Cascade School District

Response to Intervention (RTI): Building from the Bottom Up Jon Potter, Ph.D.Lisa Bates, Ph.D.David Putnam, Ph.D.Oregon RTI Project1OSPA Conference, Fall 20121Outline for the dayMorning (9:30-11:30)RTI overview and the role of the school psychTier 1: Supporting schoolwide data meetingsAfternoon (1:15 4:30)Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectivenessTier 3: Individual Problem Solving Advanced OrganizerThe shifting tides of the educational waters (MTSS): Supporting the needs of all studentsComponents of RTI as pieces of a full systems changeChanging role of the school psychologist within that broader system:AssessmentConsultationProgram Evaluation

3There is a sea-change in education. Everybody grab a paddle!

Think Globally:Re-Authorization of ESEAData-Based Problem-Solving (MTSS): Learn Act (Literacy) S. 929IS(x) applying the principles of universal design for learning;(xi) using age-appropriate screening assessments, diagnostic assessments, formative assessments, and summative assessments to identify individual learning needs, to inform instruction, and to monitor-(I) student progress and the effects of instruction over time(xv) using strategies to enhance children's--(I) motivation to communicate, read, and write; and(II) engagement in self-directed learning

This slide and the next emphasize federal legislation emphasizing the integration of academic and student engagement factors. The integrated model promotes the use of lesson study and explores and incorporates both instructional strategies and student engagement in the development of lessons.

5Senate Bill 541Achievement through Prevention Act (PBIS)The Achievement Through Prevention Act provides support for states, local educational agencies and schools to increase implementation of school-wide positive behavioral interventions and supports (PBIS) and early intervening services. This bill promises to improve student academic achievement and to reduce disciplinary problems in schools while improving coordination with similar activities and services provided under the federal special education law.Highly Effective Practices:ResearchHigh quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)7Highly Effective Practices:ResearchImplementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)8Highly Effective Practices:ResearchChildren who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)9NASP SLD Position StatementNASPs position is that identification of and service delivery to children identified as having a specific learning disability (SLD) should be based on the outcomes of multi-tiered, high quality, research-based instruction. NASP SLD Position StatementA multi-tiered model (also known asRTI) is intended to provide for quality instruction in the general education classroom and timely interventions in general education before a special education referral is considered.NASP SLD Position Statementdata from targeted and/or intensive interventions for students whose performance and rate of progress are below what is expected for their grade and educational setting should be incorporated in SLD evaluation Act Locally:Education Reform in OregonAll Roads Lead to MTSSOregon Education Investment BoardESEA Waivers 40/40/20Governor is now Superintendent of Public Instruction Deputy Superintendent of Public Instruction: Rob SaxtonCOSA SPED Keynotes

OR Essential Requirements for LD Eligibility Regardless of MethodComprehensive EvaluationLow SkillsAppropriate core instructionHas always been an exclusionary criteriaProgress MonitoringExclusionary CriteriaStudent has an SLD AND Educational Need that Requires Specially Designed Instruction

Oregon RTICore RTI PrinciplesWe can effectively teach all childrenIntervene earlyUse a multi-tier model of service deliveryUse a problem-solving method to make decisions within a multi-tier modelUse research-based, scientifically validated interventions/instruction to the extent availableMonitor student progress to inform instructionUse data to make decisionsUse assessment for 3 different purposesScreening, diagnostic, progress monitoring

NASDSE, 2006RTI MisconceptionsIs NotIsAn instructional programA framework to implement effective practicesA group of students that leaves your room for extra instructionA system of matching resources to each individuals students needsPossible to implement aloneA collaborative effortThe same for every schoolUniquely designed for each buildingA special ed, a general ed, a Title 1, a Talented and Gifted initiativeAn Every Education InitiativeAn educational fadA systematic method for delivering instruction, based on research and effective large scale implementation17RTI does not tell you what to think, it tells you what to think about. It is a framework.So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsSpecial Ed Referral and Evaluation Data Based Teaming

PrincipalClassroom TeachersSpecialistsSchool CounselorSchool PsychologistCollaboratingCo-laboring19Teaming is a component that needs to be tended. There is an example of the self assessment for the EBIS team on page 19 of the EBIS packet. If participants are working in teams, have them spend about 15 minutes conducting the self assessment with the expectation they will report out about their functioning. Professional Development and FidelityContent:Core curriculum & instruction AssessmentInterventionsTeamingData-based decision makingSPED procedures

Delivery: Ongoing Sufficient time to collaborate and plan Incorporates fidelity checks Anticipate and be willing to meet the newly emerging needs based on student performanceData ALSO used to drive professional development needs 20Core CurriculumResearch-Based Core ProgramBig 5 of Reading

