Implementing the Implementing the Problem-Solving/Response Problem-Solving/Response

to Interventionto Intervention

Minooka Minooka

School District 201School District 201

Response to Response to InterventionIntervention

If we can really understand the problem, the answer will comeout of it, because the answer is not separate from the problem.

-Krishnamurti

Contextual Issues Affecting The Problem-Contextual Issues Affecting The Problem-Solving Process in General and Solving Process in General and

Special EducationSpecial Education

• IDEA Re-Authorization– Focus on academic outcomes– General education as baseline metric– Labeling as a “last resort”– Increasing general education options– Pooling building-based resources– Flexible funding patterns– RtI Introduced as option for LD eligibility

• ESEA Legislation-No Child Left Behind• National Emphasis on Reading• Evidence-based Interventions

OverviewOverview– Defining RTI– Where did it come from and why do we

need it?– Support for RTI in federal law– Core principles– Special education eligibility

considerations– Policy issues– Professional development issues

Why Focus on Reading?Why Focus on Reading?• 85% of all curriculum is delivered

through the written word.• Reading and math scores are

directly linked.• New standards and assessments

for graduation.

How Big is the Problem?How Big is the Problem?• According to the most recent NAEP

assessments, only 31 percent of 4th graders are proficient in reading.

• Low-income students did half as well. In fact, over half of poor fourth graders failed to show even a basic level of knowledge in reading, science, or history.

But…But…• We KNOW what to do!• We CAN make a difference!• The RESEARCH gives us the technical

knowledge and tools to teach each child to read!

What is RTI?What is RTI?

– “RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction”

National Association of State Directors of Special Education, 2005

Response to Intervention: Response to Intervention: What are the big ideas?What are the big ideas?

• High quality instruction/intervention: Instruction or intervention matched to student need that has been demonstrated empirically and by practice to demonstrate high learning rates for most students

• Learning rate and level of performance: Learning rate refers to student’s growth in academic or behavioral skills over time in comparison to prior levels and peer growth rates. Level of performance refers to a students relative standing (growth) on some critical dimension of academic or behavioral skills compared to expected/predicted growth.

• Important educational decisions: Student intervention outcomes drive decision making at every tier. Decisions about intensity and duration of interventions are based upon data across multiple tiers of intervention.

What RTI Is and Is NotWhat RTI Is and Is Not

Is:• RTI is an overall integrated

system of service delivery.

Is Not:• RTI is not just an eligibility

system—a way of reducing the numbers of students placed into special education.

What RTI Is and Is NotWhat RTI Is and Is Not

Is:• RTI is effective for students who

are at risk for school failure as well as students in other disability categories.

Is Not:• RTI is not limited to students with

learning disabilities.

Why RTI?Why RTI?• Provides appropriate learning experiences for

all students• Uses school-wide progress monitoring to

assess entire class progress and individual student progress

• Promotes early identification of students at risk for academic failure

• Involves multiple performance measures rather than measurement at a single point in time

• Under RTI, students receive interventions based on reliable and valid data earlier than

the “wait to fail” scenario;

Why RTI? continuedWhy RTI? continued• RTI identifies specific skill deficits, whereas teacher

referrals are more frequently general statements of need;

• Scientifically-based interventions are used more frequently and earlier;

• Over identification based on race/ethnicity is reduced in programs for students with learning disabilities and mental retardation;– African-American children are twice as likely as

white children to be labeled mentally retarded and more likely to be label EBD

Why RTI? continuedWhy RTI? continued• Greater numbers of at-risk Greater numbers of at-risk students achieve benchmarks;students achieve benchmarks;

• Principals and superintendents Principals and superintendents want to know if students are want to know if students are

achieving benchmarks, achieving benchmarks, regardless of placement in regardless of placement in

general education, gifted, or general education, gifted, or special education;special education;

• SLD category has grown 300% SLD category has grown 300% since 1976-80% there because since 1976-80% there because they haven’t learned how to they haven’t learned how to

read;read; 40% there because they 40% there because they

haven’t been taught to readhaven’t been taught to read. .

Problem SolvingProblem Solving

• A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students

Problem Solving ProcessProblem Solving Process

EvaluateWs It Effective?Evaluate

Ws It Effective?Problem Analysis

Validating ProblemIdentify Variables that Contribute to Problem

Develop Plan

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Research on Problem-Research on Problem-Solving/RtISolving/RtI

• Focused on accuracy of referral methods and response to proven interventions

• RtI methods (local comparisons and multiple measurement) were superior to teacher referral for problem accuracy.

