1
Response to Intervention: Everyone serving everyone
Assessing learning and the learning environment
Andrew Shanock, Ph.D., NCSP
College of St. Rose
SPELL “TALK”
mgahtuc
touktawktalk
Graphing CBM Scores
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Graphing CBM Scores
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Two kids, same intervention
Leadership Summit 2007
AGREE?
“A teaching method might work with all of the students some of the time
And some of the students all of the time
But a method doesn’t work with all of the students, all of the time.”
Leadership Summit 2007
7
Goals of Presentation
• How did we get here• Air the “not-so-secret” dirty secrets of
educational systems• What is RTI• Roles of educational leaders• How to build consensus and infrastructure for
effective implementation. • Understand that Tier One is the most important
Tier
Some thoughts about Secondary Level RTI….
• By Middle School, We Would Hope that We Wouldn’t Be “Discovering Disabilities” in our students…
• LOTS of students have Academic and Behavior challenges in Middle and High School, HOWEVER, EVERY PROBLEM LEARNING IS NOT A SIGN OF A LEARNING PROBLEM
(courtesy of Mark Shinn, Ph.D., National Louis University, 2008)
9
The American Educational System Structure
K-12 Education
Gifted
SPED
Migrant
ELL
At-Risk
Title I
•Turfdom
•Conflicting Programs
•Lack of coordination
•bureaucracy for sake of bureaucracy
•Student grouping not instructionally based
•Rigidity, rules
•Redundancy
Gen. Ed.
10
The American Educational System Structure
K-12 Education
6th grade
7th grade
English
Social Studies
Science
8th grade
•Turfdom
•Conflicting Programs
•Lack of coordination
•bureaucracy for sake of bureaucracy
•Student grouping not instructionally based
•Rigidity, rules
•Redundancy
5th Grade
Traditional System issues Little emphasis on early intervention and prevention Can only get services if diagnosed! Use of IQ-Achievement
Discrepancy – BAD (Identifying CHC Abilities, using consistency GOOD!)
IEP’s did not implement scientifically based instruction Start program in September, find out if effective in May
Overrepresentation of minorities in special education
Retention/social promotion are weakest intervention strategies More concern about being in compliance than child’s educational
success – THE FORGOTTEN GOAL Within Student vs. Within System
Darn those lazy kids. I sat them in the room for a half hour and nothing happened.
11
12
BREAKING NEWS
THE EARLIER THE INTERVENTION THE
LOWER THE RISK OF ACADEMIC
DIFFICULTY IN THE FUTURE
13
Related to Traditional Assessment?
• Inconsistencies in Identification
1988 27 % of identified children in Utah were ED,the ED rate in CA was 2.5 % of identified childrenForness & Kavale, 1990
• Huge Increases in Identification
From 1976 to 2002 the classification of children with specific learning disabilities increased 300%President’s Commission on Excellence in Special Education July 1, 2002
14
Related to the Traditional Model?
• 6 million children currently in special education
• Federal funding is 8.5 billion dollars
• Placement in special education programs most often result in little gain or negative outcomes
(A New Era 2002)
15
IDEIA
What are some of the details of the Law?
Early Intervening Services Early Intervening Services ProvisionProvision: :
What IDEIA Now ProvidesWhat IDEIA Now Provides• Greater emphasis on use of early interventions
(research-based)
• School districts will be able to use up to 15% of their total IDEIA federal funds for early intervening services
These services are to be provided BEFORE they are identified as having a disability. LEAs have option to conduct this activity.
• Funding may be used for professional development, academic and behavioral supports.
RTI: Official Permission for Needs-Based Service Delivery
Why Is A New Approach Needed?
