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The Role of the Student Assistance Professional in the New Era of RtI Dee Kempson LSW, ACSW IDOE...
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Transcript of The Role of the Student Assistance Professional in the New Era of RtI Dee Kempson LSW, ACSW IDOE...
The Role of the Student Assistance Professional in the
New Era of RtIDee Kempson LSW, ACSW
IDOE School Social Work ConsultantAmanda Snobarger MS
IDOE School Counseling Consultant
Overview of Presentation
What is RtI? Legal Authority and Policy Support
for RtI The Framework Implications for Student Assistance
Professionals Resources
Presentation Goals
Increase your understanding of RtI and the
opportunities this process will create for student service providers.
Allay concerns about implementation Seek your feedback so that we can
develop resources that will assist you in this process
Definition of RtI
“Response to Intervention is, simply put, a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on the student’s response.”
Bender & Shores, 2007
Where did it come from? President’s Commission on Excellence in
Special Education Report: Commission formed in 2001 Held 13 hearings across the country. Published “A New Era: Revitalizing
Special Education for Children and their
families (July 2002)
http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/index.html
Commission’s Key Findings
“Too often, simply qualifying for special education becomes the end-point – not a gateway to more effective instruction and strong intervention”
“The current system uses an antiquated model that waits for a child to fail, instead of a model based on prevention and intervention.”
“General education and special education share responsibilities for children with disabilities. They are not separable at any level – cost, instruction or even identification.”
Commission’s Key Recommendations
Identify and Intervene early: Implement research-based, early
identification and intervention programs to better serve children with learning and behavioral difficulties at an earlier age.
Include early screening, prevention and intervention practices to identify academic and behavioral problems in young children.
Commission’s Recommendations
Incorporate Response to Intervention:
Implement models during the identification and assessment process that are based on response to intervention and progress monitoring. Use data from these processes to assess progress in children who receive special education services.
No Child Left Behind Act of 2001
PL 107-110
SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.
…(9) promoting school-wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content (January 2002)
http://www.ed.gov/policy/elsec/leg/esea02/pg1.html
Individuals with Disabilities Education Improvement Act (IDEIA)2004
August 14, 2006 Final Regulations
Sec. 300.307. Specific Learning Disabilities. A State must adopt criteria for determining whether a child has a specific learning disability. Those criteria
(a) Must not require the use of a severe discrepancy between intellectual ability and achievement;
(b) Must permit the use of a process based on the child's response to scientific, research-based intervention; and
(c) May permit the use of other alternative research-based procedures.
511 IAC 7“Article 7”
Indiana’s Interpretation of the Federal Special Education Legislation
(IDEIA 2004)http://www.doe.state.in.us/exceptional/welcome.html
511 IAC 7-40-2 Comprehensive and Coordinated Early Intervening Services
(b) In implementing comprehensive and coordinated early intervening services under this section, a public agency may carry out activities that include, but are not limited to, the following: (1) Professional development (which may be
provided by entities other than public agencies) for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software.
(2) Providing educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.
511 IAC 7-40-5 Conducting an Initial Educational
Evaluation(g) For a student with a suspected learning
disability, the educational evaluation report must include:2 (A) whether the student:(i) does not achieve adequately for the student’s age or meet state grade level standards in one or more of the areas identified in 511 IAC 7-41-12(a)(1), when provided with learning experiences and instruction appropriate for the student’s age or state grade level standards; and
(ii) meets the criteria in sub-items (AA) or (BB) of this item.
(AA) The student does not make sufficient progress to meet age or state grade level standards in one or more of the areas identified in 511 IAC 7-41-12(a)(1), when using a process based on the student’s response to scientific, research-based intervention.
(BB) The student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state grade level standards, or intellectual development, that is determined by the multidisciplinary team to be relevant to the identification of a specific learning disability. The multidisciplinary team is prohibited from using a severe discrepancy between academic achievement and global cognitive functioning to meet this requirement.
RtI Core Principles Principle 1: We believe that we can
effectively teach ALL children. Principle 2: We believe that effective
leadership is essential to support student success.
Principle 3: We believe in the use of an effective and collaborative decision making process that utilizes assessment data.
