TIER 3 TRAINING: TO BEST HELP THOSE WITH INTENSIVE NEEDS January 16, 2008 Presented by: Barb Curl, Ph.D. I-ASPIRE N

1. TIER 3 TRAINING:TO BEST HELP THOSE WITH INTENSIVE NEEDS January 16, 2008Presented by:Barb Curl, Ph.D. I-ASPIRE North Regional Coordinator,LADSE Psychologist and NSSEO RtI Coach

2. AGENDA 1. Problem Solving at Tier 3. A closer look at steps. Tier 3 teams- What they do and how they work -Standard Problem Solving Tasks - Standard Intervention Planning Tasks at Tier 3 3. Problem Solving at Tier 3 Goal Setting Progress Monitoring and Analyzing Data based on -Progress -Discrepancy -Need An RtI Case Study Evaluation when a student isn�t making progress at Tier 3 -What is included in a Comprehensive Evaluation -How to Determine Eligibility 6. Q & As? SUMMARY AND NEXT STEPS; STATE PLAN

3. Problem Solving Method

4. Step 1:  Problem Identification Question: Is there a problem? What is it? Define area(s) of concern and prioritize. B. Review/Collect baseline data on primary area of concern. Review Interview Observe Test C. State discrepancy between what is expected and what is occurring.

5. Step 2: Problem Analysis Question: Why is it happening? A. Review RIOT data to� Differentiate between skill vs. performance problem. Determine situations in which the problem is most likely and least likely to occur. Identify the factors (ICEL) that are contributing to the problem. B. Generate plausible hypotheses. C. Collection additional data as needed to validate or refute hypotheses. D. Select most validated and alterable hypotheses.

6. Step 3: Plan Development and Implementation Question: What shall we do about it? Identify intervention strategies/procedures for setting the stage, teaching and motivating and define intervention logistics (e.g., who, what, when, where, how often). Identify implementation logistics to ensure plan is implemented with integrity (e.g., who will observe plan, how often will plan be observed, what training and/or materials are needed). Identify progress monitoring logistics (e.g., who, what, when, where, how often). Write the goal, a measurable statement of expected outcomes. Decide on decision-making rules for plan evaluation. Define intervention logistics (e.g., what strategies/procedures will be used, when and how often the intervention will occur, who will implement the intervention and where it will be implemented, and when it will begin). Define progress monitoring logistics (e.g., what materials are used, when and how often data will be collected, where data will be collected, and who is responsible). Define implementation logistics (e.g., what materials/supports are needed to implement plan, who will observe plan and how often) for ensuring the plan will be implemented as designed. Define intervention logistics (e.g., what strategies/procedures will be used, when and how often the intervention will occur, who will implement the intervention and where it will be implemented, and when it will begin). Define progress monitoring logistics (e.g., what materials are used, when and how often data will be collected, where data will be collected, and who is responsible). Define implementation logistics (e.g., what materials/supports are needed to implement plan, who will observe plan and how often) for ensuring the plan will be implemented as designed.

7. Step 4: Plan Evaluation Question: Did our plan work? A. Determine and ensure level of implementation integrity. B. Ensure quality progress monitoring data. C. Evaluate progress/benefit, level of discrepancy, and level of resources needed based on progress monitoring data. D. Determine next steps based on progress/benefit, level of discrepancy, and level of resources needed based on progress monitoring data. Is the student/group making progress toward the goal? Is the discrepancy decreasing between the student/group and the general education peers? Can the plan be maintained with general education resources? Is the student/group making progress toward the goal? Is the discrepancy decreasing between the student/group and the general education peers? Can the plan be maintained with general education resources?

