Response to Intervention: Everyone serving everyone

1

• Response to Intervention Everyone serving
  everyone

Assessing learning and the learning environment
Andrew Shanock, Ph.D., NCSP College of St. Rose
2

• SPELL TALK
• mgah
• tuc
• touk
• tawk
• talk

3
Graphing CBM Scores
4
Graphing CBM Scores
5
Two kids, same intervention
6
AGREE?

• A teaching method might work with all of the
  students some of the time
• And some of the students all of the time
• But a method doesnt work with all of the
  students, all of the time.

7
Goals of Presentation

• How did we get here
• Air the not-so-secret dirty secrets of
  educational systems
• What is RTI
• Roles of educational leaders
• How to build consensus and infrastructure for
  effective implementation.
• Understand that Tier One is the most important
  Tier

8
Some thoughts about Secondary Level RTI.

• By Middle School, We Would Hope that We Wouldnt
  Be Discovering Disabilities in our students
• LOTS of students have Academic and Behavior
  challenges in Middle and High School, HOWEVER,
  EVERY PROBLEM LEARNING IS NOT A SIGN OF A
  LEARNING PROBLEM
• (courtesy of Mark Shinn, Ph.D., National Louis
  University, 2008)

9
The American Educational System Structure

• Turfdom
• Conflicting Programs
• Lack of coordination
• bureaucracy for sake of bureaucracy
• Student grouping not instructionally based
• Rigidity, rules
• Redundancy

Migrant
K-12 Education
10
The American Educational System Structure

• Turfdom
• Conflicting Programs
• Lack of coordination
• bureaucracy for sake of bureaucracy
• Student grouping not instructionally based
• Rigidity, rules
• Redundancy

English
K-12 Education
11
Traditional System issues

• Little emphasis on early intervention and
  prevention
• Can only get services if diagnosed! Use of
  IQ-Achievement Discrepancy BAD
• (Identifying CHC Abilities, using consistency
  GOOD!)
• IEPs did not implement scientifically based
  instruction
• Start program in September, find out if effective
  in May
• Overrepresentation of minorities in special
  education
• Retention/social promotion are weakest
  intervention strategies
• More concern about being in compliance than
  childs educational success THE FORGOTTEN GOAL
• Within Student vs. Within System
• Darn those lazy kids. I sat them in the room for
  a half hour and nothing happened.

12
BREAKING NEWS

• THE EARLIER THE INTERVENTION THE
• LOWER THE RISK OF ACADEMIC
• DIFFICULTY IN THE FUTURE

13
Related to Traditional Assessment?

• Huge Increases in Identification
• From 1976 to 2002 the classification of
  children with specific learning disabilities
  increased 300
• Presidents Commission on Excellence in Special
  Education July 1, 2002

• Inconsistencies in Identification
• 1988 27 of identified children in Utah were
  ED,
• the ED rate in CA was 2.5 of identified
  children
• Forness Kavale, 1990

14
Related to the Traditional Model?

• 6 million children currently in special education
• Federal funding is 8.5 billion dollars

• Placement in special education programs most
  often result in little gain or negative outcomes
• (A New Era 2002)

15
IDEIA

• What are some of the details of the Law?

16
Early Intervening Services Provision What IDEIA
Now Provides

• Greater emphasis on use of early interventions
  (research-based)
• School districts will be able to use up to 15 of
  their total IDEIA federal funds for early
  intervening servicesThese services are to be
  provided BEFORE they are identified as having a
  disability. LEAs have option to conduct this
  activity.
• Funding may be used for professional development,
  academic and behavioral supports.

