Focusing on Improved Academic Achievement for ALL Students

1. Focusing on Improved Academic Achievement for ALL Students Amy Dilworth Gabel, Ph.D, NCSP Misty Sprague, M.A., Ed.S

2. Toolbox Contents • The Basics • RTI: What is it, why are we doing it, and how it works • The 3-essential “legs” of RTI • Multiple tiers of intervention service delivery • Core interventions (all students) • Targeted group interventions (students at risk) • Intensive individual interventions • A problem-solving method; and • An integrated data collection/ assessment system

3. Response to Intervention…Why?

4. IDEA Reforms • Educational programs should emphasize results. • The model for special education should be one of prevention. • Children with disabilities are general education students first. All students (birth to 21 years old) are part of 1 educational system, rather than the standard of separation into general or special education.

5. AYP and disaggregated data (NCLB) move focus of attention to student progress Building principals and superintendents want to know if students are achieving benchmarks, regardless of the students “type” Adapted from Curtis and Batsche, March 2005 Why Problem-Solving and RTI?

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

7. Is This Really Something New? Previous versions of IDEA have required: • Prereferral intervention; • Teams to rule out the lack of instruction in reading or math or limited English proficiency as causes for underachievement; • Gathering relevant functional and developmental information and information related to the child’s ability to access and progress in the general curriculum.

8. The RTI/Problem Solving Model is effective because it… • Focuses on Results • Embraces Prevention • Considers the needs of all children without assigning a label • Is good for students and families • Is supported by research that shows multi-tiered models are effective educational practices for schools

9. Time, data, support, intensity Time, data, support, intensity Multi-Level Model - General Level 3: Intensive Interventions For Low Performing Students; Alter curriculum, Add time, Support, resources… Comprehensive Individual Assessment • Level 2: • Strategic and Targeted Interventions • For Students At–Risk for Failure • Strategic Instruction, Increased Time and Opportunity to Learn Strategic Interventions for Students at Risk of Academic Failure Level 1: Benchmark Assessment and School Wide Interventions(Universal Screening) for Students on Grade-level (benchmark) and All Students (Effective Instructional Practices provided within the General Education Curriculum) (Adapted From PA Training and Technical Assistance Network, 2005)

10. RTI is… A method to unify general and special education in order to benefit students through greater continuity of services Focused primarily on effective instruction to enhance student growth RTI Is NOT… A method for just increasing or decreasing special education numbers Focused primarily on disability determination and documented through a checklist What RTI Is and What It Is Not

11. Level 1: Benchmark/Schoolwide Universal Prevention, Screening, Monitoring • High quality instructional and behavioral supports are provided for all students in general education • School personnel conduct universal screening of literacy skills, academics, and behavior. • Teachers implement a variety of scientifically research-based teaching strategies and approaches • Students receive differentiated instruction based on data from ongoing assessments. Adapted from: Kovaleski (2005). Special Education Decision Making [ppt.]

12. RTI Research-Based Interventions PST Progress Monitoring Problem Solving Teams

13. The RTI/Problem-Solving Process Analyze and Interpret Data GATHER AND REVIEW DATA Identify SPECIFIC Strengths, Concerns, and Outcomes Evaluate Response to Intervention (RTI) Assign, Implement, and Monitor a Research-Based, Prescriptive Intervention

14. Sample Elementary Model #1

15. Steps in the Problem-Solving Process • PROBLEM IDENTIFICATION • Identify replacement behavior • Data- current level of performance • Data- benchmark level(s) • Data- peer performance • Data- GAP analysis • PROBLEM ANALYSIS • Develop hypotheses( brainstorming) • Develop predictions/assessment • INTERVENTION DEVELOPMENT • Develop interventions in those areas for which data are available and hypotheses verified • Implementation support • Response to Intervention (RtI) • Frequently collected data • Type of Response- good, questionable, poor

16. WHO? Possible Players… A collaborative team which includes general and special educators partnering with parents • Chair(Administrator, Mental Health, Counselor, General or Special Educator) • Intervention Facilitator(Case Manager, Counselor, Someone Who “Owns Student”) • Recorder(Someone Writes On Chart Paper, Computer, Handwritten) • Timekeeper(Someone with a Watch and the Agenda)

17. RTI Problem-Solving Process: TIPS! • Use the PST Record as an Agenda • Think Out of the Box • Partner General and Special Educator Co-Chairs • Use Technology When You Can • “Resource Map” Building – Know Who Is Doing What and Make Available to Teams • Know Existing “Standard” Interventions

18. RTI PLAN

19. The Logic of RTI: Data-based Problem Solving • Problem Identification • “Is there a discrepancy between current and expected performance?” • Problem Analysis • “Where is the instructional mismatch?” • Goal Setting • “By how much should the student grow over the next 8 weeks?” • Plan Implementation • “What will be done to resolve the problem?” • Plan Evaluation • “Did it work? What do we do next?”

