Response to Intervention (RTI): Building from the Bottom Up Jon Potter, Ph.D. Lisa Bates, Ph.D. David Putnam, Ph.D. Oregon RTI Project 1 OSPA Conference, Fall 2012
Transcript
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Response to Intervention (RTI): Building from the Bottom Up Jon
Potter, Ph.D. Lisa Bates, Ph.D. David Putnam, Ph.D. Oregon RTI
Project 1 OSPA Conference, Fall 2012
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Outline for the day Morning (9:30-11:30) RTI overview and the
role of the school psych Tier 1: Supporting schoolwide data
meetings Afternoon (1:15 4:30) Tier 2/3: Using data to place
students in interventions (literacy) & evaluating intervention
effectiveness Tier 3: Individual Problem Solving
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Advanced Organizer The shifting tides of the educational waters
(MTSS): Supporting the needs of all students Components of RTI as
pieces of a full systems change Changing role of the school
psychologist within that broader system: Assessment Consultation
Program Evaluation 3
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There is a sea-change in education. Everybody grab a
paddle!
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Think Globally: Re-Authorization of ESEA Data-Based
Problem-Solving (MTSS): Learn Act (Literacy) S. 929IS (x) applying
the principles of universal design for learning; (xi) using
age-appropriate screening assessments, diagnostic assessments,
formative assessments, and summative assessments to identify
individual learning needs, to inform instruction, and to monitor-
(I) student progress and the effects of instruction over time (xv)
using strategies to enhance children's-- (I) motivation to
communicate, read, and write; and (II) engagement in self-directed
learning
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Senate Bill 541 Achievement through Prevention Act (PBIS) The
Achievement Through Prevention Act provides support for states,
local educational agencies and schools to increase implementation
of school-wide positive behavioral interventions and supports
(PBIS) and early intervening services. This bill promises to
improve student academic achievement and to reduce disciplinary
problems in schools while improving coordination with similar
activities and services provided under the federal special
education law.
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Highly Effective Practices: Research High quality academic
instruction (e.g., content matched to student success level,
frequent opportunity to respond, frequent feedback) by itself can
reduce problem behavior (Filter & Horner, 2009; Preciado,
Horner, Scott, & Baker, 2009, Sanford, 2006) 7
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Highly Effective Practices: Research Implementation of
school-wide positive behavior support leads to increased academic
engaged time and enhanced academic outcomes (Algozzine &
Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor,
2006) 8
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Highly Effective Practices: Research Children who fall behind
academically will be more likely to find academic work aversive and
also find escape-maintained problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010) 9
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NASP SLD Position Statement NASPs position is that
identification of and service delivery to children identified as
having a specific learning disability (SLD) should be based on the
outcomes of multi-tiered, high quality, research-based
instruction.
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NASP SLD Position Statement A multi-tiered model (also known
asRTI) is intended to provide for quality instruction in the
general education classroom and timely interventions in general
education before a special education referral is considered.
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NASP SLD Position Statement data from targeted and/or intensive
interventions for students whose performance and rate of progress
are below what is expected for their grade and educational setting
should be incorporated in SLD evaluation
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Act Locally: Education Reform in Oregon All Roads Lead to MTSS
Oregon Education Investment Board ESEA Waivers 40/40/20 Governor is
now Superintendent of Public Instruction Deputy Superintendent of
Public Instruction: Rob Saxton COSA SPED Keynotes
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OR Essential Requirements for LD Eligibility Regardless of
Method Comprehensive Evaluation Low Skills Appropriate core
instruction Has always been an exclusionary criteria Progress
Monitoring Exclusionary Criteria AND Student has an SLD AND
Educational Need that Requires Specially Designed Instruction
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Oregon RTI
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Core RTI Principles 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 multi-tier model
Use research-based, scientifically validated
interventions/instruction to the extent available Monitor student
progress to inform instruction Use data to make decisions Use
assessment for 3 different purposes Screening, diagnostic, progress
monitoring NASDSE, 2006
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RTI Misconceptions Is NotIs An instructional programA framework
to implement effective practices A group of students that leaves
your room for extra instruction A system of matching resources to
each individuals students needs Possible to implement aloneA
collaborative effort The same for every schoolUniquely designed for
each building A special ed, a general ed, a Title 1, a Talented and
Gifted initiative An Every Education Initiative An educational fadA
systematic method for delivering instruction, based on research and
effective large scale implementation
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So how do we make this happen? Universal screener Core
Curriculum with strong instruction Decision rules and reading
protocol Progress Monitoring Interventions Special Ed Referral and
Evaluation
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Data Based Teaming Data Based Teaming Principal Classroom
Teachers Specialists School Counselor School Psychologist
CollaboratingCo-laboring
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Professional Development and Fidelity Professional Development
and Fidelity Content: Core curriculum & instruction Assessment
Interventions Teaming Data-based decision making SPED procedures
Delivery: Ongoing Sufficient time to collaborate and plan
Incorporates fidelity checks Anticipate and be willing to meet the
newly emerging needs based on student performance Data ALSO used to
drive professional development needs
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Core Curriculum Research-Based Core Program Big 5 of Reading 90
minutes of Reading instruction (1-5, K 60) Agreements on fidelity
Scope and Sequence Focus on effective instruction methods
PhonicsPhonics FluencyFluency Phonemic Awareness
ComprhensionComprhension Vocabulary For all students!
