Response to Intervention · Response to intervention: Examin ing classroom behavior support in second grade. Exceptional Children, 73, p. 289. Response to Intervention Source: Grosche,

1

Response to Intervention

Schools That Really Care: Expanding RTI to Address Social & E ti l N d

www.interventioncentral.org

Emotional Needs

Jim Wrightwww.interventioncentral.org


Access PPTs and other materials from this workshop at:

http://www interventioncentral org/rti behavior


http://www.interventioncentral.org/rti_behavior


Intervention Centralwww.interventioncentral.org


2


www.interventioncentral.org 4


Workshop Topics1. School & Common Childhood Disorders. The opening segment

of the training examines the most common childhood psychiatric disorders.

2. Social-Emotional RTI: Tiers of Intervention. This segment presents current research on how schools can effectively apply the 3-tier RTI model to build a continuum of support for students with


significant social-emotional needs.

3. Social-Emotional RTI: The Role of Data. This segment explores the collection of data to document current student functioning and progress toward social-emotional goals.

4. Social-Emotional RTI: Next Steps. The final workshop segment lays out a sequence of recommended initial steps that schools should follow to roll out social-emotional RTI.


Positive Behavior Interventions & Supports (PBIS)

“[School-wide] PBS is ….a prevention framework or approach that highlights the organization of teaching and learning environments for the effective, efficient, and relevant adoption and

t i d f h b d b h i l


sustained use of research based-behavioral interventions for all students, especially those with serious behavior challenges.” p. 228

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Source: Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223-237.

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Response to InterventionRTI Tier

Who Oversees?

Who is the Target?

What Supports for Students? What Supports Needed for Teachers?

3Intensiveintervention team; case manager

Individual students

FBA-BIP(Customized intervention plans)

Demonstration of strategiesPerformance FeedbackIntervention Integrity Check

2TIPS Team(Team-Initiated

Groups of students via SWIS data

•PBIS Package:Prevent •Define/Teach

Demonstration of strategiesPerformance Feedback


Problem-SolvingModel)

•Reward/reinforce•Withhold reward/reinforcement•Use corrective consequences Standard Protocol Tier 2 Behavior social-emotional programs

Intervention Integrity Check

1Schoolwide PBISimplementation team

Entire student population

PBIS Package:•Prevent •Define/Teach •Reward/reinforce•Withhold reward/reinforcement

Refresher on Schoolwide Behavioral expectationsStrategies to manage low-level classroom issues

PBIS: Behavior


The “RTI: Guidance for NYS Schools” guide (2010) d ib RTI h i b th d i


Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 12

(2010) describes RTI as having both academic and behavioral elements.


Social-Emotional RTI: The Research. Why should schools implement an RTI model for behavior/social emotional

Social-Emotional RTI: Building the Model


behavior/social-emotional concerns?

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4


Why is a Social-Emotional RTI Model Needed?: Zero-Tolerance Discipline Policies: The Hidden

Cost

Schools that adopt a 'zero-tolerance' policy for disruptive student behaviors:

• have higher rates of school suspension and expulsion


have higher rates of school suspension and expulsion

• spend a "disproportionate amount of time" on discipline

• have lower rates of schoolwide academic achievement.

10

Source Skiba, R. J., Reynolds, C. R., Graham, S., Shera, P., Conoley, J. C., & Garcia-Vazquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Report by the American Psychological Association of the Zero Tolerance Task Force. Washington, DC: American Psychological Association. Retrieved on January 18 2015 from http://www.apa.org/pubs/info/reports/zero-tolerance.pdf.


Why is a Social-Emotional RTI Model Needed?: Suspension: Impact on Students

While teachers and administrators may welcome school suspension as an appropriate consequence for student misbehavior, the data show that in fact suspension of particular students:


• is predictive of increased levels of misbehavior and further suspension, and

• is associated with greater probabilities of dropping out of school and failing to graduate on time.

11

Source Skiba, R. J., Reynolds, C. R., Graham, S., Shera, P., Conoley, J. C., & Garcia-Vazquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Report by the American Psychological Association of the Zero Tolerance Task Force. Washington, DC: American Psychological Association. Retrieved on January 18 2015 from http://www.apa.org/pubs/info/reports/zero-tolerance.pdf.


RTI-Friendly Practices: Positive Teacher Strategies to Reduce "Disciplinary Exclusions" (Maag, 2012):

• Understand that all behavior--even undesirable behavior--has a valid function (purpose). Problem behaviors will persist until the student can achieve that purpose through more acceptable replacement behaviors.

• Remember that the two most common functions of behavior are attention-seeking and escape/avoidance.

R l l b l i i th l f l t l t


• Regularly use verbal praise in the classroom as a powerful tool to increase positive behaviors.

• When students misbehave during academic tasks, investigate whether those tasks are too easy or too difficult.

• Teach appropriate replacement behaviors to the attention-seeker (such as raising a hand to be recognized, greeting a classmate, or smiling at a student) and the escaper-avoider (such as requesting a short break or seeking help on an assignment).

12Source Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children and Youth Services Review, 34, 2094-2100.

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Social-Emotional & Academic RTI: Shared Elements

No single, unified model exists for either academic or behavioral/social-emotional RTI (Burns et al., 2007). However, RTI for both academics and behavior includes these elements:– A range of services to which students can be assigned that span the levels, or

Tiers, from universal through intensive supports.

– "Decision points": educators periodically looking at data, identifying students at risk, and deciding what specific academic supports those students need


and deciding what specific academic supports those students need.

– Ongoing progress-monitoring of student interventions.

– Provision of more intensive interventions when lesser interventions are not effective.

– Referral for special education services for students who continue to have significant academic or behavioral deficits despite best efforts to provide intervention support of appropriate intensity.

13

Sources Burns, M. K., S. L. Deno, and S. R. Jimerson. 2007. Toward a Unified Response-to-Intervention Model. In Handbook of Response to Intervention, edited by S. R. Jimerson, M. K. Burns, and A. M. VanDerHeyden, 428–440. New York, NY: Springer.‘

Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Social-Emotional & Academic RTI: Differences

“Although the conceptual logic and overall applications of academic and behavioral supports show clear parallels, their practical implementations suggest important differences...”

p. 216


“[RTI] academic performance standards are clearly defined by state or federally mandated benchmarks...