• Teachers over-referred male students

• Greater proportion of African American students responded successfully to intervention relative to similarly at-risk Caucasian students. Reduced disproportional placements.

• Early intervention was powerful

• Significant reduction in LD placements(VanDerHeyden, Witt, and Naquin)

Research and PSM/RtIResearch and PSM/RtI• Problem identification is more accurate using the PSM (Gap

Analysis) compared to simply teacher referral.

• The number of students requiring services has not diminished--the WAY the services are provided has changed.

• Universal screening and progress monitoring practices ensure that students do not slip through the cracks

• In most cases, the percent of students receiving LD services has diminished.

What Have We Learned What Have We Learned From Other States?From Other States?

• Changes in assessment and intervention practices can occur--generally it takes a number of years to effect the change completely.

• Teacher and parent satisfaction is greater with the PSM/RtI model (Illinois Flexible Service Delivery Model)

• Student performance is enhanced under the PSM/RtI model

• Student/parent rights do not change under this model

Status of ReauthorizationStatus of Reauthorization

• Title: “Individuals with Disabilities Education Improvement Act”

• Passed House in 2003, Senate in 2004• Signed by President Bush in

December.• IN EFFECT July 1, 2005• Regulations in Fall

Individuals with Disabilities Individuals with Disabilities Education Improvement ActEducation Improvement Act

• (B) Additional authority._In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention.

• Process refers to “Problem Solving Process”• Responds refers to “Response to Intervention”

(5) SPECIAL RULE FOR ELIBIGILITY DETERMINATION- (5) SPECIAL RULE FOR ELIBIGILITY DETERMINATION- In making a determination of eligibility under paragraph (4)(A), In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if a child shall not be determined to be a child with a disability if the determinant factor for such determination is—the determinant factor for such determination is—

(A) (A) lack of appropriate instruction in reading, including in the lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined essential components of reading instruction (as defined in in

section 1208(3) of the ESEA of 1965);section 1208(3) of the ESEA of 1965);(B) (B) lack of instruction in math; orlack of instruction in math; or(C) (C) limited English proficiency.limited English proficiency.

Proposed RegsProposed Regs• For a child suspected of having a specific learning disability, • the group must consider, as part of the evaluation described in • §§300.304 through 300.306, data that demonstrates that--

• (1) Prior to, or as a part of the referral process, the child was • provided appropriate high-quality, research-based instruction in • regular education settings, consistent with section 1111(b)(8)(D) and • (E) of the ESEA, including that the instruction was delivered by • qualified personnel; and

• (2) Data-based documentation of repeated assessments of achievement • at reasonable intervals, reflecting formal assessment of student • progress during instruction, was provided to the child's parents.

Proposed RegsProposed Regs

• (c) If the child has not made adequate progress after an appropriate

• period of time, during which the conditions in paragraphs (b)(1) and

• (2) of this section have been implemented, a referral for an

• evaluation to determine if the child needs special education and

• related services must be made.

But…But…• We KNOW what to do!• We CAN make a difference!• The RESEARCH gives us the technical

knowledge and tools to teach each child to read!

Response to Intervention: Response to Intervention: Core PrinciplesCore Principles

• Use all available resources to teach all students

• Use scientific, research-based interventions• Monitor classroom performance• Conduct universal screening/benchmarking • Use multi-tier model of service delivery• Make data based decisions using a problem

solving/standard protocol approach • Monitor progress frequently• Implementation fidelity

Comprehension

Vocabulary

Fluency

Phonics

Phonemic Awareness

Intensive InterventionStrategic InstructionCore & Content

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System-wide Commitment

Leadership

Use all available resources to Use all available resources to teach all studentsteach all students

• RTI practices are built on the belief that all students can learn and everyone supports all students.

• RTI focuses on student intervention need and not “What is wrong with the student?”

• Systems Change: Integrated approach• No one building/district will look the same

ImplicationsImplications• Poor/lack of instruction must be ruled out• Curricular access blocked by any of the following

must be addressed– Attendance– Health– Mobility

• Sufficient exposure to and focus on the curriculum must occur

• Frequent, repeated assessment must be conducted

• Basic Education • LAP-Title• Reading First (NCLB, 2001)• School Improvement Plan• Student Learning Plans• Special Education (IDEA 2004)• Other resources available to the building

or district

Use all available resources to teach all students, cont.

