Response to Intervention RTI

Transcription

1 Response to Intervention RTI Context & Practice Presented By Debra Jennings Executive Co-Director Statewide Parent Advocacy Network

2 What is RTI? integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. identifies students at risk for poor learning outcomes, monitors student progress, provides evidence-based interventions and adjusts the intensity and nature of those interventions depending on a student s responsiveness, identifies students with learning disabilities.

3 "Why Response-to-Intervention (RTI)?" Different perspectives, including: legal, historical, best professional practice, and political

4 RTI Principles: Teach all children effectively Intervene early Use a multi-tier model of service delivery Adopt a problemsolving methodology

5 Some of the Essential Components of RTI Evidence-based curriculum and instruction & behavior supports Universal Screening Evidence-based interventions Continuous monitoring student performance Policies and procedures that meet requirements of IDEA & state code.

6 Evidence-based curriculum & instruction High quality researchbased curricula & instructional practices for all students; Evidence-based supplemental instruction and intervention strategies

7 Universal screening Occurs early in each school year Identifies students who may need additional assistance May refer to academic and/or behavioral needs Students whose scores fall below pre-set number receive interventions

8 Student progress monitoring - Continuous monitoring of student performance. Frequent assessment of student s academic performance and progress Evaluation of effectiveness of instruction May be used with entire class or individual student(s)

9 Potential Benefits Eliminates wait to fail approach Can reduce the number of children inappropriately referred to special education Student progress monitoring techniques provide instructionally relevant information

10 Potential Concerns Children aren t appropriately identified in timely manner Lack of procedural safeguards for families & children Incapacity of schools to implement effectively

11 Essential Component 1: Multi-Tiered Model

12 Tier 1: Core instructional interventions Academic Systems Quality core curriculum Differentiated instruction Embedded interventions Universal screening of academic achievement Behavioral Systems Schoolwide positive behavior supports Articulated expectations Social skills instruction Pro-social discipline programs Continuous progress monitoring

13 Academic Systems Tier 2: Targeted interventions Behavioral Systems Strategic supplemental programs Standard protocol treatment interventions Process / guidelines for fading, continuing, changing intervention Focused continuous progress monitoring Strategic supplemental behavior programs Small group social skills training Small group anger control training Peer/adult mentoring program Tiered discipline program

14 Academic Systems Standard protocol and/or interventions determined through problem solving Guidelines for fading, continuing, changing intervention Tier 3: Intensive interventions Behavioral Systems Individualized counseling therapy Individualized behavior plan In-school alternative setting Frequent, daily mentoring Focused continuous progress monitoring Pattern of responsiveness/non-responsiveness may indicate special education

15 Essential Component 2: Problem-Solving Method What is the problem? Did it work? Why is it happening? What should be done about it?

16 Essential Component 2: Problem-Solving Method

17 Essential Component 3: Integrated Instructional Data Collection/Assessment Systems Assessment of Skills per state and local standards Marker variables leading to ultimate instructional target To be administered Efficiently Repeatedly Provide Data specific to strategy implemented Individual student progress monitoring data; sensitive to small increments of growth Comparison data across students User-friendly data displays

18 Simplified RTI Process: All children in a class, school, or district are universally screened annually to identify those students at risk for difficulties. Ensure quality core instruction Provide school-wide Positive Behavior Supports and Interventions Administer universal screenings of academic and socialemotional/behavioral health

19 Simplified RTI Process cont d. The responsiveness of students to general education instruction (Tier 1: whole/small group) is monitored to determine those requiring a targeted intervention (Tier 2). Gather and review student performance data Clarify goal(s) for the student through team decision-making process Brainstorm interventions Select interventions Implement interventions Monitor student progress Conduct follow-up meeting

20 Simplified RTI Process: For at-risk students, a research-validated Tier 2 intervention is implemented; student progress is monitored through-out; and students are re-assessed after the intervention. Review and analyze student performance data Provide targeted intervention for students in need Adjust interventions based on data Adequate progress = continue and/or fade Lack of progress = consider adjusting interventions

21 Simplified RTI Process: Students who do not respond to validated interventions are referred for further evaluation for possible disability determination and special education services. Maintain intervention support during evaluation process Use formal and informal assessment data Base eligibility on degree of response to intervention data insufficient progress toward student goals identified processing deficit (cognitive, language, perceptual) Provide IEP and services, if eligible

22 RTI & SLD Eligibility IDEA 2004 allows identification of SLD eligibility either through: Determination of severe discrepancy between achievement & potential, or Determination of failure to respond to scientific intervention

23 RTI & SLD Eligibility Effective instruction & progress monitoring Data-based documentation of repeated assessments of achievement Results must be reported to parents

24 RTI & SLD Eligibility RTI may be used as part of evaluation procedures Comprehensive evaluation still required Must examine all relevant records, conduct multidisciplinary evaluation Rule out language barriers, lack of effective instruction, etc.