• Wait to fail– Students are not considered eligible for support
until their skills are widely discrepant from expectations
– Counters years of research demonstrating importance of early intervention
– Don’t need a diagnosis for an intervention to be provided(President’s Commission on Excellence in Special Education, 2002)
19
New York’s Response
20
NYS Learning Disability Definition
A student with a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, neurological impairment, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include students who have learning problems which are primarily the result of visual, hearing or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. A student who exhibits a discrepancy of 50 percent or more between expected achievement and actual achievement determined on an individual basis shall be deemed to have a learning disability [**language to be repealed**]
21
NYS Learning Disability Definition
(C) Eligibility Determinations
(2) A student shall not be determined eligible for special education if the determinant factor is:
(i) Lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies
(*new language proposed)
( Proposed Amendment to the Commissioner, pp. 22 of 67)
22
Additionally Districts must…
• Districts must identify RTI criteria and the process for levels of intervention and progress monitoring
• Districts must ensure staff has knowledge and skills to implement RTI with consistency and fidelity
• By 2012, prohibit the use of the significant discrepancy criteria in reading for K-4 students
23
ALL RIGHT ALREADYGET WITHRTI
24NASDE, Inc. 2005
Response to Intervention (RTI):A Definition
• The practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decision. RTI should be applied to decisions in general, remedial, and special education, creating a well integrated system of instructional/intervention guided by child outcome data
Key Components• Leadership • Allowing for role change• Knowledge of various Tiers of service• Allow and support ‘mistakes’• Providing Professional Development (increasing
knowledge)• Clear policy and procedures that are focused on
the child and fits within the reality of the classroom
26
Key Points
• RtI is not about:– Special Education– General Education– Talented and Gifted Education– Compensatory Education
• RtI is about EVERY EDUCATION• RtI is fundamentally about improving teaching
and learning/matching differentiated instruction with student needs
Core Principles of RtIAT ALL LEVELS
• Frequent data collection on student performance• Early identification of students at risk• Early intervention (K-3)• Multi-tiered model of service delivery• Research-based, scientifically validated
instruction/interventions • Ongoing progress monitoring - interventions
evaluated and modified• Data-based decision making - all decisions made with
dataFlorida DOE; NASP 2009
What is NOT RTI1. The Old Way of Doing Business with a New Label (e.g., Pre-
Referral Intervention, Old Team-New Name).2. Reinventing a System that Focuses (obsessively) On
Identifying a Disability as the Goal3. Expecting GE Teachers to Meet the Needs of ALL students
(180 students-180 different interventions)4. A Referral-Driven System That Considers Students 1 at a
Time With Lots of Paper, Lots of Testing, Lots of Meetings, Lots of Paper, Lots of Meetings, and on and on…
(courtesy of Mark Shinn, Ph.D, National Louis University, 2008)
Academic Systems
Behavioral Systems
Tier III: Intensive Interventions( Few Students)Students who need Individual Intervention
Tier II: Strategic Interventions(Some Students)Students who need more support in addition to the core curriculum
Tier II: Targeted Group Interventions(Some Students)Students who need more support in addition to school-wide positive behavior program
Tier I: Core CurriculumAll students
Tier I: Universal InterventionsAll students; all settings
Three Tiered Model of School Supports:Example of an Infrastructure Resource Inventory
Tier III: Comprehensive and Intensive Interventions( Few Students)Students who need Individualized Interventions
29Florida DOE; NASP 2009
30
3-Tier Model
Tier 1Core Classroom All students
Tier 2Intervention 20-30%
Tier 3Intensive 5-10%Intervention
One approach to RTI—4 Tier Model
Tier 4—CSE or 504 studentsMonitored weekly
Tier 3—1:2 or 1:3 instruction(remedial reading, AIS, AST)Monitored weekly
Tier 2—Small Group instruction (remedial reading, AIS, AST)Monitored bi-weekly or monthly
Tier 1—Universal screening General Education Curriculum
The Middle School Dilemma
-Weak Tier 3 Interventions:Content Area TutoringHelp with HomeworkAlternative Content Area Courses
-Few or No Tier 2 Options
-Little Attention to Tier 1 Improvement of Teacher Effectiveness
ONLY Tier 3 Programs That Often Don’t Provide What Students Need
---------
------------------------
Tier One
Research-based general education classroom teaching
These are “best practice” interventions: • conducted with any child in the general
education environment • based on curriculum given to majority of
children in the classroom
Tier One Interventions
• Some examples….• Give students a target to read to and circle the
word where you want them to be after one minute. Give them a goal and make it harder by a word or two every time you have them read.
