Implementing RTI through Effective Behavior & Instructional Support

A Quick Review: Core Principles of RTI

We can teach all children Intervene early Use a multi-tiered model of service delivery Use a problem-solving method within the multi-

tiered model Use research-based, scientifically validated

interventions/instruction, to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment to screen, diagnose and monitor

RtI: Policy Considerations and Implementation, National Association of State Directors of Special Education, 2005

TTSD Demographics

17 Schools, 12,000+ students 10 elementary, 3 middle, 2 high, 1 charter, 1

alternative Special Programs participation

1,200 Special Education (10%) 1,800 English Language Learners (15%) 1,500 Talented and Gifted (12%)

Socio-economic status Title 1 in 6 elementary schools

Free/Reduced ranges from 7% to 58%

7 pilot elementary

schools implement

EBS

Board adopts EBS district-wide: 5 more

schools implement

1996

1997

Remaining (2) schools implement;

ongoing training & leadership

1998-2000

EBIS OSEP Grant:

Reading & Special

Education initiatives

incorporated

2001

Secondary School focus

utilizing Title IVa

2003

TTSD Develops the RTI

Technical Assistance

Manual for ODE

2005

2005-2008

ODE Contracts with TTSD to

Train 23 School Oregon Districts

to Develop & Implement RTI

EBS/EBIS Implementation TimelineEBS/EBIS Implementation Timeline

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80% 80%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

District-Wide Systems for Success

ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND

ACADEMIC INSTRUCTION AND SUPPORT

All Students Are All Students Are Screened for Additional Screened for Additional

Instructional NeedsInstructional Needs(Fall, Winter & Spring(Fall, Winter & SpringDIBELS, IDEL, OAKS, DIBELS, IDEL, OAKS,

ODRs, etc.)ODRs, etc.)

Small Group Interventions are designed by teacher teams with

EBIS support

Interventions are further individual-

ized

EBIS EARLY IDENTIFICATION PROCESSTigard-Tualatin School District, Tigard,

Oregon

TEAMWORK TIMELINES:

EBIS teams meet fall, winter & spring to review data and make decisions about school-wide progress.

EBIS teams/Grade level teacher teams meet monthly to review data, plan and adjust interventions.

DECISION RULES:

80% Decision Rule: If 80% of students are not meeting benchmarks, review core program(s).

20% Decision Rule: Students below the 20th percentile in academic skills and/or with chronic behavior needs* are placed in small group interventions. Individualize Instruction Rule: When students fail to progress after two (2) consecutive small group interventions, move to the individual level.Refer for Special Education Evaluation Rule: When students fail to progress after one individually designed intervention.Change Small Group or Individual Interventions Rule: When progress data is below aimline on three (3) to four (4) consecutive days, or when eight (8) data points produce a flat or a decreasing trendline.

*More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isn’t

doing well

Daisyimproves

Daisyimproves

EBIS Team determines individually designed

intervention

Resumesgeneralprogram

Daisydoesn’t

improve

Daisydoesn’t

improve

Special Education referral is initiated

Daisy probably recycles

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

How RTI Works

from a Student Perspective

EBIS is a structured, systematic process featuring…

Team membership School wide planning Identifying the 20% group Monthly meetings Individualizing interventions Referral to special education Reread Overview of EBIS (pages 1-3

)

Team membership

Principal Leadership* Classroom Teachers* Title I Specialist/Reading Coach* School Counselor* Learning Specialist ELL Teacher Classified Staff

*Essential team members

School-wide Planning: Is the core program meeting the needs of 80% of the students?

Academic data to review three times/year:

DIBELS Data Reports Program Effectiveness

Student Achievement on

OAKS-% below, at, exceeding benchmark

Sub-test performance, especially for students falling below benchmark levels

PET-R Planning & Evaluation Tool for School-wide Planning

Behavior data to review three

times/year: SET-EBS School-wide

Evaluation Tool Office Discipline Referral

trends Who (grade, gender,

ethnic group) What Where When

Attendance trends

If the 80% Criterion is not being met: Options to consider …

Literacy: 90 minutes of reading daily? Protected allocated reading time each day? Skill grouping by class or grade? Core and supplemental programs

implemented with fidelity? More professional development needed?

Change options continued . . . Math:

Skill grouping by class or grade? Identifying and emphasizing specific strands? Adequate allocated time for instruction each

day? Fluency issues, e.g., facts?

Behavior: Is the school-wide program fully implemented?

Identifying and teaching to a small, clear set of rules?

Reinforcement systems in place? Data being used for program/activities planning? Systems for correction in place?

Decision Rules

Kindergarten (page 5)AND

Grades 1-5 (page 6) Activity: 10 minutes

Review in school teams Write down on a sticky: 1 thing you liked

and one question that you need answered

Planning for the 20% Level Students

Step 1: In fall, winter and spring, the EBIS team (or representatives) meet with grade level teachers to identify students needing supplemental instruction based on rules:

Complete the EBIS Group Intervention and Planning Form (page 4)

Design group interventions Academics &

Behavior: see protocols (pages 21-26)

Plan progress monitoring (use prescribed guidelines)

Selecting Interventions Resources

http://oregonreadingfirst.uoregon.edu www.fcrr.org http://novel.nifl.gov/partnershipforreading/pu

blications/science_research.pdf Considerations

Research base Logistics Cost Training Fidelity

Planning for the 20% cont.

