1. 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

2. 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)

3. 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

4. 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

5. 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

6. 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

7. 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

9. 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

10. 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

11. 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)

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

19. 19

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

21. 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

22. The
School
Social Worker

23. 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

24. 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.

25. 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.

26. 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.

27. 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.

28. 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)

29. 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.

30. 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.

31. 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)

32. 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.

33. 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.

34. 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)

35. 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.

36. 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.

37. 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)

38. 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)

39. 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.

42. Resources www.ncpublicschools.org www.pbis.org www.behavioradvisor.com