90 minutes of Reading instruction (1-5, K 60)

Agreements on fidelity

Scope and Sequence

Focus on effective instruction methodsPhonics

FluencyPhonemic AwarenessComprhensionVocabularyFor all students!21So, here you probably just try to ascertain where teams are with respect to implementation of the core curriculumTier 1 is for all students22Universal ScreeningUniversal screening for ALL students at least three times per yearGood screening measures:Efficient an unbiasedMultiple and equivalent forms2 purposes:Determine the overall health of the coreDetermine which students may need additional support23Decision RulesData based decision makingProvide the now what after teams have analyzed student dataGuide decisions for all tiersTake the guesswork out of what to do nextEnsure equity across schools

I think I feel I believe

What data do you have that makes you think/feel/believe that?-Dr. Ed Shapiro

24Are the children learning? How can we tell?

Progress MonitoringTools Must Be:BriefValid ReliableRepeatableEasy to AdministerFrequency:Every 2 weeks (minimum)Every week (ideal)

25InterventionsDelivery of instruction decisions are based identified student needs Is in addition to and aligns with the district core curriculumUses more explicit instructionProvides more intensityAdditional modeling and guided feedbackImmediacy of feedbackDoes NOT replace core

26Student data includes: interview, observation, review T.I.R.Special Ed Referral and Evaluation RTI is notCore instruction for less than 90 minutes per dayCore instruction w/o effective instructional practicesTier II interventions delivered within the core and/or for less than a minimum of 30 minutes per day

RTI is notTier III interventions delivered within the core and/or for less than a minimum of 45 minutes per dayA lack of a well designed, individualized, intensive intervention resulting from a formalized problem solving processTalk with a neighborHow does this fit with your understanding of what RTI is?

How is this different from your understanding of what RTI is?

School Psychologists Role early identification of learning and behavioral needs,

AssessmentConsultationProgram Evaluation close collaboration among classroom teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum.RTI calls for The Role of School Psychologists: NASPThe expertise and support of school psychologists can be a critical factor in the effective implementation of a multi-tiered model.

32The Role of School Psychologists: NASPConsult with teachers concerning evidence-based instruction, interventionsConduct periodic screening of pre-academic and academic skills as well as socialemotional competenciesServe as problem solving team leaders

33The Role of School Psychologists: NASPDesign and implement effective, evidence-based strategiesEvaluate the effectiveness of interventions with regular progress monitoringDirect and indirect service delivery, based on student need, to maximize educational outcomes for all children34Tier 1:Building a Sufficient Core Through School-Wide Data MeetingsTargetTo build awareness & conceptual understanding of a school psychologists role in the school-wide meeting process

Advanced OrganizerPurposeGeneral FeaturesSchool-wide Meeting Process

Schoolwide Data Meetings: PurposeTo determine the effectiveness of the core programming

AND

Make necessary adjustments to the core program/instruction if it is not meeting the needs of most students

Why is it important to examine the core programming? The stronger the core programming the less support students will need through interventions.

Are you working on the right problem?

80% Proficient?Less than 80% at benchmark for the grade level should not prevent you from determining a childs academic deficits are due to lack of instruction, howeverExamine classroom instructionAre students engaged in the instruction?Is the student engaged in the instruction?Is it explicit enough?

General FeaturesWhen: 2-3 times per year (following collection of your schoolwide screening data)

Who: Principal, Literacy Specialist/Title I, Counselor, Grade level team (could include Special Education teacher, ELL teacher, School Psychologist)

General FeaturesWhat: Use schoolwide data to answer questions about core instruction

Outcomes: Identify prioritized areas of need for the core curriculum and develop a plan (with a goal) for improving school-wide achievementTime: 1 to 1 hours Use an Agenda/Guidelines

School-Wide Meeting ProcessReview and analyze screening dataHow are students currently performing?How has instruction impacted performance?Identify the grade levels common instructional need & determine overall instructional goalIdentify a plan to make curricular and instructional changes to enhance the coreAssessment#1a) How are students currently performing?Determine percentage of students who are:Benchmark/not at riskStrategic/lowIntensive/significantly low

General Proficiency Levels for CBMsExamples:Not at RiskLowSignificantly lowDIBELS NextBenchmarkBelow benchmarkWell below BenchmarkeasyCBM*Above the 20th percentileBetween 11th and 20th percentile10th Percentile AIMSWEB*Above the 25th percentileBetween the 11th and 26th percentile10th Percentile

*easyCBM & AIMSweb default percentile rank settings#1a) How effective is our core instruction currently?

