The Foundations of Response to Intervention

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The Foundations of Response to Intervention

• Dr. Tom Jenkins, Director
• Educational Consultation Services, LLC
• Wilmington, NC

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What To Expect Today

• Why change, why now?
• Legislation
• Research
• What is RTI?
• PSM
• CBM
• Student Outcomes
• Individual Student Affects
• Systemic Affects
• RTI and State Standards Based Testing
• Prerequisites to Implementation
• Conceptual Changes
• Applied Activities
• Change in Role and Function
• School Psychologist
• General and Special Education Teachers
• Principal

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IDEA

• Why change, why now?
• Legislation is necessitating a change
• Research has shown that there is a better way

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IDEA

• Response to Intervention
• Eligibility for special education is dependent
  upon three criteria
• Child does not achieve commensurate with his/her
  age or ability levels in the traditional seven
  areas and
• Child exhibits a pattern of strengths and
  weaknesses in performance and/or cognitive
  abilities that is determined to be relevant,
  using appropriate assessments and
• If RTI is used, child fails to make sufficient
  progress to meet SEA approved outcomes in one of
  the seven areas

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IDEA

• Goes on to say
• the LEA shall not be required to take into
  consideration whether a child has a severe
  discrepancy between achievement and intellectual
  ability
• In determining whether a child has a specific
  learning disability, a LEA may use a process
  which determines if a child responds to a
  scientific, peer reviewed research based
  intervention

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Fundamental Principles of RTI

• What is a comprehensive evaluation?
• RTI advocates two principles
• Assessments should have a relationship to
  positive child outcomes, not just predictions of
  failure
• Second principle advocated by RTI
• Brief screening measures of IQ can be used to
  rule out mental retardation if suspected

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Fundamental Principles of RTI

• RTI operationalizes disability by documenting
• Slow rate of learning and
• Level of performance significantly below peers
  despite implementation of scientifically based
  interventions

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Fundamental Principles of RTI

• Thus, intervention in RTI focuses on
• Things are measurable and changeable
• Related to child outcomes
• And allow for in depth analysis of performance
  relative to peers
• Thus, intervention is aimed at improving rate and
  level of skill development

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Fundamental Principles of RTI

• However, RTI focuses on more than just the
  student.
• Thus, a comprehensive RTI assessment includes
  assessment of all areas that may affect
  achievement
• Instruction
• Curriculum
• Environment
• Learner

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Fundamental Principles of RTI

• Assessment of instructional principles is part of
  the comprehensive evaluation
• Variables assessed and considered for
  intervention include
• Time allocated for instruction
• Academic learning time
• Pacing of instruction
• Number of opportunities to respond
• Sequencing of examples and non-examples of skills
• etc

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Fundamental Principles of RTI

• Focusing only on the child, as in the traditional
  methods, leads to missing extremely important
  factors
• Some students that previously would have been
  identified as LD are merely instructional
  casualties
• Not exposed to early literacy skills
• Given marginally effective general education
• Exposed to instruction that had not been
  scientifically validated
• Instruction was implemented with poor integrity

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Fundamental Principles of RTI

• Assessment components also inform decision makers
  about what to teach
• Measurement of intervention effectiveness
• Also includes a measure of treatment integrity of
  interventions

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Fundamental Principles of RTI

• RTI focuses on
• Early identification and early intervention

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Fundamental Principles of RTI

• Disability is identified as
• Low level of performance in relation to peers
• Slow growth rates compared to peers despite
  interventions
• Adverse impact on educational performance
• Documented need for special education services
  (intensity of service)
• Special education exit criteria - defining goals
  for exist from special education program

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What is Response to Intervention?

• Core elements of RTI
• CBM and PSM

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Curriculum Based Measurement

• Data collection tools derived directly from the
  curriculum that student is expected to learn

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CBM

• CBM is believed to reduce the gap between
  assessment and instruction
• Aids teachers in generating superior student
  achievement
• Improved communication
• Higher level of sensitivity
• Enhancement of the database
• Administration time is shorter
• More cost effective

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CBM

• Mirkin et al. (1982) in a study of 50 teachers
• 90 of the teachers stated that using CBM
  improved IEP objective and goal development,
  student progress monitoring, and instructional
  decision making
• Fuchs and Fuchs (1999) argued that CBM allows for
  IEPs focused on student outcomes instead of a
  laundry list of short-term objectives

