Supporting Teachers Within RTI: The Role of the School Psychologist

1. Supporting Teachers Within RTI: The Role of the School Psychologist Jon Potter Lisa Bates OrRTI Project Beaverton School District December 15, 2009

2. Objectives • Develop awareness about the potential role of the school psychologist in a RTI model.

3. Core Principles of RTI • All children can be taught effectively • Focus on prevention and early intervention • Provide services using a tiered model • Use a problem-solving method to make decisions • Use research-based interventions • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for different purposes: • Screening • Skill diagnostics • Progress monitoring NASDSE, 2006

4. Essential Components of an RTI Model • High quality instruction and intervention materials • System for collecting data • Data-based decision making using a problem-solving method NASDSE, 2006

5. The Role of School Psychologists • Assessment/Evaluation • Consultation • Training

6. How much time do you send on these activities currently? • Assessment/Evaluation? • Consultation? • Training?

7. The Role of School Psychologists • Assessment/Evaluation • Assisting in the collection and analysis of academic progress data • Universal screening/progress monitoring • Diagnostic assessments • Progress in curricula • Ensuring high quality instruction and intervention programs by assessing instructional contexts • Observations of: • General features of instruction • Conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP)

8. Assisting in the collection and analysis of academic progress data • Assessment activities can occur before referral is made • Assessment activities linked to comprehensive evaluation • Assessment activities linked to IEP development

9. Assisting in the collection and analysis of academic progress data • Universal screening/progress monitoring • Conduct screening and progress monitoring • Helps to determine if students have low skills and are making slow progress

10. Assisting in the collection and analysis of academic progress data • Diagnostic assessment • Help staff to further define the student’s problem • Leads to match between student’s skill need and instructional need

11. Diagnostic Assessmentns • “Why is the student not performing at the expected level?” • “What is the student’s instructional need?” Digging Deeper!

12. Diagnostic Assessments • Quick Phonics Screener (Jan Hasbrouck) • Digging Deeper (Wendy Robinson) • CORE Multiple Measures • Error Analysis (CBE)

13. Quick Phonics Screener

14. Digging Deeper

15. Core Multiple Measures

16. Error Analysis • Select a 250 word passage on which you estimate that the student will be 80-85% accurate. • Record the student’s errors on your copy of the reading probe. • Use at least 25 errors for students in grade 1 to conduct an error analysis and at least 50 errors for students in second grade and above. • Use an error analysis sheet to conduct error analysis.

17. Error Analysis

18. Assisting in the collection and analysis of academic progress data • Progress in curricula • Helps to determine if a students has low skills • Helps to determine if there is a group need or a student need • Unit/theme tests • Selection tests

20. How do these assessment activities compare to what you are currently doing in the area of assessment?

21. Assessing Instructional Contexts • Observing the critical components of effective teaching • Focus on teacher behaviors shown to improve student outcomes Brophy & Good, 1986; Gunter, Hummell, & Conroy, 1998

23. Instructional Delivery Features to Examine • Students are successful completing activities at a high criterion level of performance • Instructor provides multiple opportunities for students to practice instructional tasks • Students are engaged in lesson during teacher led-instruction

24. Students are successful completing activities at a high criterion level of performance • The group of students demonstrate a high percentage of accurate responses • Individual students demonstrate a high percentage of accurate responses • Holds same standard of accuracy for high performers and low performers

25. First Time Correct = How many errors are students making the first time they answer the new tasks? Students Are Successful • Levels of Mastery: • 90% First time correct on new material • 95% Subsequent responding (after first time)

26. Correct Academic Responding (CAR):90% 1st Time Responding; 95% Subsequent Responding • Successful Student Engagement • Ensures that students are not practicing errors • Practice to automaticity/mastery • Provides practice at a high level of success to build accuracy and fluency CAR = # of correct student respond # of opportunities to respond Brophy & Good, 1986, Lyon, 1998 Adapted from Martin & Tobin, 2006

27. 6 11= 55%

28. Students are successful completing activities at a high criterion level of performance • The group of students demonstrate a high percentage of accurate responses • Individual students demonstrate a high percentage of accurate responses • Holds same standard of accuracy for high performers and low performers

29. Students Are Successful • Coding Student Responses: + = correct response 0 = incorrect response M = teacher model T = teacher test

30. Individual students have a high degree of success First Time correct= # of correct first responses total # of first responses 4 6 = 66%

31. Error Correction:Should occur after ALL errors • Prevent students from learning misrules • Positively correlated with • Student Achievement • Ratings of Teacher Effectiveness Adapted from Martin & Tobin, 2006

32. Error Correction • Does the teacher correct errors? • Does the teacher provide opportunities for the students to respond again to that item?

33. Instructor provides multiple opportunities for students to practice instructional tasks • Provides more than one opportunity to practice each new skill • Provides opportunities for practice after each step in instruction • Elicits group responses when feasible • Provides extra practice based on accuracy of student responses

34. Assess opportunities to respond • What is an Opportunity to Respond? • Need to operationally define, for example: “An instructional question, statement or gesture made by the teacher that seeks an academic response (i.e. “What sound,” “Sound it out,”, “point to the /a/ sound”, etc.) OTR’s caninclude behavior related statements or directives as long as they have an academic component (i.e. “write the answer in your workbook”).” • Be clear!

35. Students are engaged in lesson during teacher-led instruction • Teacher gains student attention before initiating instruction • Paces lesson to maintain attention • Maintains close proximity to students • Transitions quickly between tasks • Intervenes with off-task students to maintain their focus

36. Instructional Pacing:8-12 Opportunities to Respond per Minute • Opportunity to learn • Provides mass trial practice to build fluency and achieve mastery • Provides opportunity to monitor student performance • Positively correlated with: • Student On-Task Behavior • Student Academic Achievement • Pacing = # of opportunities to respond • # of minutes observed Adapted from Martin & Tobin, 2006

37. 11/10= 1.1 opportunities to respond per minute

38. Tools for Measuring Effective Teaching: Data Pacing # of opportunities to respond8-12 OTRs per minute# of minutes observedfor most intensive instruction Student Accuracy # of correct responses 85-90% or above # of opportunities to respond

39. How does this compare to your current practices in the area of instructional observation/assessment?

40. Conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP) • Teacher interview • Quantitative data based observation • Problem • Antecedents • “Consequences” • Function

41. How does this compare to your current practice with observing/assessing students?

42. The Role of School Psychologists • Consultation/Coaching • School/District Leadership Team • School Data Teams • Individual Teachers

43. School/District Leadership Team • Provide input on district-wide decisions around: • Curriculum/Interventions • Assessments • Screening • Progress monitoring • Diagnostic • Decision rules

44. School Data Teams IEP Team Tier III: Individual Problem Solving Team Tier II: Grade Level Data Team Tier I: Schoolwide Data Team

45. Tier I:Schoolwide Data Team • Evaluate effectiveness of Tier I (Core) programming for ALL students • Determine areas of need and provide support for implementation of Core • Fidelity to Core Instruction • Develop and implement fidelity monitoring systems

47. Tier II:Grade Level Data Team • Use screening, progress monitoring, and diagnostic data to place students in interventions • Determining progress monitoring tools and appropriate student goals • Develop and help implement progress monitoring • Evaluate effectiveness of interventions

48. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Examining Adequate Progress: 4 Points Below the Goal Line Add 15 minutes to intervention Reduce group size to 3 students Oral Reading Fluency Aimline

49. Examining Intervention Cohort Data 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Isaiah Aimline Mary Amy Chase

50. Examining Intervention Cohort Data 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Aimline Amy Chase Isaiah Mary