Behavioral performance is locally and contextually defined by the values of the school's stakeholders, tolerance level of school personnel, and overall school culture.“ p. 217

15

Sources Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders. 16, 213-225.

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Advantages of a Social-Emotional RTI Model

• Behavior concerns are conceptualized in terms of risk, rather than as deficits—leading to early, proactive intervention efforts rather than a ‘wait-to-fail’ approach .

• There is potentially greater objectivity in referral of students--that is, referrals are based on objective behavioral or social-emotional indicators rather than on minority status or other non behavioral factors


indicators rather than on minority status or other non-behavioral factors.

• By analyzing potential triggers and outcomes that influence behavior, as well as focusing on positive outcomes, RTI steers staff away from simply blaming students for their behaviors.

• Teachers are placed squarely at the center of the RTI social-emotional model, as it becomes clear that student behavior changes only in response to changes in adult behavior.

16

Source Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33.


Establishing a Social-Emotional RTI Model: Broad Recommendations

1. RTI problem-solving should be integrated so that, at each Tier, schools are considering the academic, behavioral, and social-emotional needs of the student.

2. The primary focus of RTI--both academic and behavioral/social-emotional--must be Tier 1, the general-


behavioral/social emotional must be Tier 1, the generaleducation classroom. After all, this is where most students spend most of their time and where the learning happens.

3. The Tier 3 RTI Problem-Solving Team should have the capacity to a wide range of social-emotional RTI cases-because those are the referrals that (a) teachers often feel least able to manage on their own, and (b) are most likely to require an open-ended problem-solving approach to solve.

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Establishing a Social-Emotional RTI Model: Broad Recommendations

4. Your school or district should have an RTI Leadership Team established to develop and oversee multi-year plans that implement, coordinate, and maintain academic and behavioral/social-emotional RTI.


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Activity: Social-Emotional RTI: Challenges

• Appoint a recorder

• At your table, discuss what social-emotional or behavioral challenges

h l tl f th t


your school currently faces that you believe an RTI model would help you to address. Record your TOP 3-4 challenges.

• Be prepared to report out!

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1


School & Common Childhood Disorders. What are some of the more common childhood



more common childhood psychiatric disorders that impact schools?

1


“Emotional Disturbance”: Federal Definition




“This definition has a number of inherent flaws. It is contradictory, poorly specified, and redundant.


Source: Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33.

The limiting criteria are poorly and subjectively defined, and in the case of the educational impact criterion, redundant and unclear ...” (Gresham et al., 2013)

2



“... the social maladjustment clause has received some criticism as well....Specifically, it states that students who are socially maladjusted should not be classified as ED; this part of the definition clearly contradicts Part B (“an inability to build or

“By excluding students who are socially maladjusted, but including students who cannot build or maintain satisfactory interpersonal relationships the definition simultaneously


Source: Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33.

clearly contradicts Part B ( an inability to build or maintain satisfactory interpersonal relationships with peers or teachers”).” (Gresham et al., 2013)

relationships, the definition simultaneously includes and excludes a subset of students, which is confusing.” (Gresham et al., 2013)




Review of 4 Psychiatric Disorders

• Attention-Deficit/Hyperactivity Disorder

• Disruptive Mood Dysregulation Disorder

• Oppositional Defiant Disorder

• Generalized Anxiety Disorder


y

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Attention-Deficit/Hyperactivity Disorder: Essential Features• The individual displays a level of inattention and/or hyperactivity-impulsivity that

interferes with functioning:

• Inattention. Six or more symptoms over the past six months to a marked degree that impacts social/academic functioning:

– Fails to give close attention to details

– Has difficulty sustaining attention in tasks or play

S t t tt ti h k t


– Seems not to pay attention when spoken to

– Does not follow through on instructions or to finish schoolwork

– Has difficulty organizing tasks and activities

– Avoids or dislikes tasks requiring sustained mental effort

– Often loses things needed for tasks or activities

– Is distracted by extraneous stimuli

– Is often forgetful in daily activities (e.g., chores, errands)

7Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.


Attention-Deficit/Hyperactivity Disorder: Essential Features• The individual displays a level of inattention and/or hyperactivity-impulsivity that

interferes with functioning:

• Hyperactivity/Impulsivity: Six or more symptoms over the past six months to a marked degree that impacts social/academic functioning:

– Fidgets or taps hands or feet or squirms in seat

– Leaves seat when expected to remain seated

R d li b i it ti h th b h i i t


– Runs around or climbs in situations when the behavior is not appropriate

– Is unable to play or take part in a leisure activity quietly

– Seems “on the go” “as if driven by a motor”

– Talks incessantly

– Blurts out an answer before a question has been fully asked

– Interrupts others



Attention-Deficit/Hyperactivity Disorder: Prevalence

• It is estimated that perhaps 5% of children may meet criteria for ADHD (APA, 2013).

• However, the percentage of children diagnosed with ADHD in America has grown substantially over time:

– 2003: 7.8% ADHD


– 2007: 9.5% ADHD

– 2011: 11.0% ADHD

9

Sources: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Centers for Disease Control and Prevention. (n.d.) ADHD: Data & statistics. Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html

4


Disruptive Mood Dysregulation Disorder: Essential Features

• [DMDD is one of the Depressive Disorders.]

• The individual experiences severe outbursts of temper with underlying persistent angry or irritable mood.

• Temper outbursts occur 3 times or more per week, across at


least 2 settings—with severe symptoms in at least 1 setting.

• This pattern of outbursts and underlying anger has been evident for at least 12 months.

• The condition can be diagnosed between ages 6 and 18-but onset must be observed before age 10.

• DMDD cannot coexist with ODD, intermittent explosive disorder, or bipolar disorder.



Disruptive Mood Dysregulation Disorder: Prevalence

• The prevalence of DMDD is unknown.

• It is estimated that perhaps 2-5% of children and adolescents may have the disorder (during a 6-month to 12-month prevalence period) and that rates are likely to be higher among pre adolescents and boys (APA 2013)


pre-adolescents and boys (APA, 2013).