17
RTI Official Permission for Needs-Based Service
Delivery
18
Why Is A New Approach Needed?

• Wait to fail
• Students are not considered eligible for support
  until their skills are widely discrepant from
  expectations
• Counters years of research demonstrating
  importance of early intervention
• Dont need a diagnosis for an intervention to be
  provided
• (Presidents Commission on Excellence in Special
  Education, 2002)

19
New Yorks Response
20
NYS Learning Disability Definition

• A student with a disorder in one or more of the
  basic psychological processes involved in
  understanding or in using language, spoken or
  written, which manifests itself in an imperfect
  ability to listen, think, speak, read, write,
  spell, or to do mathematical calculations. The
  term includes such conditions as perceptual
  handicaps, brain injury, neurological impairment,
  minimal brain dysfunction, dyslexia and
  developmental aphasia. The term does not include
  students who have learning problems which are
  primarily the result of visual, hearing or motor
  handicaps, of mental retardation, of emotional
  disturbance, or of environmental, cultural or
  economic disadvantage. A student who exhibits a
  discrepancy of 50 percent or more between
  expected achievement and actual achievement
  determined on an individual basis shall be deemed
  to have a learning disability language to be
  repealed

21
NYS Learning Disability Definition

• (C) Eligibility Determinations
• (2) A student shall not be determined eligible
  for special education if the determinant factor
  is
• Lack of appropriate instruction in reading,
  including explicit and systematic instruction in
  phonemic awareness, phonics, vocabulary
  development, reading fluency (including oral
  reading skills) and reading comprehension
  strategies
• (new language proposed)
• ( Proposed Amendment to the Commissioner, pp. 22
  of 67)

22
Additionally Districts must

• Districts must identify RTI criteria and the
  process for levels of intervention and progress
  monitoring
• Districts must ensure staff has knowledge and
  skills to implement RTI with consistency and
  fidelity
• By 2012, prohibit the use of the significant
  discrepancy criteria in reading for K-4 students

23

• ALL RIGHT ALREADY
• GET
• WITH
• RTI

24
Response to Intervention (RTI)A Definition

• The practice of providing high quality
  instruction and interventions matched to student
  need, monitoring progress frequently to make
  decisions about changes in instruction or goals
  and applying child response data to important
  educational decision. RTI should be applied to
  decisions in general, remedial, and special
  education, creating a well integrated system of
  instructional/intervention guided by child
  outcome data

25
Key Components

• Leadership
• Allowing for role change
• Knowledge of various Tiers of service
• Allow and support mistakes
• Providing Professional Development (increasing
  knowledge)
• Clear policy and procedures that are focused on
  the child and fits within the reality of the
  classroom

26
Key Points

• RtI is not about
• Special Education
• General Education
• Talented and Gifted Education
• Compensatory Education
• RtI is about EVERY EDUCATION
• RtI is fundamentally about improving teaching and
  learning/matching differentiated instruction with
  student needs

27
Core Principles of RtIAT ALL LEVELS

• Frequent data collection on student performance
• Early identification of students at risk
• Early intervention (K-3)
• Multi-tiered model of service delivery
• Research-based, scientifically validated
  instruction/interventions
• Ongoing progress monitoring - interventions
  evaluated and modified
• Data-based decision making - all decisions made
  with data

28
What is NOT RTI

• The Old Way of Doing Business with a New Label
  (e.g., Pre-Referral Intervention, Old Team-New
  Name).
• Reinventing a System that Focuses (obsessively)
  On Identifying a Disability as the Goal
• Expecting GE Teachers to Meet the Needs of ALL
  students (180 students-180 different
  interventions)
• A Referral-Driven System That Considers Students
  1 at a Time With Lots of Paper, Lots of Testing,
  Lots of Meetings, Lots of Paper, Lots of
  Meetings, and on and on
• (courtesy of Mark Shinn, Ph.D, National Louis
  University, 2008)

29
Three Tiered Model of School Supports Example of
an Infrastructure Resource Inventory
Academic Systems
Behavioral Systems
Tier III Comprehensive and Intensive
Interventions ( Few Students) Students who need
Individualized Interventions
Tier III Intensive Interventions ( Few
Students) Students who need Individual
Intervention
Tier II Strategic Interventions (Some
Students) Students who need more support in
addition to the core curriculum
Tier II Targeted Group Interventions (Some
Students) Students who need more support in
addition to school-wide positive behavior program
Tier I Universal Interventions All students all
settings
Tier I Core Curriculum All students
29
30
3-Tier Model

