RtI Response to Intervention Responsiveness to Instruction Minnie Kidd, ACSW, LCSW, C-SSWS Region 1 PBIS Coordinator North Carolina Department of Public Instruction Exceptional Children Division Behavior Support and Special Programs Positive Behavior Intervention and Support Initiative

Response to Intervention A multi-tiered problem-solving approach Allows for early identification of struggling students Offers increasingly intensive interventions for specific group of students rather than waiting for students to fail (School Social Work Association of America)

Responsiveness to Instruction (RtI) Defined This model has been developed to assist parents and teachers who need help designing educational solutions for problems that arise in schools. “RtI focuses on Measurement of intervention effectiveness Early identification and early intervention A graduated series of increasingly intense interventions guided by data based decision making” - Problem Solving Model in Detail: Preparation for Implementation, Dr. Tom Jenkins

Definition: The practice of providing high quality instruction matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. Response to Intervention Policy Considerations and Implementation, NASDSE

In Other Words… …focus on intervention rather than on what is wrong with the student …focus on the solution rather than the problem …focus on addressing the needs of ALL students having difficulty, not just those with labels …focus on ALL educators being responsible for ALL students

Responsiveness to Instruction The NC Problem-Solving Model addresses this provision in IDEA It operationally defines the alignment between regular education (NCLB) and special education (IDEA) legislation

Problem Solving Model (PSM) Defined An approach to developing interventions and ensuring positive student outcomes, rather than determining failure or deviance (Deno, 1995). Seven or five step cyclical process that is inductive, empirical, and rooted in behavioral analysis See graphics

Problem Solving Meeting Foundations Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Newton, S., Horner, R., Todd, A., Algozzine, B., & Algozzine, K. (2010). TIPS for Trainers: Team Initiated Problem Solving Teaching and Coaching Teams. Presented by Anne Todd at the PBIS Summer Institute, Greensboro, NC (Summer 2010). All of the processes are the same between the two PSM. Step 4 of this model includes Step 4: Goal Statement; Step 5: Develop Intervention Plan; and Step 6: Implement the Intervention Plan. Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. 9

Fundamentals of a Problem-Solving Model (PSM) Identify what the student knows, what they should know and areas to target for instruction Develop an intervention plan Implement the plan Monitor student progress Evaluate, review, and revise the plan What does the student know (we have to know this as a baseline for any intervention and to determine the instructional level) … it also validates that the student has some knowledge (a strength or relative strength) rather than just focusing on the problem What should they know … what are the expectations … are the expectations based upon the curriculum or are they based upon the teachers opinion or is there some other standard The difference between these two things should guide us in developing out intervention plan Monitoring student progress – the more intense the student need the more frequent the need to monitor (or assess) student progress

The NC Problem-Solving Model Tier IV IEP Consideration Tier III Consultation with the Problem Solving Action Team Tier II Consultation With Other Resources Tier I Consultation Between Teachers-Parents Amount of Resources Required to Address Need(s) Significance of Need(s)

RtI is Not…. A packaged program A curriculum Special Ed Just for eligibility identification

RtI is……. Process that uses all resources within a school Well-integrated system of instruction and interventions Guided by student outcome data Early intervention Prevention of academic and behavioral problems

RtI is……. Whole school working together Using resources and expertise to help all students Regular monitoring of success/needs Data driven instruction ! RtI can involve everyone SPED and REGED share expertise/resources

RtI is……. Multi-step process High-quality, research-based instruction and interventions Varying levels of intensity Match interventions to student’s needs RtI can involve everyone SPED and REGED share expertise/resources

Top 10 Core Concepts of RtI High-Quality classroom instruction Research-Based instruction Classroom assessment Universal screening Continuously monitoring progress Research-based interventions Progress monitoring during interventions Fidelity measures Staff development and collaboration Parent involvement These are the core components of RtI

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids. That is why assessment and using data to drive instruction is so important (Crawford, fcrr) 17

School Improvement Academic Behavior Whole School Effective Classroom Targeted Group Interventions Small group instruction Focused academic help sessions Intensive, Individual Interventions Tutoring Academic Remediation Plans Specially Designed Instruction Functional Behavior Assessment & Behavior Intervention Planning Social Skills instruction Reinforcement of specific skills Group Behavioral Strategies Classroom Coaching Universal Interventions School-wide rules and procedures Systematic reinforcement Social Skills Instruction Culturally responsive practices Data-based decision-making Parent & Community Partnerships Effective instructional practices Recognition of academic achievement Culturally responsive practices Academic Behavior Whole School Effective School Organization Positive School Climate Effective Staff Development Data Based Decision Making Culturally Responsive Practices Parent and Community Partnerships Instructional Classroom Positive Management Instruction Universal Design/ Differentiated Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral Group Strategies Mental Health Assistance Focused Research-based Academic Instruction Individuals FBA/BIP Mental Health Services Consider- action for Eligibility EC Specially Designed Behavior Interventions Related Services Explanation here regarding this graphic for new trainers: -include how it addresses PBIS at all levels - Talk about from whole school to EC. Explain how these are things that are required of all teachers and how PBIS covers all of this.

