of
  behavior logs is that they can provide
  information about the context within which a
  behavior occurs.(Disciplinary office referrals
  are a specialized example of a behavior log.)
• Behavior logs are useful for tracking
  low-incidence problem behaviors.

99
Behavior Log Sample Form
100
Rating Scales

• Description A scale is developed that a rater
  can use to complete a global rating of a
  behavior. Often the rating scale is completed at
  the conclusion of a fixed observation period
  (e.g., after each class period).
• Daily / Direct Behavior Report Cards are one
  example of rating scales.

101
Student Work Samples

• Description Work samples are collected for
  information about the students basic academic
  skills, mastery of course content, etc.
• Recommendation Whe