• Middle School and High School syllabus for each course
Syllabus??• Contact information
– Helps students, family/guardians, and other academic professional get a hold of you
• Course Description– Helps build preview to course…like building background information
• Course Goals and Big Ideas– Also, helps to preview course and illuminate the student of possible
future events, topics, etc…• Instructions and Directions as to HOW TO GET HELP.
– Might include a school resource room, website, other teachers, a file drawer in the classroom, etc. Detailed directions.
Syllabus, continued
• Course calendar and Due Dates– Builds structure and organization….also helps
other professionals in the building• Access to Models for papers, projects, tests
– Might include a school resource room, website, other teachers, a file drawer in the classroom, etc….
(Mark Shinn, Ph.D., National Louis University, 2008)
Tier One
80 % of children should respond to general education curriculum at Tier One
If more than 20% of children need intervention assistance beyond “best practice”, the issue
lies with the curriculum or the instruction, not the children
Tier One
Benchmark assessments occur 3 times per year to evaluate children in reading fluency and
comprehension and math calculation
These benchmark assessments will “indicate” which students are in need of intervention, along with state test scores, and classroom
grades
RTI Begins with Using CBM in RTI Begins with Using CBM in Benchmark AssessmentBenchmark Assessment
Frequent Evaluation (3 times per year) of Growth and Development Using R-CBM:
Initial Performance Assessment (IPA) or “Taking Inventory” at the Beginning of the School Year1. Identify Students At Risk2. Instructional Planning3. Initial Data Point for Progress Monitoring
Accountability– NCLB and AYP– Linkages to State Standards
It IS:“What about the interaction of the curriculum,
instruction, learner, and learning environment should be altered so that the child will learn?”
Ken Howell
(University of Oregon, 2007)
Tier Two
If children indicate at Tier One that they are below expectations for their grade
level, they move to Tier Two!Referral typically is made by classroom teacher…
Tier Two
Small Group instruction
Remedial reading, AIS, ASTWith research-based interventions
Monitored bi-weekly or monthly
By remedial reading teacher or AIS teacher
NYS Education Memo
Tier 2
Where to Focus?Build Effective, Scientifically-Based Tier 2
Remedial ReadingAND
Effective, Scientifically-Based Behavior Programs
in grades 5-9
Tier 2 Interventions• Some examples…• Evidence-based programs at the Middle School and High
School Levels– Reading Mastery (SRA)– Language! (Sopris West)– REWARDS (Sopris West)– SIM (Strategic Instruction Model)
• Small group instruction (approximately 5-10 students) with a baseline and goal for each student’s skill level (i.e., fluency, comprehension, vocabulary, etc.) to be implemented for 8-10 weeks THEN RE-EVALUATE!
• Intervention is targeted toward BASIC SKILLS and CONTENT INSTRUCTION
Tier Three
If children indicate at Tier Two (through progress monitoring of reading or math skills)
that they continue to remain below expectations for their grade level,
despite research-based interventions and monthly IST meetings,
they move to Tier Three!Referral is typically made by classroom teacher through IST
process….
Tier Three
1:2 or 1:3 instruction
Remedial reading or AISWith research-based interventions
Monitored weeklyBy reading teacher or AIS teacher
Tier 3 Interventions
• Some examples of research-based intensive interventions:– REACH (SRA)– Corrective Reading (SRA)– Language! (Sopris West)
• Small group instruction (approximately 2-3 students) with a baseline and goal for each student’s skill level (i.e., fluency, comprehension, vocabulary, etc.) to be implemented for 8-10 weeks THEN RE-EVALUATE progress!!
