Using Effective Systems Change to Implement Response to Intervention with Integrity

1. Using Effective Systems Change to Implement Response to Intervention with Integrity Ingham ISD November, 2009 Dr. George M. Batsche Professor and Co-Director Institute for School Reform Florida Statewide Problem-Solving RtI Project University of South Florida

2. National Resources to Support District and School Implementation • www.nasdse.org • Building and District Implementation Blueprints • Current research (evidence-based practices) that supports use of RtI (RtI: Research to Practice) • www.rtinetwork.org • Blueprints to support implementation • Monthly RtI Talks • Virtual visits to schools implementing RtI • Webinars • Progress Monitoring Tools to Assess Level of Implementation • www.floridarti.usf.edu • Tools/assessments • www.florida-rti.usf.edu • Introductory Course • www.fcrr.org

3. The Vision • 95% of students at “proficient” level • Students possess social and emotional behaviors that support “active” learning • A “unified” system of educational services • One “ED” • Student Support Services perceived as a necessary component for successful schooling

4. The Outcomes • Maximize effect of core instruction for all students • Targeted instruction and interventions for at-risk learners • Significant improvements in pro-social behaviors • Reduction in over-representation of diverse student groups in low academic performance, special education, suspension/expulsion, and alternative education. • Overall improvement in achievement rates • Maximize efficiency and return on investment • AYP

5. The Model

6. Response to Intervention • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al., 2005) • Problem-solving is the process that is used to develop effective instruction/interventions.

7. Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Ident Variables that Contribute to Problem Develop Plan Evaluate Response to Intervention (RtI) Implement Plan Implement As Intended Progress Monitor Modify as Necessary Problem Solving Process

8. Three-Tiered Model of School Supports & the Problem-solving Process ACADEMIC SYSTEMS Tier 3: Comprehensive & IntensiveStudents who need individualized interventions. Tier 2: Strategic InterventionsStudents who need more support in addition to the core curriculum. Tier 1: Core CurriculumAll students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive InterventionsStudents who need individualized intervention. Tier 2: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings.

9. Model of Schooling • All district instruction and intervention services have a “place” in this model. • If it does not fit in the model, should it be funded? • All supplemental and intensive services must be integrated with core.

10. Problem-Solving/RtIResource Management 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% • Public Education Resource Deployment • Support staff cannot resource more than 20% of the students • Service vs Effectiveness--BIG ISSUE Academic Behavior

11. RtI: Framing Issues and Key Concepts • Academic Engaged Time (AET) is the best predictor of student achievement • 330 minutes in a day, 1650 in a week and 56,700 in a year • This is the “currency” of instruction/intervention • Its what we have to spend on students • How we use it determines student outcomes. • MOST students who are behind will respond positively to additional CORE instruction. • Schools have more staff qualified to deliver core instruction than specialized instruction. • Issue is how to schedule in such a way as to provide more exposure to core.

12. RtI: Framing Issues and Key Concepts • Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about. • The two critical pieces of information we need about students are: • How BIG is the GAP? • AND • How much time do we have to close it? • The answers to these 2 questions defines our instructional mission.

13. RtI: RATE • Rate is growth per week (month) necessary to close the GAP • Rate becomes the statistic we need to define evidence-based intervention (EBI) • EBI is any intervention that results in the desired RATE

14. RtI: 3 Priorities 1. Prevention: Identify students at-risk for literacy failure BEFORE they actually fail. • Kindergarten screening, intervention and progress monitoring is key. • No excuse for not identifying ALL at-risk students by November of the kindergarten year. • This strategy prevents the GAP. • Managing GAPs is more expensive and less likely to be successful.

15. RtI: 3 Priorities • Early Intervention • Purpose here is the manage the GAP. • Students who are more that 2 years behind have a 10% chance, or less, or catching up. • Benchmark, progress monitoring data, district-wide assessments are used to identify students that have a gap of 2 years or less. • Students bumping up against the 2 year level receive the most intensive services. • This more costly and requires more specialized instruction/personnel

16. RtI: 3 Priorities • Intensive Intervention • Reserved for those students who have a GAP of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining. • Problem-solving is used to develop instructional priorities. • This is truly a case of “you cannot do something different the same way.” • This is the most costly, staff intensive and least likely to result in goal attainment

17. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Small Group Differen- tiated By Skill Supplemental 5-10% Standard Protocol Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% How Does it Fit Together?Standard Treatment Protocol Step 2 Step 3 Step 4 Step 1

18. Critical Components • Data are used to evaluate the effectiveness of core instruction • 80% of students receiving ONLY core instruction are proficient • Supplemental Instruction/Intervention uses a “standard protocol” of instruction based on student needs, informed by data • 70% of students receiving Supplemental AND Core are proficient

19. Critical Components • Intensive instruction developed for students who have not responded as desired to Core PLUS Supplemental Instruction

20. Table Top Activity • Does your team or district have a “common language/common understanding” of the basic concepts of RtI? • Has your district adopted RtI or the principles of RtI as the “frame for instruction/schooling”? • What work needs to be done here?