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CBM

• Normative data can be collected
• CBM has been shown to posses high levels of
  reliability
• CBM possesses Discriminant Validity

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Problem Solving Model

• PSM
• An approach to developing interventions and
  ensuring positive student outcomes, rather than
  determining failure or deviance (Deno, 1995).
• Seven step cyclical process that is inductive,
  empirical, and rooted in behavioral analysis

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School-Wide Systems to Support Student Achievement
Intensive 1 7
Strategic 5-15
Levels of Intervention
Core 80-90
Adapted from Sugai and Horner
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Level IV
IEP


Consideration

Level III
Student


Study
Team
Level II

Consultation

With Other
REQUIRED TO MEET THE
AMOUNT OF RESOURCES
STUDENTS NEEDS
Level I
Resources

• Intensive Interventions 1-7
• Strategic Interventions 5-15
• Core Curriculum 80-90

Consultation

Between

Teachers

Parents
-
INTENSITY OF NEEDS

Needs
-
circles
-
pub

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PSM Procedures

• Activities at Level I
• Parent and teacher working together to Define the
  Problem
• What is it?
• When does it occur?
• Why is this happening?
• Analyze baseline data or develop plan for
  collecting baseline data?

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PSM Procedures

• Activities at Level I
• Based on baseline data develop an intervention
  plan
• Parent and teacher together brainstorm ideas for
  interventions
• Develop progress monitoring plan
• Set time table for reconvening to evaluate
  interventions

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PSM Procedures

• Activities at Level I
• Intervention plan is implemented
• Evaluate
• Teacher and parent use progress monitoring data
  to evaluate the effectiveness of interventions

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PSM Procedures

• Activities at Level II
• Steps of cyclical problem-solving model repeat,
  but more school personnel are involved as needed
• Parent
• Teacher
• Counselor, school psychologist, reading teacher,
  administrator, social worker, nurse, etc.

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PSM Procedures

• Activities at Level III
• Steps of cyclical problem-solving model repeat
  but in a more formal and systematic way and with
  the school-based problem solving team
• Team consists of referring teacher, parent,
  administrator, psychologist, EC staff member,
  counselor, regular education representative,
  anyone else needed

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PSM Procedures

• Activities of Level IV or specially designed
  instruction
• Define the problem
• Team identifies areas to be covered on IEP,
  intervention plan is the IEP
• Progress monitoring data from previous level/tier
  becomes baseline data on IEP and/or additional
  data can be collected
• IEP (intervention) is developed based on data
  collected
• Progress monitoring occurs during implementation
  of specially designed instruction
• Program modification or exit criteria are
  established
• Short-term objectives, long-term objectives,

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PSM Procedures

• Keys questions that are asked to determine
  eligibility for specially designed instruction
• Is students educational progress (growth rate)
  less than what would be expected despite
  implementation of intensive research based
  intervention?
• Is students performance significantly less than
  that of his/her peers (local/state/national)?
• Does student demonstrate a need for instruction
  at the highest level of intensity?
• Is there an adverse impact on the educational
  performance?
• What is the exit criteria for level four?

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Three Tiered RTI Implementation

• Three tiers requires universal screening as a
  gateway to enter
• Three tiers does not include special education
  services within the model

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Response to Intervention Framework
Tier 3Intensive Interventions for Low Performing
Students Alter curriculum, Add time, support
resources
Continuum of Time, Intensity and Data Increases
Percentage of Students Requiring Intensive
Supports Decreases
Strategic Interventions for Students at Risk of
Academic Failure
Tier 2 Strategic and Targeted Interventions for S
tudents At Risk for Failure Strategic
Instruction, Increased Time and Opportunity to
Learn
Tier I Benchmark and School Wide
Interventions for Students on Grade-level
(benchmark) and All Students (Effective
Instructional Practices provided within the
General Education Curriculum)
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Give Tests Frequently

• Research on Best Practices

Recommends assessing students in special
education twice weekly
Recommends assessing at-risk students once or
twice weekly
Recommends assessing students in general
education every one or two weeks
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Tier III



Tier II




Amount of Resources Required to Meet the
Students Needs

Tier I

• Intensive Interventions 1-7
• Strategic Interventions 5-15
• Core Curriculum 80-90

Intensity of Needs
Needs
-
circles
-
pub

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Tier 1 Benchmark/Schoolwide

• Definition Students who are making expected
  progress in the general education curriculum and
  who demonstrate social competence
• Benchmark also describes those schoolwide
  interventions that are available to all students
• Effective instruction
• Clear expectations
• Effective student support
• Periodic benchmark assessments
• Universal prevention

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Tier 1 Functions

• Universal screening
• Data analysis teaming
• School-wide behavior supports
• Whole group teaching

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Tier 1 Benchmark/Schoolwide
Universal Prevention, Screening, Monitoring

• Teachers implement a variety of scientifically
  research-based teaching strategies and approaches
  
• Students receive differentiated instruction based
  on data from ongoing assessments.

