1. Response to Intervention (RTI) Initial Implementation Top 10 Potential Perils and Pitfalls Mary Barringer, Ph.D. The SBS Group

2. 10:Forging Ahead without a Map  Step 1:Needs and Readiness Analysis

3.  Step 2: Comprehensive Plan Baseline data Budget Data Management Selection of Interventions Prioritized Training Needs Goals  Benchmarks Timelines Program/Outcome Evaluation Staffing Schedules Fidelity Monitoring

4. 9:Changing Your Forms Without Changing Your Processes  Forms document the process  Don’t try to make what you are already doing “fit” into RTI-style forms  Be VERY careful about when your forms change from general education to special education When do you suspect a disability  Failure to identify

5. 8:Problem Solving Teams are the New Pre-Referral Teams Problem Solving Teams are the anti-referral team Their job is to define the problem and identify the solution

6. 7:“You’re Already Doing This…”  Administrators must deal with staff resistance directly Be honest Provide support and training Provide monitoring Clearly convey your expectations Don’t  Minimize  Try to please everyone

7. 6:Data Management? What Data Management?  Data to be managed Results of Universal Screenings for Academics AND Behavior  By district  By school  By classroom  By student

8. Data to be Managed  District, building, classroom, student baseline data  Results of universal screenings  CBM  Who is getting what intervention  Response data

9. 5: Thinking That Tiers II and III Can Float Without a Tier I Supporting Them  You must start with effective instruction in ALL classrooms and universal screenings  Tier I is your foundation

10. 4:Failing to Monitor Treatment Fidelity  Fidelity Monitoring If you want an intervention to be implemented you must directly monitor fidelity  Need forms for collecting and reporting monitoring data  Training for Monitors  If you don’t monitor the intervention you cannot use the response data for decision making

11. 3:Training? What Training?  Who needs what:  Administrators Conducting a Needs Analysis Intensive training in what RTI is and is not Analyzing data The critical importance of their leadership Resource reallocation Responding appropriately to resistance

12. Training: Who Needs What  Problem Solving Teams need At Least Problem solving process/methods Setting appropriate goals Evaluating data CBM Evaluating “research based” interventions Matching interventions to students Fidelity Monitoring

13. Training: Who Needs What  Teachers need Fundamentals of RTI Differentiated Instruction Curriculum Based Measurement Graphing Response Data

14. Training: Who Needs What  Special Education Support Staff Basics of RTI Collaborative Teaming Consultation Changing roles

15. 2:DNQ? We’ll Just RTI Them Into SPED!!  Lack of a basic understanding of RTI among general education teachers and administrators

16. 1:“SPED Directors Owning It”  You are invited to this party but do not offer to be the hostess  Yes, everyone will be happy to let you, but… No ownership by general education No accountability for general education Gatekeepers are great but the goal is to divert the traffic