8. BIG IDEAS ABOUT TIER 3 INTERVENTIONS, SOME SPECIFICS, AND TIER 3 TEAMS

9. Multi- Tiered Reading Instruction Level 1: Primary Intervention Enhanced general education classroom instruction. Level 2: Secondary Intervention Child receives more intense intervention in general education, presumably in small groups. Support staff often involved with general education teacher. Level 3: Tertiary Intervention increases in intensity and duration; remedial education

10. Tier 3 Intervention Programs: Specialized, intense, and typically delivered in small group settings: Small-group intervention is just as effective as 1:1 intervention (Elbaum et al., 2000) Provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance. Content and Design are the same as for effective classroom intervention: explicit instruction in the alphabetic principle, fluency is essential, reading for meaning and opportunities to learn. These are your most robust interventions

11. Creating Tier 3 Teams Purposes Membership Models Evaluating by Self Study

12. Tier 3 Teams Are NOT Business as Usual Either with an Emphasis on SE Eligibility and/or �Pre-Referral Intervention� How They are Structured (Skill Sets vs License or Exclusion) How They Act (Less Talk, More Action) Decisions Based on Data Standard Problem-Solving Decisions Here are more specifics on how effective problem solving teams DIFFER from current teams. Again, you cannot just rename your current team and call it a problem solving team. You must make conscious decisions to change how your team operates. Here are more specifics on how effective problem solving teams DIFFER from current teams. Again, you cannot just rename your current team and call it a problem solving team. You must make conscious decisions to change how your team operates.

13. How They Are �Built�: Membership Old Way Emphasized License or Role Exclusionary Emphasis on �What They Are� versus �What They Can Do� New Way Emphasizes �Skill Sets�

14. Minimum Skill Sets (Elementary)

15. Some common problems with current teams. Do any of you ever feel this way, or observe these problems, with your team?Some common problems with current teams. Do any of you ever feel this way, or observe these problems, with your team?

16. Effective Problem Solving Teams: Have an Explicit Agenda foreach meeting If you don�t know what decision you�re trying to make, you�ll get very confused! Decide Document Delegate Manage

17. Interview Before and Plan After Interviewing During Meetings May: Create potential defensiveness as it can feel evaluative Requires spontaneous, less thought out answers Create the �elephant in the room� phenomenon Be time consuming for teachers and others Planning Interventions with Teachers After Meetings: Reduces potential defensiveness Takes LESS time for other team members yet allows MORE time for actual planning at the convenience of teachers Results in BETTER INTERVENTIONS Some suggestions for maximizing team meeting time.Some suggestions for maximizing team meeting time.

18. What are the tasks of the Tier 3 Problem Solving Teams? If a student is not benefiting/making progress in a Research-Based Tier 2 intervention and there is still significant discrepancy/need, what should a Tier 3 team do next?

19. Schools Use an Explicit Standard Problem-Solving Process Initial Planning (Baseline) Tasks Obtain Description of Current/Tier 2 Intervention Determine Educational Benefit/Progress and the Performance Discrepancy/Need Observe Student and Instruction, Curriculum, and Environment Observe Fidelity of Implementation of Current Intervention Notify Parent Review Records Problem Identification Interview with Parent Problem Identification Interview with Teacher Decide If Educational Need and Benefit Warrants a Different or Modified Intervention Plan Districts adopt, adapt, drop, or add the tasks to fit their Problem-Solving model. Could do these tasks at beginning of Tier 3 process and/or if a Case Study is warranted.

20. Some Universal Standard Intervention Tasks Develop/Decide on Intervention Obtain Resources/Provide Training for Intervention Support and Implement Intervention Observe Fidelity of Implementation of Current Intervention Set Goal and Develop Progress Monitoring Plan Collect Progress Monitoring Data Decide If Educational Need and Benefit Warrants a Modified Intervention Plan or Potential Need for an IEP Districts adopt, adapt, drop, or add the tasks to fit their Problem-Solving model.

21. Problem Identification

22. Driven by Universal Screening Instead of Referral Driven Practices Students below the 25th could be automatically considered for Tier 2 Interventions Students below the 10th percentile could automatically be considered for Problem Solving and RTI Deonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.Students below the 25th could be automatically considered for Tier 2 Interventions Students below the 10th percentile could automatically be considered for Problem Solving and RTI Deonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.

