Early Intervening Services EIS and Responsiveness to Intervention RTI

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Early Intervening Services (EIS) and
Responsiveness to Intervention (RTI)

• Dr. Nancy W. Larson
• Adapted from a presentation by the National
  Research Center on
• Learning Disabilities (NRCLD)
• In collaboration with Dr. Daryl Mellard,
• National Research Center on Learning Disabilities
• Minnesota Department of Education

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RTI What has Minnesota done?

• Prereferral interventions required
• Alternate Delivery
• RTI Task Force
• RTI guidelines and an informational PowerPoint
• RFPs for identifying model RTI programs
• Five 60,000 district RTI grants
• Over the past five years, participated in
  national symposia on RTI, RTI research projects,
  roundtables, and publications on the future of LD

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Who is developing models?

• Brooklyn Center reading
• Mahtomedi reading
• Moorhead - reading
• SCRED math
• Stillwater math
• We will be posting further information on RTI on
  our website.

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RTI Where is Minnesota relative to other states?

• It depends, says NRCLD
• No database for comprehensive answer
• Most states developing RTI models with grants
• Grant proposals suggest MN above average.
• Grants high quality and attend to specifics that
  should be informative.
• Issues will surface during implementation (e.g.,
  screening and progress monitoring cut scores and
  decision rules, methods) with fidelity.

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Key question for RTI implementation

• What is the level of discussion among general
  educators on implementing an RTI approach?

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RTI How does special education convince general
education to adopt RTI?

• Teaming process with general education
• Collaborative staff development efforts
• Identifying model districts
• Disseminating implementation materials
• Identifying scientifically based research methods
  and programs

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SLD Determination and IDEA 2004 (P.L. 108-446)

• New language in IDEA
• a local educational agency may use a process
  that determines if the child responds to
  scientific, research-based intervention as a part
  of the evaluation procedures.
• Sec. 614(b)6B
• The language of IDEA 2004 does not specifically
  use the term responsiveness to intervention
  (RTI).
• In the special education research literature, the
  process mentioned in this language is generally
  considered as referring to responsiveness to
  intervention (RTI).
• RTI is not mandated (e.g., . . . a local agency
  may use a process. . .).
• 
  

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What about SLD?

• Minnesotas rules will change to conform with the
  new regs
• Hot off the press from D.C.
• RTI is not a diagnostic tool
• OSEP is encouraging a process based approach
  (problem solving) to LD
• RTI is NOT just about students with LD

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Early Intervening Services (EIS) and IDEA
Reauthorization (P.L. 108-446)

• New language in IDEA
• A local educational agency (LEA) may not use
  more than 15 of the amount such agency receives
  under this part (Part B)
• to develop and implement coordinated, early
  intervening services
• for students in kindergarten through grade 12
  (with particular emphasis on students in
  kindergarten through grade 3) who do not meet the
  definition of a child with a disability
• but who need additional academic and behavioral
  support to succeed in a general education
  environment.
• 
  
  Sec. 613(f)(1)

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EIS and IDEA Reauthorization (P.L. 108-446)

• EIS Activities
• The funds are intended to build school staff
  capacity for delivering scientifically-based
  academic and behavioral interventions including
  scientifically-based literacy instruction and,
  providing educational and behavioral
  evaluations, services, and supports, including
  scientifically-based literacy instruction.
• Sec.
  613(f)(2)
• 
  
  

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Early Intervening Services (EIS)

• Early Intervening Services INCLUDE various
  intervention approaches such as Responsiveness to
  Intervention (RTI) and Positive Behavioral
  Intervention Systems (PBIS)

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Programmatic Components of EIS/RTI

• Screening of all children
• Conducting professional development
• Delivering scientifically-based curriculum and
  instruction -Monitoring progress
• -With fidelity of implementation

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Delivering Scientifically-Based Instruction

• The IDEA provision is very clear that EIS/RTI
  interventions must be those interventions that
  have demonstrated efficacy scientific-based
  instruction.
• These interventions are not the home-grown
  variety that combine elements from what staff
  members believe will work.
• For details, visit What Works Clearinghouse at
  www.w-w-c.org or Institute of Educational
  Sciences

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Research Elements of RTI

• Three applications
• Prevent academic problems through
• early ID
• Intervene with low performing
• students
• Assist in identifying students who have
  disabilities

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Research Elements of RTI cont.