Principle 4: We believe it is essential to intervene at the first indication of academic, social-emotional, or behavioral needs.
Principle 5: We believe in providing an integrated and focused system of instructional interventions and resources that is applied to successfully meet all students’ academic, social-emotional, and behavioral needs.
Principle 6: We will use research and evidence-based instruction and interventions that are implemented with fidelity.
The Promise of RtI will be Influenced by:
Correlates of Highly Effective Schools: Leadership Family and Community Partnerships Cultural Responsivity Assessment, Data-driven Decision
Making, & Progress Monitoring Evidence-based Core Curriculum and
Intervention
Leadership
Key to: Consensus Building Developing an Infrastructure Implementation
“Leadership and learning are indispensable to each other.”
--John F. Kennedy
Family and Community Partnerships
“Partnerships are about building relationships between
individuals or groups that are characterized by mutual
cooperation and responsibility as for the achievement of a
specified goal.” -American Heritage Dictionary, 2000
Implications for: Family involvement Community Partners
Cultural Responsivity Changing demographics
What are the implications for schools? How do schools determine if they are
culturally competent? What additional resources may schools
need?
“If we are to achieve a richer culture, rich in contrasting values, we
must recognize the whole gamut of human potentialities, and so
weave a less arbitrary social fabric, one in which each diverse human
gift will find a fitting place.” -Margaret Meade
Assessment, Data-driven Decision Making, & Progress Monitoring
School-wide Data Collection and Analysis Goal Setting Intervention Review
Targeted Data-driven decision making Collaborative problem-solving Goal Setting Intervention Ongoing progress monitoring
Evidence-based Core Curriculum and
Intervention School-wide
Examples: Olweus Bully Prevention and PBIS
Targeted Example: Student Success Skills
http://www.doe.state.in.us/sservices/counseling/best_practice.html
A New Framework for Student Assistance?
Early intervening services may be new to general & special education but are not new to Student Services.
The process for student service delivery is articulated in IAC 4-1.5-5, which authorizes that (a) “School corporations shall provide student assistance services at the elementary and secondary school levels.”
Article 4: “The Student Services Rule”
This rule prescribes what those services must consist of and who must provide them. 511 IAC 4-1.5-6
Services: a. prevention b. assessment c. intervention d. referral Professionals:- Student assistance services shall
be coordinated by a: (1) certified school counselor; (2) certified school psychologist; or (3) certified school social worker (master’s
level).
Article 4: Health Services
Health Services: a. prevention b. assessment c. intervention d. referral Professionals:- Health Services shall
be coordinated by a registered nurse.
How do student service professionals enact this legislation in schools to better serve students
and improve performance? Provide appropriate behavioral instruction and prevention programs.
Analyze school and student data to identify impediments to academic and behavioral achievement.
Use a multi-disciplinary team to identify learning, behavioral, and health difficulties for those students not meeting standards.
Use a problem solving method to determine most appropriate intervention for those students.
Provide research-based social, emotional, and behavioral supports as needed
Progress monitor , document, evaluate, and adjust interventions in light of the student’s response.
Implementation of Article 4 and Article 7 (RtI)- the overlap
RtI is a “general education intervention process” for all students.
Both laws require services that include: - prevention - assessment - intervention - referral Both are implemented by “highly qualified
professionals” The standards for both require a problem
solving, progress monitoring process.
RtI and Article 4 Align with Student
Service Professional Standards
School Counselor Performance Standards –
Aligned with ASCA National Model
Standard 1: Program Organization Designed to meet the needs of the school
Standard 4: Responsive Services Individual and group counseling – Targeted
Interventions Referral Process
Standard 8: Use of Data School-wide Prevention Programs Classroom Guidance Targeted Interventions
School Counselor Performance Standards
cont. Standard 9: Student Monitoring
“The Professional School Counselor develops appropriate interventions for students as needed and monitors their progress”.
Standard 11: Results Evaluation Evaluate Guidance Program; Share results
Standard 13: Infusing Themes “The Professional School Counselor uses data
to recommend systemic change in policy and procedures that limit or inhibit academic achievement.”