• Tier 1
• Core Classroom All students
• Tier 2
• Intervention 20-30
• Tier 3
• Intensive 5-10
• Intervention

31
One approach to RTI4 Tier Model

Tier 4CSE or 504 students Monitored weekly

Tier 312 or 13 instruction (remedial reading,
AIS, AST) Monitored weekly
Tier 2Small Group instruction (remedial
reading, AIS, AST) Monitored bi-weekly or monthly
Tier 1Universal screening General Education
Curriculum
32
The Middle School Dilemma
ONLY Tier 3 Programs That Often Dont Provide
What Students Need

---------
-Weak Tier 3 Interventions Content Area
Tutoring Help with Homework Alternative Content
Area Courses -Few or No Tier 2 Options -Little
Attention to Tier 1 Improvement of Teacher
Effectiveness
------------------------
33
Tier One

• Research-based general education classroom
  teaching
• These are best practice interventions
• conducted with any child in the general education
  environment
• based on curriculum given to majority of children
  in the classroom

34
Tier One Interventions

• Some examples.
• Give students a target to read to and circle the
  word where you want them to be after one minute.
  Give them a goal and make it harder by a word or
  two every time you have them read.
• Middle School and High School syllabus for each
  course

35
Syllabus??

• Contact information
• Helps students, family/guardians, and other
  academic professional get a hold of you
• Course Description
• Helps build preview to courselike building
  background information
• Course Goals and Big Ideas
• Also, helps to preview course and illuminate the
  student of possible future events, topics, etc
• Instructions and Directions as to HOW TO GET
  HELP.
• Might include a school resource room, website,
  other teachers, a file drawer in the classroom,
  etc. Detailed directions.

36
Syllabus, continued

• Course calendar and Due Dates
• Builds structure and organization.also helps
  other professionals in the building
• Access to Models for papers, projects, tests
• Might include a school resource room, website,
  other teachers, a file drawer in the classroom,
  etc.
• (Mark Shinn, Ph.D., National Louis University,
  2008)

37
Tier One

• 80 of children should respond to general
  education curriculum at Tier One
• If more than 20 of children need intervention
  assistance beyond best practice, the issue lies
  with the curriculum or the instruction, not the
  children

38
Tier One

• Benchmark assessments occur 3 times per year to
  evaluate children in reading fluency and
  comprehension and math calculation
• These benchmark assessments will indicate which
  students are in need of intervention, along with
  state test scores, and classroom grades

39
RTI Begins with Using CBM in Benchmark
Assessment

• Frequent Evaluation (3 times per year) of Growth
  and Development Using R-CBM
• Initial Performance Assessment (IPA) or Taking
  Inventory at the Beginning of the School Year
• 1. Identify Students At Risk
• 2. Instructional Planning
• 3. Initial Data Point for Progress Monitoring
• Accountability
• NCLB and AYP
• Linkages to State Standards

40

• It IS
• What about the interaction of the curriculum,
  instruction, learner, and learning environment
  should be altered so that the child will learn?
• Ken Howell
• (University of Oregon, 2007)

41
Tier Two

• If children indicate at Tier One that they are
  below expectations for their grade level, they
  move to Tier Two!
• Referral typically is made by classroom teacher

42
Tier Two

• Small Group instruction
• Remedial reading, AIS, AST
• With research-based interventions
• Monitored bi-weekly or monthly
• By remedial reading teacher or AIS teacher

43
NYS Education Memo
44
Tier 2

• Where to Focus?
• Build Effective, Scientifically-Based Tier 2
  Remedial Reading
• AND
• Effective, Scientifically-Based Behavior Programs
• in grades 5-9

45
Tier 2 Interventions

• Some examples
• Evidence-based programs at the Middle School and
  High School Levels
• Reading Mastery (SRA)
• Language! (Sopris West)
• REWARDS (Sopris West)
• SIM (Strategic Instruction Model)
• Small group instruction (approximately 5-10
  students) with a baseline and goal for each
  students skill level (i.e., fluency,
  comprehension, vocabulary, etc.) to be
  implemented for 8-10 weeks THEN RE-EVALUATE!
• Intervention is targeted toward BASIC SKILLS and
  CONTENT INSTRUCTION

46
Tier Three

• If children indicate at Tier Two
• (through progress monitoring of reading or math
  skills)
• that they continue to remain below expectations
  for their
• grade level,
• despite research-based interventions
• and monthly IST meetings,
• they move to Tier Three!
• Referral is typically made by classroom teacher
  through IST process.

