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Response to Intervention (RtI) in General, Remedial and Special Education

Response to Intervention (RtI) in General, Remedial and Special Education. Daniel J. Reschly dan.reschly@vanderbilt.edu NASDSE-IDEA Partnership March 2, 2006 (National Association of State Directors of Special Education). Vandy- Not IS IS NOT A Football Power 5-6 in 2005. Vandy is

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Response to Intervention (RtI) in General, Remedial and Special Education

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  1. Response to Intervention (RtI) in General, Remedial and Special Education Daniel J. Reschly dan.reschly@vanderbilt.edu NASDSE-IDEA Partnership March 2, 2006 (National Association of State Directors of Special Education) Reschly RTI

  2. Vandy-NotIS ISNOT A Football Power 5-6 in 2005 Vandy is #1 in Special Education Reschly RTI

  3. What Is Response to Intervention (RTI)? • Practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals and applying child response data to important educational decisions • Implementation: Allocating (aligning) resources to deliver effective interventions that produce improved child outcomes • Implementation requires change driven by outcomes!! Reschly RTI

  4. Policy and Legal Influences • NICHD Dyslexia Studies • Snow, C. E., Burns, M. S. & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press. • Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction http://www.nichd.nih.gov/publications/nrp/smallbook.pdf • National Academy of Sciences/National Research Council Panel Reporthttp://www.nap.edu/catalog/10128.html • LD Summit Researchers Recommendations (Bradley et al., 2002) • Presidents Commission on Excellence in Special Education (2002) report, http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports.html Reschly RTI

  5. Commonalties in Policy Recommendations • Accountability-Improved results for all students and better results are possible!! (Gloeckler) • Multiple tiers of intervention • Scientifically-based interventions • Progress monitoring with formative evaluation • Decisions at all levels driven by child response to intervention • Problem Solving • Abandon IQ-Achievement discrepancy in LD Identification Reschly RTI

  6. Foundations for Policy Changes: What Does Work? ABA, DI, CBM TreatmentEffect Size • Applied Behavior Analysis. + 1.00 • CBM+Graphing+Formative Evaluation + reinforcement + .70 • Explicit Instruction and Problem Solving + .70 to 1.50 • Comprehension Strategies +1.00 Kavale (2005), Learning Disabilities, 13, 127-138. Reschly RTI

  7. RESPONSE TO Intervention POLICY CONSIDERATIONS AND IMPLEMENTATION Order at: www.nasdse.org Cost: $15 with discounts for large orders Reschly RTI

  8. Response to Intervention in General, Remedial, and Special Education • Important educational decisions in general education re: progress and need • General Education, AND, IF NEEDED • Remedial Education, AND, IF NEEDED • Identification of LD and other high incidence disabilities AND, IF NEEDED • Design of special education IEPs with and sp ed instruction driven by RTI • Key Mechanism: Formative Evaluation Reschly RTI

  9. Multi-Tiered Academic Interventions of Increasing Intensity and Measurement Precision • Academics (Empirically validated instruction) • Tier I: General Education: All students • Level II: Standard Protocol and Problem Solving:Small group and individualized interventions with eligibility determination if response is insufficient • Level III: Special education: More intense services brought to student • Key Mechanism: Formative Evaluation Reschly RTI

  10. Multi-Tiered Behavior Interventions of Increasing Intensity and Measurement Precision • Behavior-Empirically validated • Level I: General Education : School wide positive discipline and effective classroom organization and management • Level II: Standard Protocol Treatments and Problem Solving:Targeted individual interventions in general education and eligibility determination if necessary. • Level III: Special education : More intense services brought to the students • Key Mechanism: Formative Evaluation Reschly RTI

  11. Formative Evaluation • Frequent assessment of progress • Referenced to goals based on benchmarks toward passing state tests • Decision rules regarding modification of goals or instructional programs • Basis for all decisions about student needs and instructional intensity Reschly RTI

  12. Characteristics of Effective Formative Evaluation Measures • Direct measures of skills • Natural settings • Efficient re: costs and time required • Sensitive to small increments of growth in relevant skills • Results can be graphed in relation to goals • Reliable in terms of stability • Valid re: relationship to broad indicators of competence • Example: CBM oral reading fluency and reading comprehension Reschly RTI