Use scientific, research-Use scientific, research-based interventionsbased interventions

• Curriculum and instruction approaches must have a high probability of success for the majority of students

• Offer as soon as it is clear the student is lagging behind

• Increase intensity of instruction and practice• Opportunity for explicit and systematic

instruction/practice and cumulative review• Provide skillful instruction with good error

correction, immediate feedback• Guided by and in response to progress monitoring

data• Must provide a supportive atmosphere for learning

Monitor classroom Monitor classroom performanceperformance

• General education teacher play a vital role in designing and delivering high quality instruction

• General education teachers also monitor student progress through CBMs

• Student performance in relationship to state standards (GLEs)

Universal ScreeningUniversal Screening• School staff conduct universal screening in

all academic areas and behavior to all students three times/year to identify students at risk

• Benchmarks document whether a child is on track compared to peer group and/or state standards

• The student’s data at benchmark testing periods can be utilized to validate the effectiveness of intervention. Is the gap closing?

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Response to Intervention:Response to Intervention:How Well Are We Doing?How Well Are We Doing?

• A systematic and data-based method for determining the degree to which a student has responded to intervention.

• Determined solely through analyzing data• Services should intensify for a student as the

student response to intervention is below expectations.

• When the intensity of services exceed significantly those available through general education, then a student should be considered for special education funding.

Response to Intervention:Response to Intervention:How Well Are We Doing?How Well Are We Doing?

• What do we do when a student has been “placed” in special education but the student’s rate of progress has not changed significantly?

• This has significant implications for special education re-evaluations under the RtI model.

RtI:RtI:The Conceptual ModelThe Conceptual Model

• Integrate with Core Instructional Programs and Activities in the District– Reading First, Early Intervention, Positive Behavior

Support

• 3 Tiered Model of Service Delivery and Decision-Making– “Universal”--What all students get– “Supplemental”--additional focus and intensity– “Intensive”--modifying instructional strategies

• Problem-Solving– Can occur at any level– Increases in intensity across levels

Features of a Multi-Tiered Features of a Multi-Tiered ModelModel

• Each tier represents increasingly intense level of services associated with increasing levels of learner needs

• All students, including those with disabilities are found in Tiers I, II, and III

• The nature of the academic or behavioral intervention changes at each tier, becoming more rigorous as the student moves through the tiers

• Students move up and down the tiers depending on need

Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

80-90%Tier 1: Universal InterventionsAll studentsPreventive, proactive

80-90% Tier 1: Universal InterventionsAll settings, all studentsPreventive, proactive

Three Tiered Model of School Supports

Students

80% of your students should be here

15% of your students should be here

5% of your students should be here

Three-Tier Model of School SupportsThree-Tier Model of School Supports

Use multi-tier model of Use multi-tier model of service delivery: Tier Iservice delivery: Tier I

• Tier I: ALL Students– All students receive high quality scientific

research based instruction in the core curriculum in all areas

– Core curriculum provides the foundation for instruction upon which all strategic and intensive interventions are formulated

– Serves 80-90% of the student body – Some Tier 1 interventions may be applied to at

risk students followed by progress monitoring

Use multi-tier model of Use multi-tier model of service delivery: Tier IIservice delivery: Tier II

• Tier II: Some Students– Strategic interventions supplements

instruction to students who are not achieving standards through the core curriculum alone

– Consists of 5-10% of the student body– Occurs in small groups of 3-6 students– Short-term in duration [9-12 week blocks]– Recommended 3-4 sessions per week at 30-60

minutes per session– Students progress is monitored more

frequently at Tier II, usually every 2 weeks

Use multi-tier model of service Use multi-tier model of service delivery: Tier II, cont.delivery: Tier II, cont.

• Tier II: Some Students– Students may receive more than one

block of Tier II interventions if progressing but who have not yet reached the goal

– Students who reach goal would be reintegrated into Tier I

– Students who do not progress in Tier II may require more intensive interventions

Use multi-tier model of Use multi-tier model of service delivery: Tier IIIservice delivery: Tier III

• Tier III: Few Students– Intensive interventions are designed to accelerate

a student’s rate of learning by increasing the frequency and duration of individualized interventions based on targeted assessment data.

– Students at Tier III are those performing significantly below standards and have not adequately responded to Tier I or Tier II interventions

– Consists of less than 5% of student body– Occurs in groups of no more than 3 ideally– May occur longer than 9-12 weeks– Students progress is monitored on at least a

weekly basis

Use multi-tier model of service Use multi-tier model of service delivery: Tier III, cont.delivery: Tier III, cont.

