response-to-intervention: supporting students through integrated systems of prevention, intervention, assessment and pr

1. Response-to-Intervention:Supporting Students through Integrated Systems of Prevention, Intervention, Assessment and Problem Solving Title I Fall Administrative Workshops Fall 2007 Dr. Robert Marra rmarra@doe.state.in.us Teresa Neely tneely@doe.state.in.us Tara Rinehart rinehart@doe.state.in.us 1

2. 2 *Motion on slide -These so called myths indicate that implementation of RtI/IFS emphasizes 1) an integration of instruction and supports to meet the needs of the whole child, 2) the need for districts/schools to design their continuum of supports and services in response to the needs of the local community and students, and 3) successful implementation will require looking systematically at instruction, supports, services, and assessment data in an effort to integrate and systematize services so that all students� needs are met in response to data indicating a need (as opposed to being reliant on a referral based system). � *Motion on slide -These so called myths indicate that implementation of RtI/IFS emphasizes 1) an integration of instruction and supports to meet the needs of the whole child, 2) the need for districts/schools to design their continuum of supports and services in response to the needs of the local community and students, and 3) successful implementation will require looking systematically at instruction, supports, services, and assessment data in an effort to integrate and systematize services so that all students� needs are met in response to data indicating a need (as opposed to being reliant on a referral based system). �

3. Topics for Today 3 Definition and Contextualizing of RtI/Integrated and Focused Systems Components of Integrated Systems Curriculum, Instruction & Intervention Assessment System Problem Solving Application of Integrated Systems

4. So What Is RtI� 4 A framework for prevention and early intervention which involves determining whether all students are learning and progressing adequately when provided with high quality instruction and intervention.

5. And Why Is It Needed�. Children and Youth are in need � academically and behaviorally. Estimated 1 in 10 adolescents experience a significant mental health disorder (Surgeon General�s Report, 2000) Indiana 4th graders in 2005, 30% were at or above proficiency in reading and 35% were at or above proficiency in math (KIDS COUNT, 2007) 5.1% of youth aged 12-18 report some form of victimization at school (NCES, 2005) 29% of schools report signification acts of bullying (NCES, 2005) 10% or 16-24 year olds not enrolled in school and have no diploma/GED (NCES, 2003) 1,700 suspension each school day; Indiana schools reported 313, 322 suspensions in 2005-06 Both national and state data consistently highlights what all educators already know: Children and youth are experiencing significant academic, behavioral, and mental health difficulties are unprecedented rates. While the specifics vary from state to state and school to school, the need is persistent and apparent. Both national and state data consistently highlights what all educators already know: Children and youth are experiencing significant academic, behavioral, and mental health difficulties are unprecedented rates. While the specifics vary from state to state and school to school, the need is persistent and apparent.

6. And Where Did it Come From�Conceptual Foundation Public Health Prevention and Intervention Models (Caplan, 1964; Gordon, 1983) Learning and teaching environments can be designed to teach, Monitor progress, & acknowledge positive social behaviors and academic skills Resulting in A decrease in the development of new problems AND A decrease in the worsening of existing problems The conceptual foundation of RtI comes from the field of public health prevention, dating back to the 1960�s. Emphasizes the importance of prevention and early intervention in reducing the significance/severity of some problems and preventing the occurrence of others. This model recognizes the role of the learning environment and instruction in both preventing and decreasing academic and behavioral difficulties for significant numbers of children. The conceptual foundation of RtI comes from the field of public health prevention, dating back to the 1960�s. Emphasizes the importance of prevention and early intervention in reducing the significance/severity of some problems and preventing the occurrence of others. This model recognizes the role of the learning environment and instruction in both preventing and decreasing academic and behavioral difficulties for significant numbers of children.