Disruptive Mood Dysregulation Disorder: Issues• DDMD replaces ‘Bipolar NOS’, a diagnosis used in DSM-IV to

classify children who met some, but not all, of the symptoms for bipolar.

• During the use of ‘Bipolar NOS’, there was a 40-fold increase in office visits between 1994 and 2003 (Hilt, 2012).

• Although bipolar is considered to be a life long condition both


• Although bipolar is considered to be a life-long condition, both the treatment and progression of ‘childhood bipolar’ were found to differ from the adult version of the disorder.

• DDMD was designed as a diagnostic category in DSM 5 “to give these children a diagnostic home and ensure they get the care they need”. (APA, May, 2013).

12

Sources: Hilt, R. (2012). Childhood depression and bipolar disorders: What we know now. University of Washington/Seattle, WA: Author. Retrieved from http://www.nami.org/contentmanagement/contentdisplay.cfm?contentfileid=167527

American Psychiatric Association. (May, 2013). Disruptive mode dysregulation disorder: Finding a home in DSM. Washington, DC: Author.

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Disruptive Mood Dysregulation Disorder: Issues (Cont.)

• DMDD: Limited Diagnostic Utility? One recent study found that, in a clinical sample, “DMDD could not be delimited from oppositional defiant disorder and conduct disorder, had limited diagnostic stability, and was not associated with current, future-

t t l hi t f d i t di d Th


onset, or parental history of mood or anxiety disorders. These findings raise concerns about the diagnostic utility of DMDD in clinical populations.” (Axelson et al., 2012; p. 1342).

13

Source: Axelson, D., Findling, R. L., Fristad, M. A., Kowatch, R. A., Youngstrom, E. A., Horwitz, S. M. , Arnold, L. E., Frazier, T. W., Ryan, N., Demeter, C., Gill, M. K., Hauser-Harrington, J. C., Depew, J., Kennedy, S. M., Gron, B. A., Rowles, B. M.& Birmaher, B. (2012). Examining the proposed Disruptive Mood Dysregulation Disorder diagnosis in children in the longitudinal assessment of manic symptoms study. Journal of Clinical Psychiatry, 73, 1342-1350.


Oppositional Defiant Disorder: Essential Features• [ODD is one of the Disruptive, Impulse-Control, and Conduct Disorders.]

• The individual shows a pattern of oppositional behavior lasting at least 6 months that includes elevated levels of at least 4 of the following:

– Often loses temper

– Often argues with adults

– Often defies or refuses to comply with adults' requests or rules


– Often purposely annoys people

– Often blames others for his or her mistakes or misbehavior

– Is often touchy or easily annoyed by others

– Is often angry and resentful

– Is often spiteful or vindictive

• The individual displays these oppositional behaviors significantly more frequently than typical age-peers.



Oppositional Defiant Disorder: Prevalence

• “The prevalence of oppositional defiant disorder ranges from 1% to 11%, with an average prevalence estimate of around 3.3%.” (APA, 2013; p. 464).

www.interventioncentral.org 15Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

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Generalized Anxiety Disorder: Essential Features• [GAD is one of the Anxiety Disorders.]

• The individual experiences excessive anxiety and worry about a variety of topics, events, or activities over a period of at least 6 months. Worry occurs on the majority of days. It is difficult for the individual to control the anxiety/worry.

• The worry is associated with at least 3 of these 6 symptoms:– Restlessness.

– Becoming fatigued easily


g g y

– Difficulty concentrating

– Irritability

– Muscle tension

– Sleep disturbance

• The individual experiences 'clinically significant' distress/impairment in one or more areas of functioning (e.g., at work, in social situations, at school).

• The worry or anxiety cannot be better explained by physical causes or another psychiatric disorder.


Response to Intervention‘Normative’ Anxieties/Fears in Childhood & AdolescenceStage/Age Anxieties/Fears About…

Later Infancy:6-8 months

• Strangers

Toddler:12 months-2 years

• Separation from parents• Thunder, animals


Early Childhood:4-5 years

• Death, dead people, ghosts

Elementary:5-7 years

• Germs, natural disasters, specific traumatic events• School performance

Adolescence: 12-18 years

• Peer rejection

Source: Beesdo, K., Knappe, S. & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32(3), 483-524. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3018839/


• The 12-month prevalence of GAD among adolescents is estimated to be 0.9% while among adults the rate is 2.9%.

Generalized Anxiety Disorder: Prevalence

www.interventioncentral.org 18Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

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Response to InterventionPsychiatric Disorders of Childhood & Adolescence: Adjusted Comorbidity

Conduct Disorder

Oppositional DefiantDisorder

ADHD Depressive Disorders

Generalized Anxiety Disorder

Social Phobia

Oppositional Defiant Disorder

11.5 -- -- -- -- --

ADHD 2.4 6.1 -- -- -- --

Depressive Di d

2.5 10.9 -- -- -- --


Disorders2.5 10.9

Generalized AnxietyDisorder

-- -- -- 37.9 -- --

Social Phobia

-- -- 3.4 9.9 -- --

Separation Anxiety Disorders

2.2 3.3 8.1 5.1

Source: Copeland, W. E., Shanahan, L., Erkanli, A., Costello, E. J., & Angold, A. (2013). Indirect comorbidity in childhood and adolescence. Frontiers in Psychiatry, 4(144), 1-8. doi:10.3389/fpsyt.2013.00144


“ ”Problems are an unacceptable discrepancy between what is expected and what is observed…. A problem solution is defined as one or more changes to the instruction curriculum


changes to the instruction, curriculum, or environment that function(s) to reduce or eliminate a problem. -Ted Christ

Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.


RTI: Identifying EBD Students Through Intervention, Not ‘Psychometric Eligibility’

“RTI is based on the logic that if a student's behavioral excesses and/or deficits continue at unacceptable levels subsequent to an evidence-based intervention implemented with integrity, then the student can and


p g y,should be eligible for ED [i.e., Special Education] services. RTI is based on the best practices of prereferral intervention and gives school personnel the latitude to function within an intervention framework rather than a psychometric eligibility framework.”