Tier Four
CSE or 504 studentsResearch-based interventions implemented through resource room, Consultant Teacher
model, AIS, or Remedial Reading
Monitored weekly
Tier Four
If the student continues to have difficulty making progress,
Case Manager refers them toInstructional Support Team
Or CSE review
Design Elements Integral to RTI Process
• Proactive System Design: A blueprint or model• Effective and Efficient Teams• A Range of Evidence-Based Interventions/Instruction• Procedural Standard Protocols-- Organizing and Documenting Critical Tasks
• Initial Planning• When Intervention is Required
1. Efficient and Economical Assessment That Provides• Preventive Progress Monitoring • Universal Screening • Identifying Educational Need• Sensitive Progress Monitoring
2. Reports Documenting/Summarizing the Process and Outcomes
Nuts and Bolts of RtI that drive you nuts
and make educators bolt.
Intervention Decision Making
Finding Interventions
Implementation of RtI
Intervention Fidelity
Staff Development
Building Consensus
Support and Structure
PROGRESS MONITORING
Curriculum Based Measurement
What is it good for
53
What Is the Difference Between Traditional Assessments and PM?
Traditional assessments:– Lengthy tests– Not administered on a regular basis– Teachers do not receive immediate feedback– Student scores are based on national scores and
averages and a teacher’s classroom may different tremendously from the national student sample
– Measures are sensitive to change. Normed tests won’t give you that.
What Is the Difference Between Traditional Assessments and PM?
Curriculum-Based Measurement (CBM) is one type of PM:– CBM provides an easy and quick method to
gathering student progress– Teachers can analyze student scores and adjust
student goals and instructional programs– Student data can be compared to teacher’s
classroom or school district data
Purpose of CBM?
To provide educators with an efficient means to evaluate the effectiveness of a student’s instructional program
TO INTERVENE IMMEDIATELY
Leadership Summit 2007
Reliable and valid indicator
Sensitive to growth
Short duration
Repeatable
Simple– Easy to teach/train
Easy to understand & explain– Increased utility
Leadership Summit 2007
Curriculum Based Measurement at each Tier
CBMs take 1 to 7 minutes to administer Addresses Spelling, Writing, Math, Reading All except Reading can be done in group format Frequency of assessment depends on Tier.
MS/HS Progress Monitoring
• Research still in infancy• Can extrapolate and use basics of CBM to
develop our own measures• More nationally developed CBM’s coming out,
primarily math and reading. • In MS/HS have to show comprehension, but
first they have to have basic skills. Both comprehension and skills can be monitored.
CBM Not interested in making kids read faster Interested in kids becoming better readers The CBM score is an overall indicator of reading
competence Students who score high on CBM
Are better comprehenders Correlates highly with high-stakes tests If they do not have basic reading fluency, how
are they going to do on State tests? How are they going to do comprehending reading material.
60
READING CBM’s
Reading Measures– Oral Reading Fluency– Maze fluency – Comprehension
• Best for progress monitoring at MS level
Maze
62
CBM Reading Fluency Probes: Example
64
Examiner Copy Student Copy
How to Administer and Score Written Expression CBM
Administered to entire class at one time Students presented with a story starter Students are given time to formulate their
writing Students write for a set amount of time Teacher scores Written Expression CBM probes
after administration is complete We are looking at how well they can organize
and express their thoughts under timed pressure….much like the DBQ’s
How to Administer and Score Written Expression CBM
Narrative writing story starters:– Familiar theme should be used– Starters should always end in mid-sentence– Starter is written at top of student CBM probe– Can be used to prepare students for DBQ’s
At the Middle School Level
• the best measure for predicting performance is to have students write for 7 minutes in response to a narrative prompt, and score the number of correct minus incorrect word sequences.