• Implementation of a scientifically-based,
  differentiated curriculum with different
  instructional methods
• Two or more tiers of increasingly intense
  scientific, research-based interventions
  (Intensity dimensions include duration, frequency
  and time of interventions, group size, and
  instructor skill level)

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Research Elements of RTI cont.

• Individual problem solving model or standardized
  intervention protocol for intervention tiers
• Explicit decision rules for assessing learners
  progress (e.g., level and/or rate)

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What Does RTI Implementation Look Like?

• Multiple tiers of increasingly intense
  instruction
• Students receive high-quality instruction in
  general education setting (Tier 1)
• General education assumes an active role in
  student assessment and in evaluating the general
  education curriculum
• General education conducts universal screening of
  reading, math, and behavior

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What Does RTI Implementation Look Like?
(continued)

• Students not responsive to adjustments in the
  core curriculum in Tier 1 are considered for more
  intense instruction (Tier 2 or 3).
• In Tier 2 students receive scientifically-based
  small group instruction.
• In Tier 3, students receive scientifically-based
  individual instruction.
• Continuous progress monitoring of student
  performance (e.g., weekly, daily or biweekly)
  occurs for Tier 2 and 3 scientifically-based
  interventions or for a return to a previous Tier.

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What Does RTI Implementation Look Like?
(continued)

• 9. Educators use progress monitoring data
  gathered as a part of RTI using explicit decision
  rules to determine interventions effectiveness
  and needed modifications.
• 10. Systematic evaluation is conducted of the
  fidelity or integrity with which instruction and
  interventions are implemented.
• 11. Parent or teacher referral for comprehensive
  special education evaluation may occur at any
  time.

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EIS RTI Structure
RTI Tier 1 General Education 80 of students
RTI Tier 2 General Ed. approx. 15 of students
Adapted from Tigard-Tualatin School District,
OR Sadler Zinn (2005)
RTI Tier 3 General Education approx. 5 of
students
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RTI Implementation Decision Rules

• 80 Decision Rule (Tier 1) If less than 80 of
  students are not meeting benchmarks, then review
  overall school core program(s).

• 20 Small Group Decision Rule (Tier 1 to Tier 2)
  Students below the established genera education
  20th percentile in academic skills are placed in
  Tier 2 small group instruction.
• Individualize Instruction (Tier 2 to Tier 3)
  Rule When to Individualize Instruction? When
  students fail to progress after two (2)
  consecutive small group interventions.
• When to Refer (Tier 3) to Special Education Rule
  When students fail to progress after two (2)
  consecutive individually-designed interventions.

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RTI Implementation Decision Rules (Continued)

• -When to Change the Intervention in Tier 2 or
  Tier 3 When progress data is below aim-line on
  three (3) consecutive days, or when six (6) data
  points produce a flat or a decreasing trend-line.
  

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Daisy participates in the general curriculum
EIS/RTI Team reviews screening data and places
Daisy in group intervention
Daisy isnt doing well
Daisy improves
Tier 2 - Second Group Intervention
Daisy doesnt improve
EIS/RTI Tier 3 Team designs individual
intervention
Resumes general program
Daisy improves
Second Individual Intervention
Improvement is good and other factors are
suspected as cause
Daisy doesnt improve
Intervention is intense and LD is suspected
Special Education referral is initiated
(Tigard-Tualatin school district, OR)
Parents Notified
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RTI Core Features Tier 1

• Successful programs implement a
  scientifically-based reading program as a basal
  series.
• These are supplements to the core curriculum
• Target specific skills (e.g., phonemic awareness)
• Use of external staff (e.g., para-professionals,
  volunteers)

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RTI Core Features (Tier 2)

