Podcast : RTI and the

Transcription

1 School Psyched Podcast : RTI and the School Psychologist Jim Wright

2 Workshop PPTs and handout available at:

3 What is important for schools to think about as they roll out an RTI math model? 3

4 Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28,

5 RTI: 6 Essential Elements for Mathematics 1. Educators believe that every student has the ability to learn challenging mathematics when given effective instruction and regularly monitored 2. All students are screened 3 times per year, using a math assessment battery that can identify those students who may need additional supplemental assistance to fill in skill gaps. 3. Students on math interventions have their progress monitored regularly to verify that interventions are working and to move students across Tiers as needed. Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3),

6 RTI: 6 Essential Elements for Mathematics (Cont.) 4. Research-based instructional practices and programs are used in core instruction ti and during interventions. ti 5. The school has a multi-tier system set up that provides increasingly intensive math intervention support matched to student need. 6. The school regularly evaluates its Math RTI model (including measurements of intervention integrity) to verify the quality of the model. Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3),

7 An RTI Challenge: Limited Research to Support Eid Evidence-Based d Math Interventions ti in contrast to reading, core math programs that are supported by research, or that have been constructed according to clear research-based principles, are not easy to identify. Not only have exemplary core programs not been identified, but also there are no tools available that we know of that will help schools analyze core math programs to determine their alignment with clear research-based principles. p. 459 Source: Clarke, B., Baker, S., & Chard, D. (2008). Best practices in mathematics assessment and intervention with elementary students. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ). 7

8 Big Ideas in Reading 1. Phonemic Awareness: The ability to hear and manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. 3. Fluency with Text: The effortless, automatic ti ability to read words in connected text. 4. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning. Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from 8

9 Five Strands of Mathematical Proficiency (NRC, 2002) 1. Understanding: Comprehending mathematical concepts, operations, and relations--knowing what mathematical symbols, diagrams, and procedures mean. 2. Computing: Carrying out mathematical procedures, such as adding, subtracting, multiplying, and dividing numbers flexibly, accurately, efficiently, and appropriately. 3. Applying: Being able to formulate problems mathematically and to devise strategies for solving them using concepts and procedures appropriately. 4. Reasoning: Using logic to explain and justify a solution to a problem or to extend from something known to something less known. Conceptual Knowledge Procedural Knowledge Metacognition Synthesis 5. Engaging: Seeing mathematics as sensible, useful, and doable if you work at it and being willing to do the work. Motivation Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral & Social Sciences & Education. Washington, DC: National Academy Press. 9

10 What Works Clearinghouse Practice Guide: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools This publication provides 8 recommendations for effective core instruction in mathematics for K-8.

11 RTI & Math: Web Resources 11

12 How can the RTI model be extended to include behavioral and social-emotional support? 12

13 Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28,

14 Why is a Social-Emotional RTI Model Needed?: Zero-Tolerance Discipline Policies: The Hidden Cost Schools that adopt a 'zero-tolerance' policy for disruptive student behaviors: have higher rates of school suspension and expulsion spend a "disproportionate amount of time" on discipline have lower rates of schoolwide academic achievement. Source Skiba, R. J., Reynolds, C. R., Graham, S., Shera, P., Conoley, J. C., & Garcia-Vazquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Report by the American Psychological Association of the Zero Tolerance Task Force. Washington, DC: American Psychological Association. Retrieved on January from

15 RTI-Friendly Practices: Positive Teacher Strategies to Reduce "Disciplinary Exclusions" (Maag, 2012): Understand that all behavior--even undesirable behavior--has a valid function (purpose). Problem behaviors will persist until the student can achieve that purpose through more acceptable replacement behaviors. Remember that the two most common functions of behavior are attention-seeking and escape/avoidance. Regularly use verbal praise in the classroom as a powerful tool to increase positive behaviors. When students misbehave during academic tasks, investigate whether those tasks are too easy or too difficult. Teach appropriate replacement behaviors to the attention-seeker (such as raising a hand to be recognized, greeting a classmate, or smiling at a student) and the escaper-avoider (such as requesting a short break or seeking help on an assignment). Source Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children and Youth Services Review, 34,

