The Role of the Student Assistance Professional in the New Era of RtI

1
The Role of the Student Assistance Professional
in the New Era of RtI

• Dee Kempson LSW, ACSW
• IDOE School Social Work Consultant
• Amanda Snobarger MS
• IDOE School Counseling Consultant

2
Overview of Presentation

• What is RtI?
• Legal Authority and Policy Support for RtI
• The Framework
• Implications for Student Assistance Professionals
• Resources

3
Presentation Goals

• Increase your understanding of RtI and the
• opportunities this process will create for
  student service providers.
• Allay concerns about implementation
• Seek your feedback so that we can develop
  resources that will assist you in this process

4
Definition of RtI

• Response to Intervention is, simply put, a
  process of implementing high-quality,
  scientifically validated instructional practices
  based on learner needs, monitoring student
  progress, and adjusting instruction based on the
  students response.
  Bender Shores, 2007

5
Where did it come from?

• Presidents Commission on Excellence in Special
  Education Report
• Commission formed in 2001
• Held 13 hearings across the country.
• Published A New Era Revitalizing Special
• Education for Children and their families
  (July 2002)
• http//www.ed.gov/inits/commissionsboards/whspecia
  leducation/reports/index.html

6
Commissions Key Findings

• Too often, simply qualifying for special
  education becomes the end-point not a gateway
  to more effective instruction and strong
  intervention
• The current system uses an antiquated model that
  waits for a child to fail, instead of a model
  based on prevention and intervention.
• General education and special education share
  responsibilities for children with disabilities.
  They are not separable at any level cost,
  instruction or even identification.

7
Commissions Key Recommendations

• Identify and Intervene early
• Implement research-based, early identification
  and intervention programs to better serve
  children with learning and behavioral
  difficulties at an earlier age.
• Include early screening, prevention and
  intervention practices to identify academic and
  behavioral problems in young children.

8
Commissions Recommendations

• Incorporate Response to Intervention
• Implement models during the identification
  and assessment process that are based on response
  to intervention and progress monitoring. Use data
  from these processes to assess progress in
  children who receive special education services.

9
No Child Left Behind Act of 2001 PL 107-110

• SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF
  THE DISADVANTAGED.
• (9) promoting school-wide reform and ensuring
  the access of children to effective,
  scientifically based instructional strategies and
  challenging academic content (January 2002)
• http//www.ed.gov/policy/elsec/leg/esea02/pg1.html
  

10
Individuals with Disabilities Education
Improvement Act (IDEIA)2004August 14, 2006 Final
Regulations

• Sec. 300.307. Specific Learning Disabilities. A
  State must adopt criteria for determining whether
  a child has a specific learning disability. Those
  criteria
• (a) Must not require the use of a severe
  discrepancy between intellectual ability and
  achievement
• (b) Must permit the use of a process based on the
  child's response to scientific, research-based
  intervention and
• (c) May permit the use of other alternative
  research-based procedures.

11
511 IAC 7Article 7

• Indianas Interpretation of the
• Federal Special Education Legislation
• (IDEIA 2004)
• http//www.doe.state.in.us/exceptional/welcome.htm
  l

12
511 IAC 7-40-2 Comprehensive and Coordinated
Early Intervening Services

• (b) In implementing comprehensive and coordinated
  early intervening services under this section, a
  public agency may carry out activities that
  include, but are not limited to, the following
• (1) Professional development (which may be
  provided by entities other than public agencies)
  for teachers and other school staff to enable
  such personnel to deliver scientifically based
  academic and behavioral interventions, including
  scientifically based literacy instruction, and,
  where appropriate, instruction on the use of
  adaptive and instructional software.
• (2) Providing educational and behavioral
  evaluations, services, and supports, including
  scientifically based literacy instruction.

13
511 IAC 7-40-5 Conducting an Initial Educational
Evaluation

• (g) For a student with a suspected learning
  disability, the educational evaluation report
  must include
• 2 (A) whether the student
• (i) does not achieve adequately for the
  students age or meet state grade level
  standards in one or more of the areas identified
  in 511 IAC 7-41-12(a)(1), when provided with
  learning experiences and instruction appropriate
  for the students age or state grade level
  standards and
• (ii) meets the criteria in sub-items (AA) or
  (BB) of this item.