• Tier III: Few Students– Consists of less than 5% of student body– Occurs in groups of no more than 3 ideally– May occur longer than 9-12 weeks– Student progress is monitored on at least a

weekly basis– Students who are successful at Tier III

reintegrate to Tier I with Tier II support– If not successful at Tier III, consider referral for

special education and/or other long-term planning [504 plan, additional Tier III cycle]

Intensive (Tier III) Intensive (Tier III) ReadingReading InterventionIntervention

• Specifically designed reading instruction that extends beyond the time allocated for Tier I and Tier II

• High school students may require “double dosing” in a two period block, using a research-validated specially designed program to accelerate their learning to read

Data-Based Decision MakingData-Based Decision Making• The purpose of using data based decision

making is to find the best instructional approach for a student with an academic or behavioral problem

• Decisions are made by teams consisting of professionals knowledgeable about the student, and the parent

• Decisions are made through the problem solving process or standard protocol

Progress Progress MonitoringMonitoring

Performance or Performance or Criterion Criterion

AssessmentsAssessments

Standardized Standardized AssessmentsAssessments

Benchmarking Benchmarking or Screeningor Screening

Instructional Problem SolvingRequires taking multiple

sources of evidence and selecting appropriate

instructional interventions based on

identified student needs

Designing Instruction to Meet Student Designing Instruction to Meet Student NeedsNeeds

Develop a PlanDecide on the

intervention, timeframe, frequency and

intervention provider

Define the ProblemClearly identify the deficit area

Analyze the CauseDevelop a hypothesis: Why is

the problem happening?

Implement the PlanCarry out the intervention

as planned

Evaluate the PlanCompare progress to the

aimline. Did it work?

A Problem Solving ProcessA Problem Solving Process

Domains of InfluenceDomains of Influence

I.nstruction How we teach

C.urriculum What is being taught

E.nvironment Context where learning is to occur

L.earnerCharacteristics that directly relate to the area of concern

R.I.O.T.R.I.O.T.

Review• Work Samples• Cumulative Folders• Health Records

Interview• Teachers• Parents• Student• Significant Others

Observe• Student-teacher• Student-peer

Test• Curriculum based • Norm referenced• Criterion referenced• Rating Scales

Evaluation PlanningEvaluation PlanningRelevant KNOWN

RelevantUNKNOWN

Instruction (R.I.O.T.)

Curriculum (R.I.O.T.)

Environment (R.I.O.T.)

Learner (R.I.O.T.)

Standard Treatment ProtocolStandard Treatment Protocol

• Process where student decisions are made using an established response to regular occurring circumstances [e.g., Read Well]

• Implementation involves a trial of fixed duration [e.g., 9-12 weeks]

• Emerging research is showing success implementing this approach at Tier I and Tier II in the area of reading

““Universal Interventions”Universal Interventions”

• Core instructional programs– Reading curriculum– Student progression requirements

• Core behavioral programs– School-based discipline policies

• Core home/community programs– Attendance program– Wellness curricula

““Supplemental Interventions”Supplemental Interventions”

• Increased time and focus in academic instruction

• Classroom-based behavioral interventions

• Building-based interventions for issues such as attendance, grief management

• Activate existing peer support programs, mediation

““Intensive Interventions”Intensive Interventions”

• Specialized academic interventions– Intensive acceleration classrooms– 180+ minutes of instruction

• Social skills training, anger control training, parent education groups

• Behavior intervention plans• Alternative education programs

Example of Tier Level InterventionsExample of Tier Level Interventions

Time

Curricular Focus

Curricular Breadth

Frequency of Progress Monitoring

Tier I

90

5 areas

Core

Yearly or greater

Tier 2

120

Less than 5

Core+

Supplemental

Monthly or

greater

Tier 3

180

2 or less

Core+

Supplemental+

Intensive

Weekly

Reading

What is Necessary for RtI to Work for What is Necessary for RtI to Work for Students and Districts?Students and Districts?

• Early intervention Use DRA, EduTest, Aimsweb and similar assessments for this purpose

• Access to and Use of Data Student data is the most accurate means of referring students for assistance and making judgments about intervention effectiveness

• Accurate Tier 1 Decisions Special education cannot “cure” large-scale pedagogical problems one student at a time

What is Necessary for RtI to Work for What is Necessary for RtI to Work for Students and Districts?Students and Districts?

