The Role of the Student Assistance Professional in the

New Era of RtIDee Kempson LSW, ACSW

IDOE School Social Work ConsultantAmanda Snobarger MS

IDOE School Counseling Consultant

Overview of Presentation

What is RtI? Legal Authority and Policy Support

for RtI The Framework Implications for Student Assistance

Professionals Resources

Presentation Goals

Increase your understanding of RtI and the

opportunities this process will create for student service providers.

Allay concerns about implementation Seek your feedback so that we can

develop resources that will assist you in this process

Definition of RtI

“Response to Intervention is, simply put, a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on the student’s response.”

Bender & Shores, 2007

Where did it come from? President’s Commission on Excellence in

Special Education Report: Commission formed in 2001 Held 13 hearings across the country. Published “A New Era: Revitalizing

Special Education for Children and their

families (July 2002)

http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/index.html

Commission’s Key Findings

“Too often, simply qualifying for special education becomes the end-point – not a gateway to more effective instruction and strong intervention”

“The current system uses an antiquated model that waits for a child to fail, instead of a model based on prevention and intervention.”

“General education and special education share responsibilities for children with disabilities. They are not separable at any level – cost, instruction or even identification.”

Commission’s Key Recommendations

Identify and Intervene early: Implement research-based, early

identification and intervention programs to better serve children with learning and behavioral difficulties at an earlier age.

Include early screening, prevention and intervention practices to identify academic and behavioral problems in young children.

Commission’s Recommendations

Incorporate Response to Intervention:

Implement models during the identification and assessment process that are based on response to intervention and progress monitoring. Use data from these processes to assess progress in children who receive special education services.

No Child Left Behind Act of 2001

PL 107-110

SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.

…(9) promoting school-wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content (January 2002)

http://www.ed.gov/policy/elsec/leg/esea02/pg1.html

Individuals with Disabilities Education Improvement Act (IDEIA)2004

August 14, 2006 Final Regulations

Sec. 300.307. Specific Learning Disabilities. A State must adopt criteria for determining whether a child has a specific learning disability. Those criteria

(a) Must not require the use of a severe discrepancy between intellectual ability and achievement;

(b) Must permit the use of a process based on the child's response to scientific, research-based intervention; and

(c) May permit the use of other alternative research-based procedures.

511 IAC 7“Article 7”

Indiana’s Interpretation of the Federal Special Education Legislation

(IDEIA 2004)http://www.doe.state.in.us/exceptional/welcome.html

511 IAC 7-40-2 Comprehensive and Coordinated Early Intervening Services

(b) In implementing comprehensive and coordinated early intervening services under this section, a public agency may carry out activities that include, but are not limited to, the following: (1) Professional development (which may be

provided by entities other than public agencies) for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software.

(2) Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.

511 IAC 7-40-5 Conducting an Initial Educational

Evaluation(g) For a student with a suspected learning

disability, the educational evaluation report must include:2 (A) whether the student:(i) does not achieve adequately for the student’s age or meet state grade level standards in one or more of the areas identified in 511 IAC 7-41-12(a)(1), when provided with learning experiences and instruction appropriate for the student’s age or state grade level standards; and

(ii) meets the criteria in sub-items (AA) or (BB) of this item.

(AA) The student does not make sufficient progress to meet age or state grade level standards in one or more of the areas identified in 511 IAC 7-41-12(a)(1), when using a process based on the student’s response to scientific, research-based intervention.

(BB) The student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state grade level standards, or intellectual development, that is determined by the multidisciplinary team to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.

RtI Core Principles Principle 1: We believe that we can

effectively teach ALL children. Principle 2: We believe that effective

leadership is essential to support student success.

Principle 3: We believe in the use of an effective and collaborative decision making process that utilizes assessment data.

Principle 4: We believe it is essential to intervene at the first indication of academic, social-emotional, or behavioral needs.

Principle 5: We believe in providing an integrated and focused system of instructional interventions and resources that is applied to successfully meet all students’ academic, social-emotional, and behavioral needs.

Principle 6: We will use research and evidence-based instruction and interventions that are implemented with fidelity.