• For progress monitoring, where data are collected on a weekly basis, a 5-minute sample is probably long enough.
How to Administer and Score Written Expression CBM
I was on my way home from school and … I was talking to my friends when all of a
sudden … It was a dark and stormy night … One day I found the most interesting thing … One night I had a strange dream about … I found a note under my pillow that said … The cave was very dark and … The 2008 Presidential Race was historic in that…. The debate about global warming has many facets. Opposing
opinions claim that…..
DBQs How quick can they organize their thoughts and
put it down on paper.
Can choose topic phrases from typical DBQ items.
Grade on words written, grammar, spelling, punctuation
Can rate quality (words, organization – have an 8 pt rubric. 1-4, go by half steps (1, 1.5, 2, etc)
MATH CBM
• Math– can be used with single-skill worksheets
• (all 2 digits plus 2 digits with regrouping)– can be used with multiple-skill worksheets
• (various skills)– give credit for each individual correct digit for
example…• 13 + 9 = 21• One point (the 2) out of two
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How to Identify the Level of Material for Monitoring Progress
• Generally, students use the CBM materials prepared for their grade level (AIMSweb).
• However, some students may need to use probes from a different grade level if they are well below grade-level expectations.
• Can do both computation and concepts and applications at all grade levels
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How to Administer and Score Math Curriculum-Based Measurement Probes
• Students answer math problems.
• Teacher grades math probe.
• The number of digits correct, problems correct, or blanks correct is calculated and graphed on student graph.
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Computation
75
Student is presented with 25 computation problems representing the year-long, grade-level math curriculum.
Student works for set amount of time (time limit varies for each grade).
Teacher grades test after student finishes.
Computation
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Student Copy of a First Grade Computation Test
Computation
Correct Digits: Evaluate Each Numeral in Every Answer
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450721462461
450721462361
450721462441
4 correct digits
3 correct digits
2 correct digits
Upper level math
• X2 +2x+1 would be worth 7 points
• X, 2, +, 2, x, +, 1
• Geometry – Each angle of a triangle or quadrangle can be a point.
• Can you think how we can do this in trigonometry
Concepts and Applications
79
Student is presented with 18–25 Concepts and Applications problems representing the year-long grade-level math curriculum.
Student works for set amount of time (time limit varies by grade, no more than 7 minutes).
Concepts and Applications
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Other MS/HS CBM’s
• In content-area learning, we have had success using a vocabulary-matching technique where students have 5 minutes to match terms with definitions. This measures serves as a good measures for both performance and progress monitoring.
• CROSS CURRICULAR
• For a description of how to construction vocabulary-matching probes, see Espin, Busch, Shin, and Krsuchwitz, 2001.
How Does it Fit Together? Standard Treatment Protocol
Addl.Diagnostic
Assessment
InstructionResults
Monitoring
IndividualDiagnostic
IndividualizedIntensive
weekly
All Students at a grade level
ODRsMonthly
Bx Screening
Bench-Mark
Assessment
AnnualTesting
Behavior Academics
None ContinueWithCore
Instruction
GradesClassroom
AssessmentsYearly Assessments
StandardProtocol
SmallGroupDifferen-tiatedBy Skill
2 times/month
Step 1Step 2 Step 3 Step 4
Supplemental
1-5%
5-10%
80-90%
Core
Intensive
Florida DOE; NASP 2009
Great, now I have data.
Now what??!!!
Performance
Time
Response to Intervention
Expected Trajectory
Observed Trajectory
Positive
Questionable
Poor
Florida DOE; NASP 2009
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Assessing Response to Intervention3 point decision rule
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
M archScores
AprilScores
MayScores
JuneScores
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50
Ora
l R
ead
ing
Flu
ency
Aimline
Student Identified as Needing Intensive Support
Modify intervention
Modify intervention
Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.)