• Small Groups (e.g., 13, 15)
• 10-12 wks, 3-4x per wk, 30-60 min per session
• Scripted, specific interventions
• Point system for motivation
• Immediate corrective feedback
• Mastery of content before moving on
• More time spent on difficult activities
• More opportunities to respond
• Fewer transitions
• Setting goals and self monitoring

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RTI Core Features (Tier 3)

• (Tier 2 features plus)
• Increased intensity of interventions (e.g.,
  frequency of delivery, amount of time, duration,
  best validated)
• Individually tailored interventions
• Instructional grouping of lt 13
• Frequent progress monitoring measures
• Delivered by general education with consultation
  and collaboration by special education

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Essential RTI Decision Making Considerations

• Decision rules for repeating tiers
• Number of interventions required
• Distinguish curricular, instructional, and
  combined interventions. What will you require?
• Fidelity (integrity) of intervention measures
  frequency, feedback, judgment of instruction
  lacking fidelity, who conducts the observation,
  what is the measure

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Essential RTI Progress Monitoring Considerations

• Once students begin to receive RTI, staff need an
  objective basis for judging the students
  progress in relation to their peers or a
  criterion for performance.
• Considerations
• Collect data daily, weekly or biweekly (may be
  different for each Tier and each intervention)
• Determine how students progress data should
  drive the decision-making
• Specify appropriate data elements for collection

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Responsiveness criteria

• How many measurements?
• Heartland (2002) 1 to 3 times/week 4 data
  points
• NASDSE (2005) 2 times/week 6 to 8 data points
  for decisions
• Compton, D., Fuchs, L. Fuchs, D., Sept 29,
  2005, NRCLD Topical Forum, KCMO 8 data points
• Analysis Methods Dual discrepancy
• What will be the numerical criterion?
• Slope and level gt 1 SD
• Large, representative sample, not a class
• Review the cutoff scores

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Possible RTI outcomes

• The intervention appears to be working for the
  student and should be continued as is (Tiers 1,
  2, or 3)
• The group intervention is not working for the
  student and should be revised or refined (Tiers 1
  or 2)
• The small group intervention has been successful
  and the student no longer needs small group
  instruction (Tier 2)
• The small group intervention (Tier 2) is highly
  unlikely to be successful for the student and
  therefore a more, individualized approach (Tier
  3) is needed.

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Distinguishing Screening Progress Monitoring

• SCREENING
• ASSESSMENT
• School-wide
• Broad index
• Yearly / 3x / monthly
• Identification of at-risk
• School focus
• Class / school instruction curriculum decisions
• Implications as 1st step

• PROGRESS MONITORING
• Class / small group / student
• Specific targets
• lt 3 weeks / weekly / daily
• Regroup student
• Student focus
• Within intervention (curriculum / instruction)
• Implications continue, revise, placement

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Essential RTI Fidelity of Implementation
Considerations

• The expectation is that the intervention is
  delivered with fidelity (integrity) that is, as
  intended, with accuracy and consistency.
• Ensuring that staff have received proper
  instruction about the intervention and have a
  means to verify that the intervention is used and
  receive corrective feedback.
• Considerations
• What measures to use?
• How often?
• By whom?
• How are the results used?

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Implementation Cautions

• Caveats associated with implementation
• Confusion in between ASSESSMENT and progress
  monitoring
• Lack of scientific basis in Tier 2 intervention
  (e.g., more of the same)
• Limited rule based decision-making (e.g.,
  flexible cut scores)
• Frequency of progress monitoring data collection
• (Consistent) data informs decisions but other
  factors have stronger influence
• Progress limited to performance level ignored
  slope (rate)
• Lack of fidelity measures in the individual or
  small group interventions
• System is built on volunteerism
• Cost of staff development
• Reliable estimate of performance change (slope)
  on graph.

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Scientifically Based Small Group Individual
Interventions

• Verify through the What Works Clearinghouse
• Independent reviews by agencies (e.g., Florida
  Center on Reading Research Oregon Department of
  Education)
• Meta-analysis support (e.g., Kavale, 2005
  Swanson, 1999 Swanson Sachse, 2000)
• Two or more experimental, randomized control
  group trials support efficacy
• Two or more effectiveness studies

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Result of RTI

• Success!