SCIENTIFIC RESEARCH BASED INTERVENTION (SRBI)Keely Swartzer-Special Education Coordinator
Megan Anderson-School Psychologist Intern
TODAY’S AGENDA
Reason for training today Projected timeline Who will be effected and involved? Review previous SLD Criteria Rule Explanation of new SLD Criteria Rule RTI=SRBI
Why should we exercise choice? Necessary components Implementation Inventory
Future training opportunities
THINK-PAIR-SHARE
Turn to your neighbor and talk briefly about what you have learned or heard about Response to Intervention (RTI/SRBI.)
Jot down any questions you and/or your neighbor may have. Use this ½ sheet to do this as we navigate through the training.
Exploration Installation Initial Implementation Full Implementation Innovation Sustainability
Stages of Implementation:
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
Research suggests full development and implementation of SRBI is a three to seven year process (per MDE SLD Manual.)
WHO IS INVOLVED?
EVERYONE-This is a whole school initiative that may involve systemic changes. Administration: Must be supportive and involved
in SRBI initiatives. General Education: “RTI is primarily a general
education initiative designed to address the needs of struggling learners early in their educational experience.” -Joseph Casbarro, Ph. D.
Special Education: SRBI can now be used in determining eligibility specifically SLD.
Parents: SRBI expects parent notification and involvement in interventions.
Students: SRBI increases success rates.
SPECIFIC LEARNING DISABILITIES CRITERIA
Is changing to include the option of using RTI (SRBI) as one component of the criteria to replace severe-discrepancy.
Old Criteria
Information ProcessingSevere Un-derachieve-mentSevere Dis-crepancy
OLD VS. NEW CRITERIA RULE
New Criteria
Information ProcessingSevere Un-derachieve-mentScientific Research Based Interventions
SPECIFIC LEARNING DISABILITIES ELIGIBILITY CRITERIA OPTIONS
CHOICE IN CRITERIA
Building teams now have a choice between using the “old criteria” (discrepancy model) or using the SRBI model.
The “old criteria” did not go away. There is just the addition of a new option for qualifying a student as Specific Learning Disabilities.
WHY EXERCISE CHOICE AND USE SRBI?
Early intervention to prevent long-term academic failure and possible special education labeling and service.
SRBI can replace and/or augment the IQ discrepancy model in the identification of learning disabilities. Low ability learner who does not have a gap and
therefore, does not qualify for special education may be able to qualify under the new system of SRBI.
SRBI-NOT JUST AN ELIGIBILITY CRITERIA
Although SRBI can be used as an SLD criteria option, it is also used to improve the quality of services/instruction in the general education environment.
It provides services early on at the student’s level of need in specific areas of concern.
SCIENTIFIC RESEARCH BASED INTERVENTION (SRBI): A VALUE ADDED PRACTICE
SRBI increases the success rate of students receiving general education instruction.
SRBI provides research based instruction as an early intervention to students.
SRBI provides critical data needed to design, implement, and monitor instructional interventions.
SRBI may reduce the number of referrals to special education.
SRBI can be beneficial to document and improve the likelihood that students will respond to intervention across concern areas. This may provide additional data for other categorical areas of special education.
Implementing the Core Components
Step 2 Step 3 Step 4Step 1
Screen & analyze data
for all students
BehaviorDiscipline/ReferralsAttendance
AcademicNWEA-MAP Curriculum Based Measures Gifted Screeners
Social/Emotional Survey or Screeners
Make decisions based on data
Monitor Progress
Pro-active teachingApply high quality, research based practices effective for 80-90%
Focused Intervention: Prescriptive data collected & analyzed
Intensive Intervention: Diagnostic data collected & analyzed
Adjusted to improve outcomes
Small Group Matched to needDifferentiated (Enrich, Elaborate)
IndividualizedIntensive(Accelerate/Advance)
Fit Instruction to
the needs
weekly
2 times/ month
Data informs instructional strategy and materials selection
PhysicalHealth Screenings
SYSTEM OF ASSESSMENT FOR RTI
SCREEN ALL STUDENTS AT LEAST 2 X PER YEAR
Social Emotional (Surveys or Screeners) Physical (Health screenings, attendance records,
vision/hearing, physical wellness) Behavior (Discipline/referrals and attendance) Academic (NWEA-MAP, Learnia, MClass, Curriculum
Based Measures (Dibels/Aimsweb), Gifted Screeners, YCAT, OWLS, Iowa Acceleration Scale)
These screenings would be used to determine the level of risk for each individual student.