• High quality instructional and behavioral
  supports are provided for all students in general
  education
• School personnel conduct universal screening of
  literacy skills, academics, and behavior.

Adapted from Kovaleski (2005). Special
Education Decision Making ppt.
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TIER 1 Benchmark/Schoolwide Benchmark/Core
Reading Programs 1. Rigby Literacy (Harcourt
Rigby Education, 2000) 2. Trophies (Harcourt
School Publishers, 2003) 3. The Nations Choice
(Houghton Mifflin, 2003) 4. Macmillan/McGraw-Hill
Reading (2003) 5. Open Court (SRA/McGraw-Hill,
2002) 6. Reading Mastery Plus (SRA/ McGraw-Hill,
2002) 7. Scott Foresman Reading (2004) 8. Success
For All (1998-2003) 9. Wright Group Literacy
(2002) Reviewed by Oregon Reading
First Comprehensive Addressed all 5 areas and
included at least grades K-3
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Results of Tier 1

• Continue effective practices for responders
• Non-responders begin tier 2 interventions

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Tier 2 Strategic/Targeted

• Definition Academic and behavioral strategies,
  methodologies and practices designed for students
  not making expected progress in the general
  education curriculum and/or have mild to moderate
  difficulties demonstrating social competence.
  These students are at risk for academic failure.

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Tier 2 Strategic Interventions

• Use of standard protocol interventions or not
• Scientifically research-based interventions
• Academic
• Behavior
• Core instruction with supplemental materials
• Differentiated instruction in general ed.
• Specialists assist with strategic instruction in
  regular classroom

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A Standard Protocol Intervention

• is scientifically research-based.
• has a high probability of producing change for
  large numbers of students.
• is designed to be used in a standard manner
  across students.
• is usually delivered in small groups.
• is often scripted or very structured.
• can be orchestrated by a problem-solving team.

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Tier 2 Strategic Interventions (cont.)

• Increased opportunity to learn
• Increased instructional time
• Increased assessment
• Data collection and analysis once per week
• Data-based decision-making

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TIER 2 Strategic Strategic/Supplemental Reading
Programs Early (Soar to) Success (Houghton
Mifflin) Read Well (Sopris West) Reading Mastery
(SRA) Early Reading Intervention (Scott
Foresman) Great Leaps (Diamuid, Inc.) REWARDS
(Sopris West) Ladders to Literacy (Brookes) Read
Naturally Peer Assisted Learning Strategies
(PALS) Reviewed by Oregon Reading
First Comprehensive Addressed all 5 areas and
included at least grades K-3
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Results of Tier 2 Interventions

• Cycle responders back to tier 1
• Identify non-responders for tier 3

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Tier 3 Intensive Interventions

• Definition Academic and behavioral strategies,
  methodologies and practices designed for students
  significantly lagging behind established
  grade-level benchmarks in the general education
  curriculum or who demonstrate significant
  difficulties with behavioral and social
  competence.

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Tier 3 Instructional Strategies
Examples

• Increased direct instruction time
• More time on task
• More immediate and corrective feedback
• More opportunity to respond

• Functional behavior analysis (FBA), Behavior
  Intervention Plan (BIP)
• More frequent progress monitoring (two to three
  times per week)
• Core curriculum and intensive intervention

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Tier 3 Intensive Interventions

• Use of standard protocols or not
• Supplemental instructional materials
• Small intensive groups
• Usually outside the general ed. classroom
• Tutoring by remedial educators

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TIER 3 INTENSIVE Reading Programs Corrective
Reading (SRA) Language! (Sopris West) Wilson
Reading System Reading Mastery Earobics
(phonics/phonemic awareness Cognitive
Concepts) Great Leaps/ Read Naturally
(Fluency) REWARDS (Fluency, Comp. and Vocab. in
Plus Program) Soar to Success (comp.) Reviewed
by Oregon Reading First Comprehensive Addressed
all 5 areas and included at least grades K-3
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Results of Tier 3 Interventions

• Cycle responders back to tier 2
• Refer non-responders for special education
  eligibility consideration.

