Response to Intervention: Implications for General, Remedial and Special Education Joseph F. Kovaleski, D.Ed. Indiana

1. Response to Intervention: Implications for General, Remedial and Special EducationJoseph F. Kovaleski, D.Ed.Indiana University of PAIndiana, PA 15705724/357-3785jkov@iup.eduwww.coe.iup.edu/kovaleski

2. Acknowledgements  Selected slides for this presentation were developed by the following: David Prasse, Loyola University (Chicago) and Dick Hall (Eastern Lancaster County School District). Jeff Grimes and David Tilly, presented at the Innovations Conference, Charleston, SC, September, 2003. Joy MacKenzie, Lancaster-Lebanon Intermediate Unit, East Petersburg, PA. Jason Pedersen, Jennifer Lillenstein, and Tracey Clemens, Cornwall-Lebanon School District, Lebanon, PA.

3. Goals of Today�s Session Understand the response to intervention (RTI) format and its use in determining eligibility for special education. Reconceptualize support services within a three-tier model of service delivery. Understand a school-wide restructuring process based on student data. Fuse diverse programs for at-risk students.

4. Related goals � Understand how RTI can help school administrators meet the challenge of NCLB and AYP. Imagine the principal�s role as being directly connected to student proficiencies. Conceptualize the three-tier format as a model of staff development.

5. IDEA 2004 �CHANGES: Eligibility Determinations A child shall not be determined to be a child with a disability if determinant factor is: Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction. Lack of instruction in math Limited English Proficiency �614(b)(6)(B) JoeJoe

6. IDEA 2004 ChangesSpecific Learning Disabilities The LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. JoeJoe

7. IDEA 2004 ChangesSpecific Learning Disabilities (cont.) In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention. JoeJoe

8. PA Regulations Academic assessment Behavioral assessment Intervention based on assessment Assessment of response to intervention Lack of instruction or limited English proficiency Ability of the regular education program to maintain the student Activities designed to gain the participation of parents Please note that this information applies only to the school age population and not to preschool early intervention The bullets on the slide are paraphrased and you may want to clarify numbers 5 & 6 by reading the complete citation below �14.122 Screening. (b) Each school district shall implement a comprehensive screening process. School districts may implement instructional support according to Department guidelines or an alternative screening process. School districts which elect not to use instructional support for screening shall develop and implement a comprehensive screening process that meets the requirements specified in subsections (a) and (c). (c) The screening process shall include: (1) For students with academic concerns, an assessment of the student's functioning in the curriculum including curriculum-based or performance-based assessment. (2) For students with behavioral concerns, a systematic observation of the student's behavior in the classroom or area in which the student is displaying difficulty. (3) An intervention based on the results of the assessments under paragraph (1) or (2). (4) An assessment of the student's response to the intervention. (5) A determination as to whether the student's assessed difficulties are due to a lack of instruction or limited English proficiency. (6) A determination as to whether the student's needs exceed the functional ability of the regular education program to maintain the student at an appropriate instructional level. (7) Activities designed to gain the participation of parents. �300.534 Determination of eligibility (a) Upon completing the administration of tests and other evaluation materials - (1) A group of qualified professionals and the parent of the child must determine whether the child is a child with a disability, as defined in �300.7[Child with a disability]; and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent. (b) A child may not be determined to be eligible under this part if� (1) The determinant factor for that eligibility determination is� (i) Lack of instruction in reading or math; or (ii) Limited English proficiency ; and (2) The child does not otherwise meet the eligibility criteria under �300.7(a). Please note that this information applies only to the school age population and not to preschool early intervention The bullets on the slide are paraphrased and you may want to clarify numbers 5 & 6 by reading the complete citation below �14.122 Screening. (b) Each school district shall implement a comprehensive screening process. School districts may implement instructional support according to Department guidelines or an alternative screening process. School districts which elect not to use instructional support for screening shall develop and implement a comprehensive screening process that meets the requirements specified in subsections (a) and (c). (c) The screening process shall include: (1) For students with academic concerns, an assessment of the student's functioning in the curriculum including curriculum-based or performance-based assessment. (2) For students with behavioral concerns, a systematic observation of the student's behavior in the classroom or area in which the student is displaying difficulty. (3) An intervention based on the results of the assessments under paragraph (1) or (2). (4) An assessment of the student's response to the intervention. (5) A determination as to whether the student's assessed difficulties are due to a lack of instruction or limited English proficiency. (6) A determination as to whether the student's needs exceed the functional ability of the regular education program to maintain the student at an appropriate instructional level. (7) Activities designed to gain the participation of parents. �300.534 Determination of eligibility (a) Upon completing the administration of tests and other evaluation materials - (1) A group of qualified professionals and the parent of the child must determine whether the child is a child with a disability, as defined in �300.7[Child with a disability]; and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent. (b) A child may not be determined to be eligible under this part if� (1) The determinant factor for that eligibility determination is� (i) Lack of instruction in reading or math; or (ii) Limited English proficiency ; and (2) The child does not otherwise meet the eligibility criteria under �300.7(a).