7. And Where Did it Come From�Research and Federal Reports Research base beginning in the 1970�s Curriculum Based Measurement; S. Deno, D. Fuchs, L. Fuchs Problem Solving Method, J. Bergan Reading; S. Vaughn, J. Torgeson, B. Foorman, etc. Various federal initiatives/reports National Research Council Report, 1982 National Reading Panel, 2000 National Research Council Panel on Minority Overrepresentation Report, 2002 President�s New Freedom Commission on Mental Health, 2003 National Summit on Learning Disabilities President�s Commission on Excellence in Special Education, 2002 Much of the research base that supports RtI is focused on the individual components. For example, research on CBM began in the 1970s to identify a method of assessment that would reflect a student�s progress over short periods of time. Over time, the use of CBM has been applied to reading, math, written expression. Fuchs and Fuchs began to study the use of CBM in determining a student�s response to quality instruction. Bergan�s problem solving method is widely used in other disciplines and provides a systematic way to engage in data-based decision making. -Various federal initiatives and reports have called for the use of a framework that emphasizes using ongoing, formative (or progress monitoring) data to determine the effectiveness of instruction and intervention so that necessary adjustments can be made in a timely manner and ultimately before decisions about entitlement to special education resources can be made. -Other reports have emphasized the need for evidence based instructional practices to address both academic and mental health needs.Much of the research base that supports RtI is focused on the individual components. For example, research on CBM began in the 1970s to identify a method of assessment that would reflect a student�s progress over short periods of time. Over time, the use of CBM has been applied to reading, math, written expression. Fuchs and Fuchs began to study the use of CBM in determining a student�s response to quality instruction. Bergan�s problem solving method is widely used in other disciplines and provides a systematic way to engage in data-based decision making. -Various federal initiatives and reports have called for the use of a framework that emphasizes using ongoing, formative (or progress monitoring) data to determine the effectiveness of instruction and intervention so that necessary adjustments can be made in a timely manner and ultimately before decisions about entitlement to special education resources can be made. -Other reports have emphasized the need for evidence based instructional practices to address both academic and mental health needs.

8. And Where Did it Come From�Regulations Federal Level NCLB Individuals with Disabilities Education Act of 2004 Indiana Article 4 - Student Assistance Article 7 - Proposed

9. Article 7 Proposed: Integrated And Focused System (IFS) 511 IAC 7-40-2 511 IAC 7-40-2 Integrated and focused system to support student success Sec. 2. Each public agency, as part of the student assistance services that must be provided under 511 IAC 4-1.5-5, must establish and maintain an integrated and focused system of prevention, assessment, intervention, problem solving, and�referral for students�who are experiencing�problems that�adversely affect educational performance as defined in 511 IAC 7-32-?. (b) The parent of a student participating in an integrated system described in subsection (a) that assesses a student�s response to scientific, research based intervention, must be notified of the following: (1) the department of education�s policies regarding the amount and nature of student performance data that will be collected and the general education services that will be provided. (2) strategies for increasing the student�s rate of learning; and (3) the parent�s right to request an educational evaluation to determine eligibility for special education and related services. �34 CFR � 300.311(a)(7)(ii).

