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Enhancing Response to Intervention (RtI) through Data Utilization and Satisfaction Surveys

This document explores the application of Response to Intervention (RtI) in New Hanover County Schools (NHCS), initiated in the 2004-05 academic year with 7 elementary schools and expanding to 32 schools today. It focuses on the importance of using satisfaction surveys to evaluate the effectiveness of RtI practices from personnel and parent perspectives. The findings reveal high satisfaction rates among staff and parents regarding reading and math interventions, while highlighting areas for improvement, particularly in behavioral intervention strategies. Ongoing training and data-driven decision-making are emphasized to foster enhanced educational outcomes.

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Enhancing Response to Intervention (RtI) through Data Utilization and Satisfaction Surveys

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  1. Collecting &Using Data to Guide RtI Implementation: Satisfaction Surveys & Implications Bill Trant, Executive Director of Special Education and Related Services william.trant@nhcs.net Leigh Gates, RtI Liaison leigh.Gates@nhcs.net

  2. RtI in NHCS • Began in 2004-05 with 7 elementary schools • 6 additional schools were trained each year • Currently, 32 elementary & middle schools • Ongoing Training • Central Review Process

  3. Question for Discussion: Please Discuss with 2-3 Neighbors What makes RtI an effective approach for classrooms, grade levels, schools, districts, and states?

  4. According to NCRtI… • Universal Screening • (to identify who we work with), • Multi-level Prevention System • (to identify what we do), • Progress Monitoring • (to identify if what we are doing is working), and • Data-Based Decision Making • (to make use of the assessment data in meaningful ways that will benefit students).

  5. What’s Good for the Goose… Mary Boscardin (2007) applied RtI and Problem Solving to district/school leadership practices. Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts. Boscardin, M. L. (2007). What is special about special education administration? Considerations for school leadership. Exceptionality, 15(3), 189-200.

  6. We wanted to know… • What is the general consensus about RtI from a personnel and parent perspective? • What is working well? • What needs to work better?

  7. We Modified an Existing Survey • The Florida Project Problem Solving and Response to Intervention: School Personnel Satisfaction Survey • And, we modeled a Parent/Guardian Satisfaction Survey after it. • For more evaluation tools

  8. NHCS School Personnel Problem Solving Model (PSM)/ Response To Instruction (RTI) Satisfaction Survey

  9. NHCS Parent/Guardian Problem Solving Model (PSM)/Response to Instruction (RTI) Satisfaction Survey

  10. Timeline

  11. PersonnelRTI Satisfaction Survey:Who Responded?

  12. ParentRTI Satisfaction Survey:Who Responded? • 68% had 1 child in the RTI process. • 70% had children in the 3rd-5th grade. • 60% had children in academic interventions.

  13. Survey Results: 72% of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Reading.

  14. Survey Results (continued): 68%of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Math.

  15. Survey Results (continued): 55% of school personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress toward meeting benchmarks in Behavior.

  16. Survey Results (continued): 73% of parentswere overall satisfied (or very satisfied) with the RTI process used with their children.

  17. Areas of Strength: Personnel & Parents were MOST satisfied with: • Data-based Decision Making • Progress Monitoring

  18. Areas for Future Growth: Personnel & Parents were SLIGHTLY LESS SATISFIED with: • Identifying struggling students in behavior • Providing interventions in behavior

  19. Results Flyer

  20. Where are we in the process? Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts.

  21. Developing/implementing plans of action consistent with empirically supported practices Now that we’ve surveyed, what do you think we should focus on next based on the results? Why? Discuss with 2-3 Neighbors. • 72% personnel satisfied with reading • 68% personnel satisfied with math • 55% personnel satisfied with behavior • 73% parents satisfied with RtI process

  22. Developing/implementing plans of action consistent with empirically supported practices As a result, behavior became a MAJOR focus: • Improvement Group Part 1 • Improvement Group Part 2 • Rollout Overview • Rollout Practical Application Part 1 • Rollout Practical Application Part 2 RtI and Behavior Session on Wednesday.

  23. Evaluating outcomes and impacts. After briefly hearing about the RtI and Behavior Improvement Process, how can we evaluate outcomes and impacts? Discuss with 2-3 Neighbors. • Improvement Group Part 1 • Improvement Group Part 2 • Rollout Overview • Rollout Practical Application Part 1 • Rollout Practical Application Part 2

  24. Evaluating outcomes and impacts. Here’s what we have in place. How can we improve on in? Discuss with 2-3 Neighbors. • Central Review Process for Individual Eligibility Cases • Seminar PD Sessions for New Material and Updates from the Field

  25. What have been your experiences with… Responsive Leadership Intervention • Gathering data, • Analyzing data, • Developing/implementing plans of action consistent with empirically supported practices, and • Evaluating outcomes and impacts.

  26. Areas for Continuous Improvement: • An RTI & Behavior Process Improvement Group has been working since September to improve this process. • A Fidelity Project is underway using Teachscape to strengthen instructional integrity. • An ad-hoc committee was formed to strengthen the process for English Language Learners. • Content Literacy Continuum project to strengthen secondary RTI • A detailed analysis of the survey is underway by school & by process for targeted professional development.

  27. Collecting &Using Data to Guide RtI Implementation: Satisfaction Surveys & Implications Bill Trant, Executive Director of Special Education and Related Services william.trant@nhcs.net Leigh Gates, RtI Liaison leigh.Gates@nhcs.net

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