from “wait to fail” to “fail to wait” kevin kuhn and dick hall august 14, 2012
TRANSCRIPT
ELANCO’s RtII FrameworkFrom “Wait to Fail” to “Fail to Wait”
Kevin Kuhn and Dick HallAugust 14, 2012
ScheduleWhy RtII?History & foundation of RtIIKey components: Intervention, universal
screening, progress monitoring, data-based decision making
Team process for RtIIRtII for BehaviorThree tiers of behavioral interventions
Rationale for Implementing RtIIElementary and Secondary Education Act
“Every student should graduate from high school ready for college and a career, regardless of their income, race, ethnic, or language background, or disability status.”
www.ed.gov 4/12/2011No Child Left Behind Act of 2001IDEA Reauthorization 2004
Rationale for Implementing RtIINearly 7,000 high school students drop out
each day.Nationally, more than 1/3 of African
American and Latino students who enter 9th grade will not complete high school with their peers in 4 years.
In PA, 22% of 9th graders fail to graduate from high school within 4 years.
Rationale for Implementing RtIIMany new hires are deficient in basic writing
(72%), mathematics (54%), and reading comprehension skills (38%).
Only 15.9% of all students who graduated in 2009 had access to an advanced placement course that helped them earn a score of 3 or higher (3=predictive of college success).
Half of all first-year college students enroll in one or more remedial courses.
Our StoryHistory of RtII in the ELANCO School District
• 1990 - 1995 PA Instructional Support Teams (IST)
in place district wide• 1997 - 2005 Began using RtII data as part of SLD
and ED eligibility decisions • 2006 Full Implementation of RtII Framework at
the elementary level• 2006 Blue Ball Elementary School named NRCLD
Model RtII Site• 2011 Certified by the state of PA to use RtII to
make SLD eligibility decisions for reading.• 2011 Universal screening for behavior K-8 using
AIMSweb
Lessons from Past PracticeSolving problems one a time is not particularly
efficient from a resource utilization standpoint.Teachers cannot implement more than 1 or 2
simultaneous interventions with integrity at any given time AND continue teaching an entire classroom effectively.
Individual problem-solving was based mostly on teacher referral, which is reactive and subjective.
State assessments do not provide timely information about student achievement.
Things to think about…Blood pressure is pretty effective for
screeningA general intervention might be diet and
exerciseBlood tests can be used to be more
diagnosticMedication is considered only if absolutely
necessary and only after gathering more diagnostic information
The FrameworkTier 1
• All students• core curriculum is rigorous, differentiated and
aligned with standards• minimum of 90 uninterrupted minutes of
Reading, 60 uninterrupted minutes of Math• consistent and frequent small group
instruction• continuous formative assessment• common summative assessments• delivered with fidelity
If less than 80% of students are successful with Tier 1 instruction, core program should be addressed.
The FrameworkTier 2
• 10-20% of students• 30 minutes in addition to Tier 1 instruction• researched-based, targeted intervention• ideal group size- 1-5 students• progress monitoring every other week or
more
Tier 3• 1-5% of students• 15-30 minutes in addition to Tier 1 and 2• standard protocol intervention• ideal group size- 1-3 students• progress monitoring weekly or more
Intervention IntensityIntervention intensity occurs both between and within tiers• Tier 1
o General instructiono General instruction with differentiationo Consultation with professional peers and specialists
• Tier 2o Small group standard instructional protocolo Increase in frequency and duration of interventions o Consultation with peers and specialisto Change to more explicit instructional protocolo Changes made based on additional diagnostic data
• Tier 3o Increasingly diagnostic and individualized instructiono Increase in frequency and duration of interventionso Instruction increasingly explicit and must be research
supported o Involvement of additional support professionalso Involvement of parents in the intervention efforts
Assessments-Universal ScreeningPurpose: Identify current performance level, identify learning needs, and to identify students at risk for academic or behavior difficulties.
Who: All students are screened in reading, math, and behavior a minimum of three times per year.
What: Screening measures are research based and provide benchmarks and typical rates of student progress. Efficient and easily administered. Nationally norm referenced. By Whom: District Assessment Team and classroom teachers who are trained in measures. Fidelity checks are maintained.
Analyzed By: Classroom teachers, Support teachers, and administration. Stored on websites and Performance Plus
Universal Screening K-6Reading: K-6 DIBELS-3 times/year 3-6 4Sight-4 times/year
Math: 1-6 Star Math-3 times/year 3-6 4Sight-4 times/year
Behavior: K-6 AIMSweb SSIS Motivation to Learn Rating SSIS Pro-social Behavior Rating BESS (Behavior and Emotional Screening System)
Assessments - Progress MonitoringTier 1• Universal Screening: Star Math and Star Reading• AIMSweb used as Progress monitoring • AIMSweb Behavior Screening
Tier 2• Students progress monitored using AIMSweb biweekly or
weekly (e.g., ORF and/or MAZE)• CORE Phonics diagnostic• AIMSweb Math MComp and MCAP• Google Docs spreadsheet for Behavior Progress
Monitoring
Tier 3 • Students progress monitored using AIMSweb• Additional diagnostic measures• Can't Do/Won't Do assessment
ELANCO Progress Monitoring Guidelines
Schedule Structure Common planning time for every grade
level Common language block of at least 90
minutes and common math blocks of at least 60 minutes for every grade level
30 minute intervention time for each grade level for reading and math
Data-Based Teaming Structures
Tier 1 Team(Grade Level)
Meetings: At least 5 times per yearAttendees: Grade Level Teachers, Grade Level Coach/FacilitatorAgenda: Identify grade level needs, set measurable goals, develop strategies to meet grade level goals.
