Second Annual Summit on Evidence-Based Special Education Response to Intervention (RtI)

The Summit “Caper” Our game plan for making this day worth everyone’s time: target outcomes for the Summit strategy for reaching those outcomes

The Wing Institute independent, non-profit organization founded in 2005 mission: to promote evidence-based education policies and practices experience and expertise operating "research based" special education services in “real world” settings named after Ernie Wing

The Wing Institute ’ s Strategic Vision act as a “ catalyst ” organization cat · a · lyst: A person or thing acting as the stimulus in bringing about or hastening a result How can the Wing Institute “ hasten ” the creation of a evidence-based culture in education?

The Wing Institute ’ s Strategic Vision Identify exemplars in evidence-based educationIdentify exemplars in evidence-based education researchindividualspolicies modelsprogramsorganizations Develop networks to facilitate collaborationDevelop networks to facilitate collaboration Facilitate cross-discipline cooperationFacilitate cross-discipline cooperation Provide support for new ideas, research, and programsProvide support for new ideas, research, and programs Emphasize immediate solutions in the real-world while promoting long-term system changesEmphasize immediate solutions in the real-world while promoting long-term system changes

The Wing Institute Services Publications Research Public Policy Analyses Information Clearinghouse The Evidence-based Education Knowledge Network Professional Forums

Presenters Janet S. Twyman, Ph.D.  VP of Instructional Development at Headsprout  Research-based instruction, technology, education, teacher training  President-elect Association for Behavior Analysis John Hintz, Ph.D.  Director of School Psychology training (University of Massachusetts)  Published widely in areas of CBM and educational assessment  Works with National Center for Student Progress Monitoring Edward Daly, Ph.D.  Assistant Professor / Program Director School Psychology Program (U Nebraska)  RtI Ad Hoc Committee for Nebraska Department of Education  Editor-elect of Journal for School Psychology

SUMMIT Participants: professional disciplines administrator advocate attorney behavior analyst case manager community outreach consultant curriculum designer legislative aide parent physician professors psychiatrist psychologist researcher school administrator school psychologist speech therapist teacher

SUMMIT Participants: Organizations 46 different organizations 12consumer / parent / advocacy / DD organizations parent groupsregional centersCA DDS area boardsadvocacy groupsservice orgs 8public school organizations school districtsSELPAs county office of edCA CDE 9private education organizations nonpublic schoolsnonpublic agencies 12universities educationschool psychologypediatrics social welfarespecial education 7research & policy organizations

TARGET SUMMIT OUTCOMES Provide comprehensive INFORMATION on RtI Review critical ISSUES related to RtI Provide valuable information on IMPLEMENTATION of RtI Review key findings regarding EVIDENCE of RtI components Provide RESOURCES on RtI

Summit Strategies: “pre-summit” READINGS “Commentary: Use of Evidence-based Interventions in Schools: Where We’ve Been. Where We Are, and Where We Need to Go” Hill Walker “Current Status and Future Directions of School-based Behavioral Interventions” Frank Gresham “Response to Intervention: Empirically Based Special Service Decisions from Single-Case Designs of Increasing and Decreasing Intensity” David Barnett, Edward Daly, III, Kevin Jones, and F. Edward Lentz, Jr.

Summit Strategies: RESOURCE PACKET Resource List of Articles and Free Publications on RtI A Parent’s Guide to Response to Education National Center for Learning Disabilities Responsiveness to Intervention in the SLD Determination Process National Center for Learning Disabilities Response to Intervention Technical Assistance Document Nebraska Department of Education NASDE and CASE White Paper on RtI Nat. Assoc. of State Directors of Special Ed / Council of Administrators of Special Ed Myths About Response to Intervention Nat. Assoc. of State Directors of Special Ed Special Education Reading Study Recommendations Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide U.S. Department of Education

Summit Strategies: PRESENTATIONS RtI: What it is and What it Isn’t RtI: What it is and What it Isn’t Ronnie Detrich Research on RtI: How Do We Know it Works? Research on RtI: How Do We Know it Works? Jack States RtI in California RtI in California Allan Lloyd-Jones Identifying Research-based Practices for RtI: Scientifically Based Reading Identifying Research-based Practices for RtI: Scientifically Based Reading Janet Twyman Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring SystemJohn Hintze Developing and Implementing a Quality RtI Process Edward Daly III

Summit Strategies: WORK GROUPS Practice evaluating “evidence” Identification of obstacles and opportunities for implementing RtI

Summit Strategies: PANEL DISCUSSION Panel Discussion with presenters Q&A from audience

Summit Strategies: NETWORKING Working with wide-range of education stake-holders at Summit Follow-up contacts

Summit Strategies: FOLLOW-UP Wing Evidence-based Education Knowledge Network Follow-up Activities Generated by the Summit

Evidence-based education NCLB & IDEA Professional Cultural There has been a groundswell of interest in Evidence-based education…

Evidence-based special education: the problem Too many practices with proven research results fail when implemented in “real world” settings. Too many practices with poor or no research backing gain adoption and continue to be implemented despite poor performance. Despite recent attention, there is still a disconnect between research and practice…

Evidence-based special education: the problem Implementation “Where good ideas go to die.” Ronnie Detrich

Research Replicability Sustainability Evidence-based Education Practice Research to Practice

Response to Intervention (RtI): Why? RtI is an “evidence-based” process Scientific research-based instruction and intervention Assessment of the effects of instruction (frequent progress monitoring) Data-based decision making (based on the child’s data

Response to Intervention (RtI): Why now? NO CHILD LEFT BEHIND includes references to: scientifically-based instruction frequent progress monitoring early identification / intervention decisions driven by child outcomes