• Evidence-Based and Available Tier 2 Interventions Good example is K-5 Academic Support Plan

• Identifying SUCCESSFUL Tier 3 interventions PRIOR to making an eligibility determination

• Staff Professional Development• Technology Support for Data Management

and Access to Evidence-Based Tier 2 and 3 Interventions

Progress MonitoringProgress Monitoring

• Documents student growth over time to determine whether the student is progressing as expected in tiers

• CBMs are primarily used as a method for progress monitoring because they are brief, easy to administer and score, and are good predictors of student ability

• Progress monitoring data provide a picture of the student’s performance and rate of growth to inform instructional and curricular changes so that every student reaches proficiency on targeted skills

Lack of Responsiveness to Lack of Responsiveness to InterventionsInterventions

• Defined as rate of improvement, or progress slope that is not sufficient for the student to become proficient with state standards without more interventions

• Decisions to advance students from one tier to another is based upon analysis of the progress monitoring data to determine if the student is responsive [e.g. 4-6 data points below the aimline after interventions have been altered may show a student is non-responsive]

““Silver Bullets”?Silver Bullets”?

• All interventions require a commitment of time, resources, professional development, and systemic support

• None of the programs listed will be effective without an enthusiastic, well-trained teacher able to deliver them with expertise

• All programs will require a ‘shift’ in the system to accommodate student needs

Targeted AssessmentTargeted Assessment– Targeted assessment means shifting to

evaluations that are designed around the specific “targeted” concerns of the student.

– In other words, we select assessments that measure the area of concern rather than administering an assessment and then trying to determine what it means.

– Usually conducted when student enters Tier III, but may be conducted earlier

FidelityFidelity• Fidelity refers to the degree to which RTI

components are implemented as designed, intended, and planned.

• Fidelity is achieved through sufficient time allocation, adequate intervention intensity, qualified and trained staff, and sufficient materials and resources.

• Fidelity is vital in universal screening, instructional delivery and progress monitoring.

Intervention PlanIntervention Plan• Documents analysis of student data

and outlines interventions and evaluation of progress

• Also documents implementation of interventions with fidelity

RTI and Child FindRTI and Child Find• Anyone, including parents and

teachers, can make a referral at any time in a RTI system.

• A student cannot be required to go all the way through Tier III before being evaluated if evidence exists to suspect a disability.

When should a student be When should a student be suspected of having a disability suspected of having a disability due to a lack of responsiveness?due to a lack of responsiveness?• Students who are performing

significantly less than their peers and have been provided two or more Tier III interventions that did not significantly decrease the gap in achievement should be suspected as having SLD and evaluated absent other evidence.

Parent Involvement in RTIParent Involvement in RTI• In a RTI system parents must be provided

progress monitoring data. 34 CFR Sec. 300.309(b)(2).

• Parents must also be informed of:– State policies regarding the amount and

nature of student performance data that is collected and the general education services that are provided;

– The strategies for increasing the student’s rate of learning; and

– Their right to request an evaluation.34 CFR Sec. 300.311(a)(7).

Is consent required before Is consent required before conducting screenings or CBMs?conducting screenings or CBMs?

• Teachers or specialists do not need to obtain consent to evaluate when administering universal screening, CBMs, or targeted assessments to a student in order to determine appropriate instructional strategies for curriculum implementation.

20 USC Sec. 1414(a)(1)(E).

Using RTI data to identify Using RTI data to identify SLDSLD

• District procedures set out criteria for using RTI data to establish SLD.

• District criteria must incorporate new federal regulations on SLD.

34 CFR Sections 300.309 through 300.311

Adopt an established approach for Adopt an established approach for using RTI data to identify SLDusing RTI data to identify SLD

• Districts are strongly encouraged to use established approaches for using RTI data to identify SLD.

• Criteria determines if a student is not making sufficient progress to meet age or State-approved grade-level standards in one or more of the SLD areas. 34 CFR Sec. 300.309(a)(2)(i).

Special Education EligibilitySpecial Education Eligibility• To be eligible for special education, the

evaluation group for students with SLD must find an adverse educational impact and the need for specially designed instruction (SDI).

• The evaluation report for eligible students should include recommendations about the SDI and any related services, program modifications, accommodations and other supports the student needs with enough specificity to develop an IEP.

• In a RTI system, the SDI provided should supplement the scientific-based interventions and high quality instruction the student was already receiving in general education.