16 Interventions: Scheduled or Contingency-Driven? One of the elements that separate academic from bh behavioral it interventions ti is tht that: academic interventions can often be scheduled (e.g., reading group meets for 30 minutes 3 times per week), while behavioral interventions are often contingencydriven (administered contingent on the occurrence or possibility of a student behavior), such as use of praise or pre-correction. Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38,

17 Advantages of a Social-Emotional RTI Model Behavior concerns are conceptualized in terms of risk, rather than as deficits leading to early, proactive intervention efforts rather than a wait-to-fail approach. There is potentially greater objectivity in referral of students--that is, referrals are based on objective behavioral or social-emotional indicators rather than on minority status or other non-behavioral factors. By analyzing potential triggers and outcomes that influence behavior, as well as focusing on positive outcomes, RTI steers staff away from simply blaming students for their behaviors. Teachers are placed squarely at the center of the RTI social-emotional model, as it becomes clear that student behavior changes only in response to changes in adult behavior. Source Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21,

18 Social-Emotional/Behavioral RTI: Web Resources 18

19 How can Tier 2/3 services be scheduled in RTI to make them feasible? 19

20 Tier 2/3 Interventions: Quality Indicators Each Tier 2/3 intervention plan shows evidence that: Instructional programs or practices are evidence-based. The intervention has been selected because it logically addressed the area(s) of academic deficit for the target student (e.g., an intervention to address reading fluency was chosen for a student whose primary deficit was in reading fluency). All students enrolled in the Tier 2/3 intervention group have the same shared intervention need. The student-teacher ratio in the group provides adequate student support: Tier 2 up to 7 students; Tier 3 up to 3 students. The intervention provides contact time adequate to the student academic deficit. Tier 2 interventions occur a minimum of 3-5 times per week in sessions of 30 mins or more; Tier 3 interventions occur daily in sessions of 30 mins or more (Burns & Gibbons, 2008). 20

21 Scheduling Elementary Tier 2 Interventions Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade. Anyplace Elementary School: RTI Daily Schedule Grade K Classroom 1 Classroom 2 Classroom 3 9:00-9:30 Grade 1 Grade 2 Grade 3 Grade 4 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 9:45-10:15 10:30-11:0011:00 12:30-1:00 1:15-1:45 Grade 5 Classroom 1 Classroom 2 Classroom 3 2:00-2:30 2:30 Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. 21

22 Tier 2/3 Interventions: Scheduling Strategies RTI Scheduling Strategy Schoolwide RTI Period. The school sets aside one period per day (e.g., minutes) during which all students have the opportunity to receive appropriate academic support. Tier 2/3 students are provided with interventions during this period. Non-RTI students may use this time as a study hall or for other academically relevant activities. Considerations Ideas for scheduling a schoolwide RTI period: (1) Trim a brief amount of time (e.g., 5 minutes) from each class period in the daily schedule to free up time for a standalone period. (2) In schools whose staff by contract must report before students or remain for a period after student dismissal each day, the school might lengthen the student day to overlap with the additional AM or PM staff time, perhaps freeing up at least some of the minutes needed to cobble together an RTI period. 22

23 Tier 2/3 Interventions: Scheduling Strategies RTI Scheduling Strategy Zero Period. The school creates an optional period before the official start of the school day. During that zero period, students can elect to take core or elective courses. Those students needing RTI support can take an essential class during zero period, freeing up a time-slot during the school day to receive their RTI assistance. Considerations This option requires that staff teaching zero-period classes receive extra compensation or adjustment of their school-day teaching schedule. Also, parents and students must make a firm commitment to attend zero-period classes, as these course entail additional work and potential inconvenience including an earlier wake-up time and home responsibility for transportation. 23

