Web-based Transdisciplinary Training: Problem Solving and Response to Intervention Presented to Nebraska RtI Consortium February 23, 2007 Kathy L. Bradley-Klug, Ph.D. University of South Florida

Overview of Presentation Background & Development of the Training Background & Development of the Training Description of the Training Module Description of the Training Module Overview of the Website Overview of the Website Outcomes of the Training Outcomes of the Training Institutionalizing the Training Institutionalizing the Training Future Directions Future Directions

Background & Development of the Training Developed in response to the Florida State Improvement Grant Request for Application Developed in response to the Florida State Improvement Grant Request for Application To develop a transdisciplinary preservice training module on response to intervention To develop a transdisciplinary preservice training module on response to intervention To create a training module in the Fall of 2005 and pilot module in Spring 2006 To create a training module in the Fall of 2005 and pilot module in Spring 2006

Preservice Programs Involved School Psychology School Psychology School Counseling School Counseling Social Work Social Work

Problem Solving A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students

Problem Solving: What It Is and Is Not What it is…. What it is…. –A process designed to maximize student achievement –A method focused on outcomes –A method to ensure accountability and intervention evaluation –It is all about student progress, regardless of where or who that student is What it is not… What it is not… –A way to avoid special education placements –A less expensive way of schooling

The Problem Solving Process Identify Desired (Replacement) Behaviors Identify Desired (Replacement) Behaviors Set Expectation Level Set Expectation Level Brainstorm Reasons Why Behavior is Not Occurring (Generate Hypotheses) Brainstorm Reasons Why Behavior is Not Occurring (Generate Hypotheses) Collect Data to Support Reasons Collect Data to Support Reasons Develop Interventions Based on Data Develop Interventions Based on Data Evaluate Effectiveness of Interventions (RtI) Evaluate Effectiveness of Interventions (RtI)

Response to Intervention: Definition A systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties A systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties

Needs Assessment How are we currently addressing problem solving/RtI in the preparation of preservice personnel in our school psychology, school counseling, and social work programs? How are we currently addressing problem solving/RtI in the preparation of preservice personnel in our school psychology, school counseling, and social work programs? What is our implementation plan? What is our implementation plan? How will we monitor outcomes? How will we monitor outcomes?

Proposal for Training Collaborative agreement (formal) between School Psychology, School Counseling, & Social Work Collaborative agreement (formal) between School Psychology, School Counseling, & Social Work Stand alone, web-based competency module Stand alone, web-based competency module Module access through USF School Psychology Program website Module access through USF School Psychology Program website

Application Process Application collaboratively written by faculty across the three disciplines Application collaboratively written by faculty across the three disciplines Submitted in June 2005 Submitted in June 2005 Funded in August 2005 Funded in August 2005

What Our Trainees Should Be Able To Do Understand the “big ideas” associated with NCLB and IDEA 2004 Understand the “big ideas” associated with NCLB and IDEA 2004 Collaborate and communicate effectively Collaborate and communicate effectively Apply the basic steps of the problem-solving process Apply the basic steps of the problem-solving process Understand concepts related to universal, strategic, and intensive intervention/assessment practices Understand concepts related to universal, strategic, and intensive intervention/assessment practices Accurately identify the needs of students at-risk for school failure Accurately identify the needs of students at-risk for school failure

What Our Trainees Should Be Able To Do Collect high frequency, unobtrusive data that accurately reflect student performance Collect high frequency, unobtrusive data that accurately reflect student performance Determine if a student is in an “effective” instructional or social environment Determine if a student is in an “effective” instructional or social environment Facilitate the implementation of evidence-based interventions Facilitate the implementation of evidence-based interventions Implement a response to intervention paradigm Implement a response to intervention paradigm

Field Advisory Panel Met with Directors of School Psychology, School Counseling, and Social Work from surrounding school districts Met with Directors of School Psychology, School Counseling, and Social Work from surrounding school districts Meetings held in August 2005 (planning) and January 2006 (evaluation) Meetings held in August 2005 (planning) and January 2006 (evaluation) FAP members received reimbursement for mileage and copies of Response to Intervention Policy Considerations and Implementation (NASDSE, 2005) for distribution to district personnel FAP members received reimbursement for mileage and copies of Response to Intervention Policy Considerations and Implementation (NASDSE, 2005) for distribution to district personnel

Field Advisory Panel How would the mission of this grant best meet your district’s needs? How would the mission of this grant best meet your district’s needs? – What content would be essential? – How would this training opportunity help to increase communication and collaboration across disciplines in your district?