The Promise of RtI will be Influenced by:

Correlates of Highly Effective Schools: Leadership Family and Community Partnerships Cultural Responsivity Assessment, Data-driven Decision

Making, & Progress Monitoring Evidence-based Core Curriculum and

Intervention

Leadership

Key to: Consensus Building Developing an Infrastructure Implementation

“Leadership and learning are indispensable to each other.”

--John F. Kennedy

Family and Community Partnerships

“Partnerships are about building relationships between

individuals or groups that are characterized by mutual

cooperation and responsibility as for the achievement of a

specified goal.” -American Heritage Dictionary, 2000

Implications for: Family involvement Community Partners

Cultural Responsivity Changing demographics

What are the implications for schools? How do schools determine if they are

culturally competent? What additional resources may schools

need?

“If we are to achieve a richer culture, rich in contrasting values, we

must recognize the whole gamut of human potentialities, and so

weave a less arbitrary social fabric, one in which each diverse human

gift will find a fitting place.” -Margaret Meade

Assessment, Data-driven Decision Making, & Progress Monitoring

School-wide Data Collection and Analysis Goal Setting Intervention Review

Targeted Data-driven decision making Collaborative problem-solving Goal Setting Intervention Ongoing progress monitoring

Evidence-based Core Curriculum and

Intervention School-wide

Examples: Olweus Bully Prevention and PBIS

Targeted Example: Student Success Skills

http://www.doe.state.in.us/sservices/counseling/best_practice.html

A New Framework for Student Assistance?

Early intervening services may be new to general & special education but are not new to Student Services.

The process for student service delivery is articulated in IAC 4-1.5-5, which authorizes that (a) “School corporations shall provide student assistance services at the elementary and secondary school levels.”

Article 4: “The Student Services Rule”

This rule prescribes what those services must consist of and who must provide them. 511 IAC 4-1.5-6

Services: a. prevention b. assessment c. intervention d. referral Professionals:- Student assistance services shall

be coordinated by a: (1) certified school counselor; (2) certified school psychologist; or (3) certified school social worker (master’s

level).

Article 4: Health Services

Health Services: a. prevention b. assessment c. intervention d. referral Professionals:- Health Services shall

be coordinated by a registered nurse.

How do student service professionals enact this legislation in schools to better serve students

and improve performance? Provide appropriate behavioral instruction and prevention programs.

Analyze school and student data to identify impediments to academic and behavioral achievement.

Use a multi-disciplinary team to identify learning, behavioral, and health difficulties for those students not meeting standards.

Use a problem solving method to determine most appropriate intervention for those students.

Provide research-based social, emotional, and behavioral supports as needed

Progress monitor , document, evaluate, and adjust interventions in light of the student’s response.

Implementation of Article 4 and Article 7 (RtI)- the overlap

RtI is a “general education intervention process” for all students.

Both laws require services that include: - prevention - assessment - intervention - referral Both are implemented by “highly qualified

professionals” The standards for both require a problem

solving, progress monitoring process.

RtI and Article 4 Align with Student

Service Professional Standards

School Counselor Performance Standards –

Aligned with ASCA National Model

Standard 1: Program Organization Designed to meet the needs of the school

Standard 4: Responsive Services Individual and group counseling – Targeted

Interventions Referral Process

Standard 8: Use of Data School-wide Prevention Programs Classroom Guidance Targeted Interventions

School Counselor Performance Standards

cont. Standard 9: Student Monitoring

“The Professional School Counselor develops appropriate interventions for students as needed and monitors their progress”.

Standard 11: Results Evaluation Evaluate Guidance Program; Share results

Standard 13: Infusing Themes “The Professional School Counselor uses data

to recommend systemic change in policy and procedures that limit or inhibit academic achievement.”

Indiana Program Standards for School Counseling

Standard 2: Data-based Accountability

Standard 3: Student Guidance Standard 4: Student Counseling Standard 5: Student Advocacy Standard 6: Program Management

http://www.doe.in.gov/sservices/pdf/sc_counselor_program_standards.pdf

Indiana Standards for School Counseling

Professionals1. School Counseling Professionals are

leaders who promote educational success for all students by developing and managing school counseling programming related to academic, career, social, and emotional growth.