47
Tier Three

• 12 or 13 instruction
• Remedial reading or AIS
• With research-based interventions
• Monitored weekly
• By reading teacher or AIS teacher

48
Tier 3 Interventions

• Some examples of research-based intensive
  interventions
• REACH (SRA)
• Corrective Reading (SRA)
• Language! (Sopris West)
• Small group instruction (approximately 2-3
  students) with a baseline and goal for each
  students skill level (i.e., fluency,
  comprehension, vocabulary, etc.) to be
  implemented for 8-10 weeks THEN RE-EVALUATE
  progress!!

49
Tier Four

• CSE or 504 students
• Research-based interventions implemented through
  resource room, Consultant Teacher model, AIS, or
  Remedial Reading
• Monitored weekly

50
Tier Four

• If the student continues
• to have difficulty
• making progress,
• Case Manager refers them to
• Instructional Support Team
• Or CSE review

51
Design Elements Integral to RTI Process

• Proactive System Design A blueprint or model
• Effective and Efficient Teams
• A Range of Evidence-Based Interventions/Instructio
  n
• Procedural Standard Protocols-- Organizing and
  Documenting Critical Tasks
• Initial Planning
• When Intervention is Required
• Efficient and Economical Assessment That Provides
• Preventive Progress Monitoring
• Universal Screening
• Identifying Educational Need
• Sensitive Progress Monitoring
• Reports Documenting/Summarizing the Process and
  Outcomes

52
Nuts and Bolts of RtI that drive you nuts and
make educators bolt.
Intervention Fidelity Staff Development Building
Consensus Support and Structure

• Intervention Decision Making
• Finding Interventions
• Implementation of RtI

53
PROGRESS MONITORING

• Curriculum Based Measurement
• What is it good for

54
What Is the Difference Between Traditional
Assessments and PM?

• Traditional assessments
• Lengthy tests
• Not administered on a regular basis
• Teachers do not receive immediate feedback
• Student scores are based on national scores and
  averages and a teachers classroom may different
  tremendously from the national student sample
• Measures are sensitive to change. Normed tests
  wont give you that.

55
What Is the Difference Between Traditional
Assessments and PM?

• Curriculum-Based Measurement (CBM) is one type of
  PM
• CBM provides an easy and quick method to
  gathering student progress
• Teachers can analyze student scores and adjust
  student goals and instructional programs
• Student data can be compared to teachers
  classroom or school district data

56
Purpose of CBM?

• To provide educators with an efficient means to
  evaluate the effectiveness of a students
  instructional program
• TO INTERVENE IMMEDIATELY

57

• Reliable and valid indicator
• Sensitive to growth
• Short duration
• Repeatable
• Simple
• Easy to teach/train
• Easy to understand explain
• Increased utility

58
Curriculum Based Measurement at each Tier

• CBMs take 1 to 7 minutes to administer
• Addresses Spelling, Writing, Math, Reading
• All except Reading can be done in group format
• Frequency of assessment depends on Tier.

59
MS/HS Progress Monitoring

• Research still in infancy
• Can extrapolate and use basics of CBM to develop
  our own measures
• More nationally developed CBMs coming out,
  primarily math and reading.
• In MS/HS have to show comprehension, but first
  they have to have basic skills. Both
  comprehension and skills can be monitored.

60
CBM

• Not interested in making kids read faster
• Interested in kids becoming better readers
• The CBM score is an overall indicator of reading
  competence
• Students who score high on CBM
• Are better comprehenders
• Correlates highly with high-stakes tests
• If they do not have basic reading fluency, how
  are they going to do on State tests? How are
  they going to do comprehending reading material.
  