14

• (AA) The student does not make sufficient
  progress to meet age or state grade level
  standards in one or more of the areas identified
  in 511 IAC 7-41-12(a)(1), when using a process
  based on the students response to scientific,
  research-based intervention.
• (BB) The student exhibits a pattern of strengths
  and weaknesses in performance, achievement, or
  both, relative to age, state grade level
  standards, or intellectual development, that is
  determined by the multidisciplinary team to be
  relevant to the identification of a specific
  learning disability. The multidisciplinary team
  is prohibited from using a severe discrepancy
  between academic achievement and global cognitive
  functioning to meet this requirement.

15
RtI Core Principles

• Principle 1 We believe that we can effectively
  teach ALL children.
• Principle 2 We believe that effective leadership
  is essential to support student success.
• Principle 3 We believe in the use of an
  effective and collaborative decision making
  process that utilizes assessment data.
• Principle 4 We believe it is essential to
  intervene at the first indication of academic,
  social-emotional, or behavioral needs.
• Principle 5 We believe in providing an
  integrated and focused system of instructional
  interventions and resources that is applied to
  successfully meet all students academic,
  social-emotional, and behavioral needs.
• Principle 6 We will use research and
  evidence-based instruction and interventions that
  are implemented with fidelity.

16
The Promise of RtI will be Influenced by

• Correlates of Highly Effective Schools
• Leadership
• Family and Community Partnerships
• Cultural Responsivity
• Assessment, Data-driven Decision Making,
  Progress Monitoring
• Evidence-based Core Curriculum and Intervention

17
Leadership

• Key to
• Consensus Building
• Developing an Infrastructure
• Implementation
• Leadership and learning are indispensable to
  each other. --John F. Kennedy

18
Family and Community Partnerships

• Partnerships are about building relationships
  between
• individuals or groups that are characterized by
  mutual
• cooperation and responsibility as for the
  achievement of a
• specified goal. -American Heritage
  Dictionary, 2000
• Implications for
• Family involvement
• Community Partners

19
Cultural Responsivity

• Changing demographics
• What are the implications for schools?
• How do schools determine if they are culturally
  competent?
• What additional resources may schools need?
• If we are to achieve a richer culture, rich in
  contrasting values, we
• must recognize the whole gamut of human
  potentialities, and so
• weave a less arbitrary social fabric, one in
  which each diverse human
• gift will find a fitting place. -Margaret Meade

20
Assessment, Data-driven Decision Making,
Progress Monitoring

• School-wide
• Data Collection and Analysis
• Goal Setting
• Intervention
• Review
• Targeted
• Data-driven decision making
• Collaborative problem-solving
• Goal Setting
• Intervention
• Ongoing progress monitoring

21
Evidence-based Core Curriculum and Intervention

• School-wide
• Examples Olweus Bully Prevention and PBIS
• Targeted
• Example Student Success Skills
• http//www.doe.state.in.us/sservices/counseling/be
  st_practice.html

22
A New Framework for Student Assistance?

• Early intervening services may be new to general
  special education but are not new to Student
  Services.
• The process for student service delivery is
  articulated in IAC 4-1.5-5, which authorizes that
  
• (a) School corporations shall provide student
  assistance services at the elementary and
  secondary school levels.

23
Article 4 The Student Services Rule

• This rule prescribes what those services must
  consist of and who must provide them. 511 IAC
  4-1.5-6
• Services
• a. prevention
• b. assessment
• c. intervention
• d. referral
• Professionals- Student assistance services shall
  be coordinated by a
• (1) certified school counselor
• (2) certified school psychologist or
• (3) certified school social worker (masters
  level).

24
Article 4 Health Services

• Health Services
• a. prevention
• b. assessment
• c. intervention
• d. referral
• Professionals- Health Services shall be
  coordinated by a registered nurse.

25
How do student service professionals enact this
legislation in schools to better serve students
and improve performance?