2. School Counseling Professionals collaboratively design, coordinate, implement, and evaluate student assistance services.

3. School Counseling Professionals collaboratively design, coordinate, implement, and evaluate education and career services.

http://www.doe.in.gov/sservices/pdf/sc_counselor_licensing_standards.pdf

NASW Standards for School Social Work

Services Standard 11 School social workers shall maintain

accurate data that are relevant to planning, management, and evaluation of school social work service.

Standard 12: School social workers shall conduct assessments that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern.

http://www.doe.state.in.us/sservices/ssw.html

NASW Standards for School Social Work

ServicesStandard 13: School social workers shall incorporate assessments in developing and implementing intervention and evaluation plans that enhance students’ abilities to benefit from educational experiences.Standard 9: As leaders and members of interdisciplinary teams and coalitions, school social workers shall work collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families.

School Psychology Standards

• Eleven domains of professional practice articulated by the National Association of School Psychologists (2000). Available at www.naspaonline.org/standards.

• Indiana adopted these national standards for the Indiana School Psychologist standards.

• Of the 11 domains, 4 are especially relevant to the provision of student services.

Key School Psychology Standards

2.1 Data-based Decision Making & Accountability School psychologists use such models and

methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.

2.2 Consultation & Collaboration School psychologists have knowledge of

behavioral, mental health, collaborative, and/or other consultation models and methods and …their application.

Key School Psychology Standards

2.4 Socialization and Development of Life Skills School psychologists, in collaboration with

others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions.

2.7 Prevention, Crisis Intervention, and Mental Health School psychologists provide or contribute to

prevention and intervention programs that promote the mental health and physical well-being of students.

The Response to Intervention

Framework

Levels of Assessment & Intervention (“RtI Triangle”)

Core Curriculum, Instruction, and Learning Environment

Targeted, Supplemental Supports

Intense, Individualized

Support

Services across tiers are fluid and data-driven

Tier 2:• At-Risk Students• Small Group

Tier I:• All Students• Preventative, Proactive

Tier 3:• Few Students• Increased Frequency• Longer Duration

Building Core Team

District/Community TeamBuilding Core Team

Grade Level TeamsBuilding Core TeamSchool Improvement Team

Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach

Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III.

Tier II: Targeted InterventionsSchool & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II.

Tier I: Prevention / Baseline InterventionsSchool & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I.

Assessment Supports

Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive

to individual student need.

Examples:· Frequent Progress

Monitoring · Referrals to

Multi-Disciplinary Evaluation

Examples:· SA CORE TEAM· Strengths-Based Needs· Functional Behavioral

Analysis· Curriculum-Based · Progress Monitoring

Examples: · Required Health Screens

· Academic Data / Benchmarking· Attendance / Behavioral

Data· Universal Academic

Screening· Standardized Tests

Examples:· Relevant Special Ed.· Systems of Care· Linked Support Services

Examples:· Small Group Instruction· Educational Support

Groups· Parent Consultation· Individual / Group

Counseling

Examples:· General Ed. Curriculum· Extra-Curricular

Activities· Developmental

Guidance· Prevention & Incentive

Programs· Community Programs

Reference: US Office of Special Education Programs—PBIS

Needs Assessment—School & community data collection to identify needs and resources

Delivery of Student Assistance Services “Tier 1”

Tier One /School-wide/ 80% needs met

- for all students based on school data analysis

- research-based school-wide prevention - examples: * Positive Behavioral Interventions and

Supports (PBIS) * Olweus Bullying Prevention - see research-based library of

interventions at:

http://www.doe.state.in.us/sservices/ssw.html

Tier 1/Primary Prevention (School-Wide): Successful

Programs Summary

1. Building Student Competencies: Comprehensive Guidance Curriculum

2. Improving Safety: PeaceBuilders3. Supporting Learning: Biological

and Environmental Factors4. Career Development Education:

NAVIGATION 101

Center for School Counseling Outcome Research

Targeted – “Tier 2” Tier Two/Targeted/15% needs met - targeted interventions - for students identified by individual data as

being in need of supplemental interventions /supports - student data triggers a Core Team assessment - Student Plan includes identified measureable

goal (s)/progress monitoring/a given time frame including a

review date - parent informed consent - examples: Student Success Skills; individual counseling ;

group counseling See research-based library of targeted

interventions at: http://www.doe.state.in.us/sservices/ssw.html

Tier 2/Secondary Prevention (At-Risk): Successful Programs Summary

1. Academic Skill Development: Peer Tutoring

2. Small Group Guidance: Student Success Skills

3. Possible Selves Groups

Center for School Counseling Outcome Research

Intensive – “Tier 3”

Tier Three/Intensive/5% needs met - intense individual support - intensive supplemental

interventions - possible referral for special

education services - parent informed consent - possible referral to community

services -possible increase in intensity of

Tier Two services i.e. time, duration.

Tier 3/Tertiary Prevention (High Risk): Successful

Programs Summary

1. Case Management 2. Individual Counseling: Cognitive-

Behavioral Therapy and Solution-Focused Brief Therapy

3. Behavior Education Program

Center for School Counseling Outcome Research

Referral for Special Education and Related Services 511 IAC 7-40-4

Section 4 (a) Either a parent or a public agency may

initiate a request for an educational evaluation (b) If a “student has not made adequate progress

after an appropriate period of time, as determined by the parent and the public agency, when provided with appropriate instruction .”

(c) (1) provide the parent .. with written notice.. (2) obtain parental consent ..Section 5 (d) (1) After obtaining written parental consent,

the public agency must evaluate the student and convene the case conference committee within twenty (20) instructional days.

Referral for Special Education and Related Services 511 IAC 7-40-5

Sec. 5 (d) The initial educational evaluation

must be conducted and the case conference committee convened within fifty (50) instructional days of the date the written parent consent is received by licensed personnel.

Eligibility criteria other than SLD are listed under 511 IAC 7-

41-1. These may not be appropriate for the response to intervention

process prior to identification.

How does this model work?The Core Team

Process

Core Team Definition

“The multidisciplinary problem solving team which meets to assess needs and develop strategies to meet those needs, using data, the problem solving method, and progress monitoring to remain accountable.”

Core Team Function Compiles and analyzes the referral information

through the problem solving process Develops a student plan that includes: identification of needs and strengths –both

academic and behavioral short and long term goals a timeline for review a progress monitoring process the identification of all necessary resources a plan of implementation including the

interventionist a documentation protocol Communicates with parents as partners in the

early intervening service process.

Core Team

Recommended Members: School Counselor School Social Worker Teachers Special Education Representative School Nurse Administrator School Psychologist

Problem Solving Method

52

Defining the Problem: “Is there a problem”?

“What is it”?“How significant”?

Analyzing the Problem:“Why is it

happening”?

Determining What to Do:

“What shall we do about it”?

Implementing the Plan with

Fidelity

Evaluating Progress:

“Did the plan work”?

“What needs to happen next”?

What will this mean for Student

Assistance Professionals?

Supporting the RtI Process

Existing Services include (Article 4): Prevention Assessment Intervention, and Referral

Maintaining existing services with an emphasis on: Collaboration Proactive Prevention Research-based Interventions Progress Monitoring Documentation

Professional Development

Needs may include: Data collection and analysis Assessment tools Core Team Problem solving process Research-based interventions Progress monitoring strategies Documentation Technology

Anticipated Outcomes

Include decrease in… Number of students waiting for

services Special Education Identification Discipline Referrals Severe social/emotional/behavioral

referrals

Anticipated OutcomesIncludes improved: Student time on task leading to improved

student academic outcomes School Climate Student Self-esteem, Self-efficacy Recognition of Student Service

Professionals as integral to the: RtI Process Core Team Process Prevention, Assessment, Intervention, and

Referral Services for Social/Emotional/Behavioral Needs

“Response to Intervention offers the best

opportunity of the past 3 decades to

ensure that every child, no matter how

gifted or challenged, will be equally

valued in an education system where the

progress of every child is monitored and

individualized interventions with

appropriate levels of intensity are

provided to students as needed.”