Individualized intervention initiated
Intervention Development Interventions should be…
- implemented by the highly qualified teacher- scientific research based- measurable-progress should be monitored by curriculum based measurements
WE CHANGE OUR APPROACH BASED ON DATA. Stop dragging the kids through. Too tiring
Intervention Implementation
• The following instructional elements may be altered to enhance student performance:-instructional strategies-size of instructional group- time allocated for instruction- materials used-reinforcement
Interventions
• Florida Center for Reading Research– http://www.fcrr.org/
• Intervention Central– http://www.interventioncentral.org/
• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/
• Literacy Connections– http://ies.ed.gov/ncee/wwc/
• PaTTAN– http://www.pattan.net/teachlead/effectiveinstructio
n.aspx
Reading Comprehension Strategies
Affinity Anticipation Guide Cloze Concept Definition Map Cornell Graphic Organizer DR/TA Fishbone K-W-L-S Learning Logs Minute Paper
Pairs-Read Paraphrasing QAR RAFT Reciprocal Teaching Rock Around the Clock SQ3R Structured Note-taking Summarizing Venn Diagram Vocabulary in Context
Support and Evaluation in Context
Florida DOE; NASP 2009
Intervention Integrity…
is the degree to which an intervention is implemented as originally designed.
(Gresham, 1989)
Florida DOE; NASP 2009
94
Jacob’s Reading Goal
By January of 3rd grade, given passages from 3rd grade reading curriculum material, Jacob will read 70 words correct in one minute with five or fewer errors
Example of Defining the Problem
• Instead of:Serena struggles with reading
• A better definition:When given a reading passage from her social studies book, Serena reads 45 wpm while her average peer reads 70wpm. She struggles to read vocabulary words related to the social studies content.
Support Plan
• Must include:–Who is responsible?–What will be done?–When will it occur?–Where will it occur?
Florida DOE; NASP 2009
Florida DOE; NASP 2009
Evaluating Interventions
• Is it working? • Is it being implemented as planned? • Did it work?
Florida DOE; NASP 2009
Example of Defining the Problem
Instead of:Joey has a hard time writing
A better definition:When asked to write a story, Joey is able to write two incomplete sentences with approximately 50% of the words spelled correctly. The average student in the class is able to write two paragraphs with 80% of the sentences having correct grammar and 90% of the words spelled right.
Example of Defining the Problem
• Instead of:Max is always out of his seat
• A better definition:Max leaves his desk without permission an average of six times per hour during math and reading – only an average of two times an hour during science and social studies. His peers average less than one time per hour.
Is it working?
Goal
ClassroomIntervention I
Making instructional decisions based on the review and analysis of student data
Progress monitoring always includes graphing
Progress Monitoring
ClassroomIntervention 2
Florida DOE; NASP 2009
Why use graphs?
• Teachers are able to make sound decisions about the instruction being delivered to students based upon data, not guesswork
• Parents are kept well informed about their child’s progress with specific information about how their child is responding to instruction. Parents may assist in making suggestions for instructional adjustments.
• Students know what is expected of them. They receive specific feedback about their performance along the way rather than only at the end of the marking period. Goal setting and progress monitoring are some of the most effective strategies to improve academic engaged time.
Florida DOE; NASP 2009
105
Graphing CBM Scores
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Weeks of Primary Prevention
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Graphing CBM Scores
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Graphing CBM Scores
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Weeks of Instruction
Pro
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Real Elementary: Reading AYP
0
10
20
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02/03 03/04 04/05 05/06 06/07
School Year
Perc
en
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t o
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bo
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rad
e L
evel
White
Economically Disadvantaged
Students with Disabilities
Expected
Florida DOE; NASP 2009
109
3rd Grade Addition and Subtraction 0-18
010203040506070
John Sue
Steve
Sherry
Bridge
tM
ike
Laris
a
Carle
yTom
EliasTyle
rEva
nZane
Kadon
Jasm
ine
Nicole
Gina
Carde
nas
Tiffan
yKris
Sherm
anAar
onSky
e
Gra
ham
Roxan
n
Dig
its
Co
rrec
t in
On
e M
inu
te
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3rd Grade Math Addition and Subtraction 0-18
0
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3040
50
60
70
Dig
its
Co
rrec
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on
e m
inu
te
Performance
Fall
Positive Response to Intervention
Expected Performance
Observed Performance
Winter SpringFlorida DOE; NASP 2009
How does your IST work?