20. RTI PST Research-Based Interventions Progress Monitoring Research-Based Interventions

21. What is a Research-based Intervention? Research-based means that the curriculum and instructional approaches have a high probability of success for the majority of students. By using research-based practices schools efficiently use time and resources and protect students from ineffective instructional and evaluative practices.

22. Is It All About Reading….. • 52% of IDEA $$ go to LD Programs • 70% +/- of special education “activities” (e.g., evaluations, staffings, IEPs) related to LD cases • 94% of students in LD because of reading/language arts • 46% of IDEA $$ go to improve reading • Changes in LD Rules will affect the vast majority of special education “activities”

23. RTI Research-Based Interventions PST Progress Monitoring Progress Monitoring

24. Level 2 – Targeted Intervention and Strategic Monitoring • Apply more specific curriculum modifications and monitor progress and for students unsuccessful at Level 1. • Provides intervention team with the necessary information for: • examining and documenting a student’s progress relative to the goal • for informed decisions about what the student needs to achieve optimal outcomes • Continual feedback loop.

25. Intervention Strategies and Progress Monitoring • According to research, frequent assessment and evaluation of student progress is linked to improved student outcomes (D. Fuchs & Fuchs, 1986) • Teachers are more aware of how and why students students succeed or fail and can use this information to inform instructional decisions

27. Suggested Progress Monitoring Interval Guidelines Adapted from D. Marston, 2005

28. Best Progress Monitoring Tools for Math • • Use a Curriculum-Based Measure (CBM): • Robust indicator (e.g., using basic facts to monitor overall math proficiency across elementary grades) • Cloze Math • Basic Facts • Missing Number • Curriculum sampling • (e.g., important skills in year-long curriculum are represented on each measure)

29. Progress Monitoring Tools for Behavior • Attendance • Office Referrals • Work Completion • Time on Task • Hand-Raising • Homework Completion • Class Participation • Behavior Contracts

30. Level 3 – Comprehensive Individualized Evaluation • Reserved for those students who have not responded to the assessments, interventions, and monitoring that has taken place in Levels 1 and 2. • allows for the fact that a small percentage of students, despite interventions, will not keep pace with age-mates in physical, emotional, academic, and/or cognitive domains. • WHY hasn’t a student responded?

31. An RTI process does not replace the need for a comprehensive evaluation. LEAs must use a variety of data gathering tools and strategies even if an RTI process is used. The results of an RTI process may be one component of the information reviewed as part of the evaluation procedures required under §§300.304 and 300.305. Special Education Evaluation

32. IDEIA Requirements Any evaluation of a child suspected of having a disability must (1) be conducted using a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child; (2) not use any single measure or assessment as the sole criterion; and (3) use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. (34 C.F.R. § 300.304(b)).

33. For RTI-Identified Disabilities the Special Education Eligibility Process NOW… • …is used to inform instruction and intervention • …occurs over time • …uses multiple methods and sources in creating a body of evidence • …is driven by “working hypotheses” • …includes students, parents, and teachers as part of the process • …provides a specific understanding of the disability to all key stakeholders

34. How Long Will It Take to Implement this Effectively? • 3-6 years • Take it one step (e.g., skill) at a time. • Start with young students (Kdgn/1st)) • Consider Tier 1 issues • Create Tier 2 options with existing staff and resources • Develop a 5 year PDP for staff • Ease their job with social support and technology • Use networks-avoid “reinventing” the wheel.

35. Effective Multi-Level Processes Require Resource Mapping • Schools must identify the: • Resources they have • Resources they need • Must redeploy resources appropriately and work with community to address needs • See materials from Tom Kratochwill, Ph.D. from the University of Wisconsin

36. Determining if a system is ready for RTI- • Is there support for the collaboration of general, remedial and special education as a first step?    • Do you have in place scientifically research-based core curricula? • Do you have a comprehensive professional development plan? • Do you do universal screening of all students?     • Do you provide flexible groupings for those not proficient in Level 1 assessment?

37. RTI Is Most Effective When: • It is supported by the principal, and chaired by an administrator. • Buildings utilize school-wide data to develop universal instruction that is responsive to the needs of their student population.

38. RTI Is Most Effective When: • General educators play a significant role in the problem solving process, collaborating with building level specialists to meet the needs of individual students. • Teachers first utilize universal team (content, grade level, house, etc.) expertise to address student needs. • General educators, special educators, mental health, counselors, nurses, parents and administrators collaborate to support student achievement.

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

40. Questions? Amy Dilworth Gabel, Ph.D amy.gabel@pearson.com or Misty Sprague, M.A., Ed.S misty.sprague@pearson.com Customer Service1-800-211-8378 (USA)1-866-335-8418 (Canada)