RtI Refresher: YAFA Focus and approach

1. RtI Refresher:YAFA Focus and approach Corey Pierce, Ph.D.

2. Response to Intervention (RTI) What is it? a problem-solving philosophy an intervention system a way to monitor progress a shared responsibility in some cases, part of special education referral

3. Core Principles of Effective RtI/MTSS Systems • We can teach all children effectively • Intervene early • Use a continuum model of service delivery • Use a problem-solving method to make decisions within a continuum model • Use research-based, scientifically validated interventions/instruction to the extent available • Monitor student progress to inform instruction • Use data to make decisions. A data-based decision regarding student response to intervention is central to practices in Effective Educational Systems

4. How it fits

5. Level IV IEP Consideration Level III Consultation With Extended Problem Solving Team • Define the Problem Level II Consultation with Amount of Resources Needed to Solve Problem Other Resources • Develop a Plan • Evaluate Level I Consultation Between Teachers-Parents • Implement Plan INTENSITY OF NEED The Problem Solving Approach Frequency of Collection of Assessment Data

6. RTI: a problem solving philosophy If a student isn’t performing as expected, we will change what WE’RE doing … and continue problem solving until we find what works.

7. What is problem-solving? A decision making process 1. Problem Identification 2. Problem Analysis 5. Plan Evaluation Revise Modify Intensify With Expanding Support 3. Plan Development 4. Plan Implementation

8. What is the discrepancy between what is expected and what is occurring? 1. Problem Identification What does the data show us?

9. Why is the problem occurring? 2. Problem Analysis What does the data show us?

10. What is the goal?What is the intervention plan?How will progress be monitored? 3. Plan Development

11. How will implementation fidelity be ensured? What does the data show us? 4. Plan Implementation

12. Did the student(s) respond to the intervention? What does the data show us? 5. Plan Evaluation CELEBRATE? REVISE? MODIFY? INTENSIFY? WITH EXPANDED SUPPORT?

13. Next steps: 1. Problem Identification 2. Problem Analysis 5. Plan Evaluation Revise Modify Intensify With Expanding Support 3. Plan Development 4. Plan Implementation

14. Comprehensive Approach Curriculum What we teach Instruction How we teach Environment Learning context _____________________________________ Student Improved Student Outcome

15. RTI:a shared responsibility of a TEAM of Education Professionals • This is about each and every … • Student, class, school and district • For school-wide success, • it needs to be • everybody’s business

16. Expanding Circle of Support Special Education Reading Specialist Counselor Other Specialists Students Teachers Parents School-Based Problem Solving Team ELL Teacher Special Educators School Psychologists-Diagnosticians

17. Systemic Problem Solving • Data on all students analyzed • Data on comprehensive program analyzed • Where are our gaps? • Is the core program meeting needs of majority of students? • Are needs of strategic and intensive learners being met? • Why are there gaps? • Develop plans • Improvements to core instructional program • Group interventions for strategic learners • Individual interventions for intensive learners • Implement the plan • Formatively and summatively evaluate

19. Keys to Good Meetings • Share and review information prior to the meeting • Have an agenda and stick to it • Designate roles, have a person who will make final decision • Talk only about what you can have a direct impact on • No whining or gossiping!

20. RtI Implementation Checklist • Implement scientifically based general education instructional methods. • Verify accuracy of instructional procedures with integrity assessment. • Collect benchmarks of all students’ performance 3 times during the school year. • Identify which students scored below benchmark target(s). • Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) for at least 3 weeks • Verify accuracy of instructional procedures with integrity assessment. • Monitor student progress toward benchmark(s), using daily assessments and data graphing for 3 school weeks. Brown-Chidsey & Steege, 2005

21. RtI Implementation Checklist • Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 3 weeks. • For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 3 weeks, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks. • Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 3 weeks. • For students not yet showing evidence of meeting the benchmark(s) by the end of the school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services. • IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program. Brown-Chidsey & Steege, 2005

22. Historical System Effective Educational Systems Referral Universal Screening General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3 Non Responders Responders Eligibility Testing SPED Eligibility Evaluation Monitor Not Eligible Eligible Not Eligible Eligible SPED Intensive Treatment ? Non - SPED Intensive Treatment SPED Intensive Treatment Non Responders Responders Non Responders Responders Monitor Recycle Adapted from Fletcher, ’05, Used with Permission