25 Special Education Eligibility LD eligibility criteria Historical system: Ability-achievement discrepancy SLD exclusion factors RTI process: Significant difference in performance compared to peers Low rate of progress, even with high-quality interventions Need for special education services SLD exclusion factors

26 Special Education Eligibility Type of Tests Used Historical system: Global Ability / IQ Nationally norm-referenced achievement tests RTI process: Specific Direct measures of specific skills needed for success in the classroom

27 Special Education Eligibility Component: Comparison Standards Historical system: National norms RTI process: Regional, district, school or classroom Aligned to state standards Nationally normed tests used sparingly

28 Special Education Eligibility Component: Frequency of Assessment Historical system: Administered at one or two sittings School psychologist Special educator Other RTI process: Functional academic and/or behavioral data Collected over time Teacher(s) Related Service School psychologist Parent(s)

29 Special Education Eligibility Component: Nature of Assessment Targets Historical system: Presumed hypothetical constructs RTI process: Specific skills measured Indirect or general relationships with classroom academic or behavioral problems Related to student academic and/or behavioral skills and performance

30 Special Education Eligibility Component: Relationship between eligibility assessments and intervention Historical system: Little demonstrable relationship Global assessments not specific to interventions RTI process: Direct link Assessment of performance in relation to instructional intervention(s)

31 Effective Behavior & Instructional Supports Team membership School wide planning Identifying the 20% Monthly meetings Individualizing interventions Referral to special education

32 Potential Team Structure GRADE LEVEL TEAMS Meet monthly Plan, implement and monitor interventions for 20% group, with EBIS team support EBS TEAM Meets Twice Monthly Plans & implements school-wide supports EBIS TEAM Meets weekly Includes principal, counselor, literacy specialist, special education, ELL specialists, and classroom teacher representatives from each grade level Monitors all students in small group and individual interventions Oversees RTI fidelity and makes referrals to special education CONTENT AREA TEAMS Meet Monthly Recommend curriculum and instructional improvements across all content areas: Reading/Language Arts, Math, Science, and Behavior INDIVIDUAL STUDENT CASE MANAGEMENT Implements and progress monitors students in intensive interventions (RTI process)

33 Parent(s) Team membership Principal Leadership Classroom teachers Literacy/Title 1 Specialist School Counselor Learning/ELL Specialists Special Educators

34 Daisy participates in the general curriculum Daisy isn t doing well EBIS Team reviews screening data and places Daisy in group intervention Daisy s intervention is modified Daisy doesn t improve Daisy improves Daisy may receive a more diagnostic special education intervention EBIS designs individual intervention Daisy resumes general instruction Daisy doesn t improve Special Education referral is initiated Daisy improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause

35 The Flow of EBIS Teamwork All K-5 students are tested with DIBELS. Other data is gathered (academic, behavior, attendance) EBIS Team reviews data with each grade level teacher team to identify lowest 20%. Interventions and progress monitoring are planned by team and teachers, and implemented by teachers for 3-4 weeks. EBIS and teachers review intervention progress Revise and implement 2nd group intervention, monitor progress - Progress + Progress + Progress Now, what does the team think? - Progress Continue intervention for another cycle and monitor progress EBIS Team uses Problem Solving format to explore alternative explanations for lack of progress, develops individualized intervention Resume general program - Progress Special Education referral is initiated + Progress Intervention is so intense, LD is suspected Improvement appears related to other factors Now, what does the team think? From: Effective Behavior and Instructional Support: A District Model for Early Identification and Prevention of Reading and Behavior Disabilities, Sadler & Sugai, 2006, in press. Do not use without permission from author (csadler@ttsd.k12.or.us).

36 Policy Issues How will the State/district support the implementation of RtI as a coordinated system of providing scientifically based curriculum and instruction within general, at risk, and special education that is guided by ongoing data and information regarding student performance?

37 Policy Issues (continued) How will the State/district support the implementation of RtI? As a way of gathering data for use within the special education eligibility process? ongoing data-based decision making within special education as a part of using RtI practices?

38 Policy Issues cont d. What is the current state-/local-level infrastructure to support successful implementation of RTI? Does it include rules, guidelines, best practices documents, staff development supports, incentives and intervention structures within general and remedial education (e.g., reading coaches and other intervention support personnel, measurement procedures for gathering ongoing student performance and strategies for research and impact evaluation)?

39 Professional Development Needed Pre-service at college/university level District-level leadership Building-level administration Direct services (e.g., teachers) Support services

40 Involving Parents in RTI Does our school use an RTI or problem solving process? Are there written materials for families describing the RTI process and procedural safeguards? What are family roles in RTI process?

41 Involving Parents in RTI What interventions are used? Are they scientifically based? What length of time is recommended before determining if student is making adequate progress? How do school personnel check to ensure interventions are carried out as planned?

42 Involving Parents in RTI What techniques are used to monitor student progress & effectiveness of interventions? Does school provide parents with regular progress monitoring reports?

43 Involving Parents in RTI At what point are parents informed of IDEA 2004 procedural safeguards, including right to request evaluation? When is informed consent obtained & timelines commence?