• Provide appropriate behavioral instruction and
  prevention programs.
• Analyze school and student data to identify
  impediments to academic and behavioral
  achievement.
• Use a multi-disciplinary team to identify
  learning, behavioral, and health difficulties for
  those students not meeting standards.
• Use a problem solving method to determine most
  appropriate intervention for those students.
• Provide research-based social, emotional, and
  behavioral supports as needed
• Progress monitor , document, evaluate, and adjust
  interventions in light of the students response.

26
Implementation of Article 4 and Article 7 (RtI)-
the overlap

• RtI is a general education intervention process
  for all students.
• Both laws require services that include
• - prevention
• - assessment
• - intervention
• - referral
• Both are implemented by highly qualified
  professionals
• The standards for both require a problem solving,
  progress monitoring process.

27
RtI and Article 4 Align with Student Service
Professional Standards
28
School Counselor Performance Standards Aligned
with ASCA National Model

• Standard 1 Program Organization
• Designed to meet the needs of the school
• Standard 4 Responsive Services
• Individual and group counseling Targeted
  Interventions
• Referral Process
• Standard 8 Use of Data
• School-wide Prevention Programs
• Classroom Guidance
• Targeted Interventions

29
School Counselor Performance Standards cont.

• Standard 9 Student Monitoring
• The Professional School Counselor develops
  appropriate interventions for students as needed
  and monitors their progress.
• Standard 11 Results Evaluation
• Evaluate Guidance Program Share results
• Standard 13 Infusing Themes
• The Professional School Counselor uses data to
  recommend systemic change in policy and
  procedures that limit or inhibit academic
  achievement.

30
Indiana Program Standards for School Counseling

• Standard 2 Data-based Accountability
• Standard 3 Student Guidance
• Standard 4 Student Counseling
• Standard 5 Student Advocacy
• Standard 6 Program Management
• http//www.doe.in.gov/sservices/pdf/sc_counselor_p
  rogram_standards.pdf

31
Indiana Standards for School Counseling
Professionals

• School Counseling Professionals are leaders who
  promote educational success for all students by
  developing and managing school counseling
  programming related to academic, career, social,
  and emotional growth.
• School Counseling Professionals collaboratively
  design, coordinate, implement, and evaluate
  student assistance services.
• School Counseling Professionals collaboratively
  design, coordinate, implement, and evaluate
  education and career services.
• http//www.doe.in.gov/sservices/pdf/sc_counselor_l
  icensing_standards.pdf

32
NASW Standards for School Social Work Services

• Standard 11
• School social workers shall maintain accurate
  data that are relevant to planning, management,
  and evaluation of school social work service.
• Standard 12 School social workers shall conduct
  assessments that are individualized and provide
  information that is directly useful for designing
  interventions that address behaviors of concern.
• http//www.doe.state.in.us/sservices/ssw.html

33
NASW Standards for School Social Work Services

• Standard 13 School social workers shall
  incorporate assessments in developing and
  implementing intervention and evaluation plans
  that enhance students abilities to benefit from
  educational experiences.
• Standard 9 As leaders and members of
  interdisciplinary teams and coalitions, school
  social workers shall work collaboratively to
  mobilize the resources of local education
  agencies and communities to meet the needs of
  students and families.

34
School Psychology Standards

• Eleven domains of professional practice
  articulated by the National Association of School
  Psychologists (2000). Available at
  www.naspaonline.org/standards.
• Indiana adopted these national standards for the
  Indiana School Psychologist standards.
• Of the 11 domains, 4 are especially relevant to
  the provision of student services.

35
Key School Psychology Standards

• 2.1 Data-based Decision Making Accountability
• School psychologists use such models and methods
  as part of a systematic process to collect data
  and other information, translate assessment
  results into empirically-based decisions about
  service delivery, and evaluate the outcomes of
  services.
• 2.2 Consultation Collaboration
• School psychologists have knowledge of
  behavioral, mental health, collaborative, and/or
  other consultation models and methods and their
  application.

36
Key School Psychology Standards

• 2.4 Socialization and Development of Life Skills
• School psychologists, in collaboration with
  others, develop appropriate behavioral,
  affective, adaptive, and social goals for
  students of varying abilities, disabilities,
  strengths, and needs implement interventions to
  achieve those goals and evaluate the
  effectiveness of interventions.
• 2.7 Prevention, Crisis Intervention, and Mental
  Health
• School psychologists provide or contribute to
  prevention and intervention programs that promote
  the mental health and physical well-being of
  students.