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Source: Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28(4), 328-344.

8


Factors Influencing the Decision to Classify as BD (Gresham, 1992)

Four factors strongly influence the likelihood that a student will be classified as Behaviorally Disordered:

• Severity: Frequency and intensity of the problem behavior(s).

• Chronicity: Length of time that the problem behavior(s) have been displayed


behavior(s) have been displayed.• Generalization: Degree to which the student displays

the problem behavior(s) across settings or situations.• Tolerance: Degree to which the student’s problem

behavior(s) are accepted in that student’s current social setting.

Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37.


School Pathways to Student Mental-Health Support: A Source of Potential ConfusionA student with a diagnosis of ADHD and some oppositional classroom behaviors could go down any of several pathways of identification and support:

1. Emotionally Disturbed. The school may find that the student meets criteria for ED and provides an IEP.


2. Other Health Impairment. The student’s ADHD diagnosis is treated as a ‘medical condition’ and an IEP is granted.

3. Section 504. The attentional and/or behavioral symptoms of ADHD may be identified as comprising a “major life impairment “ that requires a Section 504 plan.

4. No support. The student remains in general education with no additional support.

23


• Promote the expectation whenever possible that students with behavioral or social-emotional difficulties—even those with psychiatric diagnoses—will go through the RTI problem-solving process as a t ti i t

Schools & Psychiatric Disorders: Building Capacity


starting point.

RTI will demonstrate whether the student needs more support than general education offer (“resistance to intervention”) and will reveal what intervention elements actually work.

24

9


Activity: Psychiatric Disorders & RTI• Review the several ways

that a student with a psychiatric diagnosis might currently be

“Promote the expectation whenever possible that students with behavioral or social-emotional difficulties—even those with psychiatric diagnoses—will go


handled by your district (e.g., Section 504, Special Education, etc.).

• Discuss how an RTI model might bring some rationality and order to this process.

25

psychiatric diagnoses will go through the RTI problem-solving process as a starting point. RTI will demonstrate whether the student needs more support than general education offer (“resistance to intervention”) and will reveal what intervention elements actually work.”

1


Social-Emotional RTI: Tiers of Intervention. How can schools can effectively apply the 3-tier RTI



model to build a continuum of support for students with significant social-emotional needs?

1




Classroom Behavior Management: Essential Elements

In the general-education classroom, the teacher promotes effective learning and appropriate behavior through these elements:1. Strong core instruction.


g

2. Effective group behavior management.

3. Use of individual management strategies with targeted students (“classroom intervention plan”).

3

2


Focus of Inquiry: Because it benefits all students, is the most efficient way to improve academic skills and promotes positive

Tier 1: Element 1: Instruction


academic skills, and promotes positive behaviors, core instruction is the most important element of RTI.

4


Tier 1: Element 1: Instruction• Delivering Strong Core Instruction. The teacher’s lesson and

instructional activities hold attention and motivate through:– Instructional match. Students are placed in work that provides them with

an appropriate level of challenge (not too easy and not too difficult).

– Explicit instruction. The teacher delivers instruction using modeling, demonstration, supervised student practice, etc.


, p p ,

– High rate of student responding & engagement. There are sufficient “opportunities to respond” during the lesson to encourage students to be actively engaged and ‘show what they know’.

– Timely performance feedback. Students receive feedback about their performance on independent seatwork, as well as whole-group and small-group activities.

Sources: Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.

Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J. (2009). Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach. Psychology in the Schools, 46(1), 3-17.


• Create a checklist listing the essential elements of “direct instruction”.

• Ensure that teachers know how to translate each checklist element into effective

Tier 1: Element 1: Instruction: Building Capacity


each checklist element into effective instructional practice.

• Decide on how the checklist will be regularly used to verify that essential elements are being incorporated into lesson plans and delivered in the classroom.

6

3


How To: Implement

Strong Core Instruction


Instruction(Online)


Focus of Inquiry: Well-managed classrooms are built on a foundation that includes teaching behavioral expectations to students and using

Tier 1: Element 2: Group Management


behavioral expectations to students and using proactive strategies to manage group behaviors.

8


Interventions: Scheduled or Contingency-Driven?

One of the elements that separate academic from behavioral interventions is that:

• academic interventions can often be scheduled (e.g., reading group meets for 30


minutes 3 times per week), while

• behavioral interventions are often contingency-driven (administered contingent on the occurrence or possibility of a student behavior), such as use of praise or pre-correction.

9

Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.

4


Tier 1: Element 2: Group Management• Managing Group Behaviors. The teacher uses a range of

strategies to promote classwide positive behaviors, such as:– teaching behavioral expectations. Students have been explicitly taught

classroom behavioral expectations. Those positive behaviors are acknowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007).


, p, )

– training in basic routines. The teacher has clearly established routines to deal with common classroom activities (Sprick, Borgmeier, & Nolet, 2002) such as assigning and collecting homework and classwork or transitioning students efficiently between activities.

– providing active supervision. The teacher frequently moves about the classroom--strategically recognizing positive behaviors while redirecting students who are off-task (De Pry & Sugai, 2002).


Group Behavior Management Example:Praise



Classwide Tools: Praise

• Description. Teacher praise is performance feedback that includes verbal or non-verbal communication of teacher approval of student behavior. Praise is easy to implement and fits i t th t l tt f l


into the natural pattern of classroom communication (Hawkins & Heflin, 2011).

1255

5



• Procedure: Effective teacher praise consists of two elements:

1. a description of noteworthy student academic performance or general behavior, and

2 a signal of teacher approval


2. a signal of teacher approval.

The power of praise is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations.

13



• Procedure: Here are several suggestions for shaping praise to increase its effectiveness:

1. Describe noteworthy student behavior. Praise statements lacking a specific account of student behavior in observable terms are compromised—as they fail to give


observable terms are compromised as they fail to give students performance feedback to guide their learning.

'Good job!' is inadequate because it lacks a behavioral description (Hawkins & Heflin, 2011). However, such a statement becomes acceptable when expanded to include a behavioral element: "You located eight strong source documents for your essay. Good job!"