  13. What To Do With Egbert?? • 1st Grade, falling behind in reading • Slow progress compared to peers • Likely to miss benchmarks related to passing 3rd Grade reading test • Distractible, inattentive, disruptive • Sound Familiar • WHAT HAPPENS NEXT? Driven by Federal Legislation • Consider NCLB and IDEIA Reschly RTI

  14. Egbert in the Traditional System • Refer Egbert • Preferral “intervention” (check a box) • Comprehensive Evaluation-Battery of Tests, “common battery”? • Assessment largely outside of the natural context • Dubious generalizations from test behavior to classroom • Eligibility assessment unrelated to intervention • Team decision-making Reschly RTI

  15. Current Prereferral Practices • For most, meaningless step • Behavioral Definition? 15% • Data prior to intervention? 10% • Written Plan? 15% • Progress monitored/changes? 5% • Compare pre to post 10% Reschly RTI

  16. PROBLEM SOLVING CHART Does the damn thing work? Yes No Don’t mess with it! Did you mess with it? You Idiot! Yes No No Hide it! Yes Will you catch hell? Does anyone else know? No Yes You poor slob! Ignore it Can you blame somebody else? No Yes NO PROBLEM

  17. Tier I: Primary Prevention (Universal Interventions) • Scientifically-based instruction • Curricula-content-Big ideas, e.g., reading • Teaching methodology-Explicit instruction • Periodic Assessment of Progress • Screen all students, begin in mid-kindergarten; 3 times per year • More intense instruction and monitoring for students below class medians • Connect results to state benchmarks, additional assistance to non-predictors • Emphasis on Prevention Reschly RTI

  18. KTG: Initial Sound Fluency Fall to January 05-06 Yr. Benchmark: Winter KTG 25 sounds correct/min. Students needing greater Gen’l Ed monitoring and Interventions Reschly RTI

  19. 1st Gr. Nonsense Word Fluency Benchmark: Winter First Grade 50 Words Per Minute Reschly RTI

  20. Second Grade Oral Reading Fluency Benchmark: End of 1st=42 WCM Winter=71 WCM End of 2nd=100 WCM Reschly RTI

  21. Tier I cont. • Low performing students • Assess progress monthly • Establish additional learning opportunities using specialized materials and instruction in the general education classroom • Grouping students • Tutoring by paraprofessionals • Train parents when appropriate Reschly RTI

  22. Tier I: Case Example Academics • Egbert: middle of Ktg. • Screening data, Eggie below benchmarks for Ktg in letter-sound recognition • Now What? • Classroom instruction for all children emphasizing phonemic recognition skills • Increase assessment once per month for Eggie and others similar to him • Additional small group instruction in the classroom with continued monitoring Reschly RTI

  23. Tier I Case Example Behavior • Egbert: middle of Ktg. • Teacher observation of behavior • Eggie is aggressive toward other children and, occasionally, toward adults • Disrupts classroom activities, large and small group settings • Now What? • Ensure effective classroom organization and management; Rules, expectations, examples, consistent application, etc. • Focus attention on positive behaviors, ignore (when possible) negative behaviors • Clear consequences for aggressive behavior toward others (inclusion time out) Reschly RTI

  24. Reading Benchmarks Reschly RTI

  25. Reading Benchmarks (DIBELS) Reschly RTI

  26. Tier I Screening in General Education Minneapolis MN Data: Implication? States Need to Establish Benchmarks Reschly RTI

  27. Tier II: Secondary Prevention (Strategic Intervention) (Standard Protocol and Problem Solving) • Goals: Move performance to benchmark trajectories and, If needed, consider more intensive interventions • Small group, pull out, similar needs • More intense instruction and with monitoring weekly • 5-component reading interventions, with emphasis on weak components • 10-20 weeks of intervention • Focuses on early identification-early intervention Reschly RTI

  28. Tier II: Behavior • Targeted individual interventions in classrooms and in standard protocol academic settings • Application of problem solving steps and criteria • Behavior consultation model (see later) • Behavior is significant predictor of Tier I and Tier II effects • Improved behavior often is crucial to persistence of academic interventions effects over time and generalization to classroom settings Reschly RTI

  29. Effects of Tier I and Tier II • Potentially identifies more students in general education with reading problems through universal screening • Reduces number of students with very poor reading and increases number of students meeting benchmarks, but • Non or insufficient response rate of 3-5% • Generalizations of improved performance to classroom without pull out support • What Next? Reschly RTI

