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RTI and Intervention Fidelity Tools

RTI and Intervention Fidelity Tools. GACIS Conference December 2012. Paula Freer, PhD RTI, SST, Psychological Services GaDOE. Session Objectives. Tools to Support RTI Framework/Process Curriculum and Instruction Assessment Data Decision Making and Interpretation

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RTI and Intervention Fidelity Tools

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  1. RTI and Intervention Fidelity Tools GACIS Conference December 2012 Paula Freer, PhD RTI, SST, Psychological Services GaDOE

  2. Session Objectives Tools to Support RTI Framework/Process • Curriculum and Instruction • Assessment • Data Decision Making and Interpretation • Problem-Solving Process • Interventions • Tools to Help You Build an Intervention Fidelity Framework in Your School and/or System

  3. 21st Century Context (Horner adapted, 2008) Common Core GPS Differentiation Georgia Pyramid of Intervention School Improvement Literacy UDL Early Intervention Positive Behavioral Interventions & Supports Parent Engagement College and Career Ready Response to Intervention Math Science guided by our values and vision Programs and practices guided by our science

  4. Using RTI to Align Resources Response to Intervention/Prevention Primary Prevention Universal Screening Multi-tiered Interv Support Early Intervention Progress Monitoring Systems to support practices Early Intervention Literacy Wraparound ALIGNMENT Math Family Support Behavior Support (PBIS) Student Outcomes (Fixsen, Blase, Horner, Sugai, 2008)

  5. Key elements: Ga Pyramid of Interventions (SSTAGE, 2010) 4 Tier 3 Tier 2 Tier 1 Specially-Designed Learning: GPS access/extension, greater frequency of progress monitoring, specialized programs, methodology or instructional delivery ((Sped, EL, Gifted..) SST-Driven Learning: In addition to Tier 1 and Tier 2 Different by including individualized assessments, formal progress monitoring, interventions tailored to individual needs, referral for specially- designed instruction if needed. Needs-Based Learning:In addition to Tier 1 Different by including specialized pyramids of intervention, greater frequency of progress monitoring of learning Standards-Based Classroom Learning : All students; implementation of the GPS through research-based practices, differentiated instruction and progress monitoring through multiple formative assessment and analysis of student work. School-Wide Positive Behavioral Interventions and Supports.

  6. Tier 1 is the Foundation for ALL Tiers Tier 1 is the foundation of the Pyramid. Tier 1 academic and behavioral supports are vital to the success of all Tiers. School-wide, grade level, class- wide data guides: Selection of Tier 1 research based strategies Universal Design for Learning Differentiation Instructional planning including core foundational skills Ongoing formative assessment Focus for coaching, consultation, feedback Common Core GPS

  7. RTI, Differentiation, and UDL Tier 4 Tier 3 Tier 2 Classrooms: Instruction is differentiated based on the readiness, interests, or learner profile data of specific students in the class HOW Tier 1 District-wide/School-wide: Local curricula incorporate UDL Principles to maximize student access Statewide: CCGPS and GPS—WHAT

  8. Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn at Tier 1. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all students—not a single one-size-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Source: Cast.org

  9. UDL PD Resources on GPB UDL, Part 1: Principles of Universal Design http://www.gpb.org/education/common-core/udl-part-1 UDL, Part 2: Scaffolding Texts & Providing Explicit Strategy Instruction http://www.gpb.org/education/common-core/udl-part-2

  10. Connecting RTI to New Priorities: Aligning Educational Initiatives (Center on Instruction, 2011) The Center on Instruction hosted a webinar Oct-2011 discussing states’ implementation of new priorities and how these initiatives align with Response to Intervention (RTI): • School Improvement Grants (SIG), • College & Career Ready Standards (including Common Core State Standards), • Meeting the needs of diverse student populations, Tools: • Connecting RTI to New Priorities: Aligning Educ. Initiatives/pdf • Connecting RTI to New Priorities: Aligning Educ. Initiatives/ppt • RTI Alignment Planning Packet/doc http://centeroninstruction.org/webinar-connecting-rti-to-new-priorities-aligning-educational-initiatives

  11. Essential & Core Concepts of RTI TIER 1 • Students receive high quality, research-based instructional strategiesby qualified staff in general and special education. • Instructors assume an active role in students’ assessment in that curriculum. • School staff conduct universal screeningof both academics and behavior. TIERs 2, 3, & 4 • School staff implement specific, research-based interventionsto address the student’s difficulties. • Regular progress monitoringof student performance occurs. • School staff use progress-monitoring dataand data decision rules to determine interventions’ effectiveness and needed modifications. • PL, Coachingand systematicassessment of the intervention fidelity or integrity of instructional implementation are ongoing and documented. (NRCLD,adapted for GA POI/RTI)

  12. Positive Student Outcomes areDependent Upon • Fidelity of implementation of RTI Framework (at the school and system levels) •Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher level- classroom level) (Pierangelo & Giuliani, 2008)

  13. What is Fidelity? Fidelity of implementation refers to how closely the prescribed procedures of a process or intervention are followed (Mellard & Johnson, 2007). Fidelity and Integrity are two major terms used in RTI research. They are often used interchangeably.