37

• The
• Response to Intervention
• Framework

38
Levels of Assessment Intervention (RtI
Triangle)
Services across tiers are fluid and data-driven

• Tier 3
• Few Students
• Increased Frequency
• Longer Duration

Intense, Individualized Support
District/Community Team Building Core Team

• Tier 2
• At-Risk Students
• Small Group

Building Core Team
Targeted, Supplemental Supports

• Tier I
• All Students
• Preventative,
• Proactive

Grade Level Teams Building Core Team School
Improvement Team
Core Curriculum, Instruction, and Learning
Environment
39
Addressing Barriers to Learning Through Tiered
Prevention Intervention A Student Assistance
Core Team Approach
Assessment Supports
Tier III Intensive Interventions School
Community resources for students who did not
respond to Tier II interventions. Research
predicts approximately 5 of GSP will be served
in Tier III.

• Examples
• Frequent Progress Monitoring
• Referrals to Multi-Disciplinary
  Evaluation
• Examples
• SA CORE TEAM
• Strengths-Based Needs
• Functional Behavioral Analysis
• Curriculum-Based
• Progress Monitoring
• Examples

• Examples
• Relevant Special Ed.
• Systems of Care
• Linked Support Services
• Examples
• Small Group Instruction
• Educational Support Groups
• Parent Consultation
• Individual / Group Counseling

Tier II Targeted Interventions School
Community Resources for students who
have been identified as in need of support. At
least two-thirds of students referred to Tier II
are expected to respond well. Research
predicts approximately 15 of GSP will be served
in Tier II.
Student Assistance
Core Team Process
Tier I Prevention / Baseline Interventions Schoo
l Community programs and supports available to
all students, specifically students across
all socio-economic, cultural, and gender
groups establishing a positive learning
environment. Research predicts approximately 80
of general student population (GSP) will be
served in Tier I.
Collaborative Problem Solving Data based
problem solving is on-going with team membership
that is responsive to individual student need.
Needs AssessmentSchool community data
collection to identify needs and resources
Reference US Office of Special Education
ProgramsPBIS
40
Delivery of Student Assistance Services Tier 1

• Tier One /School-wide/ 80 needs met
• - for all students based on school data
  analysis
• - research-based school-wide prevention
• - examples
• Positive Behavioral Interventions and
  Supports (PBIS)
• Olweus Bullying Prevention
• - see research-based library of
  interventions at
• http//www.doe.state.in.us/sservices/ssw.ht
  ml

41
Tier 1/Primary Prevention (School-Wide)
Successful Programs Summary

• Building Student Competencies Comprehensive
  Guidance Curriculum
• Improving Safety PeaceBuilders
• Supporting Learning Biological and Environmental
  Factors
• Career Development Education NAVIGATION 101
• Center for School Counseling Outcome Research

42
Targeted Tier 2

• Tier Two/Targeted/15 needs met
• - targeted interventions
• - for students identified by individual data
  as being in need
• of supplemental interventions /supports
• - student data triggers a Core Team
  assessment
• - Student Plan includes identified
  measureable goal (s)/progress
• monitoring/a given time frame including a
  review date
• - parent informed consent
• - examples
• Student Success Skills individual
  counseling group counseling
• See research-based library of targeted
  interventions at
• http//www.doe.state.in.us/sservices/ssw.ht
  ml

43
Tier 2/Secondary Prevention (At-Risk) Successful
Programs Summary

• Academic Skill Development Peer Tutoring
• Small Group Guidance Student Success Skills
• Possible Selves Groups
• Center for School Counseling Outcome Research

44
Intensive Tier 3

• Tier Three/Intensive/5 needs met
• - intense individual support
• - intensive supplemental interventions
• - possible referral for special education
  services
• - parent informed consent
• - possible referral to community services
• -possible increase in intensity of Tier Two
• services i.e. time, duration.