9. Influences on Current Practice IDEA 1997 LD Summit � August 2001 President�s Commission on Special Education Reauthorization of IDEA 2004 (underway) No Child Left Behind JoeJoe

10. Summary: Problems with the Discrepancy Approach Need to wait until discrepant to deliver SDI Doesn�t link with intervention False positives (high IQ; average achievement) False negatives (the slow learner myth) JoeJoe

11. The average intelligence test score of children in the juvenile justice system is 81.3 The average intelligence test score of high school dropouts is 86.5. The average intelligence test score of girls who leave high school due to pregnancy is 80.2 (Shaw, n.d.)

12. NCLB AND IDEIA 2004 Scientifically based instruction, curriculum, and interventions. Identification of learning problems early. Ongoing monitoring to determine impact of curriculum and instruction. Design and implement remedial and individualized intervention for those who don�t respond. Inclusion of students in single accountability system. Documentation of student outcomes through AYP.

13. It�s not just about identification� IDEIA and NCLB are companion laws. They are mutually referential. Together, they envision a seamless system of supports, based on the use of scientifically based instruction, in both general and regular education. The mission is the development of proficiency in basic skills (particularly reading) for all students.

14. What Is Response to Intervention? A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk. An alternative to the discrepancy model for the identification of students with learning disabilities.

15. 15 RTI is �the practice of� (1) providing high-quality instruction and interventions matched to student needs and, (2) using learning rate over time and level of performance to (3) make important educational decisions. (p.5)�

16. Key Characteristics of RtI Universal Screening of academics and behavior Multiple tiers of increasingly intense interventions Differentiated curriculum-tiered intervention strategy Use of evidence-based interventions Continuous monitoring of student performance Benchmark/Outcome assessment

17. What is a School-Wide Model? A system-wide intervention model to enhance academic and social behaviors of all students Prevention Proactive instruction Data-based decision making Assessment driving instruction (Grimes & Tilly, 2003) School-wide model has a clear focus - prevention of difficulties - Provide an Instructional focused on essential skills - to make decisions are with data - Assess the instructional results.School-wide model has a clear focus - prevention of difficulties - Provide an Instructional focused on essential skills - to make decisions are with data - Assess the instructional results.

18. Building the Infra-structure for RTI Using RTI requires an infra-structure of assessment and intervention techniques. We do not recommend implementing RTI if the infra-structure is not in place. Therefore, initial efforts should be placed on building the infra-structure.

19. The Multi-tier Process Ensures that scientifically validated interventions are used at a high degree of fidelity. Allows for the collection of valid, reliable, and functionally meaningful data that inform both identification and treatment decisions.

20. Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

21. Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

22. Tier 1: Evidence-based Core Curriculum

23. The Context for NCLB and IDEA 5% of children learn to read effortlessly 20-30% learn relatively easily once exposed to reading instruction For 60% of children learning to read is a much more formidable task For at least 20-30% of children, reading is one of the most difficult tasks that they will have to master. For 5% of students even with explicit and systematic instruction, reading will continue to be a challenge. MacKenzie (2000), citing statistics from Lyon, Kamme�enue, Simmons, et al.

25. National Reading Panel http://www.nationalreadingpanel.org/default.htm

26. Joe will track down Joy and add Reading RecoveryJoe will track down Joy and add Reading Recovery

27. Evaluating Your Core Reading Curriculum http://www.fcrr.org/ http://reading.uoregon.edu/curricula/con_guide.php http://oregonreadingfirst.uoregon.edu/downloads/106_High_Priority_Programs.pdf

28. Tier 1: Data Analysis Teaming Teams of like teachers working together to� Access critical data on all students� performance related to achievement of standards Analyze data and find which students have which gaps in attainments Set measurable goals to close the gap Brainstorm or create instructional strategies Based on Michael Schmoker�s Results.Based on Michael Schmoker�s Results.