10. Principles of IFS 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 applied to 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. Principle 1: We believe that we can effectively teach ALL children. IFS practices are founded on the assumption and belief that all children can learn. It is the responsibility of all Indiana educators to ensure that the curricular, instructional, and environmental conditions that enable continuous growth and learning are in place for all Indiana students. Principle 2: We believe that effective leadership is essential to support student success. Effective leadership involves building a collaborative team of knowledgeable stakeholders committed to a shared vision of an integrated and focused system. Principle 3: We believe in the use of an effective and collaborative decision making process that utilizes assessment data. Assessment data from multiple sources and measures are used to inform core instruction and intervention; identify students in need of additional supports; and monitor progress. Whether applied to all students in a system, to small groups of students, or to individual students, a decision making process addresses the following basic steps: define the problem, analyze the problem, develop the plan, implement the plan with fidelity, evaluate the effectiveness of the plan and determine the next steps. Principle 4: We believe it is essential to intervene at the first indication of academic, social-emotional, or behavioral needs. Implementing proactive and preventive strategies at the first indication of a need is both more efficient and more successful than working with more advanced problems. Effective prevention and/or intervention practices are essential at all levels (P-12) and should be modified based on ongoing monitoring of student progress. Principle 5: We believe in providing an integrated and focused system of instructional interventions and resources that is applied to successfully meet all students� academic, social-emotional, and behavioral needs. An integrated system requires reconceptualization of the traditional educational environment to one of shared responsibility that blends resources to meet the needs of all students. The system also requires the focused use of a comprehensive support structure that applies timely instruction and interventions, differentiated in both nature and intensity, to address each student�s needs. Principle 6: We will use research and evidence-based instruction and interventions that are implemented with fidelity. Students must be engaged in core curriculum and instruction that is culturally responsive and has been demonstrated to be effective for a large majority of the student population. In addition, research-based, scientifically validated interventions are applied with increasing intensity for those students who need additional supports.Principle 1: We believe that we can effectively teach ALL children. IFS practices are founded on the assumption and belief that all children can learn. It is the responsibility of all Indiana educators to ensure that the curricular, instructional, and environmental conditions that enable continuous growth and learning are in place for all Indiana students. Principle 2: We believe that effective leadership is essential to support student success. Effective leadership involves building a collaborative team of knowledgeable stakeholders committed to a shared vision of an integrated and focused system. Principle 3: We believe in the use of an effective and collaborative decision making process that utilizes assessment data. Assessment data from multiple sources and measures are used to inform core instruction and intervention; identify students in need of additional supports; and monitor progress. Whether applied to all students in a system, to small groups of students, or to individual students, a decision making process addresses the following basic steps: define the problem, analyze the problem, develop the plan, implement the plan with fidelity, evaluate the effectiveness of the plan and determine the next steps. Principle 4: We believe it is essential to intervene at the first indication of academic, social-emotional, or behavioral needs. Implementing proactive and preventive strategies at the first indication of a need is both more efficient and more successful than working with more advanced problems. Effective prevention and/or intervention practices are essential at all levels (P-12) and should be modified based on ongoing monitoring of student progress. Principle 5: We believe in providing an integrated and focused system of instructional interventions and resources that is applied to successfully meet all students� academic, social-emotional, and behavioral needs. An integrated system requires reconceptualization of the traditional educational environment to one of shared responsibility that blends resources to meet the needs of all students. The system also requires the focused use of a comprehensive support structure that applies timely instruction and interventions, differentiated in both nature and intensity, to address each student�s needs. Principle 6: We will use research and evidence-based instruction and interventions that are implemented with fidelity. Students must be engaged in core curriculum and instruction that is culturally responsive and has been demonstrated to be effective for a large majority of the student population. In addition, research-based, scientifically validated interventions are applied with increasing intensity for those students who need additional supports.

11. Why is RtI and IFS Important�. Prevention is the best way to address a problem, Early intervention promotes academic, social, and behavioral success, Timely assessment data is key to aligning instruction and intervention to student need, Supporting student success is the shared responsibility of educators, families, and the community Adapted from Batsch , 2006; Gresham, 2002; Vaughn & Fuchs, 2003 RtI and IFS represents one way that a community of educators, families, and community members can share responsibility for meeting the needs of local children and youth through proactive, responsive, timely, and effective efforts. RtI and IFS represents one way that a community of educators, families, and community members can share responsibility for meeting the needs of local children and youth through proactive, responsive, timely, and effective efforts.

12. Areas of Application & Connection to Other Initiatives Areas of Application Academic Behavior Social-Emotional Learning Connection to Other Initiatives Reading First Positive Behavior Support School Based Mental Health Crisis Prevention and Response and more� Connection to Services Title I Special Education Language Education Programs and more�.. -The foundations underlying RtI are very similar to those that have been articulated for other initiatives such as positive behavior support, reading first, tiered intervention, etc. The key is to coordinating all such initiatives so that none are implemented separately or as �stand alone� initiatives. Doing so minimizes the potential impact and is less time efficient for adults (teachers, school personnel) but most importantly for students. -The foundations underlying RtI are very similar to those that have been articulated for other initiatives such as positive behavior support, reading first, tiered intervention, etc. The key is to coordinating all such initiatives so that none are implemented separately or as �stand alone� initiatives. Doing so minimizes the potential impact and is less time efficient for adults (teachers, school personnel) but most importantly for students.

13. Empirical Evidence for Tiered Systems 13 Emerging evidence to suggest fewer students (less than 2%) are identified as LD. Burns, Appleton, Stehouwer, 2005 Reduction in special education referrals in early grades. Tilly, 2003 Overall reduction in special education placements. O�Connor, 2003 Field-based practices yield similar or stronger results than university research-based efforts. Burns, Appleton, Stehouwer, 2005 Emerging evidence on the individual components of RTI. Coleman, Buysse & Neitzel, 2006 Significant research has been conducted on the individual components of an RtI model (for example, much is known about CBM and reading instruction). Less research has been conducted on the integrated implementation of a comprehensive RtI model (Coleman et al). Therefore, there is still much to be learned and technical details to be reconciled. However, as Fuchs and Deshler (2007) pointed out � such unanswered questions serve as a way to fuel our ongoing research and learning. Implementation based on just existing research knowledge will fall short of supporting sustainable change and desired student outcomes. Continued active research in schools and districts is critical for answering the remaining questions. Significant research has been conducted on the individual components of an RtI model (for example, much is known about CBM and reading instruction). Less research has been conducted on the integrated implementation of a comprehensive RtI model (Coleman et al). Therefore, there is still much to be learned and technical details to be reconciled. However, as Fuchs and Deshler (2007) pointed out � such unanswered questions serve as a way to fuel our ongoing research and learning. Implementation based on just existing research knowledge will fall short of supporting sustainable change and desired student outcomes. Continued active research in schools and districts is critical for answering the remaining questions.