14



• Procedure: Suggestions:

2. Praise effort and accomplishment, not ability. There is some evidence that praise statements about general ability can actually reduce student appetite for risk-taking. Therefore teachers should generally steer clear of praise


Therefore, teachers should generally steer clear of praise that includes assumptions about global student ability (e.g., "You are a really good math student!"; "I can tell from this essay that writing is no problem for you."). Praise should instead focus on specific examples of student effort or accomplishment (e.g., "It's obvious from your grade that you worked hard to prepare for this math quiz. Great work!").

15

6



• Procedure: Suggestions:

3. Match the method of praise delivery to student preferences. Teachers can deliver praise in a variety of ways and contexts. For example, an instructor may choose to praise a student in front of a class or work group or may


to praise a student in front of a class or work group or may instead deliver that praise in a private conversation or as written feedback on the student's assignment. It is worth noting that, while most students in elementary grades may easily accept public praise, evidence suggests that middle and high-school students actually prefer private praise (Burnett, 2001).

16


Classwide Tools: PraiseTips for Use: Praise: Goal ExampleAcademic effort. Praise can motivate students in the beginning stages of learning, by focusing on indicators of student effort (e.g., 'seat-time') rather than on product (Daly et al., 2007).

"Today in class, you wrote non-stop through the entire writing period. I appreciate your hard work."

Academic accuracy. Praise can encourage students in the i iti t f l i b i i i t i

"This week you were able to tl d fi 15 f 20 bi l


acquisition stage of learning by praising improvements in accuracyof responding (Haring et al., 1978).

correctly define 15 of 20 biology terms. That is up from 8 last week. Terrific progress!"

Academic fluency. When the student has progressed beyond the acquisition stage, an appropriate next goal may be fluency--the speed of accurate responding (Haring et al., 1978).

Teacher praise can motivate the student to become more efficient on the academic task by targeting gains in fluency (a combination of accuracy and speed of responding).

"You were able to compute 36 correct digits in two minutes on today's math time drill worksheet. That's 4 digits more than earlier this week--impressive!"


Classwide Tools: PraiseTips for Use: Praise: Goal ExampleAcademic quality. When the student's completed assignment clearly meets or exceeds quality standards (e.g., writing rubric), praise focuses on the excellence of the work.

"This essay is well-written. I can see that you defined a specific audience for the piece and had a clear purpose in mind as you were writing."

Goal-setting. A motivating strategy that promotes student ibilit i t h l t t l t f

"At the start of class, you set the goal of iti tli f A d I


responsibility is to have a reluctant learner set a performance goal before undertaking an academic task and then to report out at the conclusion of the task about whether the goal was reached. The student is praised for successfully attaining the goal.

writing an outline for your paper. And I can see that you actually completed the outline. Good job!"

Risk-taking. Students may be reluctant to show ignorance or make mistakes in class. To counter this reluctance, praise for risk-taking celebrates students' good-faith attempts to answer teacher questions or participate in discussion--even when the response is incorrect or otherwise falls short of the mark.

"Thanks for your response, Mark. Even though your initial answer was incorrect, it forced us to think through several ways to solve this math problem. Mistakes are a powerful way to learn!"

7


• Train all teachers in effective group management strategies.

• Identify consultant(s) within your school or district who can provide additional support to

Tier 1: Element 2: Group Management: Building Capacity


district who can provide additional support to individual teachers on group management.

• Schedule regular training updates for all faculty.

• Ensure that new hires receive introductory training.

19


Focus of Inquiry: Because the teacher is the Tier 1 (classroom) RTI ‘first responder’ who can potentially assist any struggling student,

Tier 1: Element 3: Classroom Intervention


potentially assist any struggling student, schools should prepare necessary resources and define clear guidelines for how to implement Tier 1academic and/or behavioral interventions.

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Tier 1: Element 3: Classroom Intervention: Plans• Developing Behavior Intervention Plans for Specific Students.

The teacher has the capacity to develop individual plans for ‘red-flag’ students-using feasible management strategies such as:– reducing response effort. Student motivation and compliance are boosted

by reducing the apparent ‘response effort’ of an academic task --e.g., by 'chunking' an assignment; starting a reading or other homework


chunking an assignment; starting a reading or other homework assignment in class (Friman & Poling, 1995).

– Making high-probability requests. The student is given a series of requests that he/she has a high-probability of completing before being given a ‘challenging’ request (Belfiore, Basile, & Lee, 2008), making use of behavioral momentum.

– planting behavioral reminders through pre-correction. The teacher heads off problem behaviors by proactively prompting student(s) to show appropriate behaviors at “point of performance” (De Pry & Sugai, 2002).

8


Tier 1: Element 3: Classroom Intervention: PlacementTier 1 Intervention Plan Development: The Process

• At Tier 1, problem-solving occurs when the teacher meets briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s), decides how to monitor the intervention and documents the


decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.

• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.


How To: Create a Written Record of Classroom

Interventions



Creating a Written Record of Classroom Interventions: Form • Case information. The opening section of the form includes

general information about the case, including:– Target student

– Teacher/interventionist

– Date of the intervention plan

– Start and end dates for the intervention


– Description of the student problem to be addressed

24

9


Creating a Written Record of Classroom Interventions: Form • Intervention. The teacher describes the evidence-based

intervention(s) that will be used to address the identified student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to the intervention plan.


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Creating a Written Record of Classroom Interventions: Form • Materials. The teacher lists any materials (e.g.,

flashcards, wordlists, worksheets) or other resources (e.g., Internet-connected computer) necessary for the intervention.


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Creating a Written Record of Classroom Interventions: Form • Training. If adults and/or the target student require any

training prior to the intervention, the teacher records those training needs in this section of the form.


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10


Creating a Written Record of Classroom Interventions: Form • Progress-Monitoring. The teacher selects a method to

monitor student progress during the intervention, to include:– what type of data is to be used

– collects and enters student baseline (starting-point) information

– calculates an intervention outcome goal

– The frequency that data will be collected.


q y

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How To: Create a Written Record of Classroom

Interventions



• Create a bank of research-based strategies suitable for individual classroom behavior plans.

• Train all teachers in effective individual management strategies.

