Response to Intervention in CUSD

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Response to Intervention in CUSD 300 Weve Only
Just Begun

• November 14,2007
• District Psych/SW Meeting
• Kara Todd, M.S. Ed.
• kara.todd_at_d300.org

2
Purposes of Todays Mini-Inservice

• Describe legal changes
• Explain RtI- definition and core principles
• Review D300s Steps in Implementation of RtI
• Implications for Psychs SWs

3
Motivation for Change

• If we always do what we have always done, we will
  always get what we have always gotten.
• (Inspired by Wylie Coyote)

4
Federal Laws Create Changes

• P.L. 94-142 (1975)
• Individuals w/Disabilities Education Act(IDEA)
  (1997)
• No Child Left Behind (2002)
• Reading First (2002)
• IDE Improvement Act (2004)

5
Key Terms in the Laws

• NCLB (2002)
• Evidence-based Instruction for ALL students
• HQ Teachers (skilled interventionists)
• Accountability for achievement (AYP)
• Reading First (2002)
• Emphasis on Early Intervening Services (EIS)
• Emphasis on basic five essentials in reading
• IDEA (2004)
• Acknowledges flaws in traditional LD
  identification
• Provides monies for EIS (up to 15)

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IDEA (2004)

• Specifically the law states
• when determining whether a child has a specific
  learning disability, a local agency shall not be
  required to take into consideration whether a
  child has a severe discrepancy between
  achievement and intellectual ability

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IDEIA (2004) (cont.)

• The law also provides the alternative approach
  and states
• In determining whether a child has a specific
  learning disability, a LEA may use a process that
  determines if the child responds to scientific
  research-based intervention as part of the
  evaluation procedures

8
Flaws in Traditional Method of Identifying LD

• IQ scores are only modestly predictive of ability
  after age 10.
• Presence of IQ-Achv discrepancy does not
  guarantee LD.
• No difference noted between LD students with
  reading disabilities and those students with
  below average IQ(slow learner).
• Too much time is lost in theWait to fail model.

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SOLUTION Response to Intervention

• Definition
• RtI is the process of implementing high-quality,
  scientifically validated instructional practices
  based on learner needs, monitoring student
  progress and adjusting instruction based on the
  learners response.(Fuchs, 2003)

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What does RtI look like?

• Step 1 Implement evidence-based general
  education instructional methods for ALL students.
• Step 2 Collect Benchmarks of ALL students
  performance (3 times/year).
• Step 3 Identify which students scored below the
  benchmark targets.
• Step 4 Provide daily scientifically-based small
  group instruction for target students.

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What does RtI look like? (cont)

• Step 5 Monitor target student progress toward
  desired goal frequently (weekly).
• Step 6 Make decision to revise or stop
  small-group instruction based on progress data.
• Step 7 Increase Intensity, duration or frequency
  of instruction if needed.
• Step 8 Make decision to revise or stop
  small-group instruction based on progress data.

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What does RtI look like? (cont)

• Step 9 Comprehensive Evaluation, if needed.
• Step 10 Special Education Eligibility develop
  IEP that includes evidence-based instruction to
  meet students needs.

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Three-Tier Model of School Supports
1-5
1-5
5-10
5-10
80-90
80-90
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D300 Steps in RtI Implementation

• Greater awareness of need to change our approach
  with underachieving students (i.e. legal changes
  coming, spec. ed s)
• Staff sent to I-ASPIRE (May, 2006)
• RtI District Committee formed (Jan. 2007)
• Committee met to discuss initial steps (Jan.-
  May 2007)

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D300 Steps in RtI Implementation (cont.)

• AIMSweb training for some (April, 2007)
• I-ASPIRE (bigger attendance) (May, 2007)
• Application for I-ASPIRE Demo site grant
  (June,2007)
• RtI Facilitator appointed Leslie Williams (July,
  2007)
• 3 RtI Coaches hired for Demo Sites

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D300 Steps to RtI Implementation (cont.)

• September, 2007
• AIMSweb trainings, RtI presentations
• RtI District Committee members expand- monthly
  meetings planned
• Completion of Fall Benchmarking (Sept) in 10
  buildings

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Benchmarking Schools (2007-2008) (Reading Only)
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D300 Steps (cont)

• October, 2007
• Demo Sites hold Data reviews with teachers
• Demo site Teachers share results of Fall
  Benchmark with parents at Conferences.
• RtI Committee develops 5 year plan (draft see
  handout)

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Future Tasks for RtI Committee

• Finalize 5 Year Action Plan
• Communicate with the School Board and LEAD
• Outline all Prof. Dev. Activities needed for Demo
  site schools and others.

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Implications for Psychologists

• Data Collection/Integrity/Entry
• Data Analysis Team (school,grade and individual
  level)
• Problem Solving Team (individual level)
• Intervention Selection/Implementation
• Staff/Parent Education about RtI process

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Psychologists Terms to Know

• RtI Steps
• IDEA new definition
• CBM AIMSweb
• Data Review
• 3-Tier Model of School Supports
• Problem Solving Model

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Implications for Social Workers

• Problem Solving Team (behaviors)
• Identification of evidence-based interventions
  for students at all Tiers
• Methods to assess responses to interventions in
  social work
• Writing goals linked to data

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Social Workers Terms to Know

• RtI
• PBIS/SWIS
• Data Review
• 3-Tier Model of School Supports (behaviors)
• Problem Solving Model
• Evidence-based behavioral interventions

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Bottom line.GOOD NEWS

• Benefits of using a RtI Process
• 1.) Improves instruction for ALL students.
• 2.) Eliminates the wait to fail situation.
• 3.) Allows immediate access to interventions.
• 4.) Progress monitoring techniques(CBMs) provide
  more instructionally-relevant information than
  traditional methods.
• 5.) Tells us NOW if what we do works.

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QUESTIONS/ANSWERS

• Lets hear from all of you now.
• YOUR TURN

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References

• Response to Intervention Principles and
  Strategies for Effective Practice. Brown-Chidsey,
  Rachel Steege, Mark. Guilford Press, 2005.
• Problem-Solving and Response to Intervention
  PBIS Understanding Changes in Educational
  Support Delivery Model in Illinois Hawkins,
  Robert, October 4, 2006.

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References (cont.)

• Response to Intervention (RtI) A Primer for
  Parents NASP, 2006.
• www.nasponline.org
• www.illinoisaspire.org
• www.ilispa.org

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Additional Resources

• www.d300.org - Response to Intervention link
  ppt./documents/links to other websites
• Response to Intervention Policy Considerations
  and Implementation (2006) available at
  www.nasdse.org.