Bill East (2007), Preface to RtI Handbook

ResourcesCurrently Posted: Student Assistance Services: Policy Considerations and

Implementation – A Companion Guide to Article 4 The Role of Student Service Professionals in the New Era

of RTI Power Point Indiana Student Assistance Initiative: Collaborating for

Student Success 2007 Research-Based/Best Practice Prevention and Intervention

Resources for School Social Workers/Counselors (Library) Frequently Asked Questions document IDOE Office of Student Services:

http://www.doe.state.in.us/sservices/welcome.htmlResponse to Intervention for Student Service Professionals:

http://www.doe.state.in.us/sservices/response-to-intervention.html

To Be Posted: Student Assistance Training Manual Student Assistance Training Power Point Core Team Process Video

Intervention Websites IDOE Library:

http://www.doe.state.in.us/sservices/counseling/best_practice.html

Intervention Central http://www.interventioncentral.org

CASEL – Collaborative for Social Emotional Learning www.casel.org

What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

National Center for School Counseling Outcome Research

http://www.umass.edu/schoolcounseling/

Training Components

RtI Webpage for Student Student Service Professionals

Presentations at annual conferences, regional workshops

Online Professional Development Series

Cohort Training Core Team Training of Trainers

Key Websites

Indiana Department of Education: Office of Student Services : Response to Intervention Link: http://www.doe.state.in.us/sservices/

IDOE Center for Exceptional Learners:

http://www.doe.state.in.us/exceptional/welcome/ html

Key Websites63

Collaborative Problem Solving Project @ the Blumberg Center www. indstate.edu/soe/blumberg/cpsp

National Center on Student Progress Monitoring (NCSPM) www.studentprogress.org

National Research Center on Learning Disabilities (NCRLD)www.nrcld.org

Research Institute on Progress Monitoringwww.progressmonitor.org

IRIS Centerhttp://iris.peabody.vanderbilt.edu/

Florida Center for Reading Researchhttp://www.fcrr.org/

Key Websites64

Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/

Center on Instructionhttp://www.centeroninstruction.org

University of Oregon http://www.reading.uoregon.edu/curricula

Collaborative for Academic, Social, and Emotional Learninghttp://www.casel.org

OSEP Center on Positive Behavioral Interventions & Supportshttp://www.pbis.org/tools

Kids Count Indianahttp://www.kidscount.org/datacenter/profile_results.jsp?r=16&d=1

References65

Bender, W., & Shores, C. (2007). Response to Intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.

Coleman, M., Buysse, V., & Neitzel, J. (2006). Recognition and response an early intervening system for children at-risk for learning disabilities. Retrieved March 18, 2008 from http://www.recognitionandresponse.org.

Danielson, L., Doolittle, J., & Bradley, R. (2007). Professional development, capacity building, and research needs: Critical issues for response to intervention implementation. School Psychology Review, 36, 632-637.

Kovaleski, J. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36, 638-646.

Kratochwill, T., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention. School Psychology Review, 36, 618-631.

References66

Hall, S. (2008). A principal’s guide: Implementing RTI. Thousand Oaks, CA: Corwin Press.

Jimerson, S., Burns, M., & VanDerHeyden, A. (2007). Handbook of Response to Intervention: The science and practice of assessment and intervention. New York, NY: Springer.

Fixen, D., Naoom, S., Blasé, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Helath Institute, Department of Child & Family Studies.

National Association of State Directors of Special Education (NASDSE). Response to Intervention: Policy Considerations and Implementation. (2005). Available from NASDSE Publications www.nasdse.org

New Roles in Response to Intervention: Creating Success for Schools and Children (Posted on Munger website)

Contact Information

School Counselors: Amanda Snobarger asnobarg@doe.in.gov

School Social Workers: Dee Kempson dkempson@doe.in.gov

School Psychologists: Dr. Leah Nellis lnellis@isugw.indstate.edu or Greg Eaken Greg_eaken@mail.nobl.k12.in.us

School Nurses: Phyllis Lewisplewis@doe.in.gov

RtI (general information): Tara Rinehart trinehart@doe.in.gov