INTEGRATING ACADEMIC & BEHAVIORAL

RTI FOR ALL LEARNERS:The Schoolwide Applications Model (SAM)

Wayne Sailor, PhD

University of Kansas

presented to

OSEP Project Director’s Conference

Washington, DC

July 22, 2009

RTI as Comprehensive School Reform

Integrating all school resources for the

benefit of positive academic gains for all student (i.e., no silos)

All resources means:

• General education

• Special education

• Title I

• Gifted

• English Language Learners

• Section 504

• Anything else

Integrating Means:

• No special population classes.• General ed teachers responsible for all students

at each grade level• All support services delivered in ways such that

non-designated students can also benefit• Collaborative teaching (general ed and support

ed).• Team-driven infrastructure with coaching

support.

Problem-SolvingProblem-Solving LogicExtension of standard protocol RTI

Alternative to medical model

All personnel focused on all students

All resources integrated in a universal design for learning

Designing Schoolwide Systems for Student Success

Academic Instruction(with fidelity measures)

Behavioral Instruction(with fidelity measures)

Tertiary Interventions(for individual students)•Wraparound Intervention• Complex Multiple Life Domain

FBA/BIPs

Tertiary Interventions(for individual students)•Wraparound Intervention• Complex Multiple Life Domain

FBA/BIPs

Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with

Individual Features• Group Intervention

Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with

Individual Features• Group Intervention

Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgement

Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgement

Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive

Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Incre

ase

s Leve

ls of S

upport

Reduces

Num

bers

of S

tudents

Screen All Students

RtI conceptual system with general and special education integrated at all three levels

Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated

Curriculum

Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated

Curriculum

Critical Features

Problem-Solving Logic Model Screening for AllEvidence-Based InterventionsProgress MonitoringTransdisciplinary Teams/CoachesDesiloization

Universal Screening

Screen all students for social/behavioral risk: twice per year

• Begin with K-3

• Add higher grades each year

• We use SSBD

Screen all students for academic risk: 3 times per year

• Begin with K-3

• Add additional grades in 2nd year

• Screen for math and reading

• We use: DIBELS, AIMSWEB

Social-Behavioral Risk Interventions• Schoolwide Positive Behavior Support (SWPBS)• Tier 1

– Teach expectations– Acknowledge effort

• Tier 2– Check in – Check out

• Tier 3– Check and connect– FBA and PBS plan– Wraparound

Evidence-Based InterventionsAcademic Risk Prevention

• Evidence-Based School-wide Curriculum– Tier 1

• Differentiated Instruction• Collaborative Teaching

– Tier 2• Small Group Interventions• Content Strategies Enhancement• Peer Mediated Instruction

– Tier 3• Individualized Tutoring• Extended Educational Opportunities• Modified Curriculum

Progress MonitoringProximal Assessments

Social/Behavioral• SSBS (Tiers 2 and 3)

Academic• Tier 1

– Curriculum Benchmarks (CBMs)• Tier 2

– DIBELS (3 times/yr.) or– AIMSWEB (3 times/yr.) or– EDFORMATION

• Tier 3– Individualized CBMs

Distal Assessments

• Tier 2• Annual Grade-level state assessments• Universal CBMs (i-STEEP)

DE-SILOIZATION

• All school personnel engaged in teaching/learning process

• No categorical classrooms– Special education– Title One– English Language Learners– Gifted

• Tier 2 – Tier 3 special purpose rooms (temporary-integrated-scheduled)

• Integrated professional therapies/services• Classroom-based paraprofessionals

Schoolwide Applications Model(SAM)

• (www.samschools.org)

• Transformation from medical to RTI logic models

• Comprehensive school reform

CST Math Score (School B) – Correlation between SAMAN and Math Scores

2222 cases over 5 year period in School B

SAMAN score is significantly correlated with Math scoresPearson Correlation Coefficient (r)= .184, p < .01

Mea

nMat

h

Repeated ANOVA results (with Greenhouse-Geisser correction):Significant main effect of time of measurement – F(1.92, 453) = 22.123, p < .01Post hoc paired comparisons using Tukey’s HSD

Significant increase found betweenTest 1 and Test 2, Test 2 and Test 3, Test 1 and Test 3

Repeated ANOVA results:Significant main effect of time of measurement – F(2, 474) = 55.63, p < .01Post hoc paired comparisons using Tukey’s HSD

Significant increase found between Test 2 and Test 3, Test 1 and Test 3