Indiana Program Standards for School Counseling
Standard 2: Data-based Accountability
Standard 3: Student Guidance Standard 4: Student Counseling Standard 5: Student Advocacy Standard 6: Program Management
http://www.doe.in.gov/sservices/pdf/sc_counselor_program_standards.pdf
Indiana Standards for School Counseling
Professionals1. School Counseling Professionals are
leaders who promote educational success for all students by developing and managing school counseling programming related to academic, career, social, and emotional growth.
2. School Counseling Professionals collaboratively design, coordinate, implement, and evaluate student assistance services.
3. School Counseling Professionals collaboratively design, coordinate, implement, and evaluate education and career services.
http://www.doe.in.gov/sservices/pdf/sc_counselor_licensing_standards.pdf
NASW Standards for School Social Work
Services Standard 11 School social workers shall maintain
accurate data that are relevant to planning, management, and evaluation of school social work service.
Standard 12: School social workers shall conduct assessments that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern.
http://www.doe.state.in.us/sservices/ssw.html
NASW Standards for School Social Work
ServicesStandard 13: School social workers shall incorporate assessments in developing and implementing intervention and evaluation plans that enhance students’ abilities to benefit from educational experiences.Standard 9: As leaders and members of interdisciplinary teams and coalitions, school social workers shall work collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families.
School Psychology Standards
• Eleven domains of professional practice articulated by the National Association of School Psychologists (2000). Available at www.naspaonline.org/standards.
• Indiana adopted these national standards for the Indiana School Psychologist standards.
• Of the 11 domains, 4 are especially relevant to the provision of student services.
Key School Psychology Standards
2.1 Data-based Decision Making & Accountability School psychologists use such models and
methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.
2.2 Consultation & Collaboration School psychologists have knowledge of
behavioral, mental health, collaborative, and/or other consultation models and methods and …their application.
Key School Psychology Standards
2.4 Socialization and Development of Life Skills School psychologists, in collaboration with
others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions.
2.7 Prevention, Crisis Intervention, and Mental Health School psychologists provide or contribute to
prevention and intervention programs that promote the mental health and physical well-being of students.
The Response to Intervention
Framework
Levels of Assessment & Intervention (“RtI Triangle”)
Core Curriculum, Instruction, and Learning Environment
Targeted, Supplemental Supports
Intense, Individualized
Support
Services across tiers are fluid and data-driven
Tier 2:• At-Risk Students• Small Group
Tier I:• All Students• Preventative, Proactive
Tier 3:• Few Students• Increased Frequency• Longer Duration
Building Core Team
District/Community TeamBuilding Core Team
Grade Level TeamsBuilding Core TeamSchool Improvement Team
Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach
Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III.
Tier II: Targeted InterventionsSchool & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II.
Tier I: Prevention / Baseline InterventionsSchool & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I.
Assessment Supports
Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive
to individual student need.
Examples:· Frequent Progress
Monitoring · Referrals to
Multi-Disciplinary Evaluation
Examples:· SA CORE TEAM· Strengths-Based Needs· Functional Behavioral
Analysis· Curriculum-Based · Progress Monitoring
Examples: · Required Health Screens
· Academic Data / Benchmarking· Attendance / Behavioral
Data· Universal Academic
Screening· Standardized Tests
Examples:· Relevant Special Ed.· Systems of Care· Linked Support Services
Examples:· Small Group Instruction· Educational Support
Groups· Parent Consultation· Individual / Group
Counseling
Examples:· General Ed. Curriculum· Extra-Curricular
Activities· Developmental
Guidance· Prevention & Incentive
Programs· Community Programs
Reference: US Office of Special Education Programs—PBIS
Needs Assessment—School & community data collection to identify needs and resources
Delivery of Student Assistance Services “Tier 1”
Tier One /School-wide/ 80% needs met
- for all students based on school data analysis
- research-based school-wide prevention - examples: * Positive Behavioral Interventions and
Supports (PBIS) * Olweus Bullying Prevention - see research-based library of
interventions at:
http://www.doe.state.in.us/sservices/ssw.html
Tier 1/Primary Prevention (School-Wide): Successful
Programs Summary
1. Building Student Competencies: Comprehensive Guidance Curriculum
2. Improving Safety: PeaceBuilders3. Supporting Learning: Biological
and Environmental Factors4. Career Development Education:
NAVIGATION 101
Center for School Counseling Outcome Research
Targeted – “Tier 2” Tier Two/Targeted/15% needs met - targeted interventions - for students identified by individual data as
being in need of supplemental interventions /supports - student data triggers a Core Team assessment - Student Plan includes identified measureable
goal (s)/progress monitoring/a given time frame including a
review date - parent informed consent - examples: Student Success Skills; individual counseling ;
group counseling See research-based library of targeted
interventions at: http://www.doe.state.in.us/sservices/ssw.html
Tier 2/Secondary Prevention (At-Risk): Successful Programs Summary
1. Academic Skill Development: Peer Tutoring
2. Small Group Guidance: Student Success Skills
3. Possible Selves Groups
Center for School Counseling Outcome Research
Intensive – “Tier 3”
Tier Three/Intensive/5% needs met - intense individual support - intensive supplemental
interventions - possible referral for special
education services - parent informed consent - possible referral to community
services -possible increase in intensity of
Tier Two services i.e. time, duration.
