Response to Intervention

1. Response to Intervention Grand Rapids Public Schools August 18, 2009

2. Contact information: Terri Metcalf MiBLSi Regional Coordinator for Kent and Ottawa ISDs tmetcalf@oaisd.org 738-8940 ext 4112 www.cenmi.org/miblsi

3. What to expect . . . • What is “response to intervention” or RtI? • History and background • RtI and Behavior: • Overview of Schoolwide Positive Behavior Support • Resources and next steps

4. What is RtI? Background knowledge and importance

5. What is response to intervention? Response to intervention is . . . Response to intervention is not . . . • RtI • RTI • Three-tier model • Problem solving model • The Triangle model • Special education eligibility • Pre-referral model • Tier 2 pull-out • Just for reading • Just for learning disabilities • DIBELS

6. RtI is . . . . . .the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. NASDSE, RtI: Policy Considerations and Implementation, 2005 (emphasis added).

7. Core Principles of an RtI Framework • We can effectively teach all children. • Intervene early. • Use a multi-tier model of support. • Use a problem-solving method for decision making. • Research-based interventions/instruction to the extent available. • Monitor student progress to inform instruction. • Use data to make decisions. • Use assessment for different purposes. NASDSE, RtI: Policy Considerations and Implementation, 2005

8. How does this tie into POL?

9. Why change, why now? • Research • Legislation

10. Research

11. Converging evidence shows that most children can be taught to read at grade level • 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade. • Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade • Started with lower skills • Made less progress • Fell further and further below grade level as they progressed from first through fourth grade.

12. 5.2 2.5 Early Screening Identified Children At Risk 5 4 High Score (low risk) on Screening Reading grade level 3 2 Low score (high risk) on Early Screening 1 1 2 3 4 Grade level corresponding to age

13. Instruction is What Matters! Four years later, the researchers went back to the same school. Two major changes were implemented: • First, a research-based comprehensive reading program was implemented for all students, and • Second, children at risk for reading difficulty were randomly assigned to a control group(no special intervention) or to a group receiving substantial instructional intervention.

14. With substantial instructional intervention 4.9 With research-based core but without extra instructional intervention 3.2 Intervention Control Four years 5.2 5 4 Low Risk on Early Screening 3 Reading grade level 2.5 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

15. Legislation

16. Legislation • Reauthorization of Individuals with Disabilities Act (IDEA) • Became effective October 13, 2006 • Incorporated new requirements for identifying students with learning disabilities • Allow districts to consider a child’s “response to scientific, research-based intervention” as part of evaluation process §300.309(a)(2)(i) • Shortened to response to intervention or RtI

17. RtI is a Well-Child Program for Education • Health Care • Infant screenings • Annual check-ups • Comparison to developmental standards • Immunizations • Use of research-based standard protocol treatments for common problems • Hypothesis testing as part of evaluation • Referral for specialist care if needed • Education • Standardized screening • Three yearly “check-ups” • Comparison to local and national benchmarks • Use of research-based instruction for general education instruction • Hypothesis testing as part of curriculum and assessment practices • Referral to special education only if progress in other instruction is not made

18. Where did this come from??? • We have been using components of RtI for a long time: e.g. progress monitoring measures, differentiated instruction, etc. • Flipping systems from “everyone is assumed to be ok until they aren’t” to screening and intervening right away

19. Intensive Intervention Individualized, functional assessment, highly specific 5-10% Targeted Intervention Supplemental, some students, reduce risk 15-20% Universal Prevention Core Instruction, all students, preventive, proactive 80% Multi-Tiered Support All Students in School

20. What has been the national impact of RtI and schools? • 32% of districts expect full implementation of RtI by 2010 • 47% of districts have a “defined RtI process” – 53% do not • 71% of districts report that implementation is led by general education or a joint general ed/special ed effort • 84% of districts report implementation for reading, 53% for math and 44% for behavior CASE Survey, 2008

21. ELEVATOR TEST: What is RtI? • Write a brief (30-60 second) description of RtI • Share with a partner

22. What about behavior?

23. Relationship between behavior and reading Children of the Code: A Social Education Project http://www.childrenofthecode.org/

24. Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior Use data to problem solve

25. Identifying Behavior Expectations Big Ideas… • People need to know what is expected of them • Identify small number of expectations that are comprehensive that reflect the school’s values • Make the expectations observable

26. Consider your impressions of this school School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

27. Defining Behavior Expectations • Behavior expectations must be defined in each setting • Definitions should be positively stated • Definitions should be observable • Use simple, concrete language • NEVER assume that the students will “understand what we mean”

28. Portage Community High School South Range Holland Heights Elementary Westwood School

29. Transform broad school-wide Expectations into specific, observable behaviors. Classroom Lunchroom Bus Hallway Playground Respect Others Use inside voice Eat your own food Stay in your seat Stay to the right Wait your turn Respect Property Recycle paper Return trays Keep feet on the floor Put trash in cans At bell return equipment Respect Yourself Do your best Wash your hands Be at stop on time Use your words Have a plan

30. Teaching Behavior Expectations Big Ideas… • Learning what to do socially is just like learning what to do academically • Proactively teach pro-social behaviors • Create opportunities for reviewing expectations throughout school year

31. Process for Teaching Behavioral Expectations • Define the Expectation • Provide a Rationale • Teach the Critical Discrimination • Demonstrate Appropriate Behavior • Demonstrate Unacceptable Behavior • Practice telling the difference with multiple examples • If there is a “signal” teach the signal (when should the appropriate behavior occur?) • Have everyone practice the appropriate behavior • Acknowledge students for demonstrating appropriate behavior

32. Teaching Behavior Expectations in Hallway:East Elementary

33. Build Reward Systems Systems for Acknowledging Appropriate Behavior. • Students should be acknowledged regularly (at least every 2 weeks) • 5 to 1 ratio of positive to negative • Always build toward independence • move from “other” delivered to self-delivered • move from frequent reward to infrequent • move from concrete to natural • Build on person-to-person relationships

34. Many schools use a ticket system Cherokee High School • Tied into school • expectations • Specific feedback on • student’s behavior • Provides visible acknowledge of appropriate behavior for student • Helps to remind staff to provide acknowledgements High School Students involved in Colorado PBS

35. Effective Discipline System • Use negative consequences to: • Minimize natural rewards for problem behavior • Prevent escalating interactions • Allow instruction to continue • Build predictable, consistent negative consequences • Do not expect negative consequences alone to change behavior.

36. Data Tools Big Ideas… • Data should be easy to collect and use • Evaluate and regularly act on student behavior outcome data • Regularly collect process data and use this to guide and improve implementation efforts

37. The School-Wide Information System www.swis.org Web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. Provides school personnel with accurate, timely and practical information for making decisions about discipline systems

38. Example from Mulick Park

39. Teaching Tolerance article • Article on school using Positive Behavior Support model

40. RtI Resources and next steps How can I find additional information on the components of RtI?

41. Additional Resources MiBLSi (Michigan’s Integrated Behavior and Learning Support Initiative) Webpage: www.cenmi.org/miblsi OAISD Early Intervention Webpage: www.oaisd.org/earlyintervention RtI resources page Links to additional websites on RtI; screening and progress monitoring assessments; intervention ideas and lesson plans

42. Helpful websites The RtI Action Network www.rtinetwork.org National Center on Response to Intervention (RTI) www.rti4success.org Schoolwide Positive Behavior Support www.pbis.org