61
READING CBMs

• Reading Measures
• Oral Reading Fluency
• Maze fluency Comprehension
• Best for progress monitoring at MS level

62
Maze
63
(No Transcript)
64
CBM Reading Fluency Probes Example
Examiner Copy
Student Copy
65
(No Transcript)
66
(No Transcript)
67
How to Administer and Score Written Expression
CBM

• Administered to entire class at one time
• Students presented with a story starter
• Students are given time to formulate their
  writing
• Students write for a set amount of time
• Teacher scores Written Expression CBM probes
  after administration is complete
• We are looking at how well they can organize and
  express their thoughts under timed pressure.much
  like the DBQs

68
How to Administer and Score Written Expression
CBM

• Narrative writing story starters
• Familiar theme should be used
• Starters should always end in mid-sentence
• Starter is written at top of student CBM probe
• Can be used to prepare students for DBQs

69
At the Middle School Level

• the best measure for predicting performance is to
  have students write for 7 minutes in response to
  a narrative prompt, and score the number of
  correct minus incorrect word sequences.
• For progress monitoring, where data are collected
  on a weekly basis, a 5-minute sample is probably
  long enough.

70
How to Administer and Score Written Expression
CBM

• I was on my way home from school and
• I was talking to my friends when all of a sudden
  
• It was a dark and stormy night
• One day I found the most interesting thing
• One night I had a strange dream about
• I found a note under my pillow that said
• The cave was very dark and
• The 2008 Presidential Race was historic in that.
• The debate about global warming has many facets.
  Opposing opinions claim that..

71
DBQs

• How quick can they organize their thoughts and
  put it down on paper.
• Can choose topic phrases from typical DBQ items.
• Grade on words written, grammar, spelling,
  punctuation
• Can rate quality (words, organization have an 8
  pt rubric. 1-4, go by half steps (1, 1.5, 2, etc)

72
MATH CBM

• Math
• can be used with single-skill worksheets
• (all 2 digits plus 2 digits with regrouping)
• can be used with multiple-skill worksheets
• (various skills)
• give credit for each individual correct digit for
  example
• 13 9 21
• One point (the 2) out of two

73
How to Identify the Level of Material for
Monitoring Progress

• Generally, students use the CBM materials
  prepared for their grade level (AIMSweb).
• However, some students may need to use probes
  from a different grade level if they are well
  below grade-level expectations.
• Can do both computation and concepts and
  applications at all grade levels

74
How to Administer and Score Math Curriculum-Based
Measurement Probes

• Students answer math problems.
• Teacher grades math probe.
• The number of digits correct, problems correct,
  or blanks correct is calculated and graphed on
  student graph.

75
Computation

• Student is presented with 25 computation problems
  representing the year-long, grade-level math
  curriculum.
• Student works for set amount of time (time limit
  varies for each grade).
• Teacher grades test after student finishes.

76
Computation
Student Copy of a First Grade Computation Test
77
Computation

• Correct Digits Evaluate Each Numeral in Every
  Answer

4507
4507
4507
2146
2146
2146
2
61
4
2361
2
1
44
3 correct
4 correct
2 correct
digits
digits
digits
78
Upper level math

• X2 2x1 would be worth 7 points
• X, 2, , 2, x, , 1
• Geometry Each angle of a triangle or quadrangle
  can be a point.
• Can you think how we can do this in trigonometry

79
Concepts and Applications

• Student is presented with 1825 Concepts and
  Applications problems representing the year-long
  grade-level math curriculum.
• Student works for set amount of time (time limit
  varies by grade, no more than 7 minutes).

80
Concepts and Applications
81
Other MS/HS CBMs

• In content-area learning, we have had success
  using a vocabulary-matching technique where
  students have 5 minutes to match terms with
  definitions. This measures serves as a good
  measures for both performance and progress
  monitoring.
• CROSS CURRICULAR
• For a description of how to construction
  vocabulary-matching probes, see Espin, Busch,
  Shin, and Krsuchwitz, 2001.