Activity: 30 minutes Review and discuss the Group

Intervention and Planning Form and Academic and Behavior Protocols

Record questions and comments

Monthly team meetingsStep 2: EBIS teams convene monthly to evaluate the

progress of all students involved in interventions to:

Analyze aimlines and/or trendlines, and: Modify intervention when 4 data points fall below

the aimline. Use the Options for Change Worksheet (pg. 20) , note change, modify aimline, and implement

If data is highly variable, maintain current intervention for another month to establish a trendline

Follow guidelines for progress monitoring Activity: 10 minutes

Review Option Worksheet Write down questions

An example. . .

Monthly meetings continued . . .

If progress trend continues to fall below aimline for two consecutive intervention periods, individualize the student’s program

IndividualizingReminder/Decision Rules: 2 unsuccessful group

interventions…

Case Manager is assigned and: Completes the EBIS Action Plan (page 16) Monitors the intervention and progress monitoring Is responsible for reporting on progress at the next

monthly meeting and making sure paperwork is complete

Cumulative file review is completed by team using the Individual Problem Solving Worksheet (pages 12-15)

Complete a Functional Behavior Assessment if needed

Individualizing continued . . .

If this level of individually-designed intervention is not successful, a special education referral is made.

The referral form should be accompanied by the Student Intervention Profile (page 7) and the Individual Problem Solving Worksheet

Parent Participation EBIS meeting invitation (

pages 8-9) Developmental History (pages

10-11) RTI pamphlet* En español*

Daisy participates in the general curriculum*

EBIS Team reviews screening data and places

Daisy in group intervention*Daisy isn’t doing well

Daisyimproves

Daisyimproves

EBIS Team determines individually designed

intervention*

Resumesgeneral

program*

Daisydoesn’t

improve

Daisydoesn’t

improve

Special Education referral is initiated*

Daisy probably recycles

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

RTI and Parent

Participation*

Activity: 20 minutes

Review the Student Intervention Profile and the Individual Problem Solving Worksheet

Discuss and write down questions

Bottom Line …

Teams review data monthly, and determine based on decision rules, if the student should:

Continue in the current intervention Return to the core program Have the intervention revised Move to the individualized level Be referred for special education

Team Structures …

Let’s talk about some ideas!!!

All K-5 students are tested with DIBELS. Other data is gathered (academic, behavior, attendance)

EBIS Team reviews data with each grade level teacher team to identify lowest 20%. Interventions and progress monitoring are planned by team and teachers, and implemented by teachers for 3-4 weeks.

EBIS and teachers review intervention

progress

Revise and implement 2nd group intervention, monitor progress

EBIS Team uses Problem Solving format to explore alternative explanations for lack of progress, develops individualized intervention

Special Education referral is initiated

+ Progress

+ Progress

+ Progress

- Progress

- Progress

- Progress

Continue intervention for another cycle and monitor progress

Resume general program

Intervention is so intense, LD is suspected

Now, what does the team think?

Now, what does the team think?

Improvement appears related to other factors

The Flow of EBIS Teamwork at Metzger Elementary

From: Effective Behavior and Instructional Support: A District Model for Early Identification and Prevention of Reading and Behavior Disabilities, Sadler & Sugai, 2006, in press. Do not use without permission from author (csadler@ttsd.k12.or.us).

EBIS TEAMMeets weekly

Includes principal, counselor, literacy specialist, special education, ELL specialist, and teacher representatives

from each grade levelMonitors all students in small group and individual

interventionsOversees RTI fidelity and makes referrals to special

education

GRADE LEVEL TEAMSMeet monthly

Plan, implement and monitor interventions for 20% group,

with EBIS team support

EBS TEAMMeets Twice MonthlyPlans & implements school-wide supports

INDIVIDUAL STUDENTCASE MANAGEMENT

Implements and progress monitors students in intensive interventions

(RTI process)

Example Team Structure:Tualatin Elementary School

CONTENT AREA TEAMS Meet Monthly

Recommend curriculum and instructional improvements across all content areas: Reading/Language Arts, Math, Science,

and Behavior

Process Checks/Accountability The Role of the Learning Specialist (page 17) Checklist for LD eligibility report * Team Implementation Checklists

Gauging EBIS Implementation (page 18) Assessing and Planning EBIS team process (page 19)

EBS School Wide Evaluation Tool (SET, site visit) Planning & Evaluation Tool for Reading (PET-R) Summative data analysis

Continued: Fidelity Checklists

10 minute activity: In teams, review the checklists we’ve provided and decide what you still need. If a program does not have a fidelity checklist developed, you may opt to create your own.

Outcomes

Trends in TTSD identification rates

Students who reach formal referral nearly always turn out to be eligible.

Prior to EBIS, very few students were qualified before 3rd or 4th grade.

Identifying LD Earlier in TTSD

  2004 2006

Kindergarten 0 0

First Grade 8 12

Second Grade 19 49

Referral to Special Education From EBIS

Referral Packet

From Parents

Other than LD

Treasure Hunt: 15 minutes With a partner, answer the following:

What are acceptable and unacceptable roles for special education staff?

How often are parents informed/included in the EBIS process?

How often are students progress monitored?

Name 2 reading and 2 behavior interventions used in TTSD.