MIDWESTERN INTERMEDIATE UNIT IV October 24, 2006

1. MIDWESTERN INTERMEDIATE UNIT IVOctober 24, 2006

2. Responsiveness to Intervention: An integrated approach to service delivery that encompasses general and special education Beth Glew, School Psychologist, MIU IV

3. Agenda • Definition of Response to Intervention • Foundations in Research and Policy • Improved Practices that Support Response to Intervention • Core Principles of Response to Intervention • Problem Solving Method • Response to Intervention in Practice • Tiered Models

4. Response to Intervention (RtI) • High quality instruction and intervention • Learning rates and level of performance • Educational decisions

5. Research and Policy • National Institute for Child Health and Development (NICHD) Studies • National Reading Panel • National Research Council Panel on Minority Overrepresentation • National Summit on Learning Disabilities • President’s Commission on Excellence in Research

6. Problems in the Traditional System • Separation of special education from general education • Undocumented benefits and use of research based practices • Eligibility determination variability and accuracy • Integration of eligibility determination and instruction • Failure of traditional assumptions

7. Improved Practices that Support RtI • Scientifically based curricula and instruction • Multi-tier models • Progress monitoring and formative evaluation • Analysis and remediation of achievement problems • Functional behavioral assessment/analysis • Standard treatment protocol interventions

8. Core Principles of RtI • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem solving method to make decisions within a tier model

9. Define the Problem Define Problem/Measuring Behavior Problem Analysis Validate Problem Identify Variables that Contribute to Problem Develop Plan Evaluate Response to Intervention (RtI) Implement Plan Implement As Intended Progress Monitor Modify as Necessary Problem Solving Method

10. Core Principles of RtI • Use research based, scientifically validated interventions/instruction • Monitor student progress to inform instruction • Use DATA to make decisions • Use assessment for three different purposes

11. What RtI Looks Like in Practice Versus Typical Past Practice

12. Multi-Tier Model of Service Delivery

13. 80-90% School-Wide Interventions 80-90% School-Wide Interventions F B A E D C Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems Decisions about tiers of support are data-based Adapted from OSEP Effective School-Wide Interventions

14. 5-10% Intensive Interventions 5-10% Intensive Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions F B A E D C Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems

15. 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Intensive Interventions 5-10% Intensive Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions F B A E D C Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems

16. Problem Solving Model HIGH Level IV Special education IEP Intense Level III Tertiary Prevention moderate Treatment Intensity Level II Secondary Prevention modification, practice, and reinforcement Level I Primary Prevention Class/Schoolwide HIGH LOW Unresponsiveness to Intervention

17. How long does it take to implement fully the problem-solving/RtI process? • Evidence from Iowa and Minnesota would suggest that it takes 4-6 years (or more) to complete full implementation. • Full implementation includes: • policy and regulatory change • staff development • development of building/program procedures

18. “When the only tool you have is a hammer, the whole world looks like a nail.”