82
(No Transcript)
83
(No Transcript)
84
How Does it Fit Together?
Standard Treatment Protocol
Step 2
Step 3
Step 4
Step 1
85
Great, now I have data.Now what??!!!
86
Response to Intervention
Expected Trajectory
Performance
Observed Trajectory
Time
87
Assessing Response to Intervention3 point
decision rule
Individualized intervention initiated
Student Identified as Needing Intensive Support
Modify intervention
Modify intervention
Oral Reading Fluency
Aimline
Determine resources needed to sustain progress
(Gen Ed, SPED, Title, EA assistance, etc.)
88
Intervention Development

• Interventions should be
• - implemented by the highly qualified teacher
• - scientific research based
• - measurable
• -progress should be monitored by curriculum
  based measurements
• WE CHANGE OUR APPROACH BASED ON DATA. Stop
  dragging the kids through. Too tiring

89
Intervention Implementation

• The following instructional elements may be
  altered to enhance student performance
• -instructional strategies
• -size of instructional group
• - time allocated for instruction
• - materials used
• -reinforcement

90
Interventions

• Florida Center for Reading Research
• http//www.fcrr.org/
• Intervention Central
• http//www.interventioncentral.org/
• What Works Clearinghouse
• http//ies.ed.gov/ncee/wwc/
• Literacy Connections
• http//ies.ed.gov/ncee/wwc/
• PaTTAN
• http//www.pattan.net/teachlead/effectiveinstructi
  on.aspx

91
Reading Comprehension Strategies

• Affinity
• Anticipation Guide
• Cloze
• Concept Definition Map
• Cornell Graphic Organizer
• DR/TA
• Fishbone
• K-W-L-S
• Learning Logs
• Minute Paper

• Pairs-Read
• Paraphrasing
• QAR
• RAFT
• Reciprocal Teaching
• Rock Around the Clock
• SQ3R
• Structured Note-taking
• Summarizing
• Venn Diagram
• Vocabulary in Context

92
Support and Evaluation in Context
93
Intervention Integrity

• is the degree to which an intervention is
  implemented as originally designed.
• 
  (Gresham, 1989)

94
Jacobs Reading Goal

• By January of 3rd grade, given passages from 3rd
  grade reading curriculum material, Jacob will
  read 70 words correct in one minute with five or
  fewer errors

95
Example of Defining the Problem

• Instead of
• Serena struggles with reading

• A better definition
• When given a reading passage from her social
  studies book, Serena reads 45 wpm while her
  average peer reads 70wpm. She struggles to read
  vocabulary words related to the social studies
  content.

96
Support Plan

• Must include
• Who is responsible?
• What will be done?
• When will it occur?
• Where will it occur?

97
(No Transcript)
98
(No Transcript)
99
(No Transcript)
100
Evaluating Interventions

• Is it working?
• Is it being implemented as planned?
• Did it work?

101
Example of Defining the Problem

• Instead of
• Joey has a hard time writing

• A better definition
• When asked to write a story, Joey is able to
  write two incomplete sentences with approximately
  50 of the words spelled correctly. The average
  student in the class is able to write two
  paragraphs with 80 of the sentences having
  correct grammar and 90 of the words spelled
  right.

102
Example of Defining the Problem

• Instead of
• Max is always out of his seat

• A better definition
• Max leaves his desk without permission an
  average of six times per hour during math and
  reading only an average of two times an hour
  during science and social studies. His peers
  average less than one time per hour.

103
Is it working?
Progress Monitoring
Making instructional decisions based on the
review and analysis of student data Progress
monitoring always includes graphing
Classroom Intervention I
Classroom Intervention 2
104
Why use graphs?

• Teachers are able to make sound decisions about
  the instruction being delivered to students based
  upon data, not guesswork
• Parents are kept well informed about their
  childs progress with specific information about
  how their child is responding to instruction.
  Parents may assist in making suggestions for
  instructional adjustments.
• Students know what is expected of them. They
  receive specific feedback about their performance
  along the way rather than only at the end of the
  marking period. Goal setting and progress
  monitoring are some of the most effective
  strategies to improve academic engaged time.

