Response to Intervention (RTI): Building from the Bottom Up

1. Response to Intervention (RTI): Building from the Bottom Up Jon Potter, Ph.D. Lisa Bates, Ph.D. David Putnam, Ph.D. Oregon RTI Project OSPA Conference, Fall 2012

2. Outline for the day Morning (9:30-11:30) RTI overview and the role of the school psych Tier 1: Supporting schoolwide data meetings Afternoon (1:15 – 4:30) Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness Tier 3: Individual Problem Solving

3. Advanced Organizer • The shifting tides of the educational waters (MTSS): Supporting the needs of all students • Components of RTI as pieces of a full systems change • Changing role of the school psychologist within that broader system: • Assessment • Consultation • Program Evaluation

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

5. Think Globally:Re-Authorization of ESEA • Data-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

6. Senate Bill 541 Achievement 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.”

7. Highly Effective Practices:Research • High 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)

8. Highly Effective Practices:Research • Implementation 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)

9. Highly Effective Practices:Research • Children 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)

10. NASP SLD Position Statement NASP’s 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.

11. NASP SLD Position Statement A multi-tiered model (also known as…RTI) 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.

12. NASP SLD Position Statement …data 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

13. Act Locally:Education Reform in Oregon • All Roads Lead to MTSS • Oregon Education Investment Board • ESEA Waivers • 40/40/20 • Governor is now Superintendent of Public Instruction • Deputy Superintendent of Public Instruction: Rob Saxton • COSA SPED Keynotes

14. OR Essential Requirements for LD Eligibility Regardless of Method • Comprehensive Evaluation • Low Skills • Appropriate core instruction • Has always been an exclusionary criteria • Progress Monitoring • Exclusionary Criteria • Student has an SLD AND Educational Need that Requires Specially Designed Instruction

15. Oregon RTI

16. Core RTI Principles • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method to make decisions within a multi-tier model • Use research-based, scientifically validated interventions/instruction to the extent available • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for 3 different purposes • Screening, diagnostic, progress monitoring NASDSE, 2006

17. RTI Misconceptions

18. So how do we make this happen? Special Ed Referral and Evaluation Interventions Progress Monitoring Decision rules and reading protocol Universal screener Core Curriculum with strong instruction Data based teaming Leadership Professional Development

19. Data Based Teaming • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist Collaborating Co-laboring

20. Professional Development and Fidelity Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED 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 performance • Data ALSO used to drive professional development needs

21. Core CurriculumResearch-Based Core Program • Big 5 of Reading • 90 minutes of Reading instruction (1-5, K – 60) • Agreements on fidelity • Scope and Sequence • Focus on effective instruction methods Phonics Phonemic Awareness Comp r hens i on F luency Vocabulary For all students!

22. Tier 1 is for all students

23. Universal Screening • Universal screening for ALL students at least three times per year • Good screening measures: • Efficient an unbiased • Multiple and equivalent forms • 2 purposes: • Determine the overall health of the core • Determine which students may need additional support

24. Decision Rules • Data based decision making • Provide the “now what” after teams have analyzed student data • Guide decisions for all tiers • Take the guesswork out of “what to do next” • Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? -Dr. Ed Shapiro

25. Progress Monitoring • Are the children learning? • How can we tell? • Tools Must Be: • Brief • Valid • Reliable • Repeatable • Easy to Administer • Frequency: • Every 2 weeks (minimum) • Every week (ideal)

26. Interventions • Delivery of instruction decisions are based identified student needs • Is in addition toand aligns with the district core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core

27. Special Ed Referral and Evaluation

28. RTI is not… • Core instruction for less than 90 minutes per day • Core instruction w/o effective instructional practices • Tier II interventions delivered within the core and/or for less than a minimum of 30 minutes per day

29. RTI is not… • Tier III interventions delivered within the core and/or for less than a minimum of 45 minutes per day • A lack of a well designed, individualized, intensive intervention resulting from a formalized problem solving process

30. Talk with a neighbor • How does this fit with your understanding of what RTI is? • How is this different from your understanding of what RTI is?

31. School Psychologists’ Role early identification of learning and behavioral needs, “RTI calls for 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.”  Assessment Consultation Program Evaluation

32. The Role of School Psychologists: NASP “The expertise and support of school psychologists can be a critical factor in the effective implementation of a multi-tiered model.”

33. The Role of School Psychologists: NASP • Consult with teachers concerning evidence-based instruction, interventions • Conduct periodic screening of pre-academic and academic skills as well as social–emotional competencies • Serve as problem solving team leaders

34. The Role of School Psychologists: NASP • Design and implement effective, evidence-based strategies • Evaluate the effectiveness of interventions with regular progress monitoring • Direct and indirect service delivery, based on student need, to maximize educational outcomes for all children

35. Tier 1:Building a Sufficient Core Through School-Wide Data Meetings

36. Target • To build awareness & conceptual understanding of a school psychologist’s role in the school-wide meeting process

37. Advanced Organizer • Purpose • General Features • School-wide Meeting Process

38. Schoolwide Data Meetings: Purpose • To 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

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

40. Are you working on the right problem?

42. 80% Proficient? Less than 80% at benchmark for the grade level should not prevent you from determining a child’s academic deficits are due to lack of instruction, however……… • Examine classroom instruction • Are students engaged in the instruction? • Is the student engaged in the instruction? • Is it explicit enough?

43. General Features

44. General Features Time: 1 to 1 ½ hours

45. Use an Agenda/Guidelines

46. School-Wide Meeting Process Assessment • Review and analyze screening data • How are student’s currently performing? • How has instruction impacted performance? • Identify the grade level’s common instructional need & determine overall instructional goal • Identify a plan to make curricular and instructional changes to enhance the core

47. #1a) How are students currently performing? Determine percentage of students who are: • Benchmark/not at risk • Strategic/low • Intensive/significantly low

48. General Proficiency Levels for CBMs *easyCBM & AIMSweb default percentile rank settings

49. #1a) How effective is our core instruction currently? 39% at or above benchmark 11% below benchmark 50% well below benchmark

50. Levels of Proficiency 50% 11% 39%