  14. RTI Fidelity Matters Tier 4 Problem-Solving Process Fidelity of Progress Monitoring Fidelity of most intensive interventions Tier 3 SST Problem-Solving Process Individualized interventions Progress Monitoring Tier 2 Data teams Targeted group, standard protocol interventions Progress Monitoring Tier 1 Assessment and Universal Screening Instruction, Curriculum Walk-Through (e.g., instructional fidelity)

  15. RTI has the potential to help a school make better use of its resources for increasing overall student achievement However, achievement cannot be realized if screening, interventions, and progress monitoring procedures are not implemented with fidelity (NRCLD, 2006).

  16. SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: Problem Solving Process Assessment and Progress Monitoring Instructional/Behavioral supports Professional Learning / Teacher support Parent/Family Communication & Involvement 17

  17. What is Fidelity in Curriculum and Instruction? • Fidelity of implementation is the delivery of instruction and interventions in the way in which they are designed to be delivered(Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000). • Examples of assessing instructional fidelity include: • Walk-Throughs • Peer observations (Barringer, ret. 2011)

  18. What is Fidelity of Assessment? Universal Screening -US & Progress Monitoring-PM Fidelity of the data collection process means that all individuals are collecting data following exactly the same procedures. (Barringer, 2011)

  19. Universal Screening and Progress Monitoring Universal screenershelp show the “big picture” Whole school or large groups of students: Universally screened- using grade level CBM Probes: Reading (1min. fluency, 2-5 min Maze Rdg. Comp) Math (2-4 min computation fluency; concepts/applic 5-20 min) Writing (5 min fluency) Behavior (Frequency/type of office referrals, attendance…) Essential Q’s Universal Screening: How are our 9th graders performing in reading using 9th grade probe? Progress Monitoringassesses targeted student skills to measure response to intervention using CBM Probes Progress monitoring- CBM Probes at student’s performance level Essential Q’s Universal Screening: How is John- a 9th grader (who is at 6th gr level math) responding to PALS- Math intervention using normed 6th grade math probe?

  20. Key Components (Barringer, 2011) Students’ Universally Screened & Progress monitored • CBM assessments (normed) • Results graphed against goals, comparison groups, and expected rates of weekly progress- all based on research/norms • Decisions regarding curriculum and instruction based on data (NRCLD, 2006)

  21. What is Fidelity of Data Decision-Making and Interpretation? • Fidelity means that the same decision making processes/rules are being applied to every case, across settings and across time • Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation (Barringer, 2011)

  22. Fidelity Activity -Universal Screening Interpreting Results Between and Within Campuses • What does the universal screening data tell you about these 6 schools? • What questions would you ask about certain school’s curriculum and instructional practices? • The readiness of each school for the Common Core?

  23. What is Fidelity of the Problem-Solving Process? • Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation. • Tier 1- School-wide and grade level data trends • Tier 2- Data teams, targeted small group school needs- standard protocol interventions • Tier 3- SST- Individualized student support plans • Tier 4- Specialized Programs- Gifted, EL, SWD… (Barringer, 2011)

  24. TIPS-Fidelity-Checklist-Revised.pdf

  25. What is Fidelity ofIntervention Implementation? Degree to which interventions are empirically supported (evidence and/or research-based) Fidelity of intervention implementation (at the interventionist and teacher level- classroom level) (Barringer, 2011)

  26. There is a great deal of confusing language being used to ‘qualify’ strategies, interventions, programs and practices Which is which? Strategies ______________ Interventions: Scientifically-Based ______________ Research-Based ______________ Evidence-Based ______________ 27

  27. Strategies Definition of Strategy A loosely defined collective term that is often used interchangeably with the word “intervention”; however strategies are generally considered effective instructional and behavioral practices rather than a set of prescribed instructional procedures, systematically implemented (GaDOE RTI Guidance). Examples (Classroom Instruction that Works, Marzano) Cooperative learning Reinforcing effort and providing recognition Setting objectives and providing feedback Nonlinguistic representations Graphic organizers

  28. Interventions are NOT… (John McCook, 2006) Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same Retention Peer helpers (informal)

  29. ESEA Defines Scientifically Based Reading Research as: (A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and (B) includes research that: (i) employs systematic, empirical methods that draw on observation or experiment; (ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; (iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and (iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.   (20 U. S. C. § 6368(6)) Understanding Scientifically-Based Interventions(NASP-Harn, 2007)

  30. Intervention Science Scientists have produced programs and practices that can help students, communities & education systems What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia www.bestevidence.org Promising Practices Network promisingpractices.net SAMHSA- NREPP http://www.nrepp.samhsa.gov/ Colorado Blueprints http://www.colorado.edu/cspv/blueprints/

  31. Interventions Definition of an intervention Targeted instruction that is based on student needs. Interventions supplement the general education curriculum.Interventions are a systematic compilation of well researched or evidence-based specific instructional strategies and techniques(GaDOE RTI Guidance).