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Tier 1 is for all students
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Universal Screening Universal screening for ALL students at
least three times per year Good screening measures: Efficient an
unbiased Multiple and equivalent forms 2 purposes: Determine the
overall health of the core Determine which students may need
additional support
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Decision Rules Data based decision making Provide the now what
after teams have analyzed student data Guide decisions for all
tiers Take the guesswork out of what to do next Ensure equity
across schools I think I feel I believe What data do you have that
makes you think/feel/believe that? - Dr. Ed Shapiro
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Are the children learning? How can we tell? Progress Monitoring
Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer
Frequency: Every 2 weeks (minimum) Every week (ideal)
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Interventions Delivery of instruction decisions are based
identified student needs Is in addition to and aligns with the
district core curriculum Uses more explicit instruction Provides
more intensity Additional modeling and guided feedback Immediacy of
feedback Does NOT replace core
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Special Ed Referral and Evaluation Core Curric. Instruct
Fidelity Intervene Gp. Intrvn. Prog. Mon. Ind. Prob. Solving SPED
Referral Eval. Plan Eval. & Eligibility
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RTI is not Core instruction for less than 90 minutes per day
Core instruction w/o effective instructional practices Tier II
interventions delivered within the core and/or for less than a
minimum of 30 minutes per day
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RTI is not Tier III interventions delivered within the core
and/or for less than a minimum of 45 minutes per day A lack of a
well designed, individualized, intensive intervention resulting
from a formalized problem solving process
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Talk with a neighbor How does this fit with your understanding
of what RTI is? How is this different from your understanding of
what RTI is?
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School Psychologists Role early identification of learning and
behavioral needs, AssessmentAssessmentConsultationConsultation
Program Evaluation close collaboration among classroom teachers and
special education personnel and parents, and a systemic commitment
to locating and employing the necessary resources to ensure that
students make progress in the general education curriculum. RTI
calls for
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The Role of School Psychologists: NASP The expertise and
support of school psychologists can be a critical factor in the
effective implementation of a multi-tiered model. 32
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The Role of School Psychologists: NASP Consult with teachers
concerning evidence-based instruction, interventions Conduct
periodic screening of pre- academic and academic skills as well as
socialemotional competencies Serve as problem solving team leaders
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The Role of School Psychologists: NASP Design and implement
effective, evidence- based strategies Evaluate the effectiveness of
interventions with regular progress monitoring Direct and indirect
service delivery, based on student need, to maximize educational
outcomes for all children 34
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Tier 1: Building a Sufficient Core Through School-Wide Data
Meetings
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Target To build awareness & conceptual understanding of a
school psychologists role in the school-wide meeting process
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Advanced Organizer Purpose General Features School-wide Meeting
Process
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Schoolwide Data Meetings: Purpose 1.To determine the
effectiveness of the core programming AND 2.Make necessary
adjustments to the core program/instruction if it is not meeting
the needs of most students
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Why is it important to examine the core programming? The
stronger the core programming the less support students will need
through interventions.
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Are you working on the right problem?
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80% Proficient? Less than 80% at benchmark for the grade level
should not prevent you from determining a childs academic deficits
are due to lack of instruction, however Examine classroom
instruction Are students engaged in the instruction? Is the student
engaged in the instruction? Is it explicit enough?
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General Features When: 2-3 times per year (following collection
of your schoolwide screening data) Who: Principal, Literacy
Specialist/Title I, Counselor, Grade level team (could include
Special Education teacher, ELL teacher, School Psychologist)
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General Features What: Use schoolwide data to answer questions
about core instruction Outcomes: Identify prioritized areas of need
for the core curriculum and develop a plan (with a goal) for
improving school- wide achievement Time: 1 to 1 hours
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Use an Agenda/Guidelines
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School-Wide Meeting Process 1.Review and analyze screening data
a)How are students currently performing? b)How has instruction
impacted performance? 2.Identify the grade levels common
instructional need & determine overall instructional goal
3.Identify a plan to make curricular and instructional changes to
enhance the core AssessmentAssessment
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#1a) How are students currently performing? Determine
percentage of students who are: Benchmark/not at risk Strategic/low
Intensive/significantly low
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General Proficiency Levels for CBMs General Proficiency Levels
for CBMs Examples:Not at RiskLowSignificantly low DIBELS Next
BenchmarkBelow benchmarkWell below Benchmark easyCBM*Above the 20
th percentile Between 11 th and 20 th percentile 10 th Percentile
AIMSWEB*Above the 25 th percentile Between the 11 th and 26 th
percentile 10 th Percentile *easyCBM & AIMSweb default
percentile rank settings
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#1a) How effective is our core instruction currently? 39% at or
above benchmark 11% below benchmark 50% well below benchmark
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Levels of Proficiency 50% 11% 39%
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easyCBM Example
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AIMSweb Example 3 rd Grade Based on one skill (example: ORF
)
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#1b) How has instruction impacted performance? Did the
percentage of students at benchmark increase? ___________ Did the
percentage of students at strategic increase or decrease?