14. Integrated System for Academic and Behavioral Supports This graphic represents: -a continuum of instructional supports and services that are available for students. Decisions about what services a given student/group of students needs are based on ongoing assessment data that is considered through a problem solving method/process. -The triangle is best conceptualized as a continuum of supports for students, not as another way of classifying/grouping students (ie not �green�, �yellow� and �red� students.). -Generally a three tier model is articulated although the number of tiers can be modified. The critical aspect is having a continuum of services which can be differentiated based on student need. The foundation of the services is the core curriculum, instruction, and learning environment in which all students are immersed. When a school is implementing such a model, all students are involved in RtI, thus no student �starts RtI� for example when they begin to struggle. Such a student may begin to receive additional support (based on data) but would not be perceived as being �in RtI� while other students are �out of RtI�. As tier 1 (core) supports the large majority of students, approximately 15% will need additional supplemental services (tier 2) and others will need increasingly intense services (tier 3, 2-5%). These percentages are based on national estimates and future research is needed to explore how these percentages may or may not shift from one location to another. This graphic represents: -a continuum of instructional supports and services that are available for students. Decisions about what services a given student/group of students needs are based on ongoing assessment data that is considered through a problem solving method/process. -The triangle is best conceptualized as a continuum of supports for students, not as another way of classifying/grouping students (ie not �green�, �yellow� and �red� students.). -Generally a three tier model is articulated although the number of tiers can be modified. The critical aspect is having a continuum of services which can be differentiated based on student need. The foundation of the services is the core curriculum, instruction, and learning environment in which all students are immersed. When a school is implementing such a model, all students are involved in RtI, thus no student �starts RtI� for example when they begin to struggle. Such a student may begin to receive additional support (based on data) but would not be perceived as being �in RtI� while other students are �out of RtI�. As tier 1 (core) supports the large majority of students, approximately 15% will need additional supplemental services (tier 2) and others will need increasingly intense services (tier 3, 2-5%). These percentages are based on national estimates and future research is needed to explore how these percentages may or may not shift from one location to another.

15. Essential Components of Integrated Systems Curricula, Instruction, and Intervention Evidence-based Culturally responsive Consistent and high quality Assessment and Progress Monitoring Tools meet necessary measurement criteria, such as sensitivity to change (eg. Curriculum based measurement, CBM) Data-based Problem Solving Method 5 step process These three components represent the heart of an RtI model. They are naturally supported by strong leadership, high quality and consistent implementation of research-based practices that are culturally responsive to the local community, and ongoing professional development for school personnel. These three components represent the heart of an RtI model. They are naturally supported by strong leadership, high quality and consistent implementation of research-based practices that are culturally responsive to the local community, and ongoing professional development for school personnel.

16. Tier One: For All Students *This slide is hidden during presentation but is provided as part of the participants handouts. *This slide is hidden during presentation but is provided as part of the participants handouts.

17. Tier One: For All Students *This slide is not printed for participants because of the motion and overlay of graphics *This slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier one which supports a large majority of the general student population. *This slide is not printed for participants because of the motion and overlay of graphics *This slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier one which supports a large majority of the general student population.

18. Alterable Variables to Intensify Instruction 18 Program Emphasis Grouping Time *slides 18-19 look at the component of Curriculum, Instruction, and Intervention and illustrate three ways that instruction can be intensified: 1) Program Emphasis (example, focusing on 5 big ideas of reading during core instruction and focusing on just one area (phonemic awareness) during intervention because student data indicated that specific need). 2)Grouping � decreasing the number of students in a group to allow for more academic engaged time. 3) Time � both frequency and duration. *slides 18-19 look at the component of Curriculum, Instruction, and Intervention and illustrate three ways that instruction can be intensified: 1) Program Emphasis (example, focusing on 5 big ideas of reading during core instruction and focusing on just one area (phonemic awareness) during intervention because student data indicated that specific need). 2)Grouping � decreasing the number of students in a group to allow for more academic engaged time. 3) Time � both frequency and duration.

