Response to Intervention A Good IDEIA

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Response to Intervention A Good IDEIA
2006 PSEA Department of Pupil Services Annual
Meeting and Workshop 8/9/06 State College,
PA 545 p.m. 715 p.m.

• Assessment
• Driving
• Instruction

Dr. David Lillenstein, NCSP Director of
Psychological Services [phone]
x5436 dlillenstein_at_hershey.k12.pa.us
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(No Transcript)
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The Historical Disconnect

• Special Education

• General Education

Sea of Ineligibility
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Historical Discrepancy Model - Problems

• Wait to Fail
• Needs are known in K or 1st grade but discrepancy
  often not present until 3rd or 4th grade
• By 8 its too latewindow is closing
• LD is a catch-all label
• a sociological sponge to wipe up the spills of
  general education (Reid Lyon cited in Gresham,
  2001)
• LD is arbitrarily and inconsistently defined in
  policy and practice
• Tends to not identify students needing intensive
  instruction found in special ed. no
  discrepancy!
• For Tx, the use of discrepancy models forces
  identification to an older age when interventions
  are demonstrably less effective (Fletcher et al.,
  1998)

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Historical Discrepancy Model IQ Tests
Problems

• No direct link to instruction or intervention!!
• Discrepancy includes measurement error
• Decisions to intervene focus on amount of
  discrepancy, not on student skills or need
• IQ tests do not differentiate well between LD,
  MR, and low achieving students
• There is actually much overlap among groups
  (Gresham et al., 1996)
• Few differences between low achieving and LD
  (Algozzine, 1995)
• IQ does not help differentiate the needs of
  students who need help (Vellutino at al., 2000)
• IQ tests discriminate
• Minorities may be under-represented in LD, but
  over in MR

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Response to Intervention - Definition

• RTI is the practice of
• Providing high quality instruction and
  intervention matched to student need
• Monitoring progress frequently to make decisions
  about change in instruction or goals
• Applying child response data to important
  educational decisions
• (NASDSE, 2005)

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Ch. 14 - State Law

• PA has required school districts to conduct
  screening
• 14.122. Screening
• (a) Each school district shall establish a system
  of screening
• (b) Each school district shall implement a
  comprehensive screening process. School districts
  may implement instructional support according to
  Department guidelines or an alternative screening
  process. School districts which elect not to use
  instructional support for screening shall develop
  and implement a comprehensive screening process
  

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The Screening Process Shall Include

• (1) For students with academic concerns, an
  assessment of the student's functioning in the
  curriculum including curriculum-based or
  performancebased assessment
• (2) For students with behavioral concerns, a
  systematic observation of the student's behavior
  in the classroom or area in which the student is
  displaying difficulty.
• (3) An intervention based on the results of the
  assessments under paragraph (1) or (2).
• (4) An assessment of the student's response to
  the intervention.
• (5) A determination as to whether the student's
  assessed difficulties are due to a lack of
  instruction or limited English proficiency.
• (6) A determination as to whether the student's
  needs exceed the functional ability of the
  regular education program to maintain the student
  at an appropriate instructional level.

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IDEIA 2004 Federal Law

• Each SD must establish and implement a
  comprehensive system of screening to accomplish
  the following
• Identify and provide initial screening prior to
  referral
• Provide peer support for teachers and other
  school personnel to assist in working with
  students in the general education curriculum
• Conduct hearing and vision screening
• Identify students who may need to be referred for
  eligibility evaluation

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The Screening Process Shall Include

• Curriculum-based or performance based assessments
• Observation
• Intervention
• Student response to intervention
• Determination whether difficulties are due to
  lack of instruction or Limited English
  Proficiency
• Determination whether students needs exceed
  functional ability of regular education program
• Activities to gain parent involvement

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Why Response to Intervention?