Imperative to look at the whole child. General screening answers the question, “Who
needs extra help?”
ACTIVITY
Take a minute to look at p. 3-9 to 3-14. Mark assessments that your district may
already have in place. Remember, MCA’s are not considered
screening tools.
SCREENING FOR LANGUAGE DIFFICULTIES
Districts may want to consider screening for language difficulties at certain grade levels because: Programs designed to stimulate language growth
will have a significant impact on later academic development
Students with mild to moderate language delays remain at a greater risk for development of a reading difficulty
The risk for reading problems is greatest when a child’s language impairment is severe in any area, broad in scope, or persistent over the preschool year…
Include non-discriminatory practices and procedures Disaggregate data to see how well core instruction
meets the needs of these learners. Screening tools normed on students similar to those
served in the school. Collection of five weeks of progress monitoring data
in addition to screening results to improve selection accuracy.
Examination of additional relevant data: Instructional methods are appropriate Teachers are trained to assess and intervene Students are actively engaged and receiving core
instruction
SCREENING PROCEDURES FOR CULTURALLY AND LINGUISTIC DIVERSE STUDENTS
SCREENING LOGISTICAL CONSIDERATIONS
Districts/buildings need to consider logistics of screening: Standardized procedures for administration and
scoring of screening measures to ensure reliability Train teams each year to conduct and score
results to ensure reliability Conduct screening of all students in a grade within
a one-week period to reduce data variability Provide access to screening data to make
instructional decisions within one to two weeks of administration
Add five weeks of progress monitoring measures to the screening process for ELL learners and kindergartners to improve accuracy of risk status
FURTHER DATA AND ANALYSIS OF IDENTIFIED STUDENTS
After screening is complete and students have been identified, further screening and/or analysis of information is necessary based on the individual.
This is important to weigh screening data, teacher data, any additional information, and extenuating circumstances. For example, Bobby didn’t meet standards on the
math NWEA. Through additional data, the team determined that Bobby hadn’t eaten breakfast and fell asleep during the assessment. Teacher data indicates Bobby’s math skills have been at grade level for the last two year. Bobby likely does not need intervention.
We don’t want to digitize students.
IF SCREENING RESULTS ARE DETERMINED TO BE VALID, MORE SPECIFIC SCREENING IS NEEDED.
Targeted screening – Used to answer the question “What type of extra help is needed?“ For example, a student with a low reading fluency
score may need to be screened to determine their ability to decode and recognize sight words.
Typically, the answers to this question sort into skill sets like math calculation or reading comprehension.
Informal diagnosis – Used to pinpoint specific skills and instruction needed like reading fluency or sight word recognition.
FIT INSTRUCTION TO THE NEED IDENTIFIED BY MORE IN DEPTH ASSESSMENT
These interventions must be research based. The interventions must be done in addition to
core instruction. They must be done as prescribed. Interventions must be done with fidelity.
Students may be identified as at-risk through either the screening process in a building OR by parent/teacher referral.
Students may have needs that do not fit into a pre-existing intervention program.
Scientifically research based interventions may need to be implemented individually in these cases.
REMEMBER…
Universal
Academic Behavior
1-5% 1-5%
5-10% 5-10%
80-85% 80-85%
Intensive, IndividualIntensive, Individual
Strategic Group Strategic Group
Universal
1-5%Advanced
Conceptual Model: Tiers +
CONCEPTUAL MODEL: CONTINUUMS OF SUPPORT
Tertiary
Intensive Instruction to Accelerate
Accelerate or Advance
Elaborate or Added Practice
Evidence-based Instruction for All
Elaborate or Enrich
Tertiary Secondary
Secondary
Organization of Supports for Individualization
THE THREE TIERS OF SRBI INTERVENTION/SUPPORT
Tier One: Core instruction and universal interventions for all learners. 80-90% of population If 80-90% are not at bench mark, then core
curriculum should be reviewed and/or modified to meet students’ needs.
Tier Two: Small group, focused (skill specific) intervention based on area of need identified. 10-15% of population
Tier Three: Intensive, individualized intervention. 1-5% of population
MOVEMENT BETWEEN TIERS?
Tiers are fluid. Students can move between them. Based on progress monitoring data collected
during intervention.