Tier 1: Element 3: Classroom Intervention Plans: Building Capacity


• Identify consultant(s) within your school or district who can provide additional support to individual teachers on creating individual plans.

• Select data sources (e.g., Office Disciplinary Referrals) and set cut-points (e.g., more than 3 ODRs in a marking period) to identify students who need Tier 1 classroom intervention plans.

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11


Activity: Tier 1: Core Instruction, Group Management, Intervention

• Appoint a recorder

• As a table, review items 1-3 on the checklist “Social Emotional RTI: Critical Elements”.

• Select the ONE item that you feel


yis the greatest challenge: Core Instruction, Group Management, Intervention

• Create a T chart listing your chosen element and the headers “Strengths” and “Challenges”.

• Fill out the chart.

• Be prepared to report out.31


Tiers 2 & 3: How are they structured?



Matching Students to Appropriate Interventions: 2 Approaches

The two widely used methods in RTI of selecting interventions to provide to students are:

1 the Standard Treatment Protocol and


1. the Standard Treatment Protocol and

2. the Problem-Solving Protocol.

33Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

12


Standard Treatment Protocol: Packaged Interventions

In the standard-treatment protocol, children with similar problems are matched to the same evidence-based scripted interventions.

This 'standard treatment' approach :


This standard-treatment approach :– ensures that students get access to high-quality interventions,

– eliminates ambiguity about intervention selection, and

– streamlines the process of selecting interventions.



Standard Treatment Protocol: Example

Check & Connect. This program targets dropout prevention. It includes " close monitoring of school performance, as well as mentoring, case management, and other supports." The program has been found to have strong effects for 'staying in school' and


'progressing in school' (What Works Clearinghouse).

35

Source: What Works Clearinghouse. (2006). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Check_Connect_092106.pdf


Problem-Solving Protocol: Open-Ended Investigation

The problem-solving approach enlists a multi-disciplinary team to meet and design a multi-element intervention plan customized to the unique needs of an individual student.


student.

Because the problem-solving protocol is open-ended, it takes considerable time to develop an intervention. Yet the problem-solving protocol is ideal for those students whose behavioral (or academic) needs are complex and for whom there is no 'standard approach' to treatment.


13


Problem-Solving Protocol: ExampleTeachers from a middle-school instructional team meet with the RTI Team to develop a classroom management plan for Rod, a student who appears to become oppositional to escape and avoid independent work involving reading or writing.


involving reading or writing.

The RTI Team and teachers create a custom plan for Rod during seatwork that includes: providing choice options (2 equivalent assignments), using high-probability requests to gain compliance, allowing the student brief breaks, and praising effort rather than final product.

37


Standard-Treatment vs. Problem-Solving: Which is better?

Many schools use a ‘hybrid’ model for behavioral intervention selection that is both effective and efficient:

• Tier 2: Standard-Treatment Protocol: Students with ‘low-intensity’ behaviors are picked up by school-wide behavioral screeners or teacher referrals and matched to appropriate packaged programs


teacher referrals and matched to appropriate packaged programs such as Check & Connect.

• Tier 3: Problem-Solving Protocol. The RTI Problem-Solving Team creates interventions when students fail to respond to lesser interventions, display high-intensity behaviors, or show presenting problems that cannot be matched to packaged interventions.

38

Source: Jimerson, S. R., M. K. Burns, and A. M. VanDerHyden. 2007. “Response to Intervention at School: The Science and Practice of Assessment and Intervention.” In Handbook of Response to Intervention, edited by S. R. Jimerson, M. K. Burns, and A. M. VanDer-Heyden, 3–9. New York, NY: Springer.


Focus of Inquiry: Tier 2 interventions occur above and beyond core instruction, usually in small-group format. Tier 2 interventions ( d i b h i l) ft ‘ t d d

Tier 2: Targeted Interventions


(academic or behavioral) are often ‘standard-protocol’ programs that match common student intervention needs in a school.

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Tier 2/3: Targeted Interventions: Quality IndicatorsTier 2/3 intervention plans should meet these specifications:• Instructional programs or practices are “evidence-based”.

• The intervention has been selected because its elements logically address the area(s) of behavior or social/emotional need for the target student (e.g., a skill-building intervention to recruit friends is chosen for a student whose primary deficit lies in peer relationships).


• All students enrolled in a Tier 2/3 intervention group have the a shared intervention need.

• The student-teacher ratio in the group provides adequate student support: Tier 2 up to 7 students; Tier 3 up to 3 students.

• The intervention provides contact time adequate to the student academic deficit. Tier 2 interventions occur a minimum of 3-5 times per week in sessions of 30 mins or more; Tier 3 interventions occur daily in sessions of 30 mins or more (Burns & Gibbons, 2008).


To efficiently place students into Tier 2 behavioral programs, the school has established a Behavior Data Analysis Team (modeled after the literacy DAT of Kovaleski et al.( n.d.) ).

This team convenes at least 3 times during the school year to review school-wide behavioral screening data and place

Tier 2: Targeted Interventions: Placement


students falling within the Tier 2 (targeted) range of risk into appropriate Tier 2 interventions. NOTE: If the Behavior DAT identifies students whom screenings place in the intensive range or who cannot be appropriately matched to existing Tier 2 services, that team can refer these students directly to the Tier 3 RTI Problem-Solving Team.

42

Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess

15


Planning Tier 2 Interventions: Data Analysis Team (Cont.)

The Behavior Data Analysis Team

• is knowledgeable of all intervention personnel and evidence-based programs available for Tier 2 behavioral and social/emotional interventions and services (such as counseling).

• knows how to identify students who have failed to meet expected behavioral-screening benchmarks


• can use the benchmarks to estimate the degree of behavioral/social/emotional risk of each student picked up in the screening

• is able to match identified students to appropriate Tier 2 “standard treatment protocol” intervention programs, practices, or services.

• can guide intervention providers in documenting the Tier 2 intervention set up for each student

43

Source: Adapted from Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


Where to Find Tier 2 Behavioral Interventions:

National Center on Intensive Intervention Academic Intervention Tools Charthttp://www.intensiveintervention.org/chart/behavioral-intervention-


gchart

Sponsored by the National Center on Intensive Intervention, this page provides ratings for behavior intervention programs.