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Why use a School-Wide RTI Approach?

• The best way to address problems is to prevent
  them before they happen
• Achievement of all students is everyones
  responsibility within a school.
• Early intervention to promote success is critical
  to future school achievement.
• Early intervention requires accurate
  identification of children at risk for failure.
• Assessment, instruction, and meaningful outcomes
  for students must be aligned.

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Why use a School-Wide RTI Approach?

• Some students will require intensive
  interventions.
• Assessment data will be needed to determine
  resources needed to address concerns.
• Ongoing monitoring should direct instructional
  decisions and be repeated with the frequency
  needed for timely interventions.
• No matter how great the idea or how compelling
  the research, if an intervention is not working,
  something must change.

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Without Intervention The Gaps Get Bigger
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Assessment and Instructional Grouping
Benchmark 1
Benchmark 2
Benchmark 3
Established - Benchmark
Score
Emerging - Strategic
Deficit - Intensive
Time
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Assessment and Instructional Grouping
Benchmark 1
Benchmark 2
Benchmark 3
Established - Benchmark
Score
Time
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Evidence Based Practices

• From 1977 to 1994 the number of students with
  disabilities grew from 3.7 million to 5.3 million
  despite school enrollment remaining constant
• Collaborative problem-solving by a
  multidisciplinary team is believed to be a way to
  eliminate inappropriate referrals and increase
  the legitimacy of the referrals initiated

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Evidence Based Practices

• 42 of the students that went through the PSM/CBM
  process were found to display significant
  progress as a result of the model
• Additionally, students were found to make
  significant progress regardless of gender, grade,
  SES, or race

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Evidence Based Practices

• Regular education teachers indicated that they
  agreed that the PSM/CBM system benefited
  students, was effective, provided data that were
  helpful and good indicators of student
  performance, and provided helpful interventions
  for the students
• All 3s on a 4 point Likert scale

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Impact of RTI on Special Education Referrals,
Eligibility, and Disproportionality at Pearl
Sample
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• 5 have met criteria for LD (4 white males, grade
  1 and 1 African American male, grade 3).
• 2 have met criteria for SLI (African American
  female, grade 3/ and a white female, grade K )
• 1 being evaluated now (white male, grade K)

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Evidence Based Practices

• Laut et al. (2001) implemented a PSM/CBM model in
  three elementary schools
• 77 of the students that went through the
  traditional model (Teacher Assistance Team)
  process were referred for special education
  consideration and only 35 qualified for special
  education services
• With the RTI model 50 of the students that went
  through the process were considered for special
  education services and 75 were found eligible

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Evidence Based Practices

• 70 of K-5 initial placements first year are from
  K-2nd grade.
• 76
• 80
• After first year there has been an 81 reduction
  in Special Ed placements across 25 K-5 schools.
• An additional 6 reduction
• After first year there was a 45 reduction is
  special education placements for black males.
• An additional 22 reduction
• Parents satisfaction surveys indicate higher
  level of approval for the new process.

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Evidence Based Practices
Prior to
After
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Evidence Based Practices
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Evidence Based Practices

• More global results

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Evidenced Based Practices
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Evidenced Based Practices
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Evidenced Based Practices
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Evidenced Based Practices
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Evidence Based Practices
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Evidenced Based Practices

• Using the RTI formative evaluation process to
  ensure that students are moving towards a level
  of performance indicative to meeting standard on
  state standards based tests
• Progress monitoring and charting are components
  of formative evaluation
• Allows you to determine the effectiveness of an
  intervention during implementation so that it can
  be modified or changed to increase the likelihood
  that intended results will be achieved. (Deno,
  2002)

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Evidenced Based Practices

• Espin et al, 2002 found correlation between CBM
  reading fluency scores and Minnesota grade 8
  state standards test scores to be .78
• Grade 5 correlation between CBM reading fluency
  scores and Minnesota Comprehensive Assessments .77

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Evidenced Based Practices

• Fluency benchmarks set by research (Deno)
• 1st grade 60 wpm
• 2nd grade 90 wpm
• 3rd grade 120 wpm
• 4th grade 130 wpm
• 5th grade 140 wpm
• 6th grade 150 wpm