• Brings together Regular, Remedial, and Special
  Education
• Documents effective education
• Aligns identification procedures with effective
  instruction
• AYP RTI fits with NCLB It is about maximizing
  results!
• Provides self correcting mechanisms for schools
  to take control of their outcomes, driven by
  student results

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Core RTI Principles

• All students can learn
• Early intervention
• Multi-tier models of instruction and intervention
• Use of problem-solving models
• Use of scientifically-validated instruction and
  assessment
• Progress monitoring to inform instruction
• Data-based decision making
• Assessment drives instruction
• Screening, diagnostic, progress monitoring

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Common RTI practices

• Scientifically-based curricula practices
• Explicit
• Matched to student need
• Designed to produce high rates of learning
• 3-tier models of instruction and intervention
• Progress monitoring and formative evaluation
• Continuous, ongoing
• Data-based analysis and diagnosis
• Considers growth over time in comparison to
  baseline
• Compared to expected level of performance (self
  peers)
• Functional behavioral academic assessment
• Standard treatment protocols

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Data Collection in RTI

• Replace Norm-referenced tests
• Not sensitive to change over time
• Do not inform instruction
• Measure individual differences, not growth
• Cannot be administered frequently or quickly
• CBM Curriculum-Based Measurement
• Reliable and valid
• Sensitive to change
• Directly related to instruction
• Allow for goal setting
• Allow for prediction
• Can be administered frequently and quickly
• Measure individual differences and growth
• DIBELS, AIMSWeb, CORE, etc.

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Data Collection in RTI - Behavior

• Systematic Screening for Behavior Disorders
  (SSBD)
• Screen ID risk for developing behavior
  disorders
• Direct observation and teacher judgment
• K-6
• Hill Walker, PhD
• Sopris West
• Teen Screen
• Suicide risk
• Columbia University
• Developmental Teaching Objectives Rating Form
  (D-TORF)
• Assess social, emotional, and behavioral
  competencies
• Letter Press Software

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3 Tier Intervention Model
lt5 IEP

• Prevention Model
• Each Tier provides more intensive and supportive
  intervention
• Layers of intervention in response to student
  needs

- Data
Tier 3

Tier 2
15 - Supplemental

100 Regular
Classroom
Tier 1
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Pennsylvanias Models
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3 Tier Intervention Model - Behavior

• PBIS Model

Tertiary Individual Secondary
Classroom Primary School-wide
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At the classroom level, RtI might look like this
for academics
Independent Activities
Paraprofessional
Regular Education Teacher With Group 1
Group 3
Resource Teacher With Group 2
Group 4
Volunteer
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and like this for behavior

• Establishing and posting common, clear, explicit
  rules
• Positioning staff in hallways during transitions
• Providing for adult supervision during all times
• Using proximity management
• Instituting a school-wide recognition system
• Staff use of clear, direct messages
• Use of Second Step, Olweus, etc.

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Tier 1- Regular Classroom (ALL)

• Is the comprehensive program scientifically-valida
  ted?
• Are supplemental programs and materials aligned
  with the comprehensive programs and
  scientifically-validated?
• Are teachers/staff adequately trained in
  comprehensive and supplemental programs?

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Tier 1- Regular Classroom

• How are assessments used to inform instruction?
• Is there a data management system in place?
• Is adequate time allocated for instruction?
• Is there time for Tier 1 to meet and assess RTI?

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Tier 1- Important Goals

• Establish Scientifically-Validated core program
• Conduct benchmark assessments 3X per year with
  all students
• Flexible grouping
• 90 minutes a day or more of instruction in reading

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Tier 2 - Standard Protocol (SOME)

• Errorless teaching - assume nothing - clearly
  state everything
• Sequential scope and sequence - carefully
  scaffolding
• In more difficult skills - I do, we do, you do
• Immediate corrective feedback
• Higher number of opportunities to respond (115
  seconds)
• Built-in mastery through repeated practice
  (guided and independent)

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Tier 2 Important Goals

• Acquire Scientifically-Validated interventions
  that target beginning skills
• Homogeneous small group instruction (13, 14, or
  15)
• Minimum of 30 minutes/day 90 min of core
  instruction
• Progress-monitoring twice per month

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What should Tier 2 look like?

• Systematic, explicit instruction
• Pacing to match student needs
• Multiple opportunities to respond
• Providing students with corrective feedback

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and for Behavior

• Social skills clubBanana Splitsanti-bullying
  groups
• Check-in/Check-out
• Counseling
• Adventure-based education
• Big Brother/Athlete Role model
• Small group Second Step

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When should Tier 2 Start?