Users can streamline their search by subject and grade level (elementary or middle school).


Where to Find Tier 2 Behavioral Interventions:

What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core


s ebs e e e s co einstruction and intervention programs in student behavior and dropout prevention, as well as number of academic areas.

The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.

16


• Review behavioral/social-emotional screening and other school-wide data to note areas of student need.

• Inventory your current Tier 2/3 programs and services to verify quality. (Be sure to note mental health staff as

Tier 2: Targeted Interventions: Building Capacity


a Tier 2 resource—but remember that a trained professional does not count as a “program”.)

• In comparing student needs and current programs, identify potential gaps in your Tier 2 service continuum.

• Review additional programs by visiting program-rating websites such as the What Works Clearinghouse.

• Select programs that fill intervention gaps.46


Activity: Tiers 2/3: Intervention Elements


• For each item, discuss your school or district’s current capacity to


meet RTI expectations.

• For items on which you find room for improvement, discuss what steps would be needed to bring you to compliance.

• Be prepared to report out.

47


Focus of Inquiry: General-education students needing Tier 3 academic or behavioral services take up the greatest amount of RTI resources and are at risk for referral to special education if

Tier 3: Intensive Interventions


and are at risk for referral to special education if they fail to improve. So these high-stakes cases require the RTI Problem-Solving Team, which follows a customized, team-based ‘problem-solving’ approach.

48

17




• At Tier 3, the RTI Problem-Solving Team (‘RTI Team’) meets on students with intensive academic or behavioral needs to develop customized intervention plans.

• The RTI Team is prepared to develop Tier 3 plans for up to 5 percent of students in a school.

• RTI Team meetings follow a version of the investigative ‘problem

Tier 3: Intensive Interventions: Problem-Solving Team


• RTI Team meetings follow a version of the investigative problem-solving’ consultation model (e.g., Bergan, 1995)—to include:– Problem Identification

– Problem Analysis

– Plan Development and Implementation

– Problem Evaluation

50

Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.


Case Example: Kevin: Grade 6

• Kevin has received small-group Tier 2 reading support (targeting his limited reading fluency and comprehension) for 4 months.

• Kevin has not made the expected progress in his Tier 2 reading program.

Tier 3: Intensive Interventions: Problem-Solving Team


• Additionally, Kevin is becoming increasingly non-compliant in the classroom, despite the teacher’s documented intervention efforts to manage his behaviors.

• Because Kevin’s reading delays and problem behaviors are preventing academic success, he is referred to the RTI Problem-Solving Team to develop a customized Tier 3 plan to address his needs.

51

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Response to InterventionTier 3 Intervention Plan for Kevin: 6th GradeThe RTI Problem-Solving Team meets with Kevin’s instructional team and Kevin’s mother to develop a customized ‘wrap-around’ intervention plan. Non-compliance, delayed reading fluency/comprehension are target concerns:Reading Teacher. Kevin is making ‘promising progress’ in his reading group but is not yet hitting his intervention goals. The RTI Team switches Kevin into an individual tutoring program (HELPS) to meet daily. (Sessions will alternately be led by the reading teacher and a paraprofessional.)

Cl T h K i i t b t ht t lf di t d iti t t


Classroom Teachers. Kevin is to be taught to use a self-directed cognitive strategy: ASK-READ-TELL (ART) with a reading partner to increase his comprehension of challenging assigned readings. Teachers will also complete a daily Behavior Report Card tracking Kevin’s classroom compliance and will communicate ratings to home.

Parent. Kevin’s mother agrees to use assisted-cloze reading fluency intervention with Kevin to get him started on challenging reading assignments. Also, based on school reports about compliance, Kevin’s mother will allow or withhold home privileges: e.g., access to computer games.

Student. Kevin is responsible for participating in the ASK-READ-TELL intervention, will self-rate his behaviors (Behavior Report Card) to compare results with teacher ratings.


• HELPS (Helping Early Literacy with Practice Strategies) is a free tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-

Intervention Program Example: HELPS (www.helpsprogram.org)


Ca o a State U e s ty, t e p og a s a e de cebased intervention package that includes: – adult modeling of fluent reading,

– repeated reading of passages by the student,

– phrase-drill error correction,

– verbal cueing and retell check to encourage student reading comprehension,

– reward procedures to engage and encourage the student reader.53


HELPS Reading Fluency Program

www.helpsprogram.org


LINK AVAILABLE ON CONFERENCE WEB PAGE

19


ASK-READ-TELL (ART): Reading

Comprehension: Cognitive Strategy


(Available on Conference Web

Page)


Behavior Report Card:

E l


Example


Behavior Report Card Maker

Generate teacher-t d b h i ti


created behavior rating scales for daily behavioral assessment.

URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker

20


Classroom Academic Interventions: Reading Fluency• ASSISTED CLOZE INTERVENTION: INCREASE READING

FLUENCY. The teacher selects a passage at the student's instructional level. The teacher reads aloud from the passage while the student follows along silently and tracks the place in the text with a finger. Intermittently, the teacher pauses and the student is expected to read aloud the next word in passage.


student is expected to read aloud the next word in passage.

The process continues until the entire passage has been read. Then the student is directed to read the text aloud while the teacher follows along silently. Whenever the student commits a reading error or hesitates for 3 seconds or longer, the teacher provides error correction.

Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


RTI Team Roles

• Coordinator• Facilitator


• Recorder• Time Keeper• Case Manager

Response to InterventionRTI Team Role

Responsibilities Tips for RTI Teams

Facilitator Opens the meeting by welcoming the referring teacher(s), parents, and student; describing what is to be accomplished at the meeting, and how long the meeting will last.Guides the Team through the stages of the problem-solving process.Checks for agreement between Team

Write a short introductory ‘script’ to ensure that important points are always reviewed at the start of the meeting.

Create a poster listing the steps of the


Checks for agreement between Team members at important discussion points during the meeting.Maintains control of the meeting (e.g., requesting that participants not engage in side-bar conversations, reminding the team to focus its problem-solving discussion on those factors over which it has control--e.g., classroom instruction).

the steps of the meeting problem-solving process as a visual guide to keep Team members on task and to transition from one step to another.