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Evidenced Based Practices

• What does all this mean?
• Universal screening in the fall
• Implement a school-wide model of progress
  monitoring
• Identify students with CBM fluency scores that
  make them at risk on the state standards based
  testing
• Intervene and monitor progress of students move
  them towards a CBM reading fluency score that
  predicts a higher likelihood of success on the
  state standards based testing

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Evidenced Based Practices

• New Hanover County
• Two implementation sights
• Two students entitled in 2005-2006, the rest
  either made significant progress and were
  discontinued or are making progress and do not
  need entitlement considering at the point
• Both students identified for entitlement were
  kindergarteners
• Mary C. Williams 15 retentions last year, six
  this year

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Evidence Based Practice

• 12 Schools
• In last three years decrease from 13 EC to 11
  EC
• 06-07 total of 26 students found to be in need
  of entitlement
• 50 Caucasian only 30 African American
• 81 came from grades K-3

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Evidence Based Practice

• New Hanover County - 12 elementary schools
• In last three years decrease in special education
  from 13 to 12
• 06-07 total of 26 students found to be in need
  of entitlement
• 50 Caucasian only 30 African American
• 81 came from grades K-3

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Evidenced Based Practices

• Harnett County
• Lillington-Shawtown Elementary (623 students)
• 3 students identified as entitled
• Gentry Primary (292 students)
• 2 students identified as entitled

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Evidence Based Practice

• Burke County
• W.A. Young Elementary
• RTI year in red

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Effects of RTI Model on Reading Scores
Traditional versus RTI (Adrian Hurst, School
Psychologist, 2006)
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Evidence Based Practice

• 2004-05 75 of psychological evaluations
  completed were from Grades 3-5. 70 of
  placements came from 3-5.
• 2005-06 Year 1 RtI Implementation 53.4 of
  students addressed by RTI process came from
  Grades K-2. 66.7 of placements were grades K-2.
• 2006-07 Year 2 RtI Implementation 63.4 of
  students addressed by RTI process came from
  Grades K-2. 66.7 of placements were grades K-2.
  
• Overall Goal 80 of students addressed and
  placed will be K-2 students.

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Evidence Based Practice

• Meta-analysis of RTI research (Burns, Appleton,
  and Stehouwer, 2006)
• Heartland Agency Model
• Ohios Intervention Based Assessment
• Minneapolis Public Schools PSM
• Penn Instructional Support Team

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Evidence Based Practice

• Strong effects in improving student learning and
  systemic variables with mean effect sizes of .96
  and 1.53 respectively
• Lead to fewer students being identified as LD
• Less than 2 vs 5 (DSM-IV-TR) and 5.7 (U.S.
  Department of Ed)

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Prerequisites to Implementation

• Model oriented to meet the needs of diverse
  learners within school districts
• RTI attempts to identify and implement best
  educational strategies to meet the needs of all
  learners
• Thus, it requires significant changes in mind set
  and philosophy
• Step out of the box!

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Prerequisites to Implementation

• Changes in mind-set that are necessary for all of
  those involved
• Enabled learning rather than discrepancy or
  diagnosis is the goal
• Student problems can be defined and changed
• Questions drive assessments
• Intervention is derived from analysis of baseline
  data

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Prerequisites to Implementation

• Changes in philosophy that are necessary for all
  of those involved
• All children can learn
• Educators are responsible to meet the needs of
  all children
• Teachers and parents deserve the resources
  necessary to meet the educational needs of all
  children
• Parents possess a wealth of knowledge about their
  children and should be partners in the
  educational system
• Solutions and strategies are best identified when
  educators, parents, and others involved work
  collaboratively

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Prerequisites to Implementation

• Philosophy continued
• Proactive instruction should be provided within
  general education setting, so children are
  assisted before concerns arise
• Prevention is more cost effective than
  remediation
• Childrens needs should be met in the general
  education setting whenever appropriate

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Prerequisites to Implementation

• Philosophy continued
• Effectiveness of educational strategies must be
  evaluated frequently
• Accurate information about student progress
  should be communicated regularly
• Educational system must provide opportunities for
  all children to achieve their goals
• Best educational strategy is the one that works

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Prerequisites to Implementation