Same players; new roles ISame players; new roles I• The New Psychologist Role

– Data Manager– Data Analyzer– Data Synthesizer– Detective Extraordinaire– Progress Monitoring?

• The New Sped Teacher Role– Data Provider

• Targeted Assessment• Progress Monitoring• Intervention opportunities

Same players; new roles IISame players; new roles II• The New Parent Role

– Data Provider– Interventionist– Progress Monitoring

• The New General Ed.Teacher Role– Tier 1 & Tier 2 interventions– Progress Monitoring– Data provider for Learning Env.– Be ready for intervention

Same players; new roles IIISame players; new roles III• The New Principal Role

– As goes the principal’s attitude, so goes the team

– Providing for the assessment of intervention fidelity

• The New Attitude– We are not looking at the child as broken– Focus is on “Why isn’t the general education

curriculum working for this child?”

Six critical components to Six critical components to Implementing an RTI ModelImplementing an RTI Model

• The first critical component is the development and initiation of universal screening administered to ALL students three times per year. Purpose?

• Identify the problem areas in measurable terms. Assessment results should be objective and specific, rather than anecdotal or opinion based.

• Establish baseline data. Using CBM allows you to identify the performance of each student on a specific skill measure. Comparing the individual student to the universal screening data allows you to identify the needs of the student.

Six Components cont.Six Components cont.• Develop and write an accountability plan once

you have identified the measurable problem and the team has identified the intervention to be used. The plan MUST address a description of the specific intervention, the duration, schedule, and setting of the implementation of the intervention, and who is responsible. The accountability plan also must address the measurable outcomes, the rubric for intervention adjustment, and the description of the skill measurement and data keeping responsibilities. Schedule for PM is required.

Six Components, cont.Six Components, cont.• It is critical that a schedule for and a design of a

PM system be established and maintained throughout the system. Develop the PM system prior to the intervention. This must be done on regular intervals.

• Once you have implemented the five critical components above, you are now ready to implement the comparison of your baseline date to your results.

Four Top Intervention Team Four Top Intervention Team ResponsibilitiesResponsibilities

• Define the Problem—Determine IF a problem exists—Form a hypothesis based on the definition of the problem—Determine why the problem occurs

• Develop a plan—Specificity—Clearly defined goals• Implement the plan—Who—What—Where—When• Evaluate—on-going assessment of data is needed

to determine effectiveness of the plan—Review goals and objectives; plot student data; Answer the following questions:

Questions to EvaluateQuestions to Evaluate• Did the team identify all of the

objectives and assign meaningful goals?

• Did the student meet/exceed the goals and objectives?

• Was the student successful?

Five Stages of the Five Stages of the Intervention Team ProcessIntervention Team Process

• Stage I: Request for Assistance• Stage II: Consultation• Stage III: Problem Identification and

Analysis• Stage IV: Develop and Implement the

Intervention• Stage V: Evaluate the Intervention

A Model for ImplementationA Model for Implementation• Screening (Responsibility: general education with

support)• Modification of general education program,

minimum of 6-8 documented weeks (Responsibility: general education)

• Monitoring responsiveness to general education (Responsibility: general education with support)

• Referral to school support team, diagnostic intervention minimum 9 weeks (Responsibility: general education with support)

Model, cont.Model, cont.• Monitoring response to diagnostic treatment

(Responsibility: general education with support)• More intensive diagnostic intervention, minimum

9-12 weeks• Monitoring response to diagnostic treatment

(Responsibility: general education with support)• (Step 1 for special education consideration

of disability)

Do We REALLY Want To Do This?Do We REALLY Want To Do This?

• It Depends• If we are interested in as many

students AS POSSIBLE achieving benchmarks AND AYP--it’s the best thing we have

• If we are looking to solve pedagogical management problems for diverse populations, then probably not.

How Long Will It Take to Implement How Long Will It Take to Implement this Effectively?this Effectively?

• 1-3 years• Take it one step (e.g., skill) at a time.• Start with young students (Kindergarten)• Consider Tier 1 issues• Create Tier 2 options with existing staff and

resources• Develop a 3 year plan for staff• Ease their job with social support and

technology• Use networks-avoid “reinventing” the wheel.

Implications for Team MembersImplications for Team Members

• Identification of “evidence-based” interventions for high rate student concerns

• Identification of Tier 1 interventions• Identification of Tier 2 interventions• Identification of Tier 3 interventions• Methods to assess “response to

intervention” • We must relate student outcomes to

service delivery