• Tier 2 should start as soon as possible after
  students are falling behind grade level
  expectations through benchmark assessment
• or when behavior is interfering with learning of
  self or others

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How long is a round of Tier 2?

• Tier 2 lasts 10-12 weeks or at least 50 sessions
  of supplemental intervention.
• Exit Tier 2
• Continue with Tier 2
• Referral to Tier 3 for more intensive intervention

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Questions for Tier 2

• Who will provide Tier 2 intervention?
• Is additional time scheduled for Tier 2?
• Where will it be delivered?
• Is a system in place for progress-monitoring -
• Every two weeks? Every week?
• How will progress-monitoring be used to regroup
  students? Change interventions? Target
  instruction?
• What are the criteria for entry and exit?
• Who will provide oversight of Tier 2?

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Responder - Academic
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Responder Behavior
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Inadequate Responder
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Inadequate Responder - ???
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What does Tier 3 look like?

• FBA and BIP
• Individualized Support Plan
• Rearrangement of environment
• Change of instruction location
• Wrap-around services
• Decreased staffstudent ratio

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Response to Intervention RTI Advantages

• Focus is on attainment of learning standardson
  improving educational outcomes and learning
  abilities! (student learning is the focus)
• Regular classroom is 1st line of intervention
• Merges regular, remedial, and special education
• Promotes data-based decisions
• Lack of progress change in intervention
• Not just for special education or for determining
  eligibility
• Reduced paperwork load

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RTI Advantages - Continued

• Considers cause of learning deficits outside of
  the learner
• Identification process is embedded in the
  intervention process removes wait to fail
• Frequent and regularly scheduled assessment
  drives instruction
• Program and curriculum evaluation.

Learner
The Environment
Instruction
Curriculum
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Resources
http//www.pbis.org/main.htm
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Helpful Books
Ive DIBELd, Now What? Susan Hall (Sopris
West)
Bringing Words to Life - Beck
The Voice of Evidence in Reading Research-
McCardle Chhabra
Overcoming Dyslexia Shaywitz
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More Books
Fluency Instruction Research-Based Practices
Rasinski
Assessing Reading Multiple Measures CORE
Learning
Vocabulary Instruction Research to Practice
Baumann Kameenui
Response to Intervention NASDSE
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and More Books.
Response to Intervention Guilford
Phonemic Awareness for Young Children Brookes
Road to the Code - Brookes
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Helpful Websites
www.sopriswest.com
www.projectread.com
www.fcrr.org
www.sedl.org
www.aimsweb.com
www.progressmonitoring.org
www.aea11.k12.ia.us
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More Websites
http//dibels.uoregon.edu/
www.interventioncentral.org
www.nationalreadingpanel.org
www.texasreading.org/utcrla/
http//reading.uoregon.edu/
www.studentprogress.org
www.hershey.k12.pa.us/56039310111408/site/default.
asp
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YesMore Websites!!
www.fsds.org
http//oregonreadingfirst.uoregon.edu/
www.interdys.org
http//www.nasponline.org/
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More?
www.grownetwork.com
https//solutions1.emetric.net/pssa/
www.drc-web.com/reportdelivery
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Contact Information

• Cindy Goldsworthy
• Director of Curriculum Instruction
• 717-534-2501 x3205
• cgoldsworthy_at_hershey.k12.pa.us
• David Lillenstein, Ed.D., NCSP
• Director of Psychological Services
• 717-531-2277 x5436
• dlillenstein_at_hershey.k12.pa.us
• Joseph McFarland
• Primary School Principal (2-3)
• 717-531-2277 x5202
• jmcfarland_at_hershey.k12.pa.us

Lori Dixon Intermediate School Principal
(4-5) 717-531-2222 x5302 ldixon_at_hershey.k12.pa.us
Jackie Castleman Early Childhood Center
Principal (K-1) 717-531-2211 x6202 jcastleman_at_hers
hey.k12.pa.us
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Questions

• ???