A Multiple Tiered Model to Ensure Every Child Learns

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A Multiple Tiered Model to Ensure Every Child
Learns

• Jeff Grimes Sharon Kurns
• Heartland Area Education Agency
• Johnston, Iowa

Responsiveness-to-Intervention Symposium December
4-5, 2003 Kansas City, Missouri The National
Research Center on Learning Disabilities, a
collaborative project of staff at Vanderbilt
University and the University of Kansas,
sponsored this two-day symposium focusing on
responsiveness-to-intervention (RTI) issues. The
symposium was made possible by the support of the
U.S. Department of Education Office of Special
Education Programs. Renee Bradley, Project
Officer. Opinions expressed herein are those of
the authors and do not necessarily represent the
position of the U.S. Department of
Education. When citing materials presented
during the symposium, please use the following
Grimes, J., Kurns, S. (2003, December). A
multiple tiered model to ensure every child
learns. Paper presented at the National Research
Center on Learning Disabilities
Responsiveness-to-Intervention Symposium, Kansas
City, MO.
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Purpose

• Foundation for successful adoption and
  implementation multi-tiered intervention-base
  practices
• Model for delivering interventions services and
  prevention
• School and student example of process
• System supports and results

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Where Are We
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(No Transcript)
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Influencing Current Practices

• NCLB
• Academic improvement for all students
• Increased parent role
• Scientifically-based practices

• IDEA
• Pragmatic assessment for intervention
• LRE
• Response to intervention
• Parent rights and participation in decision
  making

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Iowa Special Education Rules (1995, 2000)

• Systematic Problem Solving
• General Education Intervention
• Full and Individual Evaluation
• ---gt See wording of specifics rules

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Systematic Problem Solving Process Defined Rules

• Description of Problem
• Data collection and problem analysis
• Intervention design and implementation
• Progress monitoring
• Evaluation of intervention effects

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Heartland AEA 11 Problem Solving
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Levels of Support
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School-Wide Implementation
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Evolution of Problem Solving
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System Standards Documents
What to do.
How to think.
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Categories of Decision Making Standards

• We have standards for how we collect information
  to make decisions
• We have standards for how data is used to make
  decisions

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Categories of Decision Making Standards

• Data Collection Standards
• Relevant
• Accurate
• Discrepancy
• Question and Hypothesis
• Data Usage Standards
• Convergent and Comparative
• Sufficiency
• Instructional Relevance

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Data-Based Decision Making

• Screening
• Problem Definition
• Problem Analysis
• Intervention Design
• Intervention Evaluation
• Entitlement

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Categories of Decision Making Standards

• We have standards for how we collect information
  to make decisions
• We have standards for how data is used to make
  decisions

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Data-Based Decision Making
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Illustration of ImplementationSystem Results
Saydel Kindergarten Phoneme Segmentation Spring
2003
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Illustration of ImplementationSystem Results
Saydel First Grade Oral Reading Fluency Spring
2003
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Illustration of ImplementationSystem Results
Saydel Fourth Grade Reading Proficiency Spring
2003
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Illustration of ImplementationStudent Results
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Illustration of ImplementationStudent Results
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Align System Support with Intervention Emphasis

• Leadership message
• Program manual
• Forms
• Professional Developmt
• Staff evaluation practices
• Data collection about services provided

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Agency Forms Prompt Intervention-based Practices

• Definition of behavior
• Indicator and graph progress
• Decision making plan
• Intervention design
• Progress review dates

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Comprehensive Service Review

• Sample cases across agency
• Apply criteria expected in data collection and
  decision making
• Use data to enhance professionals application of
  problem solving practices

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Due Process Hearings in Iowa
Source Iowa Department of Education, Bureau of
Children, Family and Community Services
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Iowas Special Education Count
Source Iowa Department of Education Annual
Condition of Education Report 2002
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Heartland IEP Goals by Domain (2002-03)
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IEP Goal for Reading
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IEP Reading Progress 2002-03
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Discrepancy Changes in IEP Reading Goals,
Heartland 2002-03
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System of Intervention Services

• Align the system with NCLB and IDEA
• Prevention early intervention
• Focus on results
• - Identification
• - Progress
• - Exiting