Implementing RTI through Effective Behavior & Instructional Support.
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Transcript of Implementing RTI through Effective Behavior & Instructional Support.
Implementing RTI through Effective Behavior & Instructional Support
A Quick Review: Core Principles of RTI
We can teach all children Intervene early Use a multi-tiered model of service delivery Use a problem-solving method within the multi-
tiered model Use research-based, scientifically validated
interventions/instruction, to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment to screen, diagnose and monitor
RtI: Policy Considerations and Implementation, National Association of State Directors of Special Education, 2005
TTSD Demographics
17 Schools, 12,000+ students 10 elementary, 3 middle, 2 high, 1 charter, 1
alternative Special Programs participation
1,200 Special Education (10%) 1,800 English Language Learners (15%) 1,500 Talented and Gifted (12%)
Socio-economic status Title 1 in 6 elementary schools
Free/Reduced ranges from 7% to 58%
7 pilot elementary
schools implement
EBS
Board adopts EBS district-wide: 5 more
schools implement
1996
1997
Remaining (2) schools implement;
ongoing training & leadership
1998-2000
EBIS OSEP Grant:
Reading & Special
Education initiatives
incorporated
2001
Secondary School focus
utilizing Title IVa
2003
TTSD Develops the RTI
Technical Assistance
Manual for ODE
2005
2005-2008
ODE Contracts with TTSD to
Train 23 School Oregon Districts
to Develop & Implement RTI
EBS/EBIS Implementation TimelineEBS/EBIS Implementation Timeline
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80% 80%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
District-Wide Systems for Success
ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND
ACADEMIC INSTRUCTION AND SUPPORT
All Students Are All Students Are Screened for Additional Screened for Additional
Instructional NeedsInstructional Needs(Fall, Winter & Spring(Fall, Winter & SpringDIBELS, IDEL, OAKS, DIBELS, IDEL, OAKS,
ODRs, etc.)ODRs, etc.)
Small Group Interventions are designed by teacher teams with
EBIS support
Interventions are further individual-
ized
EBIS EARLY IDENTIFICATION PROCESSTigard-Tualatin School District, Tigard,
Oregon
TEAMWORK TIMELINES:
EBIS teams meet fall, winter & spring to review data and make decisions about school-wide progress.
EBIS teams/Grade level teacher teams meet monthly to review data, plan and adjust interventions.
DECISION RULES:
80% Decision Rule: If 80% of students are not meeting benchmarks, review core program(s).
20% Decision Rule: Students below the 20th percentile in academic skills and/or with chronic behavior needs* are placed in small group interventions. Individualize Instruction Rule: When students fail to progress after two (2) consecutive small group interventions, move to the individual level.Refer for Special Education Evaluation Rule: When students fail to progress after one individually designed intervention.Change Small Group or Individual Interventions Rule: When progress data is below aimline on three (3) to four (4) consecutive days, or when eight (8) data points produce a flat or a decreasing trendline.
*More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period
Daisy participates in the general curriculum
EBIS Team reviews screening data and places Daisy in group interventionDaisy isn’t
doing well
Daisyimproves
Daisyimproves
EBIS Team determines individually designed
intervention
Resumesgeneralprogram
Daisydoesn’t
improve
Daisydoesn’t
improve
Special Education referral is initiated
Daisy probably recycles
Daisy may recycle
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
How RTI Works
from a Student Perspective
EBIS is a structured, systematic process featuring…
Team membership School wide planning Identifying the 20% group Monthly meetings Individualizing interventions Referral to special education Reread Overview of EBIS (pages 1-3
)
Team membership
Principal Leadership* Classroom Teachers* Title I Specialist/Reading Coach* School Counselor* Learning Specialist ELL Teacher Classified Staff
*Essential team members
School-wide Planning: Is the core program meeting the needs of 80% of the students?
Academic data to review three times/year:
DIBELS Data Reports Program Effectiveness
Student Achievement on
OAKS-% below, at, exceeding benchmark
Sub-test performance, especially for students falling below benchmark levels
PET-R Planning & Evaluation Tool for School-wide Planning
Behavior data to review three
times/year: SET-EBS School-wide
Evaluation Tool Office Discipline Referral
trends Who (grade, gender,
ethnic group) What Where When
Attendance trends
If the 80% Criterion is not being met: Options to consider …
Literacy: 90 minutes of reading daily? Protected allocated reading time each day? Skill grouping by class or grade? Core and supplemental programs
implemented with fidelity? More professional development needed?
Change options continued . . . Math:
Skill grouping by class or grade? Identifying and emphasizing specific strands? Adequate allocated time for instruction each
day? Fluency issues, e.g., facts?
Behavior: Is the school-wide program fully implemented?
Identifying and teaching to a small, clear set of rules?
Reinforcement systems in place? Data being used for program/activities planning? Systems for correction in place?