29. Teachers Working Together Like teachers = grade level or department level Use skills of collaborative consultation (e.g., problem identification, brainstorming) Need a structure (time, place, etc.)

30. Accessing Critical Data Two forms of data: group tests and district performance tests/tasks Need a process for gathering data Need someone to convert data into teacher-friendly summary documents Need to train teachers on how to read summary documents � Group tests may be PSSA and/or commercially prepared tests (e.g., Terra Nova, Stanford) � Performance tests/tasks should be related to standards not just course content � Performance tasks should be administered 3-4 times per year � DIBELS as prototype, but is relevant K-12 � Need to set up an infrastructure for collecting the data that is efficient and does not unduly interfere with instructional time � Data need to be collected centrally and transformed for the teacher into a summary format that is easy to read and understand (note teachers� aversion to data) � Reading the summary statements cannot be assumed; need to train teachers how to do this. � Group tests may be PSSA and/or commercially prepared tests (e.g., Terra Nova, Stanford) � Performance tests/tasks should be related to standards not just course content � Performance tasks should be administered 3-4 times per year � DIBELS as prototype, but is relevant K-12 � Need to set up an infrastructure for collecting the data that is efficient and does not unduly interfere with instructional time � Data need to be collected centrally and transformed for the teacher into a summary format that is easy to read and understand (note teachers� aversion to data) � Reading the summary statements cannot be assumed; need to train teachers how to do this.

31. DIBELS Website http://dibels.uoregon.edu/index.php

34. Teachers Analyze Data View skills critical to meeting standards Identify which students have attained skill Identify which are developing skill Identify which are deficient

35. Tier 1 Screening and Intervention Record Form (SIRF)Adapted from Schmoker (1999)

36. Teachers Set Group Goals Create brief statements describing expected attainments of group Set a deadline or target date For example: By January, 90% of students will demonstrate proficiency on� (describe specific skill) Show Schmoker form here.Show Schmoker form here.

37. Teachers Brainstorm Strategies With goal in mind, teachers brainstorm specific ideas for teaching to the target skill Can use existing known strategies Many teams choose to create entirely new strategies Keep focused on research-based strategies

38. Teachers Implement Strategies All strategies are whole- or small-group interventions

39. Using the �Consumer Reports� rating system:

40. Sample Strategy Rating Sheet

41. Benefits of Tier 1 Promotion of evidence-based instruction on a whole-class, whole-school level Systematic identification of non-responders (not just teacher referral) Eventual focusing of resources on fewer students at tiers 2 and 3

42. Kindergarten Tier 2 Students Progress (SL)

43. First Grade Tier 2 Students Progress (SL)

44. Lillenstein & Pedersen (2005) Kindergarten Data

45. Lillenstein & Pedersen (2005) Kindergarten Data

46. Quarterly Assessment Products: What to Look For� Brief (minutes per student) Quarterly Capable of giving useful printouts By individual students By specific benchmark skills Examples: Testlynx? Voyager? http://www.coe.iup.edu/kovaleski/RTI%20websites.htm

47. Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

48. Tier 2 Use of standard protocol interventions Supplemental materials in general ed. Differentiated instruction in general ed. Specialists may �push-in� Cycle responders back to tier 1 Identify non-responders for tier 3

49. A Standard Protocol Intervention � is scientifically based. has a high probability of producing change for large numbers of students. is designed to be used in a standard manner across students. is usually delivered in small groups. is often scripted or very structured. can be orchestrated by a problem-solving team.

50. Lillenstein & Pedersen (2005) Direct Instruction Techniques Explicitly teach the students what you want them to learn Teach to mastery and use error correction Keep pace of instruction brisk Engage students via choral response and random selection of individuals

51. Lillenstein & Pedersen (2005) Three approaches to Phonics Instruction Joe- Do we want to do this as a group activity?Joe- Do we want to do this as a group activity?

