1. We can teach all children effectively 2. Intervene early 3. Use a continuum model of service delivery 4. Use a problem-solving method to make decisions within a continuum model 5. Use research-based, scientifically validated interventions/instruction to the extent available 6. Monitor student progress to inform instruction 7. Use data to make decisions. A data-based decision regarding student response to intervention is central to practices in Effective Educational Systems

 How it fits 4

Level IV IEP Consideration Implement Plan Evaluate Define the Problem Develop a Plan Amount of Resources Needed to Solve Problem The Problem Solving Approach INTENSITY OF NEED Level III Consultation With Extended Problem Solving Team Consultation Level I Between Teachers-Parents Level II Consultation with Other Resources 5 Frequency of Collection of Assessment Data

If a student isn’t performing as expected, we will change what WE’RE doing … and continue problem solving until we find what works.

1. Problem Identification 2. Problem Analysis 3. Plan Development 4. Plan Implementation 5. Plan Evaluation Revise Modify Intensify With Expanding Support A decision making process

1. Problem Identification

2. Problem Analysis

3. Plan Development

4. Plan Implementation

5. Plan Evaluation CELEBRATE? REVISE? MODIFY? INTENSIFY? WITH EXPANDED SUPPORT?

1. Problem Identification 2. Problem Analysis 3. Plan Development 4. Plan Implementation 5. Plan Evaluation Revise Modify Intensify With Expanding Support

Curriculum What we teach InstructionHow we teach EnvironmentLearning context _____________________________________ StudentImproved Student Outcome

 This is about each and every … › Student, class, school and district For school-wide success, it needs to be everybody’s business

School-Based Problem Solving Team ELL Teacher Special Educators School Psychologists-Diagnosticians Special Education Students Teachers Parents Reading Specialist Counselor Other Specialists

Data on all students analyzed Data on comprehensive program analyzed Where are our gaps?  Is the core program meeting needs of majority of students?  Are needs of strategic and intensive learners being met? Why are there gaps? Develop plans  Improvements to core instructional program  Group interventions for strategic learners  Individual interventions for intensive learners Implement the plan Formatively and summatively evaluate 17

18

1. Share and review information prior to the meeting 2. Have an agenda and stick to it 3. Designate roles, have a person who will make final decision 4. Talk only about what you can have a direct impact on › No whining or gossiping!

1. Implement scientifically based general education instructional methods. › Verify accuracy of instructional procedures with integrity assessment. 2. Collect benchmarks of all students’ performance 3 times during the school year. 3. Identify which students scored below benchmark target(s). 4. Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) for at least 3 weeks › Verify accuracy of instructional procedures with integrity assessment. 5. Monitor student progress toward benchmark(s), using daily assessments and data graphing for 3 school weeks. Brown-Chidsey & Steege, 2005

6. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 3 weeks. 7. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 3 weeks, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks. 8. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 3 weeks. 9. For students not yet showing evidence of meeting the benchmark(s) by the end of the school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services. 10. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program. Brown-Chidsey & Steege, 2005

Eligibility Testing Not EligibleEligible SPED Intensive Treatment Non RespondersResponders ? General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3 Non RespondersResponders SPED Eligibility Evaluation Not EligibleEligible SPED Intensive Treatment Monitor Non RespondersResponders Non - SPED Intensive Treatment Recycle Referral Historical System Universal Screening Effective Educational Systems Adapted from Fletcher, ’05, Used with Permission 22