• Successful RTI implementation involves both a
  conceptual and applied activity prerequisites
• Activities that are necessary prior to a
  successful implementation include
• Training
• Local norming

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Prerequisites to Implementation

• Training
• Important to at least have training on the two
  components of RTI
• Detailed implementation of Problem Solving Model
• Formative Evaluation (CBM, charting, data based
  instructional decision making, and progress
  monitoring)
• Dont forget other areas of training that you may
  need
• peer reviewed research based interventions
• team building
• case studies
• follow-up consultation after you begin
  intervention
• local norming

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Prerequisites to Implementation

• Local Norming
• Advantages
• Norms allow for comparison of a students
  performance to more appropriate normative sample
  than national norm
• Normative data is based on students actual peer
  group that is more typically representative of
  the students geographical region, culture,
  ethnicity, and instructional environment

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Prerequisites to Implementation

• Advantages
• Allow for educators to develop an understanding
  of a students competence in the local school
  curriculum that is being used for instruction
  relative to the students actual classmates
  (Deno, 1985, p230)
• Local norms have also been found to decrease bias
  (Oakland Matuszek, 1977)

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Prerequisites to Implementation

• Advantages
• Local norms serve as bench marks and goals as the
  student moves through the problem-solving model
  process
• Additionally, local norms serve as eligibility
  criteria
• Local norms make a response to intervention more
  functional

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Prerequisites to Implementation

• Local Norming
• Shinns Five tasks
• First, a representative set of curriculum probes
  must be compiled for each grade to be assessed
• Develop a norming plan
• Put together a norming team
• Conduct the norming project
• Summarize your data in a meaningful way

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Kindergarten Norming Probes

• Letter Identification (Hear to Write)
• Letter Identification (See to Say)
• Beginning and Ending Phoneme Identification (See
  to Say)
• Sight Word Identification (See to Say)
• Number Identification (Hear to Write)

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First Grade Norming Probes

• Letter Identification (Hear to Write)
• Phoneme Identification (See to Say)
• CVC Blend Identification (See to Say)
• Math Concepts
• Reading Comprehension

• Sight Word Identification (See to Say)
• Identify Words in Sentences (See to Say)
• Number Identification (Hear to Write)
• Subtraction Answers to 9
• Addition Sums 0-10

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Second Grade Norming Probes

• Phoneme Identification (See to Say)
• Nonsense Word Blend Identification (See to Say)
• Sight Word Identification (See to Say)
• Identify Words in Sentences (See to Say)
• Identify Words in Passage (See to Say)

• Double Digit Subtraction Without Regrouping
• Double and Single Digit Addition Without
  Regrouping
• Math Concepts
• Reading Comprehension

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Third Grade Norming Probes

• Phoneme Identification (See to Say)
• Nonsense Word Blend Identification (See to Say)
• Sight Word Identification (See to Say)
• Identify Words in Passage (See to Say)
• Spelling (Hear to Write)
• Written Expression
• Reading Comprehension

• Double Digit Addition with Regrouping
• Double Digit Subtraction with Regrouping
• Multiplication Multiply by 0-12
• Math Word Problems Addition and Subtraction,
  Sums 0-100 Without Regrouping)
• Math Concepts

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Fourth Grade Norming Probes

• Sight Words Identification (See to Say)
• Identify Words in Passage (See to Say)
• Spelling (Hear to Write)
• Written Expression
• Math Concepts
• Reading Comprehension

• Mixed Math Division, Multiplication,
  Subtraction, and Addition
• Multiplication - Multiply by 0-12
• Math Word Problems Addition, Subtraction,
  Multiplication and Division

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Fifth Grade Norming Probes

• Sight Words Identification (See to Say)
• Identify Words in Passage (See to Say)
• Spelling (Hear to Write)
• Written Expression
• Math Concepts
• Reading Comprehension

• Mixed Math Division, Multiplication,
  Subtraction, and Addition
• Multiplication - Multiply by 0-12
• Math Word Problems Addition, Subtraction,
  Multiplication and Division

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Prerequisites to Implementation

• The end results
• Norms
• Data that reflects instruction within schools
• Data that reflects instruction within district
• Growth rates for skills across the school year

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Change in Role and Function

• Implementation experience has taught us that RTI
  necessitates a change in role and function in
  various school personnel
• School psychologist
• General education teacher
• Special education teacher
• Building administrator