105
Graphing CBM Scores
106
Graphing CBM Scores
107
Graphing CBM Scores
108
(No Transcript)
109
(No Transcript)
110
(No Transcript)
111
Positive Response to Intervention
Expected Performance
Performance
Observed Performance
Fall
Winter
Spring
112
How does your IST work?

• Efficient
• Focused
• Structured
• Designated Roles
• Consistent Team Members
• Regularly scheduled
• Parent Involvement

• Respected
• Seen as help or obstacle
• Uses objective data
• Follows up
• Supportive
• Knows intervention vs. modification.
• Should be backbone of RtI

113
Implementing RTI

• NO PROBLEM, RIGHT?

114
Infrastructure
Change Model
Consensus
Implementation
115
Stages of Implementing Problem-Solving/RtI

• Infrastructure Development (cont.)
• Data Management
• Technology support
• Decision-making criteria established
• Implementation

• Consensus
• Beliefs are shared
• Vision is agreed upon
• Implementation requirements understood
• Infrastructure Development
• Regulations
• Training/Technical Assistance
• Model (e.g., Standard Protocol)
• Tier I and II intervention systems
• E.g., K-3 Academic Support Plan

116
The Process of Systems Change

• Until, and unless, Consensus (understanding the
  need and trusting in the support) is reached no
  support will exist to establish the
  Infrastructure. Until, and unless, the
  Infrastructure is in place Implementation will
  not take place.
• A fatal error is to attempt Implementation
  without Consensus and Infrastructure
• Leadership must come from all levels

117
Change Across Levels

• Consensus, Infrastructure, Implementation applies
  to EVERY level at which change occurs
• State
• District
• School
• Consensus building is similar across levels
• Infrastructure and Implementation processes are
  different across levels

118
Leadership

• Be clear about who decides
• Issue a call for ideas
• Give the permission to fail
• Communicate
• Pay attention to sequencing
• Teach the organization how to say no and why to
  say yes
• Keep faith and intuition alive and in perspective

119
Manage the System

• Measure performance
• Celebrate success
• Have fun
• Build mission into systems, not vice versa
• Be disciplined about management
• Listen to the stakeholders and organization
• Keep learning

120
In the beginning
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
necessary to participate in a Problem
Solving/ Response to Intervention Model
121
Over Time
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
necessary to participate in a Problem
Solving/ Response to Intervention Model
122
Goal
None of Beliefs, Skills, Knowledge
All of Beliefs, Skills, Knowledge
necessary to participate in a Problem
Solving/ Response to Intervention Model
123
What changes need to occur?

• Building Consensus
• Beliefs are shared
• Stakeholders have knowledge to implement change
• Stakeholders have skills to implement change

124
Consensus Development Beliefs

• Level of commitment from school personnel
  regarding a reform initiative is likely to
  influence the degree to which implementation
  occurs
• Curtis and Stollar suggest that a commitment from
  the majority (80 is often suggested) of
  stakeholders in a building should be obtained
  before proceeding with implementation of an
  innovation

125
Consensus Development Beliefs

• Making the shift to a new paradigm, like PS/RtI,
  does not simply involve accepting a new set of
  skills. It also involves giving up certain
  beliefs in favor of others. (Ken Howell)
• PS/RtI requires systemic change in the way we
  educate all students

126
Foundation Beliefs for PS/RtI

• Every student is everybodys responsibility
• PSM/RtI is a General Education Initiative-Not
  Special Education
• Improving the effectiveness of core instruction
  is basic to this process
• NO Child Left Behind Really Means NO
• Assessment (data) should both inform and evaluate
  the impact of instruction
• Policies must be consistent with beliefs
• Beliefs must be supported by research
• Focus on alterable variables