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The Challenge: To improve achievement, we must provide instruction at the appropriate instructional level for each student. Academic Behavior Social Skills

Effective School Services…… Address Achievement Address behavioral / emotional health of students Have parental involvement Are proactive rather than reactive Utilize data to make instructional decisions

The School Social Worker

School Social Worker Skills Highly skilled generalist approaches Advanced clinical skills Systems approaches to problem solving Ecological perspective to RtI of the Social/Emotional Behavioral Academic concerns of all students

School Social Workers Provide quality services Have expertise in issues and program design for assessments Provide interventions for groups and individual students Link schools and families with child serving and community agencies SSWs provide all of these to support students in academic, emotional, behavioral, and social success.

Think Outside the Box ! In other words, we want to think outside the box. We want to look at defining what the issues are. Our questions need to drive our assessment, which in turn drive the instruction.

Opportunities for SSWs to do this by: Actively identifying and addressing systemic barriers to learning. Serving as change agents to bring stakeholders together in collaborative efforts to create an environment that is conducive to effective problem-solving and learning. Conducting needs assessments and progress monitoring.

Opportunities cont’d. Developing, implementing, and evaluating programs that address educational and behavioral concerns. Training staff in the foundations, evidence-based instructional strategies, implementation, and evaluation of RtI practices. Assisting administrators and staff to understand the familial, cultural and community components of students’ responses to instruction, learning and academic success.

Opportunities cont’d. Evaluating student progress specific to behavioral, emotional, and mental health concerns and the effects on academic progress. Continuing the traditional school social work role of serving as the liaison to families, the community and other stakeholders to ensure open communication and continuing dialogue. Facilitating and coordinating the delivery of educational and mental health services with and by community agencies and service providers. (School Social Work Association of America)

School Social Workers are Critical to Successful Collaboration Being informed liaisons to parents, assisting them to effectively participate in their child’s education and to strengthen their parenting skills. Helping parents to understand their child’s developmental and educational needs and expand their knowledge base of RtI practices and strategies.

Collaboration cont’d. Consulting with all stakeholders to ensure that the intervention plan devised is appropriate to the needs of the targeted student or students. Ensuring that the team process and decisions are implemented in accord with the goals and desired outcome of the tram and the evidence-based strategies chosen.

Collaboration cont’d. Assisting team members to understand mental health and behavioral concerns of students identified as needing assistance and the potential impact of chosen interventions. Providing relevant training regarding problem-solving steps and decision-making. Serving as a resource to educators and other team members on understanding the process and requirements of RtI initiatives. (School Social Work Association of America)

SSW services for targeted and intensive intervention tiers of RtI Early intervention with struggling learners to link them with appropriate resources. Ongoing progress monitoring. Comprehensive formal and informal ecological assessments including academic functioning, social/emotional and mental health functioning, adaptive functioning, and family and community interactions.

Targeted and intensive interventions cont’d. Development of Positive Behavior Interventions and Support (PBIS). Development and monitoring on Behavioral Intervention Plans (BIP). Comprehensive family services. Individual counseling services. Small group counseling.

Targeted and Intensive Interventions cont’d. Community liaison to ensure adequate and appropriate resources for students and families in need. Helping students to develop and maintain person, social and academic competencies. Consultation to and with educators to ensure understanding and support of struggling learners. Crisis response for students in critical need. (School Social Work Association of America)

Stepping up to the Challenge How will you the School Social Worker meet the challenge? Be willing to re-examine your approaches to change and problem resolution. Take risks in terms of attempting new interventions and strategies. Examine your beliefs about special education and services to students with special needs.

Stepping up cont’d. Engage in regular and ongoing professional development opportunities. Be more physically available to the classroom. Examine your own service delivery system and make adaptations to better serve students.

Stepping up cont’d. Determine more efficient ways to provide services to more students. Become more expert in data collection. School Social Workers are encouraged to develop more creative interventions, thus improving the learning process for students and school social workers themselves. (School Social Work Association of America)

School Social Workers Are key stakeholders who need to be skilled in designing, monitoring, and evaluating the effectiveness of school-wide universal supports, targeted group interventions, and intensive individual interventions in objective and measurable terms. Response to Intervention: A Guide for School Social Workers (Clark & Alvarez, 2010)

Toward Becoming an Effective Team Member Commitment to Each Other and the Team Agenda Compromise Initiative Dependability Patience and Tenacity Colleagiality Sense of Humor Source: Stevenson, Chris (1998). Teaching ten to fourteen year olds. New York: Longman.

Resources www.ncpublicschools.org www.pbis.org www.behavioradvisor.com www.interventioncentral.org www.promisingpractices.net www.evidencebasedprograms.org www.whatworks.ed.gov www.thebehaviordoctor.org www.sswaa.org