Tier 3/Tertiary Prevention (High Risk): Successful
Programs Summary
1. Case Management 2. Individual Counseling: Cognitive-
Behavioral Therapy and Solution-Focused Brief Therapy
3. Behavior Education Program
Center for School Counseling Outcome Research
Referral for Special Education and Related Services 511 IAC 7-40-4
Section 4 (a) Either a parent or a public agency may
initiate a request for an educational evaluation (b) If a “student has not made adequate progress
after an appropriate period of time, as determined by the parent and the public agency, when provided with appropriate instruction .”
(c) (1) provide the parent .. with written notice.. (2) obtain parental consent ..Section 5 (d) (1) After obtaining written parental consent,
the public agency must evaluate the student and convene the case conference committee within twenty (20) instructional days.
Referral for Special Education and Related Services 511 IAC 7-40-5
Sec. 5 (d) The initial educational evaluation
must be conducted and the case conference committee convened within fifty (50) instructional days of the date the written parent consent is received by licensed personnel.
Eligibility criteria other than SLD are listed under 511 IAC 7-
41-1. These may not be appropriate for the response to intervention
process prior to identification.
How does this model work?The Core Team
Process
Core Team Definition
“The multidisciplinary problem solving team which meets to assess needs and develop strategies to meet those needs, using data, the problem solving method, and progress monitoring to remain accountable.”
Core Team Function Compiles and analyzes the referral information
through the problem solving process Develops a student plan that includes: identification of needs and strengths –both
academic and behavioral short and long term goals a timeline for review a progress monitoring process the identification of all necessary resources a plan of implementation including the
interventionist a documentation protocol Communicates with parents as partners in the
early intervening service process.
Core Team
Recommended Members: School Counselor School Social Worker Teachers Special Education Representative School Nurse Administrator School Psychologist
Problem Solving Method
52
Defining the Problem: “Is there a problem”?
“What is it”?“How significant”?
Analyzing the Problem:“Why is it
happening”?
Determining What to Do:
“What shall we do about it”?
Implementing the Plan with
Fidelity
Evaluating Progress:
“Did the plan work”?
“What needs to happen next”?
What will this mean for Student
Assistance Professionals?
Supporting the RtI Process
Existing Services include (Article 4): Prevention Assessment Intervention, and Referral
Maintaining existing services with an emphasis on: Collaboration Proactive Prevention Research-based Interventions Progress Monitoring Documentation
Professional Development
Needs may include: Data collection and analysis Assessment tools Core Team Problem solving process Research-based interventions Progress monitoring strategies Documentation Technology
Anticipated Outcomes
Include decrease in… Number of students waiting for
services Special Education Identification Discipline Referrals Severe social/emotional/behavioral
referrals
Anticipated OutcomesIncludes improved: Student time on task leading to improved
student academic outcomes School Climate Student Self-esteem, Self-efficacy Recognition of Student Service
Professionals as integral to the: RtI Process Core Team Process Prevention, Assessment, Intervention, and
Referral Services for Social/Emotional/Behavioral Needs
“Response to Intervention offers the best
opportunity of the past 3 decades to
ensure that every child, no matter how
gifted or challenged, will be equally
valued in an education system where the
progress of every child is monitored and
individualized interventions with
appropriate levels of intensity are
provided to students as needed.”