Response to Intervention (RtI): Why now? IDEA includes references to “RtI” in determination of specific learning disabilities: “In determining whether a child has a specific learning disability, an LEA shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability” Sec.614 (b)(6) “…a local educational agency may use a process that determines if the child responds to scientific, research-based interventions as part of the evaluation procedures….” Sec.614 (b)6B

Response to Intervention (RtI): Why now? RtI is gaining national attention: RtI: Initiatives and Models in at least 17 states: ArkansasKansas Ohio CaliforniaMaryland Oregon ColoradoMinnesota Pennsylvania IdahoMontanaTennessee Iowa Nebraska Wisconsin New Mexico Wyoming

Response to Intervention (RtI): Why now? OPPORTUNITIES & CHALLENGES opportunities  accelerated student learning  early intervention with kids who have learning needs  early identification of kids with specific learning disabilities  avoidance of “false Positives” of kids without SLDs challenges getting it right…….. implementation

Efficacy Research (What Works?) Currently, this is the most common form of published educational research. Research conducted to identify promising practices Characterized by: highly structured and controlled laboratory settings highly trained change agents carefully screened participants adequate resources close supervision Practice Research Replicability Sustainability What works? When does it work? How do we make it work? Is it working? What works?

Effectiveness Research (When Does it Work?) Less precise, and common than efficacy research Research conducted to answer questions about the impact and robustness of interventions when taken to scale in more typical practice settings. Identifies critical variables necessary for successful translation of practice from research  characteristics of students, setting  leadership and instructors  resources, training available  culture, level of commitment Practice Research Replicability Sustainability What works? When does it work? How do we make it work? Is it working? When does it work?

Implementation (How do we make it work?) Translates effectiveness research to practice, from “general settings” to a “ particular setting” Explicit, systematic process for analyzing and addressing the critical variables necessary for an intervention to be successfully adopted, implemented and sustained in a particular setting. Analyzes the contingencies operating on various stakeholders in a particular practice setting and how they influence adoption and sustainability of an intervention. Practice Research Replicability Sustainability What works? When does it work? How do we make it work? Is it working? How do we make it work?

Performance Monitoring (Is it Working?) To assure that the intervention is actually being effective must monitor the impact of the intervention in the setting (practice-based evidence). Monitoring must occur:  student level (to ensure progress and be able to modify components of the intervention when necessary)  systems level (to be able to make systems level decisions and policy choices) Practice Research Replicability Sustainability What works? When does it work? How do we make it work? Is it working?

The Ernie Wing Award for Excellence in Evidence-based Education The award is presented to an individual for outstanding achievement in the areas of the Evidence-based Education Road Map efficacy research effectiveness research implementation monitoring

The 2007 Ernie Wing Award for Excellence in Evidence-based Education Martin J. Cavanaugh In recognition of his work in the development, implementation, and dissemination of Neverstreaming

Additional Life-time Achievements

Evidence-based special education: Why now? There is an unprecedented public education policy emphasis on scientific research No Child Left Behind (NCLB) calls for interventions to be based on scientific research, with over 100 references to using evidence from “scientifically-based research” The Individuals with Disabilities Education Improvement Act (IDEIA) requires schools to use “effective research-based” programs. The Education Sciences Reform Act (ESRA) of 2002 established the Institute of Education Sciences (IES) within the Department of Education which established “What Works” Clearinghouse

Evidence-based special education: Why now? The internet has facilitated an explosive growth in sources of new information for practitioners and consumers regarding education interventions: education5.5 billion results special education1.4 billion results evidence-based 302 million results evidence-based education46 million results Google hits by topic ….

Evidence-based special education: Why now? Virtually every education profession has embraced the term “evidence-based”, and many are working on their own standards: National Association of School Psychologists American Speech-Language-Hearing Association The American Occupational Therapy Association American Psychological Association Association for Behavior Analysis

Response to Intervention (RtI): What is it? Three applications:  prevent academic problems through early identification  intervene with low performing students  assist in identifying students with SLD

Summit Strategies for Meeting Outcomes How we are going to answer this today. Pre-Summit Readings Resource Packet Presentations Work groups Panel Q&A Networking (contact sheets meetings) Follow-up: Knowledge Network

 provide an expanded model for bridging the gap between research and practice in real world settings  define the primary components of an evidence- based culture, their functions, and how they relate to each other.  illustrate the necessary and continuous reciprocal nature of influence between research and practice An Expanded Model of Evidence-based Practice: the Roadmap The purpose of the “Roadmap” is to:

Evidence-based special education: the problem Emphasis has been on: Efficacy Research & Progress Monitoring Less attention on: Implementation

Response to Intervention (RtI): Why now? Based on solid scientific research / evidence Developing an excellent track record Addresses some of the weaknesses in special ed system poor early intervention problems with IQ / discrepancy model wait until they fail overrepresentation of certain groups (false positives)

Wing Award Marty Cavanaugh… 1990 (or so)Mt. Diablo USD In-Class Support Services collaborated in the development of a “state of the art” model for early intervention: In-Class Support Services (ICSS) bridging the gaps between general and special education and public and private Elk Grove USD Neverstreaming championed “neverstreaming” bridging “research to practice” and successfully implemented the fore-founder of RtI on a large scale, systems intervention level

Wing Award Marty Cavanaugh… Administrator of the Year by the Association of School Administrators Outstanding Instructor (twice) by UC Davis Distinguished Citizen of the Year by Sacramento ARC Neverstreaming… Golden Bell Award California School Board Association

Summit Housekeeping Schedule Breaks Issue of seating Follow-up Lunch Bathrooms Time management (groups, report outs) Networking, seating

Research Replicability Sustainability Evidence-based Education Practice Research to Practice