Supporting Teacher Efforts for Student Success:

1. Supporting Teacher Efforts for Student Success: Response to Intervention (RTI) and Problem-Solving Intervention (PSI) by Gerald D. Nunn, Ph.D., NCSP Professor of Educational and School Psychology Director of School Psychology Idaho State University Pocatello, Idaho November 5, 2010 Valdez School District Valdez, AK November 5, 2010

2. A bit about Me… • Currently Professor Idaho State University, Director of School Psychology Program 16 years. Train Ed.S. School Psychologists using RTI and PSI as a foundation for intervention practice. • Before that I worked as: • 11 years as School Psychologist in Iowa • 3 Years as a Psychologist (Children and Youth) in a Community Mental Health Center • 4 Years work in rehabilitation and developmental disabilities • RTI experience has been • Developed the Results-Based Model in Idaho (1998-2004) • School Psychologist in Iowa first statewide RTI initiative in U.S (1980-96). • Transformed Idaho State University School Psych Program to a Problem-Solving RTI Model • Developed comprehensive database system for RTI-PSI School Implementation .Consulted in several states regarding RTI-PSI. Valdez Workshop, November 5, 2010

3. Today! • Overview of Workshop (AM) • Defining RTI and PSI? • Basic Ideas of RTI/PSI Approach • What my Goals are for the Workshop • Seven Big Ideas to Make RTI Work for Teachers and Kids • 3-Tier Intervention Model • IDEAL Problem-Solving Process • ICEL-RIOT Multi-Source/Method Assessment • I-Plan (Intervention Plan) • Data-Based Decision-Making • Evidence-Based Practices • Universal Assessment (Academics and Behavioral) • RTI-PSI in Practice Examples (PM) • Request Problem Solving • ICEL-RIOT Assessment • Intervention Plan • Progress Monitoring/Data-Based Decision-Making • Pocatellow SD 25 “RTI School Success Model” • RTI Implementation Results in Idaho’s RBM (As time permits) • Teacher Self-Efficacy • Reading Achievement • Evaluation of RTI Outcomes by Educators • POSSE II: RTI-PSI (Database Management Tool) Valdez Workshop, November 5, 2010

4. “Response to Intervention” and “Problem Solving” are methods to support teachers and their students achieve success! Defining RTI & PSI! Valdez Workshop, November 5, 2010

5. Basic Ideas for RTI Success • Every child has an equal chance for learning. • To solve problems we need to work together. • There is a solution to every problem. • The function of a RTI team is to problem-solve success. • There are many ways to implement RTI. • RTI shouldn’t interfere with teaching, it should enhance and support it. • To solve problems we must measure them and determine how they are changing. • The RTI process can work as well on behavior as on academics. • Principals are key players in RTI success. • RTI must follow a systematic plan that is followed by those that implement it. Valdez Workshop, November 5, 2010

6. Goals for Workshop: • Provide a “framework” for your ideas and practices. • Give you ideas and practices that have worked elsewhere to consider. • Provide you with “tools” to use in RTI-PSI as you choose. • If, at some point, you use an RTI approach, to begin thinking about how what you are currently doing can be used to achieve implementation. Valdez Workshop, November 5, 2010

7. 7 Big Ideas of RTI! Practical Best Practice Valdez Workshop, November 5, 2010

8. # 1 Tiered Intervention Model Level of Concern Problem Solving Specialized Instruction and Assessment Tier 3 Supplementary/Strategic Instruction and Assessment Tier 2 Intervention General Instruction and Assessment Tier 1 Intervention Valdez Workshop, November 5, 2010 8

9. Inattentive student: Finishes 20% of assignments on time, Careless in work, stops work Prematurely, argumentative & Oppositional with teacher When corrected. Grades in class are Typically at or below 50% correct. Behavioral observations Average about 30% Engagement (on- Task) compared To class average Of 70% 3 Tier Worksheet Valdez Workshop, November 5, 2010

10. Aggressive Student: Attempts to Intimidate other students, pushes, Yells, infringes upon personal Space of other students. Seems Sullen and angry at times. Prefers to be alone rather Than interacting with Others. Describes self as Not afraid of anyone. Significant family Dysfunction at Home. 3 Tier Worksheet Valdez Workshop, November 5, 2010

11. Reading Fluency and Comprehension: WRC at the 10th percentile compared to Peers, comprehension at the 20th percentile. Written Language skills are also at The 15th percentile. No Behavior concerns, Is bi-lingual, migrant Child. 3 Tier Worksheet Valdez Workshop, November 5, 2010

12. #2 IDEAL Problem Solving Provides a systematic decision-making process for Academic or Behavioral concerns which focus upon solutions to build success. Problem solving Underlies the RTI process! Valdez Workshop, November 5, 2010