Tier 1 Team(Student Level)
Meetings: At least 5 times per yearAttendees: Individual Classroom Teachers, Principals, Support SpecialistsAgenda: Review Individual Progress monitoring data, determine Tier I instructional changes.
Tier 2 Team(Student Level)
Meetings: Minimum of every 6 weeks or soon as progress monitoring indicates need for instructional changeAttendees: Grade Level Teacher(s), Grade Level Support Specialist or Title One Teacher. Principal, District Support Specialist, ESL Teachers, School Counselor and Special Education Teacher, School Psychologist as appropriate.Agenda: Review individual student progress, evaluate progress monitoring data, make changes to Tier 2 instruction and interventions.
Tier 3 Team(Student Level)
Meetings: Every 6 weeksAttendees: Principal, Support Specialists, School Counselor, School Psychologist, Classroom Teacher(s), and ParentsAgenda: Set individual student goals, develop intervention plans, evaluate progress monitoring, make changes to intervention.
:
ELANCO Elementary Teaming Structure
Goal Setting and Action PlanningTier 1 teams set grade level goals, action plan and monitor team progress.
Individual student goals are set at Tier 2 and 3.
Responding as a Team• Independent to interdependent integrated teams• Instructional changes as soon as progress
monitoring indicates the student is not responding to instruction.
• Links to Tier 1, 2 and 3 protocols
Professional Developmento Collectivist Culture, Shared Ownershipo Learning-Focused Schoolso AIMSweb trainingo Explain and provide a rationale for our RtII
frameworko Provide a clear understanding of the concepts of
"instructional level" and "Rate of Improvement (ROI)"
o Chart sharingo All teachers involved in curriculum writingo Continuous training on implementation of
interventions
Parent Involvement• Tier 1
o Quarterly report cards o Parent-teacher conferences o Back-to-School Nighto PSSA nighto Blogging Nighto Open invitation for parent visitso Parent-Teacher Organization
Parent Involvement• Tier 2
o Parent letter informing them of additional services provided (may decline services) and right to request a formal evaluation
o Progress monitoring graphs shared quarterly o Fall Open House o Spring Open House o Family Game Nighto Parent Advisory Committeeo Seven Springs - Summero IU 13 Workshop - Spring
• Tier 3o Active member of meeting to determine goals and
interventionso Child's progress is shared after 6 weeks and 12
weeks of intervention
Then and NowThen
Schedules randomly based on specials and teacher preference.
Support personnel time distributed evenly among teachers.
Interventions prioritized and implemented as time allowed based on referrals.
NowSchedules based on instructional blocks and intervention needs.
Support personnel embedded and time focused on student need.
Intervention for everyone who needs it based on data.
Then and NowThen
My students
Separate teams working in isolation
Infrequent, haphazard, inconsistent progress monitoring
Wait to fail
NowOur students
Coordinated teams working together
Frequent, systematic, consistent progress monitoring
Fail to wait
Why RtII for Behavior?Take 60 seconds in pairs to come up with
a list of as many reasons for or benefits of using RtII for behavioral needs.
Why RtII for BehaviorSafer schoolsSafer, more productive communityHigher academic achievementMore academic engagementLess truancyLower dropout ratesHappier teachers & staffFind kids at risk for social/emotional/behavioral
problems and intervene earlyUniversal screening catches the internalizers tooFor some kids, school is the only place where they can
get emotional and behavioral support
AIMSweb Behavior ModuleAIMSweb Behavior Module walks the RtII team
through:Benchmarking/screeningScreening data analysisIntervention planningProgress monitoring
Links universal screening data to intervention selection
Progress monitoring is automatic, but data entry can be cumbersome and it is difficult to fully customize the plan and monitoring
Our Plan for 2012-2013Multi-gate universal screening through AIMSweb:
SSIS-MTL & SSIS-PB for all studentsBESS for some students
Additional sources of data:Discipline & attendance data from Google Doc E-
Referrals (HS Only?)Observations, teacher input, etc. as needed
Intervention selection:Begin with research-supported standard protocol
interventions; individualize or increase intensity/frequency as needed based on PM data
Our Plan for 2012-2013 (cont.)Progress monitoring using Google Doc
spreadsheetsPMing spreadsheet set up at RtII meetingsData entered directly by
teachers/counselors/paraeducatorsData & graph immediately available to all members
of RtII teamEntire process guided by Behavior RtII Flowchart:
Universal screening cut-offsIntervention & progress monitoring flowDecision rules and next steps for non-responders
Behavioral RtII Tiered InterventionsTier 1 supports – the things you do everyday,
and perhaps some things to try when the things you have done in the past aren’t working
Tier 2 interventions – standard protocol, research-based interventions that work for most kids (90% or more)
Tier 3 – individualized interventions based on functional assessment; can be tier 2 plan that is tweaked, individualized, intensified by adding rewards, consequences, or additional interventions
Behavior Intervention Resources
http://schoolpsychology.wiki.elanco.net/KevinKuhn
Behavioral RtII Intervention MenuIn groups of 3 to present:
Describe the type of kid (no names) who would benefit from this intervention.
What are the main components of the intervention?What are the strengths of this intervention?How would you set up progress monitoring for this
intervention?
Then and NowThen
Problem lies within student
Focus on distal antecedents
Feeling of helplessness leading to inaction
Refer out for psychological services & medication
NowProblem lies within environment
Focus on proximal antecedents
Feeling of hopefulness leading to intervention
Address behavioral and emotional needs within school
Resourceshttp://elancoelementaryrtii.wiki.elanco.net/http://schoolpsychology.wiki.elanco.net/KevinKuhnhttp://www.youtube.com/watch?v=nkK1bT8ls0Mhttp://www.rti4success.org/http://www.rtinetwork.org/