52. Standard Protocols for Early Literacy Phonological Awareness Training for Reading (PATR) Early Reading Intervention (Scott Foresman) REWARDS (Sopris West)

53. Phonological Awareness Training for Reading (PATR) Author: Torgesen & Bryant Publisher: Pro-Ed Can use as supplement for whole group Or as standard protocol PA training takes 20 hours to get to proficiency 15 minute sessions

54. Early Reading Intervention(ERI) Publisher: Scott-Foresman Reusable materials Phonological awareness & phonics K-2 Research: 97% success rate Local results (CLSD): 70% $1,500 30 minutes/lesson Enough lessons for one year on a daily basis Small group (3-5 students)

55. Kindergarten Peer-Assisted Literacy Strategies (K-PALS) Author: Mathes, Clancy-Menchetti, & Torgesen Publisher: Sopris West 3x/wk. 10-15 min.

56. Standard Protocol Websites http://www.fcrr.org/ http://reading.uoregon.edu/curricula/con_guide.php http://oregonreadingfirst.uoregon.edu/downloads/106_High_Priority_Programs.pdf

57. Tier 3 Use of standard protocols Supplemental instructional materials Small intensive groups outside the general ed. classroom Managed by remedial educators 10-20 week interventions Cycle responders back to tier 2

58. �Special-education-like Instruction�(McMaster et al., 2003) immediate corrective feedback mastery of content before moving to next lesson more time on activities that were especially difficult more opportunities to respond fewer transitions setting goals and self-monitoring progress special relationship with tutor

59. Lillenstein & Pedersen (2005) How much achievement is gained per time spent per child? Gains are sustained by PATR kids over time. The RR kids did not sustain gains. The PATR kids have been shown to have long lasting gains in other settings in the literature.Gains are sustained by PATR kids over time. The RR kids did not sustain gains. The PATR kids have been shown to have long lasting gains in other settings in the literature.

60. Lillenstein & Pedersen (2005) Types of Interventions by Tier

61. Teaming During RTI

63. Graph of IST data

64. Troubleshooting Interventions Integrity of current interventions How much time was the intervention delivered? Was the group an appropriate (1-3 or 1-6)

65. Results of Tier 3 Identify which students have good or poor response to instruction (RTI) Sort students who need further help Decide which students are helped in general education Decide which students need evaluation for special education

66. Tier 2: Ongoing Support

67. Tier 2/3: Flexible Service Delivery No further data collection needed for most remedial programs (e.g., Title 1, Reading Recovery) MDE decides if further evaluation is needed for special education eligibility At this stage, specialists are added to the ongoing implementation of the remediation � Specialist are used routinely in Tier 1 and Tier 2, but only as advisers/consultants/facilitators of the process. In Tier 3, they actually take an ongoing role in intervening with students.� Specialist are used routinely in Tier 1 and Tier 2, but only as advisers/consultants/facilitators of the process. In Tier 3, they actually take an ongoing role in intervening with students.

68. System Change for Flexible Services Consensus on evidence-based practice (�a house divided�) Administrative leadership and involvement Revision of paperwork and job descriptions

69. Critical Features of �Flex� Cross training of staff Non-categorical deployment of staff Remediation based on students� needs Transitory services

70. Cross Training Identification of critical knowledge and strategies Training of all �flex staff� in ALL of the procedures

71. Non-categorical Deployment Eliminate wide variety of job titles (at least conceptually) Specialists are fungible -- anyone can take another�s place or role

72. Need-based Services Data are now used to sort students into appropriate levels and types of service Level = how much time during school day Type = what type of strategies are needed Use of double-grid system of planning Data profiles of students receiving different types of services created � Type: use primary reading example of Reading Recovery. Which students need and will profit from RR vs. another type of intervention? Does this mean that another teacher needs to work with the student or can the �RR� teacher do it? Must it be individual or small group? � Show example of the double-grid format. � Show example of a data profile.� Type: use primary reading example of Reading Recovery. Which students need and will profit from RR vs. another type of intervention? Does this mean that another teacher needs to work with the student or can the �RR� teacher do it? Must it be individual or small group? � Show example of the double-grid format. � Show example of a data profile.