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Change in Role and Function
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Change in Role and Function
22.6
Estimated Hours Per Week
14.6
12.2
9.2
7.3
6.6
3.6
2.6
1.0 0.8
Direct Intervention
Problem Solving Consultation
Research/ Evaluation
Systems Organizational Consultation
Assessment
School Psychology Role
114
Change in Role and Function
28.69
20.44
18.16
17.59
Times Per Month
12.89 12.30
10.64
10.49
7.11
1.76 0.81
0.44
0.00
0.04
Ability Educational Behavior Projectives
V-M Pre-Sch Social/ Observation Fam
Emotional A.B
115
Change in Role and Function
12.12
4.04
3.51
2.88
1.49
1.43
1.61
0.69 0.00
0.68 0.03
0.52
0.0
0.42 0.03
0.00
0.00
0.03
K-TEA Key-Math PIAT WRMT
WRAT CBM/CBE W-J ACH
WIAT Other
116
Change in Role and Function
4.64
4.01 4.13
3.81
3.54
High Job Satisfaction Low
3.34
3.03 2.95
2.95
2.29
Job Satisfaction Dimension
117
Change in Role and Function
118
Change in Role and Function

• Critical skills and competencies necessary for
  the RTI School Psychologist
• Problem solving-interviewing skills
• Behavior assessment including CBM
• Powerful instructional interventions
• Powerful behavior change interventions
• Relationship skills
• Tailoring assessment to referral concerns

119
Change in Role and Function

• General education teachers
• Shift from focus on placement in special
  education as the intervention TO high quality
  interventions in general education
• Progress of ALL students (tied with NCLB AYP)

120
Change in Role and Function

• General Education Teacher
• What is a high quality intervention?
• How do I do more in my class?
• How to collect and use data to make decisions?

121
Change in Role and Function

• Special Education Teachers
• Skills in individualized, remedial interventions
• Share with general educators!
• Classroom, teacher, and small group support

122
Change in Role and Function

• Principal (Batsche Curtis, 2005)
• Vision of Problem-Solving Process
• Supports development of expectations
• Allocation of resources
• Facilitates priority setting
• Ensures follow-up
• Supports program evaluation
• Monitors staff support/climate

123
Change in Role and Function

• Principal

124
Principles of PSM Implementation

• Principal
• Research study conducted by Drs. Bob Audette,
  Richard White, and Drew Polly at UNC-C
• Pitts Road Elementary School, Cabarrus Couty, NC
• Interviewed various key district office level
  personnel and the entire school based RTI team

125
Change in Role and Function

• Principal
• Found that RTI implementation was successful for
  several reasons including
• Principal was visible during all aspects of
  implementation training, planning, evaluating,
  adjusting
• Strongly embraced RTI as a regular education
  initiative
• Kept everyone focused on what was best for the
  child
• Monitored and adjusted implementation timetables
  based on workload and stress levels of the staff

126
Final Thoughts, Assessments, and Action Plans

• Based on everything that you have heard today
  what would you identify as the foundational
  components of RTI?
• What is your districts/schools current level of
  functioning in these foundational components?
• What resources do you currently have in place
  within your district/school to support these
  foundational components?
• What actions to you need to take to strengthen
  how your district/school addresses these
  foundational components?

127
Final Thoughts, Assessments, and Action Plans

• What are the prerequisites necessary for
  successful implementation of a RTI process?
• What is your districts/schools current level of
  functioning within these prerequisites?
• What resources do you currently have in place
  that can be used to address these prerequisites?
• What actions does your district/school need to
  take to address these prerequisites?

128
Final Thoughts, Assessments, and Action Plans

• What are the outcome variables that you would
  like to target for improvement as a result of
  implementation of a RTI process?
• What is your districts/schools current level of
  functioning within these targets?
• What resources do you currently have in place
  that supports RTI implementation and can be used
  to address these targets?
• What actions to does your district/school need to
  take to address these targets within RTI
  implementation?

129
Final Thoughts, Assessments, and Action Plans

• Are your staff members ready for a significant
  change in role and function within RTI
  implementation?
• Is your staffs current level of functioning
  consistent with RTI model expectations?
• What resources do you currently have in place
  that can be used to prepare for changes in role
  and function for staff members?
• What actions to does your district/school need to
  take to prepare for changes in role and function
  of staff members?

130
Final Thoughts, Assessments, and Action Plans

• Based on your groups responses to the last four
  slides..where do you go from here?