19. *This slide shows how the above three variables can be differentiated. *This slide shows how the above three variables can be differentiated.

20. 20 Elementary Reading Example *An example on one elementary schools core/Tier 1 for first grade reading. Note: -The school also had a plan for other grades and other academic areas. -The Curriculum, Instruction, Intervention cell was determined after looking at the needs of 1st graders based on universal screening data. The information in this cell could change at the beginning of each year (and mid-year) based on the needs of the group. This school found this critical to reaching larger percentages of students through core instruction. The school leadership team and grade level teams would use universal screening data at the beginning of the year to identify students needs and necessary changes for Tier I. *An example on one elementary schools core/Tier 1 for first grade reading. Note: -The school also had a plan for other grades and other academic areas. -The Curriculum, Instruction, Intervention cell was determined after looking at the needs of 1st graders based on universal screening data. The information in this cell could change at the beginning of each year (and mid-year) based on the needs of the group. This school found this critical to reaching larger percentages of students through core instruction. The school leadership team and grade level teams would use universal screening data at the beginning of the year to identify students needs and necessary changes for Tier I.

21. 21 This can be used for participant discussion. Depending upon the group and amount of time, this can be done in small groups or as a large group. Possible guiding questions: -What current curriculum and instructional practices are used in your building/school (for a specific grade/content area) -What assessment data is collected for all students? -How is the assessment data used to identify and make instructional adjustments for students? � This can be used for participant discussion. Depending upon the group and amount of time, this can be done in small groups or as a large group. Possible guiding questions: -What current curriculum and instructional practices are used in your building/school (for a specific grade/content area) -What assessment data is collected for all students? -How is the assessment data used to identify and make instructional adjustments for students? �

22. Tier Two: At-Risk Students *Slide printed, but not projected during presentation. *Slide printed, but not projected during presentation.

23. Tier Two: At-Risk Students *Slide not printed, but projected during presentation. *As with slide 17, this slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier two. *Slide not printed, but projected during presentation. *As with slide 17, this slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier two.

24. Curriculum-Based Measurement (CBM) One type of Curriculum-Based Assessment (CBA) Based on �General Outcome Measurement� - measures skills reflective of year-long curriculum Sensitive to change over short periods of time Multiple measures at equivalent level of difficulty Standardized; known reliability & validity Provide information about skills on �indicators� that relate to the overall domain & high-stakes tests *slides 24-36 address the assessment component, especially CBM. Some slides may need to be hidden based on time. -This slide describes CBM, which is considered a hallmark of RtI. While CBM is uniquely important in RtI because of sensitivity to change and repeated assessment features, it is important to recognize that CBM will be just one type of assessment data that a school may need. When schools want data for the purpose of evaluating students� growth over time, CBM will be especially helpful. Other assessment purposes will require additional data. *slides 24-36 address the assessment component, especially CBM. Some slides may need to be hidden based on time. -This slide describes CBM, which is considered a hallmark of RtI. While CBM is uniquely important in RtI because of sensitivity to change and repeated assessment features, it is important to recognize that CBM will be just one type of assessment data that a school may need. When schools want data for the purpose of evaluating students� growth over time, CBM will be especially helpful. Other assessment purposes will require additional data.

25. Research support Over 30 years of research support the use of CBM to� Increase student achievement (Fuchs, Deno, & Mirkin, 1984; Stecker, Fuchs, and Fuchs, 2005) Make predictions about who will succeed on high-stakes assessments (Good, Simmons, & Kameenui, 2001) Help teachers identify when instructional changes are needed (Fuchs, Fuchs, & Hamlett, 1993) Develop classroom, school, or district norms (Shinn, 2002) Increase ease of communication with parents, teachers, students, and others (Shinn, Habedank, & Good, 1993)

26. Using CBM to guide instructional decisions CBM supports data-based decision-making through Goal setting Collecting progress monitoring data Graphing progress monitoring data Comparing progress monitoring data with a goal line Informing next instructional step � continue intervention, intensity intervention, or decrease intervention.

