The Role of the Student Assistance Professional in the New Era of RtI

1. The Role of the Student Assistance Professional in the New Era of RtI Dee Kempson LSW, ACSW IDOE School Social Work Consultant Amanda Snobarger MS IDOE School Counseling Consultant

2. Overview of Presentation • What is RtI? • Legal Authority and Policy Support for RtI • The Framework • Implications for Student Assistance Professionals • Resources

3. 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

4. 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

5. 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

6. 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.”

7. 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.

8. 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.

9. 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

10. Individuals with Disabilities Education Improvement Act (IDEIA)2004August 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) Mustnotrequire 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.

11. 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

12. 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.

13. 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.

14. (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.

15. 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 appliedto 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.

16. 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

17. Leadership Key to: • Consensus Building • Developing an Infrastructure • Implementation “Leadership and learning are indispensable to each other.”--John F. Kennedy

18. 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

19. 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

20. 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

21. 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

22. 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.”

23. 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).

24. Article 4: Health Services • Health Services: a. prevention b. assessment c. intervention d. referral • Professionals:- Health Services shall be coordinated by a registered nurse.

25. 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.

26. 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.

27. RtI and Article 4 Align with Student Service Professional Standards

28. 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

29. 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.”

30. 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

31. Indiana Standards for School Counseling Professionals 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. School Counseling Professionals collaboratively design, coordinate, implement, and evaluate student assistance services. 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

32. 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

33. NASW Standards for School Social Work Services Standard 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.

34. 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.

35. 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.

36. 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.

37. The Response to Intervention Framework

38. Levels of Assessment & Intervention(“RtI Triangle”) Services across tiers are fluid and data-driven • Tier 3: • Few Students • Increased Frequency • Longer Duration Intense, Individualized Support District/Community Team Building Core Team • Tier 2: • At-Risk Students • Small Group Building Core Team Targeted, Supplemental Supports • Tier I: • All Students • Preventative, • Proactive Grade Level Teams Building Core Team School Improvement Team Core Curriculum, Instruction, and Learning Environment

39. Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach Assessment Supports 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. • 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 Tier II: Targeted Interventions School & 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. Student Assistance Core Team Process Tier I: Prevention / Baseline Interventions School & 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. Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive to individual student need. Needs Assessment—School & community data collection to identify needs and resources Reference: US Office of Special Education Programs—PBIS

40. 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

41. Tier 1/Primary Prevention (School-Wide): Successful Programs Summary Building Student Competencies: Comprehensive Guidance Curriculum Improving Safety: PeaceBuilders Supporting Learning: Biological and Environmental Factors Career Development Education: NAVIGATION 101 Center for School Counseling Outcome Research

42. 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

43. Tier 2/Secondary Prevention (At-Risk): Successful Programs Summary Academic Skill Development: Peer Tutoring Small Group Guidance: Student Success Skills Possible Selves Groups Center for School Counseling Outcome Research

44. 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.

45. Tier 3/Tertiary Prevention (High Risk): Successful Programs Summary Case Management Individual Counseling: Cognitive-Behavioral Therapy and Solution-Focused Brief Therapy Behavior Education Program Center for School Counseling Outcome Research

46. 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.

47. 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.

48. How does this model work? The Core Team Process

49. 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.”

50. 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.