____________ Did the percentage of students at intensive decrease?
_____________ (Might have to look at last years data)
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#1b) How has instruction impacted performance? Second Grade
Example
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Talk Time How might you help staff understand how to evaluate
& analyze core data?
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School-Wide Meeting Process 1.Review and analyze screening data
2.Identify the grade levels common instructional need &
determine overall instructional goal 3.Identify a plan to make
curricular and instructional changes to enhance the core
ConsultationConsultation
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Vocabulary Reading Comprehension (Retell) Phonemic Awareness
(PSF) Phonics (Alphabetic Principle-NWF) and accuracy Oral Reading
Fluency & Accuracy (ORF) Oral Reading Fluency & Accuracy
(ORF) #2 Identify the grade levels common instructional need and
develop a goal
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What skills are analyzed? Phonemic Awareness Phonics
(Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading
Fluency & Accuracy Oral Reading Fluency & Accuracy Reading
Comprehension CBM: FSF, PSF Core Program Assessment CBM: NWF,
Accuracy Core Program Assessment CBM: ORF, Accuracy Core Program
Assessment CBM: ORF, Maze, Retell, Reading Comprehension Core
Program Assessment OAKS Vocabulary easyCBM: vocabulary
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#2 Identify the grade levels common instructional need and
develop a goal K: Phonemic Awareness (PSF) & Phonics (NWF) 1 st
Grade: Fluency (Accuracy & ORF) 2 nd Grade: Fluency (Accuracy
& ORF) 3 rd Grade: Fluency/Comprehension (ORF) 4 th Grade:
Fluency/Comprehension (ORF) 5 th Grade: Fluency/Comprehension (ORF)
* Grade level may need to work on a different priority skill that
it has not mastered yet
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Which skills have the students reached at least 80%? Start with
the most critical of the Big 5 in Reading and determine if the
students are at about 80% on that skill. Phonemic Awareness Phonics
Fluency (Vocabulary) Comprehension #2) Determine the most common
instructional need Balance efficiency versus need
#2) Develop an overall instructional goal Look at your current
reality. What is an ambitious and attainable goal? Pick a goal for
each tier At Benchmark or above to: 80% ? Strategic to 15% ?
Intensive at 5% ?
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General Guidelines for Developing an Instructional Goal
1.Increase the percentage of Benchmark students by approximately
5-30% from the current benchmark. 2.Decrease/Increase Strategic by
approximately 5-15% from the current benchmark. 3. Decrease
Intensive percentages by approximately 5-15% from the current
benchmark.
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2) Identify the common grade level skill needs and the desired
goal for that skill/s for our 2 nd grade example Instructional
priority: phonics goal setting Current ORF: AccuracyGoal ORF:
Accuracy Benchmark41%Benchmark Below Benchmark17%Below Benchmark
Well Below Benchmark41%Well Below Benchmark 60% 15% 25% 41%
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Talk Time What role can you play in assisting staff to
determine the common instructional need and to determine a
goal?
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School-Wide Meeting Process 1.Review and analyze screening data
2.Identify the grade levels common instructional need &
determine overall instructional goal 3.Identify a plan to make
curricular and instructional changes to enhance the core
ConsultationConsultation
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3) Identify a plan to make curricular and instructional changes
to enhance the core a)Instructional Strategies? More explicit
modeling More explicit guided practice More explicit corrective
feedback More independent practice b)Active engagement? c)
Fidelity?
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#3a) Instructional Strategies
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Tie the instructional strategy to the skill need
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#3a) Instructional Strategies Tie the instructional strategy to
the skill need
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#4 b) Active engagement of all students
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#3b) Active engagement of all students ExampleNon-Example
Choral respondingWho can tell me? Partner respondingStick from the
can
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#3c) Fidelity Why is fidelity important? Comprehensive plan
that incorporates all components of reading The whole school has a
common language, common goal, and common tools.
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Core program fidelity check
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Walk Through Tool
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Talk Time How can you support staff in developing a plan to
address core instruction?
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Active Engagement Strategies Instructional Strategies Focus on
Priority Skill Fidelity Improving Your Core
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Afternoon Preview Afternoon Preview Tier 2/3: Using data to
place students in interventions (literacy) & evaluating
intervention effectiveness Tier 3: Individual Problem Solving What
is your role in ensuring the right students receive the right
support at the right time?