21. What Does the Research Say About RtI?

22. Effective Schools • 30% or more of students at risk but who were at grade level at the end of the year. • Characteristics • Strong Leadership • Positive Belief and Teacher Dedication • Data Utilization and Analysis • Effective Scheduling • Professional Development • Scientifically-Based Intervention Programs • Parent Involvement • (Crawford and Torgeson) • (

23. Data on the Top 10 Schools Meeting the Effective School Criteria

24. What is the impact of PSM/RtI on students from diverse backgrounds? • VanDerHeyden, et al. report that students responded positively to the method and that African-American students responded more quickly than other ethnic groups. • Marston reported a 50%decrease in EMH placements over a 6-year period of time. • Marston reported a drop over a 3-year period in the percent of African-American students placed in special education from 67% to 55%, considering 45% of the student population was comprised of African-American Students. • Batsche (2006) reported a significant decrease in the risk indices for ELL and African-American students

25. Percentage of African-American students at each stage of referral process at 41 schools N=9643 N=200 N=184 N=348 N=416 N=154 N=9170 N=124

26. Risk Indices by Year & Race/Ethnicity

27. Some Overall Referral Trends

28. Pilot vs Comparison SchoolsLevel 3 or Higher on FCAT2006/7-2008/91 Year of Baseline, 1 Year of Implementation

29. Table Top Activity • What goals do wish to accomplish through the use of RtI as your Instructional Frame?

30. Response to Intervention Implementation

31. How Do We “Do” RtI? • Organized by a District PLAN • Driven by Professional Development • Supported by Coaching and Technical Assistance • Informed by DATA

32. Key Points • Unit of implementation is the building level. • Implementation process takes 4-6 years. • Implementation progress must be monitored • Must be guided by data indicating implementation level and integrity • Must be supported by professional development and technical assistance • Drive by a strategic plan • It is a journey, not a sprint

33. Implementation Model • District-based leadership team (DBLT) • School-based leadership team (SBLT) • School-based coach • Process Technical Assistance • Interpretation and Use of Data • Evaluation Data

34. Initial Steps • District Leadership Team • Curriculum/General Education • MIS • Student Services • Special Education • Reading, Math, Behavior • Building Leadership Teams • Mirrors District Leadership Team

35. Initial Steps • Develop Implementation Plan • 4 Years • Consensus, Infrastructure, Implementation • Begin with Tier 1 Issues • Data • Effectiveness • Evaluate Effectiveness of Supplemental Services • 70% Criterion

36. District Plans

37. School Plans

38. Initial Steps • Develop Implementation Plan • Infrastructure • Data • Decision Rules • Technology • Cascade of Interventions (Integrated) • Intervention Support • Identify Professional Role and Development Needs • Data Coach and Skills • Problem-Solving Process • Intervention Development and Support • Parent Involvement

39. Initial Steps • Develop Implementation Plan • Implementation • Entire District • Vertical Programming • Pilot Schools • Evaluation Plan

40. Table Top Activity • Review the District Plan provided. • Does your district and/or school have the infrastructure to implement RtI?- • District Leadership Team • School Leadership Team • Are you satisfied with the make-up of your district and/or school-based team?

41. Change Model Consensus Infrastructure Implementation

42. Stages of Implementing Problem-Solving/RtI • Consensus • Belief is shared • Vision is agreed upon • Implementation requirements understood • Infrastructure Development • Problem-Solving Process • Data System • Policies/Procedures • Training • Tier I and II intervention systems • E.g., K-3 Academic Support Plan • Technology support • Decision-making criteria established • Implementation

43. Every system is perfectly aligned for the results it gets.

44. Building Consensus is an on-going process! Do we really have a common language, common understanding?

45. Common Language, Common Understanding? • Well Organized and Delivered Professional Development • Integrity Through Technical Assistance • Supported By Coaching

46. What do we know about systems change? Communicate a clear and common vision Planned and pursued in a systematic manner over time One size does NOT fit all Professional development is critical Outcome evaluation is critical

47. Why have past initiatives failed? Failure to achieve CONSENSUS School culture is ignored Lack of training and support Lack of feedback to implementers to support continue implementation Unrealistic expectations of initial success Failure to measure and analyze progress Participants not involved in planning…

48. Using RtI to DO RtI • Consensus Development • Beliefs Survey • SAPSI • Satisfaction Survey • Perception of Skills and Practices • Infrastructure Development • SAPSI • Integrity Measures • Implementation • SAPSI • District Outcomes • Student Outcomes • Perception of Practices

49. Building Consensus • Knowledge • Beliefs • Understanding the “Need”- DATA • Skills and/or Support

50. Consensus Building • Educators will embrace new ideas when two conditions exist: • They understand the NEED for the idea • They perceive that they either have the SKILLS to implement the idea OR they have the SUPPORT to develop the skills • How the Project Measures Consensus • Beliefs Survey • Perception of Skills and Practices • Satisfaction