ELANCO’s RtII Framework

1. ELANCO’s RtII Framework From “Wait to Fail” to “Fail to Wait” Kevin Kuhn and Dick Hall August 14, 2012

2. Schedule • Why RtII? • History & foundation of RtII • Key components: Intervention, universal screening, progress monitoring, data-based decision making • Team process for RtII • RtII for Behavior • Three tiers of behavioral interventions

3. Rationale for Implementing RtII • Elementary and Secondary Education Act • “Every student should graduate from high school ready for college and a career, regardless of their income, race, ethnic, or language background, or disability status.” • www.ed.gov 4/12/2011 • No Child Left Behind Act of 2001 • IDEA Reauthorization 2004

4. Rationale for Implementing RtII • Nearly 7,000 high school students drop out each day. • Nationally, more than 1/3 of African American and Latino students who enter 9th grade will not complete high school with their peers in 4 years. • In PA, 22% of 9th graders fail to graduate from high school within 4 years.

5. Rationale for Implementing RtII • Many new hires are deficient in basic writing (72%), mathematics (54%), and reading comprehension skills (38%). • Only 15.9% of all students who graduated in 2009 had access to an advanced placement course that helped them earn a score of 3 or higher (3=predictive of college success). • Half of all first-year college students enroll in one or more remedial courses.

6. Our Story History of RtII in the ELANCO School District • 1990 - 1995 PA Instructional Support Teams (IST) in place district wide • 1997 - 2005 Began using RtII data as part of SLD and ED eligibility decisions • 2006 Full Implementation of RtII Framework at the elementary level • 2006 Blue Ball Elementary School named NRCLD Model RtII Site • 2011 Certified by the state of PA to use RtII to make SLD eligibility decisions for reading. • 2011 Universal screening for behavior K-8 using AIMSweb

7. Lessons from Past Practice • Solving problems one a time is not particularly efficient from a resource utilization standpoint. • Teachers cannot implement more than 1 or 2 simultaneous interventions with integrity at any given time AND continue teaching an entire classroom effectively. • Individual problem-solving was based mostly on teacher referral, which is reactive and subjective. • State assessments do not provide timely information about student achievement.

9. Activity!

10. Things to think about… • Blood pressure is pretty effective for screening • A general intervention might be diet and exercise • Blood tests can be used to be more diagnostic • Medication is considered only if absolutely necessary and only after gathering more diagnostic information

11. The Framework • Tier 1 • All students • core curriculum is rigorous, differentiated and aligned with standards • minimum of 90 uninterrupted minutes of Reading, 60 uninterrupted minutes of Math • consistent and frequent small group instruction • continuous formative assessment • common summative assessments • delivered with fidelity • If less than 80% of students are successful with Tier 1 instruction, core program should be addressed.

12. The Framework • Tier 2 • 10-20% of students • 30 minutes in addition to Tier 1 instruction • researched-based, targeted intervention • ideal group size- 1-5 students • progress monitoring every other week or more • Tier 3 • 1-5% of students • 15-30 minutes in addition to Tier 1 and 2 • standard protocol intervention • ideal group size- 1-3 students • progress monitoring weekly or more

13. Intervention Intensity Intervention intensity occurs both between and within tiers •  Tier 1  • General instruction • General instruction with differentiation • Consultation with professional peers and specialists • Tier 2 • Small group standard instructional protocol • Increase in frequency and duration of interventions • Consultation with peers and specialist • Change to more explicit instructional protocol • Changes made based on additional diagnostic data • Tier 3 • Increasingly diagnostic and individualized instruction • Increase in frequency and duration of interventions • Instruction increasingly explicit and must be research supported • Involvement of additional support professionals • Involvement of parents in the intervention efforts

14. Assessments-Universal Screening Purpose: Identify current performance level, identify learning needs, and to identify students at risk for academic or behavior difficulties. Who:  All students are screened in reading, math, and behavior a minimum of three times per year. What: Screening measures are research based and provide benchmarks and typical rates of student progress. Efficient and easily administered. Nationally norm referenced. By Whom: District Assessment Team and classroom teachers who are trained in measures.  Fidelity checks are maintained. Analyzed By: Classroom teachers, Support teachers, and administration. Stored on websites and Performance Plus

15. Universal Screening K-6 Reading:  K-6  DIBELS-3 times/year                 3-6  4Sight-4 times/year Math:       1-6  Star Math-3 times/year                 3-6  4Sight-4 times/year Behavior: K-6  AIMSweb                 SSIS Motivation to Learn Rating                    SSIS Pro-social Behavior Rating                 BESS (Behavior and Emotional Screening System)

16. Assessments - Progress Monitoring • Tier 1 • Universal Screening: Star Math and Star Reading • AIMSweb used as Progress monitoring • AIMSweb Behavior Screening  • Tier 2 • Students progress monitored using AIMSweb biweekly or weekly (e.g., ORF and/or MAZE) • CORE Phonics diagnostic • AIMSweb Math MComp and MCAP • Google Docs spreadsheet for Behavior Progress Monitoring • Tier 3 • Students progress monitored using AIMSweb • Additional diagnostic measures • Can't Do/Won't Do assessment • ELANCO Progress Monitoring Guidelines

17. Schedule Structure • Common planning time for every grade level • Common language block of at least 90 minutes and common math blocks of at least 60 minutes for every grade level • 30 minute intervention time for each grade level for reading and math

18. Data-Based Teaming Structures ELANCO Elementary Teaming Structure :

19. Goal Setting and Action Planning Tier 1 teams set grade level goals, action plan and monitor team progress. Individual student goals are set at Tier 2 and 3.