• Efficient• Focused• Structured• Designated Roles• Consistent Team
Members• Regularly scheduled• Parent Involvement
Florida DOE; NASP 2009
Respected
Seen as help or obstacle
Uses objective data
Follows up
Supportive
Knows intervention vs. modification.
Should be backbone of RtI
113
Implementing RTI
NO PROBLEM, RIGHT?
ConsensusConsensus
InfrastructureInfrastructure
ImplementationImplementation
Change Model
Florida DOE; NASP 2009
Stages of Implementing Problem-Solving/RtI
• Infrastructure Development (cont.)– Data Management– Technology support– Decision-making criteria established
• Implementation
Florida DOE; NASP 2009
The Process of Systems Change
• Until, and unless, Consensus (understanding the need and trusting in the support) is reached no support will exist to establish the Infrastructure. Until, and unless, the Infrastructure is in place Implementation will not take place.
• A fatal error is to attempt Implementation without Consensus and Infrastructure
• Leadership must come from all levels
Florida DOE; NASP 2009
Change Across Levels
• Consensus, Infrastructure, Implementation applies to EVERY level at which change occurs:– State– District– School
• Consensus building is similar across levels• Infrastructure and Implementation processes
are different across levels
Florida DOE; NASP 2009
118
Leadership
• Be clear about who decides• Issue a call for ideas• Give the permission to fail• Communicate• Pay attention to sequencing• Teach the organization how to say no and why to say
yes• Keep faith and intuition alive and in perspective
119
Manage the System
• Measure performance• Celebrate success• Have fun• Build mission into systems, not vice versa• Be disciplined about management• Listen to the stakeholders and organization• Keep learning
In the beginning
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
Florida DOE; NASP 2009
Over Time
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
Florida DOE; NASP 2009
Goal
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
necessary to participate in a Problem Solving/Response to Intervention Model
Florida DOE; NASP 2009
What changes need to occur?
• Building Consensus– Beliefs are shared– Stakeholders have knowledge to implement
change– Stakeholders have skills to implement change
Florida DOE; NASP 2009
Consensus Development: Beliefs
• Level of commitment from school personnel regarding a reform initiative is likely to influence the degree to which implementation occurs– Curtis and Stollar suggest that a commitment from
the majority (80% is often suggested) of stakeholders in a building should be obtained before proceeding with implementation of an innovation
Florida DOE; NASP 2009
Consensus Development: Beliefs
• “Making the shift to a new paradigm, like PS/RtI, does not simply involve accepting a new set of skills. It also involves giving up certain beliefs in favor of others. “(Ken Howell)
• PS/RtI requires systemic change in the way we educate all students
Florida DOE; NASP 2009
Foundation Beliefs for PS/RtI
• Every student is everybody’s responsibility
• PSM/RtI is a General Education Initiative-Not Special Education
• Improving the effectiveness of core instruction is basic to this process
• NO Child Left Behind Really Means “NO”
• Assessment (data) should both inform and evaluate the impact of instruction
• Policies must be consistent with beliefs
• Beliefs must be supported by research
• Focus on alterable variables
Florida DOE; NASP 2009
127
Foundation Beliefs- cont’d
• Maximum benefits to students occur if:• Data are used to guide instructional
decisions• Professional development and follow-up
modeling and coaching are provided to ensure effective instruction at all levels
• Leadership is vital All students and their families are part of one proactive and seamless system
Florida DOE; NASP 2009
Changing Beliefs
• Training– Research shows that training is effective for
changing beliefs– http://www.rtinetwork.org