Decision Rules
Kindergarten (page 5)AND
Grades 1-5 (page 6) Activity: 10 minutes
Review in school teams Write down on a sticky: 1 thing you liked
and one question that you need answered
Planning for the 20% Level Students
Step 1: In fall, winter and spring, the EBIS team (or representatives) meet with grade level teachers to identify students needing supplemental instruction based on rules:
Complete the EBIS Group Intervention and Planning Form (page 4)
Design group interventions Academics &
Behavior: see protocols (pages 21-26)
Plan progress monitoring (use prescribed guidelines)
Selecting Interventions Resources
http://oregonreadingfirst.uoregon.edu www.fcrr.org http://novel.nifl.gov/partnershipforreading/pu
blications/science_research.pdf Considerations
Research base Logistics Cost Training Fidelity
Planning for the 20% cont.
Activity: 30 minutes Review and discuss the Group
Intervention and Planning Form and Academic and Behavior Protocols
Record questions and comments
Monthly team meetingsStep 2: EBIS teams convene monthly to evaluate the
progress of all students involved in interventions to:
Analyze aimlines and/or trendlines, and: Modify intervention when 4 data points fall below
the aimline. Use the Options for Change Worksheet (pg. 20) , note change, modify aimline, and implement
If data is highly variable, maintain current intervention for another month to establish a trendline
Follow guidelines for progress monitoring Activity: 10 minutes
Review Option Worksheet Write down questions
An example. . .
Monthly meetings continued . . .
If progress trend continues to fall below aimline for two consecutive intervention periods, individualize the student’s program
IndividualizingReminder/Decision Rules: 2 unsuccessful group
interventions…
Case Manager is assigned and: Completes the EBIS Action Plan (page 16) Monitors the intervention and progress monitoring Is responsible for reporting on progress at the next
monthly meeting and making sure paperwork is complete
Cumulative file review is completed by team using the Individual Problem Solving Worksheet (pages 12-15)
Complete a Functional Behavior Assessment if needed
Individualizing continued . . .
If this level of individually-designed intervention is not successful, a special education referral is made.
The referral form should be accompanied by the Student Intervention Profile (page 7) and the Individual Problem Solving Worksheet
Parent Participation EBIS meeting invitation (
pages 8-9) Developmental History (pages
10-11) RTI pamphlet* En español*
Daisy participates in the general curriculum*
EBIS Team reviews screening data and places
Daisy in group intervention*Daisy isn’t doing well
Daisyimproves
Daisyimproves
EBIS Team determines individually designed
intervention*
Resumesgeneral
program*
Daisydoesn’t
improve
Daisydoesn’t
improve
Special Education referral is initiated*
Daisy probably recycles
Daisy may recycle
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
RTI and Parent
Participation*
Activity: 20 minutes
Review the Student Intervention Profile and the Individual Problem Solving Worksheet
Discuss and write down questions
Bottom Line …
Teams review data monthly, and determine based on decision rules, if the student should:
Continue in the current intervention Return to the core program Have the intervention revised Move to the individualized level Be referred for special education
Team Structures …
Let’s talk about some ideas!!!
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
EBIS Team uses Problem Solving format to explore alternative explanations for lack of progress, develops individualized intervention
Special Education referral is initiated
+ Progress
+ Progress
+ Progress
- Progress
- Progress
- Progress
Continue intervention for another cycle and monitor progress
Resume general program
Intervention is so intense, LD is suspected
Now, what does the team think?
Now, what does the team think?
Improvement appears related to other factors
The Flow of EBIS Teamwork at Metzger Elementary
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 ([email protected]).
EBIS TEAMMeets weekly
Includes principal, counselor, literacy specialist, special education, ELL specialist, and teacher representatives
from each grade levelMonitors all students in small group and individual
interventionsOversees RTI fidelity and makes referrals to special
education
GRADE LEVEL TEAMSMeet monthly
Plan, implement and monitor interventions for 20% group,
with EBIS team support
EBS TEAMMeets Twice MonthlyPlans & implements school-wide supports
INDIVIDUAL STUDENTCASE MANAGEMENT
Implements and progress monitors students in intensive interventions
(RTI process)
Example Team Structure:Tualatin Elementary School
CONTENT AREA TEAMS Meet Monthly
Recommend curriculum and instructional improvements across all content areas: Reading/Language Arts, Math, Science,
and Behavior
Process Checks/Accountability The Role of the Learning Specialist (page 17) Checklist for LD eligibility report * Team Implementation Checklists
Gauging EBIS Implementation (page 18) Assessing and Planning EBIS team process (page 19)
EBS School Wide Evaluation Tool (SET, site visit) Planning & Evaluation Tool for Reading (PET-R) Summative data analysis
Continued: Fidelity Checklists
10 minute activity: In teams, review the checklists we’ve provided and decide what you still need. If a program does not have a fidelity checklist developed, you may opt to create your own.
Outcomes
Trends in TTSD identification rates
Students who reach formal referral nearly always turn out to be eligible.
Prior to EBIS, very few students were qualified before 3rd or 4th grade.
Identifying LD Earlier in TTSD
2004 2006
Kindergarten 0 0
First Grade 8 12
Second Grade 19 49
Referral to Special Education From EBIS
Referral Packet
From Parents
Other than LD
Treasure Hunt: 15 minutes With a partner, answer the following:
What are acceptable and unacceptable roles for special education staff?
How often are parents informed/included in the EBIS process?
How often are students progress monitored?
Name 2 reading and 2 behavior interventions used in TTSD.