13. Identify Problems #2 IDEAL Problem Solving No Response Response Look at Results Define Problems Act on Interventions Explore Interventions 10/16/2008 Gerald D. Nunn, Ph.D., NCSP Valdez Workshop, November 5, 2010 13

14. Identify Problem: Write a behavioral definition of what “Inattentive student”Means. #2 IDEAL Problem Solving: InattentiveStudent No Response Response Look at Results: Measure baseline, frequent and ongoing measures of indicators, Use systematic decision Rules. Define Problem: Write a PLOP Statement that quantifies the Frequency/intensity of the Inattentive problem. Explore Interventions: Review and select intervention(s) that are “evidence based” to apply to this problem of Inattentive behavior.. Act on Interventions: Apply this Intervention to Insure “fidelity” and “integrity” In making it “work”. 10/16/2008 Gerald D. Nunn, Ph.D., NCSP Valdez Workshop, November 5, 2010 14

15. Identify Problem: Write a behavioral definition __________________________________. #2 IDEAL Problem Solving: InattentiveStudent No Response Response Look at Results: Measure What:_______________ When/Where:_________________ Decision Rules(s):____________________ Define Problem: Write a PLOP___________________________________________________________ Explore Interventions: Select Evidence-Based Intervention: Act on Interventions: How will we implement this intervention? _______________________________________________________ 10/16/2008 Gerald D. Nunn, Ph.D., NCSP Valdez Workshop, November 5, 2010 15

16. Identify Problem: Write a behavioral definition __________________________________. #2 IDEAL Problem Solving: AggressiveStudent No Response Response Look at Results: Measure What:_______________ When/Where:_________________ Decision Rules(s):____________________ Define Problem: Write a PLOP___________________________________________________________ Explore Interventions: Select Evidence-Based Intervention: Act on Interventions: How will we implement this intervention? _______________________________________________________ 10/16/2008 Gerald D. Nunn, Ph.D., NCSP Valdez Workshop, November 5, 2010 16

17. Identify Problem: Write a behavioral definition __________________________________. #2 IDEAL Problem Solving: Reading Fluency& Comprehension No Response Response Look at Results: Measure What:_______________ When/Where:_________________ Decision Rules(s):____________________ Define Problem: Write a PLOP___________________________________________________________ Explore Interventions: Select Evidence-Based Intervention: Act on Interventions: How will we implement this intervention? _______________________________________________________ 10/16/2008 Gerald D. Nunn, Ph.D., NCSP Valdez Workshop, November 5, 2010 17

18. #3 ICEL-RIOT Assessment: Inattentive Student Valdez Workshop, November 5, 2010

19. #3 ICEL-RIOT Assessment: Aggressive Student Valdez Workshop, November 5, 2010

20. #3 ICEL-RIOT Assessment: Reading/Comprehension Valdez Workshop, November 5, 2010

21. #4 Intervention Plan: I-Plan • The intervention Plan or I-Plan is developed from the work of • The team as they process the information they have gathered: • The plans has these parts: • Identify the Problem (Behavioral Definition) • Define the Problem (PLOP) • Explore Interventions (Evidence-Based Intervention) • Act on Interventions (When/How Much, Who, Where) • & Evaluation (Procedures, Schedules, & Decision Rules) • Look at Results (Ongoing/frequent progress monitoring) Valdez Workshop, November 5, 2010

22. #5 Data-based Decision-Making • DBDM consists of the following elements and procedures for collecting data and evaluating effects or response: • Baseline data/pre-intervention • Goals for expected performance • Trendlines for monitoring performance • Phaselines for noting interventions • Comparison group trends (optional) • Prediction lines (extrapolations of data future) • Decision rules (change, maintain, terminate) interventions Valdez Workshop, November 5, 2010

23. #6 Evidence-Based Practices • It is recommended that in RTI we establish a consistent and validated set of Evidence-Based or Scientifically Validated Interventions consistent with the Tiered Model of Intervention, these should be: • Shown effective by empirical research. • Shown to be repeatable for empirical research. • Shown to be effective with the individuals or groups applied. • Used with individuals trained in their implementation to insure fidelity. Valdez Workshop, November 5, 2010

24. #7 Universal Assessment • An effective Schoolwide Success/RTI model should have universal assessments that may address the following areas of performance/functioning: • Basic Academic Skills • Basic Behavioral Skills • Basic Social and Problem Solving Skills • Universal Assessment generally means that: • Norms are established throughout the school year. • Norms are disaggregated for grade, gender, etc. • Progress monitoring data is used with respect to these normative expectations. Valdez Workshop, November 5, 2010

25. RTI-PSI in Practice Examples http://www.posse-solutionsforschools.com • Request Problem Solving • ICEL-RIOT Assessment • Intervention Plan (I-Plan) • Progress Monitoring/Data-Based Decision-Making • Pocatellow SD 25 “RTI School Success Model” Valdez Workshop, November 5, 2010