Response to Intervention in General, Remedial, and Special Education

1
Response to Intervention in General, Remedial,
and Special Education
Bill Rynn Regional Consultant Exceptional
Childrens Division N C Department of Public
Instruction November 19, 2008
2
CreditsThe following leaders in the RTI
movement are credited with much of the
information in this presentationGeorge
BatscheLiz CrawfordDan Reschly
3
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

4
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 genl
  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

5
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

6
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

7
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?
8
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

9
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
10
RtI is.

• Whole school working together
• Using resources and expertise to help all
  students
• Regular monitoring of success/needs
• Data driven instruction !

RtI
11
RtI is.

• Multi-step process
• High-quality, research-based instruction and
  interventions
• Varying levels of intensity
• Match interventions to
• students needs

RtI
12
Implementation of RtI

• Three Components
• Prevention
• Intervention
• Component of SLD determination

13
RtI is Not.

• A packaged program
• A curriculum
• Special Ed
• Just for eligibility identification

RtI
14
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

15
Some things do not make sense
16
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

17
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

18
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

19
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.

20
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?

21
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.

22
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

23
Multiple Tiers Implemented Through Progress
Monitoring and Formative Evaluation (Sugai,
Horner, Gresham, 2002)
Enter a School-Wide Systems for Student Success

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

5-10
5-10
10-15
10-15
24
Where we started
Level IV IEP Consideration
Level III Consultation with the Problem Solving
Action Team
Level II Consultation With Other Resources
Level I Consultation Between Teachers-Parents
Amount of Resources Needed to Solve Problem
Intensity of Problem
25
Basic Problem Solving (Teachers and School Teams)
(Heartland Area Education Agency, Johnston, IA)
Define the Problem (Screening and Diagnostic
Assessments)
What is the problem and why is it happening?
Develop a Plan (Goal Setting and Planning)
Evaluate (Progress Monitoring Assessment)
What are we going to do?
Did our plan work?
Implement Plan (Treatment Integrity)
Carry out the intervention
26
PROBLEM SOLVING CHART
Does the thing work?
Yes
No
Dont mess with it!
Did you mess with it?
You Idiot!
Yes
No
No
Will you catch hell?
Hide it!
Yes
Does anyone else know?
No
Yes
You poor slob!
Ignore it
Can you blame somebody else?
No
Yes
NO PROBLEM
27
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

28
What types of interventions?

• Standard Treatment Protocol Interventions
• From scientific-based education research
• Evidence-based Interventions
• From education research
• Experiential-based Interventions
• From best practice with like students

29
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

30
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

31
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

32
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

33
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/

34
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

35
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

36
Reading Benchmarks (DIBELS)
37
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

38
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

39
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

40
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

41
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 gt 1 word correct growth per
  week, goals, graphs, formative evaluation, etc.
• Significant needs for basic instruction

42
Middle and High School RTI Applications Effort
and Work Completion

• Can Do But Wont Do
• Unintended reinforcement for poor effort and low
  productivity
• Interventions do improve both effort and
  productivity
• Data are critical!!!
• Data followed by interventions, etc.

43
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

44
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

45
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

46
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.

47
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

48
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, N4-5, 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

49
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

50
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

51
Graph Current Status
Words Correct Per Minute
Benchmark24
Egbert11
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
52
Determine Goal Class1.5 wd growth per week
Egbert Goal 2 wd growth per week
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
53
Monitor Egberts Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
54
Formative Evaluation Change Intervention
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
55
Continue Intervention and Monitor Progress
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
56
Raise Goal to 2.5 WCM Growth
Change Intervention
Change Goal
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
57
Continue Intervention and Monitor Progress
Change Intervention
Change Goal
Fade Tier II
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
58
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

59
Case II Egberta, Academic Intervention

• Egberta (Egberts 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

60
Egberta Determine Goal Class1.5 wd growth per
week Egberta Goal 2 wd growth per week
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
61
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

62
Monitor Egbertas Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
63
Change Egbertas Intervention
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
64
Implement Revised Intervention and Continue to
Monitor Progress
Change Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
65
Implement Second Intervention Revision
Change Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
66
Gap Not Closing Consider Eligibility and More
Intensive Interventions
Change Intervention
Class WCM54
Words Correct Per Minute
Benchmark
Egberta WCM32
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
67
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.

68
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

69
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

70
Comprehensive Evaluation After Tier III
71
Comprehensive Evaluation After Tier III
72
Comprehensive Evaluation Post Tier III
73
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

74
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)

75
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

76
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

77
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????

78
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

79
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)

80
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

81
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

82
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

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
84
PSM/RtI ContentAll 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
85
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
86
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
87
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
88
The PrincipalContent 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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
89
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
90
What is a Team?Facilitators 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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
91
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
92
The ParticipantsContent 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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
93
Student Services StaffContent 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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
94
Role of Parent

• Review Request for Assistance form prior to
  meeting
• Complete individual problem solving
• Prioritize concerns
• Attitude of consensus building

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
95
Student Involvement

• Increases motivation of student
• Reduces teacher load
• Teaches self-responsibility

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
96
Impact on LeadersA Change in Focus

• Student progress, not labels are most important
• All students compared to general education
  expectations
• All students affect AYP
• A students 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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
97
Staff Support

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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by George Batsche
98
District LevelInfrastructure
Reschly RTITaken Directly From Opening Talk at
RtI Innovations 2008, Utah, Given by Dave Tilly
and Jeff Grimes
99
School Building LevelInfrastructure
Reschly RTITaken Directly From Opening Talk at
RtI Innovations 2008, Utah, Given by Dave Tilly
and Jeff Grimes
100
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 Dont 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
101
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by Judy Elliott
102
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
104
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.

Reschly RTITaken Directly From NASDSE District
Level Blueprint, page 10
105
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.

Reschly RTITaken Directly From NASDSE District
Level Blueprint, page 20
106
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

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by Judy Elliott
107
Remember

• This is not about another new initiative
• This is about integrating what we know works!!
• You dont need more resources the same number
  of resources who service kids who look like can
  service kids who look like

Reschly RTITaken Directly From Talk at RtI
Innovations 2008, Utah, Given by Judy Elliott
108
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!

109
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

110
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

111
How can we work smarter?

• Explain the why
• Provide a clear vision
• Explain the scope and sequence
• Start listening
• Provide incentives

112
Leadership Teams

• Given all of these leadership things weve talked
  about
• Whats your leadership role?
• Whats the first thing youre going to do when
  you get back to your districts/schools?

Reschly RTITaken Directly From Opening Talk at
RtI Innovations 2008, Utah, Given by Dave Tilly
and Jeff Grimes
113
Coming together is a beginning. Keeping together
is progress. Working together is success.

Henry Ford
Reschly RTITaken Directly From Opening Talk at
RtI Innovations 2008, Utah, Given by Dave Tilly
and Jeff Grimes
114
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.

115
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.

116
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

117
Who Can Help?
Sherry Abernethy NCDPI RTI Coordinator
Sabernethy_at_dpi.state.nc.us Your Regional EC
Consultant (Northwest) Bill Rynn
rynnb_at_charterinternet.com Your Regional Literacy
Consultant www.ncpublicschools/ec.org Your
Regional Behavioral Consultant www.ncpublicschools
/ec.org Thank you for all you do for children
in North Carolina!