Bill East (2007), Preface to RtI Handbook
ResourcesCurrently Posted: Student Assistance Services: Policy Considerations and
Implementation – A Companion Guide to Article 4 The Role of Student Service Professionals in the New Era
of RTI Power Point Indiana Student Assistance Initiative: Collaborating for
Student Success 2007 Research-Based/Best Practice Prevention and Intervention
Resources for School Social Workers/Counselors (Library) Frequently Asked Questions document IDOE Office of Student Services:
http://www.doe.state.in.us/sservices/welcome.htmlResponse to Intervention for Student Service Professionals:
http://www.doe.state.in.us/sservices/response-to-intervention.html
To Be Posted: Student Assistance Training Manual Student Assistance Training Power Point Core Team Process Video
Intervention Websites IDOE Library:
http://www.doe.state.in.us/sservices/counseling/best_practice.html
Intervention Central http://www.interventioncentral.org
CASEL – Collaborative for Social Emotional Learning www.casel.org
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
National Center for School Counseling Outcome Research
http://www.umass.edu/schoolcounseling/
Training Components
RtI Webpage for Student Student Service Professionals
Presentations at annual conferences, regional workshops
Online Professional Development Series
Cohort Training Core Team Training of Trainers
Key Websites
Indiana Department of Education: Office of Student Services : Response to Intervention Link: http://www.doe.state.in.us/sservices/
IDOE Center for Exceptional Learners:
http://www.doe.state.in.us/exceptional/welcome/ html
Key Websites63
Collaborative Problem Solving Project @ the Blumberg Center www. indstate.edu/soe/blumberg/cpsp
National Center on Student Progress Monitoring (NCSPM) www.studentprogress.org
National Research Center on Learning Disabilities (NCRLD)www.nrcld.org
Research Institute on Progress Monitoringwww.progressmonitor.org
IRIS Centerhttp://iris.peabody.vanderbilt.edu/
Florida Center for Reading Researchhttp://www.fcrr.org/
Key Websites64
Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/
Center on Instructionhttp://www.centeroninstruction.org
University of Oregon http://www.reading.uoregon.edu/curricula
Collaborative for Academic, Social, and Emotional Learninghttp://www.casel.org
OSEP Center on Positive Behavioral Interventions & Supportshttp://www.pbis.org/tools
Kids Count Indianahttp://www.kidscount.org/datacenter/profile_results.jsp?r=16&d=1
References65
Bender, W., & Shores, C. (2007). Response to Intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
Coleman, M., Buysse, V., & Neitzel, J. (2006). Recognition and response an early intervening system for children at-risk for learning disabilities. Retrieved March 18, 2008 from http://www.recognitionandresponse.org.
Danielson, L., Doolittle, J., & Bradley, R. (2007). Professional development, capacity building, and research needs: Critical issues for response to intervention implementation. School Psychology Review, 36, 632-637.
Kovaleski, J. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36, 638-646.
Kratochwill, T., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention. School Psychology Review, 36, 618-631.
References66
Hall, S. (2008). A principal’s guide: Implementing RTI. Thousand Oaks, CA: Corwin Press.
Jimerson, S., Burns, M., & VanDerHeyden, A. (2007). Handbook of Response to Intervention: The science and practice of assessment and intervention. New York, NY: Springer.
Fixen, D., Naoom, S., Blasé, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Helath Institute, Department of Child & Family Studies.
National Association of State Directors of Special Education (NASDSE). Response to Intervention: Policy Considerations and Implementation. (2005). Available from NASDSE Publications www.nasdse.org
New Roles in Response to Intervention: Creating Success for Schools and Children (Posted on Munger website)
Contact Information
School Counselors: Amanda Snobarger [email protected]
School Social Workers: Dee Kempson [email protected]
School Psychologists: Dr. Leah Nellis [email protected] or Greg Eaken [email protected]
School Nurses: Phyllis [email protected]
RtI (general information): Tara Rinehart [email protected]