39% at or above benchmark 11% below benchmark 50% well below benchmark

Levels of Proficiency50%11% 39% easyCBM Example

AIMSweb Example

3rd GradeBased on one skill (example: ORF )#1b) How has instruction impacted performance?Did the percentage of students at benchmark increase? ___________Did the percentage of students at strategic increase or decrease? ____________Did the percentage of students at intensive decrease? _____________(Might have to look at last years data)

#1b) How has instruction impacted performance?

Second Grade Example

Talk TimeHow might you help staff understand how to evaluate & analyze core data?

School-Wide Meeting ProcessReview and analyze screening dataIdentify the grade levels common instructional need & determine overall instructional goalIdentify a plan to make curricular and instructional changes to enhance the coreConsultationVocabularyReading Comprehension (Retell)Phonemic Awareness (PSF)Phonics (Alphabetic Principle-NWF) and accuracy Oral ReadingFluency & Accuracy (ORF)#2 Identify the grade levels common instructional need and develop a goal

What skills are analyzed?Phonemic AwarenessPhonics(Alphabetic Principle)Oral ReadingFluency & AccuracyReading ComprehensionCBM: FSF, PSF

Core Program AssessmentCBM: NWF, Accuracy

Core Program AssessmentCBM: ORF, Accuracy

Core Program AssessmentCBM: ORF, Maze, Retell, Reading Comprehension

Core Program Assessment

OAKSVocabularyeasyCBM: vocabulary #2 Identify the grade levels common instructional need and develop a goal

K: Phonemic Awareness (PSF) & Phonics (NWF)1st Grade: Fluency (Accuracy & ORF)2nd Grade: Fluency (Accuracy & ORF)3rd Grade: Fluency/Comprehension (ORF)4th Grade: Fluency/Comprehension (ORF)5th Grade: Fluency/Comprehension (ORF)* Grade level may need to work on a different priority skill that it has not mastered yet

Which skills have the students reached at least 80%?

Start with the most critical of the Big 5 in Reading and determine if the students are at about 80% on that skill. Phonemic AwarenessPhonicsFluency(Vocabulary)Comprehension

#2) Determine the most common instructional need

Balance efficiency versus need

32% 43% PhonicsPhonicsNWF: CLSDORF: Words CorrectNWF: WWR

DORF: AccuracyPhonicsFluency38% 41%2nd Grade DIBELS Next: Fall

1st Grade: Winter

85%41%

PAPhonics#2) Develop an overall instructional goalLook at your current reality. What is an ambitious and attainable goal?Pick a goal for each tierAt Benchmark or above to: 80% ?Strategic to 15% ?Intensive at 5% ?

General Guidelines for Developing an Instructional GoalIncrease the percentage of Benchmark students by approximately 5-30% from the current benchmark.Decrease/Increase Strategic by approximately 5-15% from the current benchmark. Decrease Intensive percentages by approximately 5-15% from the current benchmark.

642) Identify the common grade level skill needs and the desired goal for that skill/s for our 2nd grade example

Instructional priority: phonicsgoal settingCurrent ORF: AccuracyGoal ORF: AccuracyBenchmark41%BenchmarkBelow Benchmark17%Below BenchmarkWell Below Benchmark41%Well Below Benchmark60%15%25%

41%

Talk TimeWhat role can you play in assisting staff to determine the common instructional need and to determine a goal?

School-Wide Meeting ProcessReview and analyze screening dataIdentify the grade levels common instructional need & determine overall instructional goalIdentify a plan to make curricular and instructional changes to enhance the coreConsultation3) Identify a plan to make curricular and instructional changes to enhance the core

Instructional Strategies?More explicit modelingMore explicit guided practice More explicit corrective feedbackMore independent practiceActive engagement?c) Fidelity?

#3a) Instructional Strategies

#3a) Instructional StrategiesTie the instructional strategy to the skill need

#3a) Instructional StrategiesTie the instructional strategy to the skill need

#4 b) Active engagement of all students

#3b) Active engagement of all studentsExampleNon-ExampleChoral respondingWho can tell me?Partner respondingStick from the can

#3c) FidelityWhy is fidelity important?

Comprehensive plan that incorporates all components of reading

The whole school has a common language, common goal, and common tools.

Core program fidelity check

Walk Through Tool

Talk TimeHow can you support staff in developing a plan to address core instruction?

Active Engagement StrategiesInstructional StrategiesFocus on Priority SkillFidelityImproving Your Core Afternoon PreviewTier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness

Tier 3: Individual Problem Solving

What is your role in ensuring the right students receive the right support at the right time?Questions/CommentsJon Potter jpotter@ttsd.k12.or.us Lisa Bates lbates@ttsd.k12.or.usDavid Putnam dputnam@ttsd.k12.or.us 8080