  32. Interventions Must Haves … Be connected to a specific goal that is well-defined, observable and measurable Be Matched to Student Need (skill or motivation deficit?; acquisition, proficiency/fluency, generalization, adaptation) Have specific, defined, step-by-step directionsso they can be: Implemented consistently Can be replicated so it can be researched Include ongoing progress monitoring of the student’s response to the intervention Fidelity, training, and coaching of the intervention Scheduling to support interventions (Burns,M., Chris Riley-Tillman, T., & VanDerHeyden, A., 2012)

  33. Top Reasons for Academic Problems (Daly & Martens, 1997; EB Interv ret www. 2012 ) • The task is too hard for the student - Acquisition Interventions • They have not had enough help doing the task Proficiency/Accuracy Interv’s • The student has not spent enough time doing the academic activity - Proficiency/Speed Interv’s • The student has demonstrated the skill before, but has difficulty applying the skill in a new manner - Generalization Interventions • The student does not want to do the academic task Motivation Interventions

  34. Intervention Tools Evidence Based Intervention Network Dr. T. Chris Riley-Tillman Educ., School, and Counseling Psych-Univ. of Missouri TOOLS *Evidence Briefs *Intervention Scripts *Videos http://ebi.missouri.edu/

  35. Intervention Tools Intervention Central www.interventioncentral.org Reading Intervention Manual http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF Peer Tutoring Reading Manual http://www.jimwrightonline.com/pdfdocs/prtutor/peerTutorManual.pdf

  36. Reading Intervention www.helpsprogram.org (HELPS) Program is to assist students with their reading fluency. Multiple studies evaluating the effects of the HELPS Program show that students who receive this program, compared to those who do not, significantly improve their reading fluency and reading comprehension (references and articles available upon request john_begeny@ncsu.edu) In Georgia, with a four-tiered model, HELPS may be appropriate at Tiers 1-4. There is also a HELPS Program that can be used with small groups of students (typically used as part of Tier 1 and Tier 2 instruction), and a Spanish version of the program (Leamos para Avanzar) also exists.

  37. PALS TA: Iris Vanderbilt Website Gr K-1 PALS http://iris.peabody.vanderbilt.edu/palsk1/chalcycle.htm Gr 2-6 Reading PALS http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm HS PALS Module http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm

  38. Integrity of Progress Monitoring(Windram & Gibbons, 2011) Check: • Is progress being monitored according to the plan? • Are data collected and graphed on the intervention goal? • Using aimline, expected rate of progress? • If the progress monitoring is not happening as planned then: • Give additional support OR • Change the progress monitoring plan

  39. Top reasons why interventions FAIL? • Not implemented with Fidelity • Implemented Inconsistently • Implemented Incorrectly- missing steps, not implemented in the time it was designed (Ex: Do intervention for 20 min 1x wk when research designed for 45 min intervention- 3x wk) • Not matched to student need • Lack of Progress Monitoring • Lack of training and coaching to support • Lack of scheduling supports

  40. Essential Questions: Assessing Instructional Contexts and the Fidelity of Implementation • What is fidelity? • Whether an intervention was implemented as planned(Moncher & Prinz, 1991) • Surface fidelity(Gersten, Fuchs, Compton,et al., 2005) • Were key components implemented? • Was adequate time allowed? • Was the specified amount of material covered? • Quality of delivery(Gersten, Fuchs, Compton,et al., 2005) • Teacher behaviors • Student behaviors (Parisi, Potter & Whitcomb, NASP 2007)

  41. Intervention Fidelity/Integrity Forms • Many research based interventions have those fidelity tools available http://www.aea11.k12.ia.us/educators/idm/checkists.html http://www.oregonrti.org/node/33/

  42. Intervention Implementation (Windram & Gibbons, 2011) How will intervention implementation fidelity be ensured? • Select an intervention with high probability of success • Communicate a clear plan to interventionists • Provide specific training and support to interventionists. Directly observe intervention in action. • Make adjustments to the plan if needed. • Collect and graph data on the goal.

  43. Activity: Review Fidelity Data With your elbow partner, discuss: What does your fidelity data tell you? What follow-up steps would you see are needed? How is this data important and how could you envision using it?

  44. Response to “Failure to Implement” Intervention? If the intervention is not implemented as designed, progress (or lack thereof) cannot be attributed to the specific plan or to student failure to respond (Windram & Gibbons, 2011;Kaufman & Flicek, 1995).

  45. How to Create an Intervention Checklist (Windram & Gibbons, 2011) • Write out a brief description of the intervention • Break down intervention into key steps • Use concrete and practical language • Put in table format (possible columns: intervention sequence: yes, no, NA)

  46. (Windram & Gibbons, 2011)

  47. Factors That Can Reduce Fidelity of Implementation of Intervention NRCLD 2006 Complexity—The more complex it is, the lower the fidelity (includes time to implement) Materials and Resources Required— Must be readily accessible Perceived and Actual Effectiveness— Intervention must be perceived by the teacher as effective and must match the teacher’s style Interventionists-- Number, expertise, and motivation matter

  48. Who Monitors Fidelity? Someone trained in the intervention being monitored Someone trained in structured observation Someone trained in giving feedback and coaching Someone who can develop positive, supportive relationships with teachers

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