  30. Tier II: Problem Solving • Targeted individual interventions • Strong effect sizes when implemented • Applicable to behavior and academics • Strong focus on prevention and early identification-early intervention • Procedures prompt use of scientifically-based interventions Reschly RTI

  31. Tier II Problem Solving • Self-correcting; individual response monitored with formative evaluation • Generates data relevant to effective general and special education treatments • Provides the basis decisions about student need and instructional intensity Reschly RTI

  32. Problem Solving Steps 1.Precise Definition of the Problem in Terms of Observable Behavior 2. Valid and Reliable Measure of the Behavior in the Natural Setting 3. Validate the Existence of the Problem; Estimate the Severity (Age Norms/Peer Comparisons) 4. Establish Intervention Goals in Terms of the Target Behavior 5. Analysis of Antecedent (including prior knowledge), Situational, and Consequent Conditions Reschly RTI

  33. Problem Solving Steps cont. 6. Formulate an Intervention Plan Based on Principles of Behavior Change or Instructional Design 7. Systematic Implementation of the Intervention with Treatment Integrity and Frequent Monitoring of Progress 8. Revision of the Intervention as Needed According to Progress Toward Goals 9. Evaluation of the Intervention, Consideration of needs and, if appropriate, placement in more intense educational programs Reschly RTI

  34. What To Do With Egbert??Problem Solving • Step 1: Parent Involvement and Problem Statement • Interview significant others with questions and summary statements • Specific behaviors, observable and measurable, domains of behavior, settings • Alterable characteristics of student and environment • Avoid discussion of internal child deficits Reschly RTI

  35. Egbert: RTI Problem Solving Step I Problem Statement • Low reading based on poor oral reading fluency in Tier II tutoring sessions • Poor decoding skills based on ORF observations and criterion referenced measures • Social behaviors that interfere in general and special education, inattentive, non-compliant defined Reschly RTI

  36. RTI Problem Solving Step IISystematic Data Collection • Reading-CBM • ORF measures-validity? Check it. • Decoding criterion referenced, specify skills mastered and needed • Social Behaviors • Systematic behavior observation, peer referencing • Event recording of non-compliance and work completion Reschly RTI

  37. Egbert: Problem Solving Step IISystematic Data Collection Behavior Observation Focus on problematic behaviors, attending, noisy, physically negative, in appropriate locale Peer referenced, determine typical levels of performance Across relevant settings Multiple measures Reschly RTI

  38. Step III: Validation of Problem: Peer Referenced Behavior Observation Reschly RTI

  39. Egbert: Problem Solving Step IIIValidation of Problem • Work completion-Gen Ed Classroom • Egbert=40%; Peers=90% • Work completion-Tutoring • Egbert=60%; Peers=95% • Non-Compliance (event recording) • General classroom=5 per day • Tutoring=2 per day • Parents=5 per day Reschly RTI

  40. Step IV: Goals • Academic benchmarks, state standards and assessments • Peer referencing for behavioral expectations and goals • Focus on change over time Reschly RTI

  41. Egbert: Problem Solving Steps V & VIProblem Analysis and Plan • IF-THEN Statements • If this is done, then Egbert will ______. • If these conditions are established, then Egbert will ________________. • Intervene with each educationally significant discrepancy • Implement powerful intervention principles from the instructional design and behavior change literatures Reschly RTI

  42. Problem Solving Steps VII & VIII: Plan Implementation, Progress Monitoring, and Formative Evaluation • Implemented as intended • Time series analysis graph with goals for academic growth and behavior change • Frequent measurement, 1-2 xs per week in academics; daily (if feasible) on behavior goals • Rules for making changes in interventions • Implement changes as needed Reschly RTI

  43. Egbert’s Time Series Analysis Graph in Reading Words Correct Per Minute Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 0 5 10 15 20 25 Weeks Weeks Reschly RTI

  44. Graph Current Status Words Correct Per Minute Class=24 Egbert=11 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  45. Determine Goal: Class=1.5 wd growth per week; Egbert Goal: 2 wd growth per week Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  46. Monitor Egbert’s Progress Relative to Goal Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  47. Formative Evaluation: Change Intervention Change Intervention Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  48. Continue Intervention and Monitor Progress Change Intervention Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  49. Raise Goal to 2.5 WCM Growth Change Intervention Change Goal Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

  50. Continue Intervention and Monitor Progress Change Intervention Change Goal Discontinue Tier II Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks Reschly RTI

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