127
Foundation Beliefs- contd

• Maximum benefits to students occur if
• Data are used to guide instructional decisions
• Professional development and follow-up modeling
  and coaching are provided to ensure effective
  instruction at all levels
• Leadership is vital All students and their
  families are part of one proactive and seamless
  system

127
128
Changing Beliefs

• Training
• Research shows that training is effective for
  changing beliefs
• http//www.rtinetwork.org
• Resource for Consensus building strategies
• NASDSE Book (Research to Practice)

129
Consensus Building

• Educators will embrace new ideas when two
  conditions exist
• They understand the NEED for the idea
• They perceive that they either have the SKILLS to
  implement the idea OR they have the SUPPORT to
  develop the skills

130
Consensus DevelopmentSkills

• www.nasdse.org
• Building and District Implementation Blueprints
• www.rtinetwork.org
• Blueprints to support implementation
• Monthly RtI Talks
• Virtual visits to schools implementing RtI
• Webinars
• Progress Monitoring Tools to Assess Level of
  Implementation

• www.floridarti.usf.edu
• Online training module (e.g., using data to make
  decisions)
• http//www.florida-rti.org/
• Florida Response to Intervention, Florida
  Department of Education

131
Where to Get More Information

• www.aimsweb.com
• www.uoregon.edu
• www.interventioncentral.org
• www.ggg.umn.edu
• www.ku-crl.org (Secondary Support)
• www.safeandcivilschools.com
• www.successfulschools.org
• dww.ed.gov
• www.fcrr.org
• www.texasreading.org
• www.corelearn.com
• www.centeroninstruction.org

132
The I in RtI

• RtI is based on the actuality of interventions
  delivered as intended
• We CANNOT assess RtI if the intervention was not
  implemented as designed
• Intervention integrity must be ensured and
  documented
• Integrity and documentation will become part and
  parcel of procedural safeguards

133
What is an intervention

• An intervention is directly teaching a specific
  skill.
• It is not a modification
• It is not an accommodation
• You can modify an intervention to see if the
  modification increases performance.

134
Research tells us

• Most interventions are not implemented correctly
• Often interventionists report using interventions
  when in actuality theyre not
• Implementation frequently diminishes after only a
  few days

135
Why do most interventions fail?

• Problem Solving steps not followed
• Implementation plan not detailed and specific
• Flawed design
• Lack of progress monitoring
• Implemented incorrectly

136
Why do most interventions fail?
(contd)

• Teacher perception
• Lack of knowledge/skill or training
• Lack of support
• Lack of time
• Interventions too complex

137
Improving Integrity

• Strategies
• Follow-up by a consultant/support staff
• Frequency range from daily to weekly initially
• Review of implementation plan
• Graphic display of data
• (Noell, Witt, Slider, Connell, Gatti, Williams,
  Keonig, Resetar, Duhon, in press)

138
Improving Integrity

• Teacher responsiveness to implementing
  interventions
• Understands the need
• Perceives self as possessing skills to implement
  OR has support to implement while acquiring
  skills
• 
  (Bev Showers et. al.)

139
Improving Integrity

• Based on the research, the following intervention
  protocol should be considered
• Ensure that teacher/parent understands need
• Evaluate skill of interventionist and determine
  level of support
• Delineate intervention in stepwise fashion
• Create implementation schedule for intervention
• Time of day, times per day, etc.
• Create intervention support/integrity schedule

140
Intervention Support

• IF YOU CANNOT CREATE A SUPPORT SCHEDULE DO NOT DO
  INTERVENTION UNTIL ONE CAN BE ESTABLISHED
• It is critical that building administrators
  understand the importance of the support schedule

141
Intervention Support

• Intervention plans should be developed based on
  student need and interventionist skill
• All intervention plans should have intervention
  support
• Principals should ensure that intervention plans
  have intervention support
• Teachers should not be expected to implement
  plans without support

142
Specific Support Strategies

• Provide
• A step by step implementation protocol
• Materials
• Necessary training for interventionist
• Guided practice and feedback
• Mentor/buddy

143
Intervention Integrity Checks

• Intervention documentation
• Monitoring implementation
• Performance feedback