45
Tier 3/Tertiary Prevention (High Risk)
Successful Programs Summary

• Case Management
• Individual Counseling Cognitive-Behavioral
  Therapy and Solution-Focused Brief Therapy
• Behavior Education Program
• Center for School Counseling Outcome Research

46
Referral for Special Education and Related
Services 511 IAC 7-40-4

• Section 4
• (a) Either a parent or a public agency may
  initiate a request for an educational evaluation
• (b) If a student has not made adequate progress
  after an appropriate period of time, as
  determined by the parent and the public agency,
  when provided with appropriate instruction .
• (c) (1) provide the parent .. with written
  notice..
• (2) obtain parental consent ..
• Section 5
• (d) (1) After obtaining written parental consent,
  the public agency must evaluate the student and
  convene the case conference committee within
  twenty (20) instructional days.

47
Referral for Special Education and Related
Services 511 IAC 7-40-5

• Sec. 5
• (d) The initial educational evaluation must
  be conducted and the case conference committee
  convened within fifty (50) instructional days of
  the date the written parent consent is received
  by licensed personnel.
• Eligibility criteria other than SLD are listed
  under 511 IAC 7-
• 41-1. These may not be appropriate for the
  response to intervention
• process prior to identification.

48
How does this model work?

• The Core Team Process

49
Core Team Definition

• The multidisciplinary problem solving team
  which meets to assess needs and develop
  strategies to meet those needs, using data, the
  problem solving method, and progress monitoring
  to remain accountable.

50
Core Team Function

• Compiles and analyzes the referral information
  through the problem solving process
• Develops a student plan that includes
• identification of needs and strengths both
  academic and behavioral
• short and long term goals
• a timeline for review
• a progress monitoring process
• the identification of all necessary resources
• a plan of implementation including the
  interventionist
• a documentation protocol
• Communicates with parents as partners in the
  early intervening
• service process.

51
Core Team

• Recommended Members
• School Counselor
• School Social Worker
• Teachers
• Special Education Representative
• School Nurse
• Administrator
• School Psychologist

52
Problem Solving Method
Defining the Problem Is there a
problem? What is it? How significant?
Evaluating Progress
Analyzing the Problem Why is it happening?
Did the plan work?
What needs to happen next?
Determining What to Do What shall we do about
it?
Implementing the Plan with Fidelity
52
53
What will this mean for Student Assistance
Professionals?
54
Supporting the RtI Process

• Existing Services include (Article 4)
• Prevention
• Assessment
• Intervention, and
• Referral
• Maintaining existing services with an emphasis
  on
• Collaboration
• Proactive Prevention
• Research-based Interventions
• Progress Monitoring
• Documentation

55
Professional Development

• Needs may include
• Data collection and analysis
• Assessment tools
• Core Team
• Problem solving process
• Research-based interventions
• Progress monitoring strategies
• Documentation
• Technology

56
Anticipated Outcomes

• Include decrease in
• Number of students waiting for services
• Special Education Identification
• Discipline Referrals
• Severe social/emotional/behavioral referrals

57
Anticipated Outcomes

• Includes improved
• Student time on task leading to improved student
  academic outcomes
• School Climate
• Student Self-esteem, Self-efficacy
• Recognition of Student Service Professionals as
  integral to the
• RtI Process
• Core Team Process
• Prevention, Assessment, Intervention, and
  Referral Services for Social/Emotional/Behavioral
  Needs

58
Response to Intervention offers the
best opportunity of the past 3 decades to ensure
that every child, no matter how gifted or
challenged, will be equally valued in an
education system where the progress of every
child is monitored and individualized
interventions with appropriate levels of
intensity are provided to students as needed.
Bill East (2007), Preface to RtI Handbook
59
Resources

• Currently Posted
• Student Assistance Services Policy
  Considerations and Implementation A Companion
  Guide to Article 4
• The Role of Student Service Professionals in the
  New Era of RTI Power Point
• Indiana Student Assistance Initiative
  Collaborating for Student Success 2007
• Research-Based/Best Practice Prevention and
  Intervention Resources for School Social
  Workers/Counselors (Library)
• Frequently Asked Questions document
• IDOE Office of Student Services
  http//www.doe.state.in.us/sservices/welcome.html
• Response to Intervention for Student Service
  Professionals http//www.doe.state.in.us/sservic
  es/response-to-intervention.html
• To Be Posted
• Student Assistance Training Manual
• Student Assistance Training Power Point
• Core Team Process Video