Field Advisory Panel What barriers do you perceive with this training opportunity? What barriers do you perceive with this training opportunity? How could your practitioners apply this training to recertification requirements? How could your practitioners apply this training to recertification requirements?

Finalized Training Module Four components of training module Four components of training module Must proceed through each component in order presented Must proceed through each component in order presented Must meet mastery level standard (100%) on evaluation before moving to next component Must meet mastery level standard (100%) on evaluation before moving to next component Certificate of Completion issued upon successful completion of training Certificate of Completion issued upon successful completion of training

Outline of Training Module Each component contains the following sections: Each component contains the following sections: –Knowledge:  recommended readings –Skill:  PowerPoint presentation with comprehensive notes –Evaluation:  Assessment of knowledge and skills

Outline of Training Module Component 1 Component 1 –Problem solving & RtI: Conceptual background Component 2 Component 2 –Steps of the problem solving model Component 3 Component 3 –Response to intervention Component 4 Component 4 –Virtual case studies

Overview of the Website Now that you have the background and an understanding of the developmental process, the Web-based Transdisciplinary Training: Problem Solving and Response to Intervention module will be presented in detail. Now that you have the background and an understanding of the developmental process, the Web-based Transdisciplinary Training: Problem Solving and Response to Intervention module will be presented in detail. You can access the training module through the web at: You can access the training module through the web at: Select ‘Create a New Account’ and then select a User ID and Password Select ‘Create a New Account’ and then select a User ID and Password

Outcomes of Training 16 students across three programs completed training module 16 students across three programs completed training module Understanding of problem solving and RtI increased from 50% to 100% Understanding of problem solving and RtI increased from 50% to 100% 56% agreed or strongly agreed to recommend the course to a colleague 56% agreed or strongly agreed to recommend the course to a colleague

Outcomes of Training 38% agreed or strongly agreed the training improved their understanding of how a school psychologist, school counselor, and social worker can collaborate to solve students’ problems 38% agreed or strongly agreed the training improved their understanding of how a school psychologist, school counselor, and social worker can collaborate to solve students’ problems Positive feedback was received across training components on selection of readings, PPT presentations, notes, and evaluations Positive feedback was received across training components on selection of readings, PPT presentations, notes, and evaluations

Outcomes of Training Time to complete training ranged from hours Time to complete training ranged from hours School district personnel in Florida using training to update skills of inservice school psychologists School district personnel in Florida using training to update skills of inservice school psychologists

Institutionalizing the Training School Psychology: Competency-based component for first year students School Psychology: Competency-based component for first year students Social Work: Newly developed elective for students interested in school social work Social Work: Newly developed elective for students interested in school social work School Counseling: Competency added to internship requirements School Counseling: Competency added to internship requirements

Future Directions Development of formal course for continuing education at university and state level Development of formal course for continuing education at university and state level Collaborative presentations at regional, state, and national professional meetings Collaborative presentations at regional, state, and national professional meetings Collaborative publications across disciplines Collaborative publications across disciplines Revision of training as literature and research advance Revision of training as literature and research advance

“Scholars have called for school psychology to adopt a more scientific paradigm in which decisions are based on an experimental, rather than correlational discipline. RTI is exactly that. It is not an intervention, model, or tool, but instead is a commitment to data-based resource allocation and targeted interventions.” (Burns, 2007, p. 39)

Contact Information Kathy L. Bradley-Klug, Ph.D. Associate Professor and Coordinator Graduate Programs in School Psychology University of South Florida