INTEGRATING ACADEMIC & BEHAVIORAL RTI FOR ALL LEARNERS : The Schoolwide Applications Model (SAM) Wayne Sailor, PhD University of Kansas presented to OSEP Project Director’s Conference Washington, DC July 22, 2009

RTI as Comprehensive School Reform Integrating all school resources for the benefit of positive academic gains for all student (i.e., no silos)

All resources means: General education Special education Title I Gifted English Language Learners Section 504 Anything else

Integrating Means: No special population classes. General ed teachers responsible for all students at each grade level All support services delivered in ways such that non-designated students can also benefit Collaborative teaching (general ed and support ed). Team-driven infrastructure with coaching support.

Problem-Solving Problem-Solving Logic Extension of standard protocol RTI Alternative to medical model All personnel focused on all students All resources integrated in a universal design for learning

Critical Features Problem-Solving Logic Model Screening for All Evidence-Based Interventions Progress Monitoring Transdisciplinary Teams/Coaches Desiloization

Universal Screening Screen all students for social/behavioral risk: twice per year Begin with K-3 Add higher grades each year We use SSBD

Screen all students for academic risk: 3 times per year Begin with K-3 Add additional grades in 2 nd year Screen for math and reading We use: DIBELS, AIMSWEB

Social-Behavioral Risk Interventions Schoolwide Positive Behavior Support (SWPBS) Tier 1 –Teach expectations –Acknowledge effort Tier 2 –Check in – Check out Tier 3 –Check and connect –FBA and PBS plan –Wraparound

Evidence-Based Interventions Academic Risk Prevention Evidence-Based School-wide Curriculum –Tier 1 Differentiated Instruction Collaborative Teaching –Tier 2 Small Group Interventions Content Strategies Enhancement Peer Mediated Instruction –Tier 3 Individualized Tutoring Extended Educational Opportunities Modified Curriculum

Progress Monitoring Proximal Assessments Social/Behavioral SSBS (Tiers 2 and 3) Academic Tier 1 –Curriculum Benchmarks (CBMs) Tier 2 –DIBELS (3 times/yr.) or –AIMSWEB (3 times/yr.) or –EDFORMATION Tier 3 –Individualized CBMs Distal Assessments Tier 2 Annual Grade-level state assessments Universal CBMs (i-STEEP)

DE-SILOIZATION All school personnel engaged in teaching/learning process No categorical classrooms –Special education –Title One –English Language Learners –Gifted Tier 2 – Tier 3 special purpose rooms (temporary-integrated-scheduled) Integrated professional therapies/services Classroom-based paraprofessionals

Schoolwide Applications Model (SAM) ( Transformation from medical to RTI logic models Comprehensive school reform

CST Math Score (School B) – Correlation between SAMAN and Math Scores 2222 cases over 5 year period in School B SAMAN score is significantly correlated with Math scores Pearson Correlation Coefficient (r)=.184, p <.01 MeanMath

Repeated ANOVA results (with Greenhouse-Geisser correction): Significant main effect of time of measurement – F(1.92, 453) = , p <.01 Post hoc paired comparisons using Tukey’s HSD Significant increase found between Test 1 and Test 2, Test 2 and Test 3, Test 1 and Test 3

Repeated ANOVA results: Significant main effect of time of measurement – F(2, 474) = 55.63, p <.01 Post hoc paired comparisons using Tukey’s HSD Significant increase found between Test 2 and Test 3, Test 1 and Test 3