27. Where to get more information on CBM www.interventioncentral.org www.studentprogress.org www.fcrr.org 27 *Hidden, available if needed*Hidden, available if needed

28. 28 *Hidden, available if needed*Hidden, available if needed

29. 29 *Hidden, available if needed*Hidden, available if needed

30. 30 *Hidden, available if needed*Hidden, available if needed

31. Using CBM within a RTI framework The use of CBM differs across the tiers. At tier one, all students may participate in CBM through a universal screening which can identify students who are in need of additional support. Also, CBM would be administered to all students 3-4 times a year to ensure that students remain on track for meeting end-of-year goals/benchmarks. At tiers 2 and 3, CBM is used to progress monitor students for the purpose of determining whether Tier 2 (or 3) supports are effective in addressing the students� needs. The frequency of the progress monitoring increases in Tiers 2 and 3 as noted in the slide. The use of CBM differs across the tiers. At tier one, all students may participate in CBM through a universal screening which can identify students who are in need of additional support. Also, CBM would be administered to all students 3-4 times a year to ensure that students remain on track for meeting end-of-year goals/benchmarks. At tiers 2 and 3, CBM is used to progress monitor students for the purpose of determining whether Tier 2 (or 3) supports are effective in addressing the students� needs. The frequency of the progress monitoring increases in Tiers 2 and 3 as noted in the slide.

32. Eddie�s Progress Monitoring - A *Graph to demonstrate using progress monitoring data in comparison to a goal line. Here the intervention appears effective (based on the common rule of the 4 most recent data points above goal line). *Graph to demonstrate using progress monitoring data in comparison to a goal line. Here the intervention appears effective (based on the common rule of the 4 most recent data points above goal line).

33. Eddie�s Progress Monitoring - B *Graph to demonstrate using progress monitoring data in comparison to a goal line. Here the intervention does not appear effective (based on the common rule of the 4 most recent data points above goal line).*Graph to demonstrate using progress monitoring data in comparison to a goal line. Here the intervention does not appear effective (based on the common rule of the 4 most recent data points above goal line).

34. 34 Elementary Reading Example Again, one elementary school�s example for Tier 2 1st grade reading Again, one elementary school�s example for Tier 2 1st grade reading

35. 35 *Again can be used for participant discussion. -Possible reflection questions -What supplemental interventions are provided for students who need them? -How is progress of students measured? -Who reviews progress data to determine effectiveness? *Again can be used for participant discussion. -Possible reflection questions -What supplemental interventions are provided for students who need them? -How is progress of students measured? -Who reviews progress data to determine effectiveness?

36. Tier Three: Most in Need Students *Printed, but not projected during presentation *Printed, but not projected during presentation

37. Tier Three: Most in Need Students *Slide not printed, but projected during presentation. *This slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier three. *Slide not printed, but projected during presentation. *This slide has motion to allow discussion of each of the components separately and then show how when the three are integrated they represent an effective tier three.

38. 38 Illustrates the 5 phases of the problem solving method and the important questions/considerations at each phase. Illustrates the 5 phases of the problem solving method and the important questions/considerations at each phase.

39. 39 -Demonstrates that the problem solving method can/should be used by various teams. For some teams, this will be more formal and documented than for other teams. -Emphasizes that team composition is dependent upon the needs of the student. -Emphasizes the importance of convening the right team for the right level of problem/concern. For example, don�t need a large building level team to address small concerns that could be solved with fewer resources. -When universal screening data is effectively utilized, the need for teachers to refer individual students for problem solving is reduced because most students needs would be met through the provision of tier 2 supports/services. This is important because students receive more timely support, the use of team members� time is focused on the students most in need/with most complex difficulties, and data drives the process thus reducing the bias inherent in the referral of individual students. -Demonstrates that the problem solving method can/should be used by various teams. For some teams, this will be more formal and documented than for other teams. -Emphasizes that team composition is dependent upon the needs of the student. -Emphasizes the importance of convening the right team for the right level of problem/concern. For example, don�t need a large building level team to address small concerns that could be solved with fewer resources. -When universal screening data is effectively utilized, the need for teachers to refer individual students for problem solving is reduced because most students needs would be met through the provision of tier 2 supports/services. This is important because students receive more timely support, the use of team members� time is focused on the students most in need/with most complex difficulties, and data drives the process thus reducing the bias inherent in the referral of individual students.