60
Intervention Websites

• IDOE Library http//www.doe.state.in.us/sservice
  s/counseling/best_practice.html
• Intervention Central http//www.interventioncentra
  l.org
• CASEL Collaborative for Social Emotional
  Learning www.casel.org
• What Works Clearinghouse http//ies.ed.gov/ncee/ww
  c/
• National Center for School Counseling Outcome
  Research
• http//www.umass.edu/schoolcounseling/

61
Training Components

• RtI Webpage for Student Student Service
  Professionals
• Presentations at annual conferences, regional
  workshops
• Online Professional Development Series
• Cohort Training
• Core Team Training of Trainers

62
Key Websites

• Indiana Department of Education Office of
  Student Services Response to Intervention Link
  http//www.doe.state.in.us/sservices/
• IDOE Center for Exceptional Learners
• http//www.doe.state.in.us/exceptional/welcome/
  html

63
Key Websites
63
Collaborative Problem Solving Project _at_ the
Blumberg Center www. indstate.edu/soe/blumberg/cp
sp National Center on Student Progress
Monitoring (NCSPM) www.studentprogress.org Natio
nal Research Center on Learning Disabilities
(NCRLD) www.nrcld.org Research Institute on
Progress Monitoring www.progressmonitor.org IRIS
Center http//iris.peabody.vanderbilt.edu/ Florid
a Center for Reading Research http//www.fcrr.org/

64
Key Websites
64
Vaughn Gross Center for Reading and Language Arts
http//www.texasreading.org/utcrla/ Center on
Instruction http//www.centeroninstruction.org Un
iversity of Oregon http//www.reading.uoregon.edu
/curricula Collaborative for Academic, Social,
and Emotional Learning http//www.casel.org OSEP
Center on Positive Behavioral Interventions
Supports http//www.pbis.org/tools Kids Count
Indiana http//www.kidscount.org/datacenter/profil
e_results.jsp?r16d1
65
References
65
Bender, W., Shores, C. (2007). Response to
Intervention A practical guide for every
teacher. Thousand Oaks, CA Corwin
Press. Coleman, M., Buysse, V., Neitzel, J.
(2006). Recognition and response an early
intervening system for children at-risk for
learning disabilities. Retrieved March 18, 2008
from http//www.recognitionandresponse.org. Danie
lson, L., Doolittle, J., Bradley, R. (2007).
Professional development, capacity building, and
research needs Critical issues for response to
intervention implementation. School Psychology
Review, 36, 632-637. Kovaleski, J. (2007).
Response to intervention Considerations for
research and systems change. School Psychology
Review, 36, 638-646. Kratochwill, T.,
Volpiansky, P., Clements, M., Ball, C. (2007).
Professional development in implementing and
sustaining multitier prevention models
Implications for response to intervention. School
Psychology Review, 36, 618-631.
66
References
66
Hall, S. (2008). A principals guide
Implementing RTI. Thousand Oaks, CA Corwin
Press. Jimerson, S., Burns, M., VanDerHeyden,
A. (2007). Handbook of Response to Intervention
The science and practice of assessment and
intervention. New York, NY Springer. Fixen,
D., Naoom, S., Blasé, K., Friedman, R.,
Wallace, F. (2005). Implementation research A
synthesis of the literature. Tampa, FL
University of South Florida, The Louis de la
Parte Florida Mental Helath Institute, Department
of Child Family Studies. National Association
of State Directors of Special Education (NASDSE).
Response to Intervention Policy Considerations
and Implementation. (2005). Available from NASDSE
Publications www.nasdse.org New Roles in
Response to Intervention Creating Success for
Schools and Children (Posted on Munger website)
67
Contact Information

• School Counselors Amanda Snobarger
  asnobarg_at_doe.in.gov
• School Social Workers Dee Kempson
  dkempson_at_doe.in.gov
• School Psychologists Dr. Leah Nellis
  lnellis_at_isugw.indstate.edu
• or Greg Eaken Greg_eaken_at_mail.nobl.k12.in.us
• School Nurses Phyllis Lewis
• plewis_at_doe.in.gov
• RtI (general information) Tara Rinehart
  trinehart_at_doe.in.gov