24 Tier 2/3 Interventions: Scheduling Strategies RTI Scheduling Strategy Core Course with Extended Time. The school creates two-period sections of selected core-area classes (e.g., English, Introductory Algebra). Students are recruited for these extended-time time sections who need additional time to master course concepts and/or complete assigned work. The two-period course allows the teacher time to provide core instruction and provide supplemental interventions in such areas as literacy. Considerations Students placed in an extended-time time core course (two class periods) may have to give up or postpone the opportunity to take another course. The extended-time course can be made more effective if the school can assign additional staff (e.g., co- teacher; trained paraprofessional) to push into the setting for at least part of the ecass class to opo provide individualized dua support. 24

25 Tier 2/3 Interventions: Scheduling Strategies Study Hall Schedule Coordinated with RTI Services. Using academic screening and/or archival records, the school identifies students who require RTI support. These students are scheduled as a bloc in a common study hall. The school then schedules RTI services at the same time as the study hall. Reading teachers, other trained interventionists, and/or tutors run short-term (5-10 week) Tier 2/3 group or individual sessions. Students are recruited from the study hall and matched to the appropriate RTI service based on shared need. They are discharged from the RTI service and rejoin the study hall if they show sufficient improvement. (NOTE: If the study hall meets daily, students in RTI groups who are in less-intensive interventions may be scheduled hdld for alternate t days bt between study td hll hall and RTI groups.) This model is fluid: After each 5-10 week period, new RTI groups or tutoring assignments can be created, with students again being matched to these services based on need. 25

26 Tier 2/3 Interventions: Scheduling Strategies RTI Scheduling Strategy Credit Recovery. A school that has access to online credit recovery courses offers a struggling student the option to take a core course online (via credit recovery) on his or her own time. This option frees up a time-slot during the school day for that student to get RTI assistance. Considerations The credit-recovery recovery option requires that a student be self-motivated and willing to take on extra work in order to access RTI help. While this option may be s good fit for some students, many may lack the motivation and skill-set set necessary for success in an online course taken outside of the school day. 26

27 How is the role of RTI information in the identification of Learning Disabilities? 27

28 Learning Disability: Federal Definition Source US Department of Education (n.d.). 28

29 What does RTI look like when applied to an individual id student? t? A widely accepted method for determining whether a student should be referred to Special Education under RTI is the dual discrepancy model (Fuchs, 2003). Discrepancy 1: The student td t is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance). Discrepancy 2: Despite the implementation of one or more welldesigned, well-implemented interventions tailored specifically for the student, he or she fails to close the gap with classmates (discrepancy in rate of learning relative to peers). 29

30 Avg Classroom Academic Performance Level Target Student Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning ( Slope of Improvement ) Dual-Discrepancy Discrepancy : RTI Model of Learning Disability (Fuchs 2003) 30

31 How is the school psychologist s s role in supporting RTI at the school or district level? 31

32 The School Psychologist: Key Catalyst for Implementing the RTI Model Partial Listing of Roles Consults with teachers to offer behavioral, social-emotional, and academic ideas for intervention plans. Understands the roles of school-wide screening and intervention progressmonitoring in RTI and is prepared p to serve as a trainer and consultant to advance high-quality RTI measurement. Knows how to run a structured RTI problem-solving meeting and may be asked to facilitate such meetings at Tiers 1,2 and 3. Has a knowledge of systems-level change and works with administration to develop and deploy a comprehensive, multi-year RTI building roll-out plan. Identifies reasons for staff reluctance to embrace RTI and works with administration and other RTI staff to address and overcome these objections. Oversees an ongoing RTI audit to ensure that the model is being implemented with a high degree of quality: e.g., conducting regular intervention integrity checks; tracking of number of students in RTI who are referred to special education, etc. 32

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34 What Works Clearinghouse This website reviews core instruction and intervention programs in reading/writing, as well as other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.

35 Best Evidence Encyclopedia This site provides reviews of evidence-based reading and math programs. The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE).

36 National Center on Intensive Intervention Academic Intervention Tools Chart g/chart/instructional-intervention- tools Sponsored by the National Center on Intensive Intervention, this page provides ratings to intervention programs in reading, math, and writing. Users can streamline their search by subject and grade level (elementary or middle school).