• Resource for Consensus building strategies– NASDSE Book (Research to Practice)
Florida DOE; NASP 2009
Consensus Building
• Educators will embrace new ideas when two conditions exist:– They understand the NEED for the idea– They perceive that they either have the SKILLS
to implement the idea OR they have the SUPPORT to develop the skills
Florida DOE; NASP 2009
Consensus Development:Skills
• www.floridarti.usf.edu– Online training module (e.g.,
using data to make decisions)
• http://www.florida-rti.org/– Florida Response to Intervention, Florida
Department of Education
Florida DOE; NASP 2009
Where to Get More Information• www.aimsweb.com• www.uoregon.edu• www.interventioncentral.org• www.ggg.umn.edu• www.ku-crl.org (Secondary Support)• www.safeandcivilschools.com• www.successfulschools.org• dww.ed.gov• www.fcrr.org• www.texasreading.org• www.corelearn.com• www.centeroninstruction.org
The “I” in RtI
• RtI is based on the actuality of interventions delivered as intended
• We CANNOT assess RtI if the intervention was not implemented as designed
• Intervention integrity must be ensured and documented
• Integrity and documentation will become part and parcel of procedural safeguards
Florida DOE; NASP 2009
What is an intervention
• An intervention is directly teaching a specific skill.
• It is not a modification • It is not an accommodation• You can modify an intervention to see if the
modification increases performance.
Florida DOE; NASP 2009
Research tells us…
• Most interventions are not implemented correctly
• Often interventionists report using interventions when in actuality they’re not
• Implementation frequently diminishes after only a few days
Florida DOE; NASP 2009
Why do most interventions fail?
• Problem Solving steps not followed• Implementation plan not detailed and specific• Flawed design• Lack of progress monitoring• Implemented incorrectly
Florida DOE; NASP 2009
Why do most interventions fail? (cont’d)
• Teacher perception• Lack of knowledge/skill or training• Lack of support• Lack of time • Interventions too complex
Florida DOE; NASP 2009
Improving Integrity
Strategies:– Follow-up by a consultant/support staff
– Frequency — range from daily to weekly initially
– Review of implementation plan
– Graphic display of data
(Noell, Witt, Slider, Connell, Gatti, Williams, Keonig, Resetar, & Duhon, in press)
Florida DOE; NASP 2009
Improving Integrity
Teacher responsiveness to implementing interventions
– Understands the “need”
– Perceives self as possessing skills to implement OR has support to implement while acquiring skills
(Bev Showers et. al.)
Florida DOE; NASP 2009
Improving Integrity
Based on the research, the following intervention protocol should be considered:– Ensure that teacher/parent understands need
– Evaluate skill of interventionist and determine level of support
– Delineate intervention in stepwise fashion
– Create implementation schedule for intervention• Time of day, times per day, etc.
– Create intervention support/integrity schedule
Florida DOE; NASP 2009
Intervention Support
• IF YOU CANNOT CREATE A SUPPORT SCHEDULE DO NOT DO INTERVENTION UNTIL ONE CAN BE ESTABLISHED
• It is critical that building administrators understand the importance of the support schedule
Florida DOE; NASP 2009
Intervention Support
• Intervention plans should be developed based on student need and interventionist skill
• All intervention plans should have intervention support
• Principals should ensure that intervention plans have intervention support
• Teachers should not be expected to implement plans without support
Florida DOE; NASP 2009
Specific Support Strategies
Provide: • A step by step implementation protocol• Materials • Necessary training for interventionist• Guided practice and feedback• Mentor/buddy
Florida DOE; NASP 2009
Intervention Integrity Checks
• Intervention documentation• Monitoring implementation • Performance feedback
Florida DOE; NASP 2009
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