73. Transitory Service Students may not need a given service for the entire year Program may be reorganized from month to month and from year to year Program organization follows needs of students, not a �model�

74. `

75. Roles and FunctionsNewark Valley (NY) School District

76. Entitlement for Special Education This graphic depicts how the 3 concepts (progress, discrepancy and instruction need] and how they contribute to an entitlement decision. We are looking for convergence of data that supports a decision. Sky diver �gas stove?� [seeking knowledge] David look for citation slides. This graphic depicts how the 3 concepts (progress, discrepancy and instruction need] and how they contribute to an entitlement decision. We are looking for convergence of data that supports a decision. Sky diver �gas stove?� [seeking knowledge] David look for citation slides.

77. Step 1: Appraising the student�s rate of learning Evaluating the student�s response to scientifically based instruction. What was the student�s progress during the intervention? DickDick

78. Conditions for Special Education Entitlement: Progress Educational Progress - previous interventions have not sufficiently improve a student�s rate of learning and additional resources are needed to enhance student learning or the interventions that have sufficiently improved the student�s learning are too demanding to be implemented without special education resources (Grimes & Tilly, 2003) Dick Now we will focus on decision making. We will consider 3 essential concepts and look at how these ideas and data interact with an entitlement decision FIRST-- student's educational progress Despite significant interventions the student rate of improvement is insufficient without additional resources. Dick Now we will focus on decision making. We will consider 3 essential concepts and look at how these ideas and data interact with an entitlement decision FIRST-- student's educational progress Despite significant interventions the student rate of improvement is insufficient without additional resources.

79. Assessing Progress (Grimes & Tilly, 2003) Dick I suggest we eliminate this slide. David look for citation slides. Dick I suggest we eliminate this slide. David look for citation slides.

80. Dick The following 3 slldes depict possible response to instructions scenarios.Dick The following 3 slldes depict possible response to instructions scenarios.

81. DickDick

82. DickDick

83. Step 2: Appraising the Extent of Academic Deficiency Is the student discrepant from realistic expectations for his or her grade and age level? DickDick

84. Conditions for Special Education Entitlement: Discrepancy Discrepancy - given equal or enhanced opportunities, the student�s current level of performance is significantly lower than typical peers or identified standards (Grimes & Tilly, 2003) Dick Fuchs data on typical acquisition 1.5 word correct minute per week, one digit correct per minute per weekDick Fuchs data on typical acquisition 1.5 word correct minute per week, one digit correct per minute per week

85. Discrepancy (Grimes & Tilly, 2003) Dick I suggest we eliminate this slide. David look for citation slides. Dick I suggest we eliminate this slide. David look for citation slides.

86. Verifying Academic Deficiency Using CBM Development of local norms Determining discrepancy from local norms 2.0 X criterion JoeJoe

87. 2.0X calculation Divide norm group mean by student�s score Result expressed as a ratio of deficiency Example: 100 wpm / 50 wpm = 2.0X Dick This is from ShinnDick This is from Shinn

88. Cornwall-Lebanon SD ElementaryOral Reading Fluency Norms JoeJoe

89. Is there a role for norm-referenced tests of academic achievement? Group testing Individual testing JoeJoe

90. 3 Purposes of Assessment Data To enable student performance To enable student performance To enable student performance (Grimes & Tilly, 2003) Dick.Dick.

91. The Burden of Proof� Assess student on measures of cognitive processing. Develop strategies that link from results to unique interventions. Implement the intervention. Precisely evaluate the effectiveness of the intervention vs. another evidence �based intervention.

92. Step 3: Evaluating the Need for Specially Designed Instruction  Deviations in materials Deviations in planning Deviations in personnel DickDick

93. Conditions for Special Education Entitlement: Instructional Needs Instructional Needs - instructional needs have been identified that are beyond what can be provided in general education. This is evident when curriculum, instruction or environmental conditions need to be very different for the student as compared to the needs of other students in the general education environment. (Grimes & Tilly, 2003) Dick Lastly, Instructional need. This is the essence of the specially designed instruction. After considering the curriculum, instruction and environment the student requires assistance beyond that which is available in general education. David look for citation slides. Dick Lastly, Instructional need. This is the essence of the specially designed instruction. After considering the curriculum, instruction and environment the student requires assistance beyond that which is available in general education. David look for citation slides.