INTERVENTIONS
Need to be in addition to core instruction Need to specifically address the skill deficit of
the individual student Need to be implemented with fidelity as
defined in the intervention research
IMPLEMENTING INTERVENTION > PROGRESS MONITORING
Different areas of concern/tiers need to be progress monitored at different frequencies.
For example, behavior interventions may need to be monitored daily or hourly depending on the student, the concerning behavior, and the intervention.
Academic interventions can be monitored between 1 x per week and 2 x per month depending on the tier.
COMPONENTS OF PROGRESS MONITORING
Baseline data-Must be collected before the intervention is started and will be used to set the goal line.
Progress monitoring tool-Must directly measure growth in the area of concern. For example, a reading fluency probe would not
directly measure improvement in a student’s comprehension skills.
Decision rules should be determined before the implementation of the intervention. This is important because it is used to evaluate the success of the intervention or the need to change the intervention.
PROGRESS MONITORING TOOLS
Curriculum based measures: AIMSWEB Probes Dibels Teacher created CBM’s www.interventioncentral.com
Progress monitoring tools are NOT: MCA-II’s NWEA-Measures of Academic Progress End of unit/chapter tests
WHAT DOES THE PROGRESS MONITORING TELL US?
Depending on the student’s progress with intervention, we can determine: If an intervention needs to be modified If a different intervention is needed If a student needs to switch to a different
intervention tier If a student should be referred for a special
education evaluation
Implementing the Core Components
Step 2 Step 3 Step 4Step 1
Screen & analyze data
for all students
BehaviorDiscipline/ReferralsAttendance
AcademicNWEA-MAP Curriculum Based Measures Gifted Screeners
Social/Emotional Survey or Screeners
Make decisions based on data
Monitor Progress
Pro-active teachingApply high quality, research based practices effective for 80-90%
Focused Intervention: Prescriptive data collected & analyzed
Intensive Intervention: Diagnostic data collected & analyzed
Adjusted to improve outcomes
Small Group Matched to needDifferentiated (Enrich, Elaborate)
IndividualizedIntensive(Accelerate/Advance)
Fit Instruction to
the needs
weekly
2 times/ month
Data informs instructional strategy and materials selection
PhysicalHealth Screenings
SYSTEM OF ASSESSMENT FOR RTI
IMPLEMENTATION INVENTORY
Form is a mandatory step toward a building exercising choice in SLD Criteria.
Your identified team (multi-disciplinary) should complete the form together. Items will be verified before training can occur.
Route form to Allyson Kuehn, Director of Special Education, prior to June 15, 2011.
Inventories will be reviewed, and teams will be notified if they will be offered summer training.
LEADERSHIP AND IMPLEMENTATION TEAMS
Leadership committed to making necessary changes to staffing: Example: Hiring or reassigning of staff member
to work as an interventionist Questions?
PROFESSIONAL DEVELOPMENT AND COLLABORATION
Professional development trainings offered in your district to all teaching staff may cover some of these requirements.
MAWSECO will assist with staff development relating to instructional practices and methods of culturally and linguistically diverse students.
MAWSECO may offer some of the other trainings based on a summary of the information gathered from these inventories.
Questions?
DATA: EVALUATION SUPPORTS (SCREENING, PROGRESS MONITORING, AND FIDELITY)
Districts need to determine if their DATA WAREHOUSE can hold benchmark screening data for all students.
CBM’s (example: fluency checks) can be used as a screener for benchmarking and determining the need for intervention.
Cut scores are a team decision. Many assessments you are giving offer insight into levels of achievement.
Members of the SRBI team would be responsible for checking that interventions are being completed with fidelity through observation, consultation, etc.
Mechanisms for using data simply means making data driven decisions for improvement.
Questions?
INVENTORY DISCUSSION
Gather with your district colleagues preferably
Review the inventory together Note questions to share with the group Come back together as a group for Q and A
FUTURE TRAINING OPPORTUNITIES
March 23 and 24=Special education staff and psychologists will be trained on the new manual including an overview of SRBI
When systems are in place within a building, teams will be offered trainings through MAWSECO. These will include: Systems of Assessment Systems of Scientific Research Based
Interventions Using Multiple Methods of Data Collection for
Integrating Data, Determining Eligibility, and Developing Specially Designed Instruction
Linking Profiles of Achievement with Basic Psychological Processes