23. Example of an Intensive Problem ACADEMIC Area

24. Benefit? Monitoring Progress of A Specific Student�s Tier 2 response This student is NOT �responding� to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading. This student is NOT �responding� to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading.

25. Decreasing the Discrepancy/Need? What level of intervention would be considered in the fall? What decisions would be made by Winter? What level of intervention would be considered in the fall? What decisions would be made by Winter?

26. Problem Analysis

27. HOWS AND WHYS OF CHOOSING INTERVENTION Frameworks for thinking & planning when Analyzing the Problem

29. Lets take a look at some specific things we have learned about the growth of reading skills. Recently, some scientists did a multi-disciplinary review of the most recent scientific studies of reading, and they came to this conclusion Lets take a look at some specific things we have learned about the growth of reading skills. Recently, some scientists did a multi-disciplinary review of the most recent scientific studies of reading, and they came to this conclusion

31. RIOT Tools for Problem Identification and Problem Analysis Problem Identification Interview for Academics (Instructional Planning Form) Systematic Observation Of Instruction, Curriculum, Environment, Learner (ICEL) Observe/Examine Treatment Integrity For more intensive problems or for PA you will need additional tools to collect PI data. Here are some examples. Not everyone on your team needs to have the technical skills to administer these tools. For more intensive problems or for PA you will need additional tools to collect PI data. Here are some examples. Not everyone on your team needs to have the technical skills to administer these tools.

35. Examining Treatment Integrity Teacher self-report/implementation logs: Teacher may be interviewed regarding steps followed during intervention or keep a log of the steps implemented Ratings scales: Written step-by-step intervention plan can be used as a checklist & implementer would complete checklist Direct Observation: Of teacher behavior could be conducted periodically during intervention (use of IPF) Permanent Products: Teacher/student created products that would demonstrate the intervention components were implemented Most common methods arranged hierarchically (least to most accurate, least to most reactive). Teacher self-report, rating scales, interviews are considered indirect assessment. Direct observation considered direct assessment. How to report the integrity: Sum number of components correctly implemented and divide this number by the total number of components = % integrity Recommended two estimates of integrity be calculated Component integrity: calculate across days Daily or session integrity: calculate daily Failure to find significant treatment effects might be explained by poor component integrity over time, by poor daily integrity, or both What is �good� integrity? 80% (according to the research) If below 80%, also may need to do direct observation and meet with the teacher more often to share data on integrity and student progress Most common methods arranged hierarchically (least to most accurate, least to most reactive). Teacher self-report, rating scales, interviews are considered indirect assessment. Direct observation considered direct assessment. How to report the integrity: Sum number of components correctly implemented and divide this number by the total number of components = % integrity Recommended two estimates of integrity be calculated Component integrity: calculate across days Daily or session integrity: calculate daily Failure to find significant treatment effects might be explained by poor component integrity over time, by poor daily integrity, or both What is �good� integrity? 80% (according to the research) If below 80%, also may need to do direct observation and meet with the teacher more often to share data on integrity and student progress

36. 5 Minute Walk Through Observation of Implementation Integrity (sample 1)

37. 5 Minute Walk Through Observation of Implementation Integrity (sample 2)

38. Intervention Planning

39. Some Universal Standard Intervention Tasks

45. Writing OBSERVABLE and MEASUREABLE Goals Goal Writing for Tier 2 and Tier 3 Students and IEP�ed students.

46. Methods to Setting Goals at Tier 3 1. ISAT Cut Scores 2. National or Local Benchmarks- Aimsweb norms 3. Ambitious Growth Rates

48. At Tier 3, when Grade-Level Expectations Are Not Appropriate, use a Growth Rateto Set Goal Consider the Severity of the Discrepancy Consider the Intensity of the Program

49. Setting the Goal Material Logical Task-- Grade 4 Student in a Tier 3 without SE, We�d Set Our Goal for Grade Level Material (Grade 4) Grade 4 Special Education Student with Severe Educational Need? Not Likely to be Grade Level Material

50. With severe discrepancy, we Recommend Using an Ambitious Growth Rate Method to Set Goals