40. 40 Elementary Reading Example Again, elementary school�s example of tier 3 for 1st grade reading. Again, elementary school�s example of tier 3 for 1st grade reading.

41. 41 *Participant discussion Possible guiding questions -What services are available? -How are we assessing student growth and progress?*Participant discussion Possible guiding questions -What services are available? -How are we assessing student growth and progress?

42. Moving toward Implementation 42 Consensus Building Developing an Infrastructure Implementation A process that takes 3-6 years for full implementation! Implementation will be an ongoing process which is best situated as part of a school�s school improvement efforts. Important to realize that consensus building is necessary and will likely be ongoing over a period of time. Both consensus building and developing an infrastructure are critical at the building and district (and state) level. Implementation will be an ongoing process which is best situated as part of a school�s school improvement efforts. Important to realize that consensus building is necessary and will likely be ongoing over a period of time. Both consensus building and developing an infrastructure are critical at the building and district (and state) level.

43. Where to Begin? 43 Building consensus through inquiry Assessing current practices, Identifying needs, Developing a timeline for consensus building and infrastructure development, Integrating with school improvement plans, curriculum mapping, schoolwide plans and other activities Many schools are conducting book study groups, professional learning communities, and professional development to begin the consensus building process. This serves to develop common language and begin the process of reviewing current practices and data to determine areas in which the system (district/building) needs to build the necessary infrastructure. For example, it is common for educators to verbalize that their district/building lacks supplemental interventions and a way to assess progress over time. Another common example is that educators report not having time to work as collaborative teams to interpret existing data for instructional implications. Many schools are conducting book study groups, professional learning communities, and professional development to begin the consensus building process. This serves to develop common language and begin the process of reviewing current practices and data to determine areas in which the system (district/building) needs to build the necessary infrastructure. For example, it is common for educators to verbalize that their district/building lacks supplemental interventions and a way to assess progress over time. Another common example is that educators report not having time to work as collaborative teams to interpret existing data for instructional implications.

44. Key Websites 44 Collaborative Problem Solving Project @ the Blumberg Center www. indstate.edu/soe/blumberg/cpsp National Center on Student Progress Monitoring (NCSPM) www.studentprogress.org National Research Center on Learning Disabilities (NCRLD) www.nrcld.org Research Institute on Progress Monitoring www.progressmonitor.org IRIS Center http://iris.peabody.vanderbilt.edu/ Florida Center for Reading Research http://www.fcrr.org/

45. Key Websites 45 Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/ Center on Instruction http://www.centeroninstruction.org University of Oregon http://www.reading.uoregon.edu/curricula Collaborative for Academic, Social, and Emotional Learning http://www.casel.org OSEP Center on Positive Behavioral Interventions & Supports http://www.pbis.org/tools

46. References 46 Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. The Guilford Press. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. (2003). Responsiveness-to-intervention:��Definitions, evidence, and implications for the learning disabilities construct. Learning�Disabilities: Research and Practice, 18, 157-171. � Gordon, R.S. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107-109. Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum. National Association of State Directors of Special Education (NASDSE). Response to Intervention: Policy Considerations and Implementation. (2005). Available from NASDSE Publications www.nasde.org

47. References 47 National Research Center on Learning Disabilities. (2004). Executive summary of the NRCLD symposium on responsiveness to intervention [Brochure]. Lawrence, KS: Author. O'Connor (2003). Tiers of intervention in kindergarten through third grade. Paper presented at the Response-to-Intervention Symposium, December 4-5, 2003, Kansas City, MO. Retrieved June 12, 2006, from www.nrcld.org/html/symposium2003. Tilly, W.D., III. (2003, December) How many tiers are needed for successful prevention and early intervention? Heartland Area Education Agency�s evaluation from four to three tiers. Paper presented at the Response-to-Intervention Symposium, December 4-5, 2003, Kansas City, MO. Retrieved June 12, 2006, from www.nrcld.org/html/symposium2003. Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.

48. 48 Elementary Reading Example *Hidden during projection but printed as full slide so that the text can be read (too small when printed as handout). *Hidden during projection but printed as full slide so that the text can be read (too small when printed as handout).

49. 49 *Hidden during projection but printed as full slide for participants to note ideas during participant discussions. *Hidden during projection but printed as full slide for participants to note ideas during participant discussions.