20. Responding as a Team • Independent to interdependent integrated teams • Instructional changes as soon as progress monitoring indicates the student is not responding to instruction. • Links to Tier 1, 2 and 3 protocols

21. Professional Development • Collectivist Culture, Shared Ownership • Learning-Focused Schools • AIMSweb training • Explain and provide a rationale for our RtII framework • Provide a clear understanding of the concepts of "instructional level" and "Rate of Improvement (ROI)" • Chart sharing • All teachers involved in curriculum writing • Continuous training on implementation of interventions

22. Parent Involvement • Tier 1 • Quarterly report cards • Parent-teacher conferences  • Back-to-School Night • PSSA night • Blogging Night • Open invitation for parent visits • Parent-Teacher Organization

23. Parent Involvement • Tier 2 • Parent letter informing them of additional services provided (may decline services) and right to request a formal evaluation • Progress monitoring graphs shared quarterly • Fall Open House • Spring Open House • Family Game Night • Parent Advisory Committee • Seven Springs - Summer • IU 13 Workshop - Spring • Tier 3 • Active member of meeting to determine goals and interventions • Child's progress is shared after 6 weeks and 12 weeks of intervention

24. Then and Now Then Schedules randomly based on specials and teacher preference. Support personnel time distributed evenly among teachers. Interventions prioritized and implemented as time allowed based on referrals. Now Schedules based on instructional blocks and intervention needs. Support personnel embedded and time focused on student need. Intervention for everyone who needs it based on data.

25. Then and Now Then My students Separate teams working in isolation Infrequent, haphazard, inconsistent progress monitoring Wait to fail Now Our students Coordinated teams working together Frequent, systematic, consistent progress monitoring Fail to wait

26. Why RtII for Behavior? • Take 60 seconds in pairs to come up with a list of as many reasons for or benefits of using RtII for behavioral needs.

27. Why RtII for Behavior • Safer schools • Safer, more productive community • Higher academic achievement • More academic engagement • Less truancy • Lower dropout rates • Happier teachers & staff • Find kids at risk for social/emotional/behavioral problems and intervene early • Universal screening catches the internalizers too • For some kids, school is the only place where they can get emotional and behavioral support

28. AIMSweb Behavior Module • AIMSweb Behavior Module walks the RtII team through: • Benchmarking/screening • Screening data analysis • Intervention planning • Progress monitoring • Links universal screening data to intervention selection • Progress monitoring is automatic, but data entry can be cumbersome and it is difficult to fully customize the plan and monitoring

29. Our Plan for 2012-2013 • Multi-gate universal screening through AIMSweb: • SSIS-MTL & SSIS-PB for all students • BESS for some students • Additional sources of data: • Discipline & attendance data from Google Doc E-Referrals (HS Only?) • Observations, teacher input, etc. as needed • Intervention selection: • Begin with research-supported standard protocol interventions; individualize or increase intensity/frequency as needed based on PM data

30. Our Plan for 2012-2013 (cont.) • Progress monitoring using Google Doc spreadsheets • PMing spreadsheet set up at RtII meetings • Data entered directly by teachers/counselors/paraeducators • Data & graph immediately available to all members of RtII team • Entire process guided by Behavior RtII Flowchart: • Universal screening cut-offs • Intervention & progress monitoring flow • Decision rules and next steps for non-responders

31. Behavioral RtII Tiered Interventions • Tier 1 supports – the things you do everyday, and perhaps some things to try when the things you have done in the past aren’t working • Tier 2 interventions – standard protocol, research-based interventions that work for most kids (90% or more) • Tier 3 – individualized interventions based on functional assessment; can be tier 2 plan that is tweaked, individualized, intensified by adding rewards, consequences, or additional interventions

32. Behavior Intervention Resources • http://schoolpsychology.wiki.elanco.net/KevinKuhn

33. Behavioral RtII Intervention Menu • In groups of 3 to present: • Describe the type of kid (no names) who would benefit from this intervention. • What are the main components of the intervention? • What are the strengths of this intervention? • How would you set up progress monitoring for this intervention?

34. Then and Now Then Problem lies within student Focus on distal antecedents Feeling of helplessness leading to inaction Refer out for psychological services & medication Now Problem lies within environment Focus on proximal antecedents Feeling of hopefulness leading to intervention Address behavioral and emotional needs within school

35. Resources http://elancoelementaryrtii.wiki.elanco.net/ http://schoolpsychology.wiki.elanco.net/KevinKuhn http://www.youtube.com/watch?v=nkK1bT8ls0M http://www.rti4success.org/ http://www.rtinetwork.org/