94. Intervention Intensity Qualities of time, effort, or resources that make intervention support in typical environments difficult as intensity increases

95. Logistical Characteristics of Interventions Related to Intensity Intervention management and planning Adults� monitoring of activities Teacher prompting Communication with stakeholders (e.g., parents) Progress-monitoring activities (e.g., assessment, graphing) Consultation and meetings between professionals Intervention management and planning- measured by time teacher spent outside of typical routinesIntervention management and planning- measured by time teacher spent outside of typical routines

96. Logistical Characteristics of Interventions Related to Intensity Activities embedded in typical classroom routines Modification of typical routines Modification of tasks or assessments Increased levels of assistance to students during class work Increased one-to-one interaction (e.g. additional practice within activities, different feedback system) Provision of contingencies (social or otherwise) for expected behaviors Activities embedded in typical classroom routines- measured by time spent beyond typical routinesActivities embedded in typical classroom routines- measured by time spent beyond typical routines

97. Logistical Characteristics of Interventions Related to Intensity Intervention episodes Tutoring Social skill groups Counseling Additional remedial instruction (group or individual) Completely new instructional formats Provision of contingencies related to these efforts Intervention episodes- outside of typical routines, measured by time/beyond typical routinesIntervention episodes- outside of typical routines, measured by time/beyond typical routines

98. Logistical Characteristics of Interventions Related to Intensity Materials and other tangible resources Additional practice materials Published remedial or new curricular packages Materials and other tangible resources- measured by cost or time to developMaterials and other tangible resources- measured by cost or time to develop

99. Logistical Characteristics of Interventions Related to Intensity Change agents Peers Adult volunteers Paraprofessionals Certificated educators Change agents- nonprofessional vs. professional qualificationsChange agents- nonprofessional vs. professional qualifications

100. Intensity of the Need for Special Support Extraordinary effort, time, or resources to be sustained Extensively or throughout the school day Re-planning and special resources

101. Rule Outs: Screen for� Mental Retardation: IQ Adaptive Behavior Emotional Disturbance Sensory Impairments

102. Decision Making Is the student�s rate of progress given equal opportunity significantly less than the rate of typical peers or an expected rate of skill acquisition or are the interventions that sufficiently improved the student�s rate of learning too demanding to be implemented with integrity without special education resources? Does the student�s performance remain significantly different than that of peers or identified standard? Does the student continue to need curriculum and instruction that is significantly different than what is provided in the general education classroom? Dick David will re-do this slide. And you have been unable to fade the supports without performance deteriorationDick David will re-do this slide. And you have been unable to fade the supports without performance deterioration

103. Dick David look for citation slides. Dick David look for citation slides.

104. Action Planning: Tier 1 Do you need to add a Tier 1 function to your Student Support Team effort? What do you need to do to make time available for team meetings to address this function? How will you train teachers in basics of collaborative problem-solving? What data do you have available that should be used in this process? Who in your organization will be in charge of entering district data into the data summary that we provided?

105. Action Planning: Tier 1 How will you go about obtaining or developing periodic performance assessments? What is your timeline for developing these assessments? When do you plan to implement these assessments? Who will be in charge of the data and reporting? How will training of teachers in understanding summary formats be conducted? Who? When?

106. Action Planning: Tier 2 How will you go about identifying a set of evidence-based instructional practices that can be converted to standard protocol interventions? Who in your school can be deployed to conduct standard protocol interventions?

107. Action Planning: Tier 2 Does IST work for you now? Do you really have �data driven problem solving team� like ISTs or just a prereferral team or TATs? What steps do you need to put in place to upgrade this stage of the process to attain criterion level (all steps of the flowchart)? What training does your staff need to implement IST at criterion level?

108. Action Planning: Tier 3 What steps can you take to build a school-based literacy team to respond flexibly and directly to students� academic needs? How will this change your existing remedial program? What training do your school psychologists need in using the three-tier model in their consideration of students� eligibility for special education?

109. The Big Picture How will you know if this restructured delivery model is working? How do we know if Tier 1 and Tier 2 interventions are effective? How will you know if Tier 3 services are effective in general and for various subgroups? Can we use the data to fine tune decision-making regarding students and services? How do we analyze data to develop guidelines for creating precise matches between student performance and the right intervention at the right time? How do we analyze data to develop guidelines for creating precise matches between student performance and the right intervention at the right time?

110. School Psychologists: Our Skill Set as RTI Leaders Collaboration/consultation Data analysis Program evaluation Assessment understanding (including CBM, etc.)