21


RTI Team Role Responsibilities Tips for RTI Teams

Recorder Creates a record of the intervention meeting, including a detailed plan for intervention and progress-monitoring.Asks the Team for clarification as needed about key di i i t i l di

Sit next to the facilitator for ease of communication during the meeting.

When the Team is engaged in exploratory di i


discussion points, including phrasing of teacher ‘problem-identification’ statements and intervention descriptions.

discussion, use ‘scratch paper’ to capture the main points. When the Team reaches agreement, recopy only the essential information onto the formal meeting forms.



Time-Keeper Monitors the time allocated to each stage of the meeting and informs members when that time has expired.

Give the Team a ‘two-minute warning’ whenever time is running low during a stage of the meeting.

If time runs out during a meeting stage, announce th f t l l H l t


the fact clearly. However, let the facilitator be responsible for transitioning the team to the next meeting stage.



Case Manager Meets with the referring teacher(s) briefly prior to the initial RTI Team meeting to review the teacher referral form, l if t h

If you discover, when you meet with a referring teacher prior to the RTI Team meeting, that his or her concern is vaguely worded, help the teacher to clarify the concern with the question “What d [t h ] l k lik


clarify teacher concerns, decide what additional data should be collected on the student.Touches base briefly with the referring teacher(s) after the RTI Team meeting to check that the

does [teacher concern] look like in the classroom?”

After the RTI Team meeting, consider sending periodic emails to the referring teacher(s) asking them how the intervention is going and inviting them to inform you if they require assistance.

22



Coordinator Handles the logistics of RTI Team meetings, including scheduling meetings, reserving a meeting location, arranging coverage when

t ll

During the time set aside for weekly RTI Team meetings, reserve time for the Tam to review new student referrals and to schedule them in the meeting calendar.D fi th di t


necessary to allow teachers to attend meetings, and notifying Team members and referring teachers of scheduled meetings.

Define those coordinator duties that are clerical in nature (e.g., scheduling meeting rooms, emailing meeting invitations, etc.) and assign them to clerical staff.


Step 1: Assess Teacher Concerns

Step 2: Inventory Student Strengths/Talents

Step 3: Review Background/Baseline Data

Step 4 Select Target Teacher Concerns

RTI Team Consultative Process: Initial Meeting: 30 Minutes


Step 4: Select Target Teacher Concerns

Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring

Step 6: Design an Intervention Plan

Step 7: Plan How to Share Meeting Information with the Student’s Parent(s)

Step 8: Review Intervention & Monitoring Plans

Response to InterventionTier 3: Intensive Interventions: RTI Team6 Referral Scenarios

1. Tier 1 Responder Whose Plan Needs to Extend to Multiple Settings. At least one teacher has successfully created a Tier 1 behavior plan for the student. However, there is a need both to coordinate the sharing of the plan with other adults who work with the student and--if appropriate--to communicate the necessity of all staff using the same uniform effective plan elements consistently across setting and situation.


y g

2. Tier 1 Non-Responder With No Tier 2 Options. The classroom teacher has attempted to implement a behavioral intervention plan but has been unsuccessful. The student's behavior continues to result in significant class disruption or other serious consequences. No Tier 2 programs or services currently are available to address this student's concerns.

3. Tier 2 Non-Responder. The student has received Tier 2 programming or services but has failed to adequately improve behavior or attain social-emotional goals.

23

Response to InterventionTier 3: Intensive Interventions: RTI Team6 Referral Scenarios (Cont.)4. Outside Psychiatric Diagnosis. The student's parent shares an outside

evaluation of the student that includes a psychiatric diagnosis. With parent agreement, the RTI Team meets to review the report findings, evaluate the student's school performance and behavior, discuss whether additional data should be collected (e.g., student interview, direct observations), and decide what supports--if any--the student may require for school success.


5. FBA/BIP. The student has a history of serious, escalating problem behaviors or social-emotional issues unresolved at earlier, less-intensive levels of problem-solving. The RTI Team meets to recommend and coordinate the conducting of a Functional Behavior Assessment (FBA) and accompanying Behavior Intervention Plan (BIP).

6. Community Agency/School Wraparound Planning. The student receives intensive community-based mental health services. The school invites parent(s) and agency personnel to an RTI Team wraparound meeting to coordinate the student's therapy/intervention plans across settings.


• Consider designating the RTI Problem-Solving Team as the logical and single destination for any RTI behavioral/social-emotional referral requiring that educators from more than one classroom implement a student behavior plan.

• Recruit behavioral consultants to serve on the RTI Problem-

Tier 3: Intensive Interventions: Building Capacity


Solving Team. Screen RTI Team referrals and invite behavioral consultants to meetings only when behavior cases are scheduled.

• Develop guidelines for teachers on what is considered an appropriate RTI behavioral/social-emotional referral: e.g., the teacher attempts one classroom intervention for 5 weeks, then completes a general request for RTI assistance.

68


Activity: Tier 3: RTI Problem-Solving Team


• Using these items as a starting-point, discuss your RTI Team’s


current ability to analyze student behavioral or social-emotional difficulties and develop effective intervention plans.


69

1


Schoolwide Screening & Progress-Monitoring. What measures can be used to identify students at risk for behavior or social emotional problems and to



social emotional problems and to track their progress during interventions?

1


Social-Emotional RTI: Schoolwide Screeners


Response to InterventionApplications of Screening Data (Adapted from Stewart & Silberglit,

2008)

Behavioral/social-emotional screening data can be used to:

• evaluate and improve classroom behavior climate and guide group behavior management.

• allocate resources to classrooms, grades, and b ildi h t d t b h i d


buildings where student behavior needs are greatest.

• guide the creation of targeted Tier 2/3 (supplemental behavior intervention) groups.

• set goals for improvement for students on Tier 2 and Tier 3 interventions.

Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.

2


Schoolwide Behavior Screeners: Options

There are 3 general options that schools can choose from when developing a schoolwide screening plan for behaviors:

1. Compilation of Office Disciplinary Referrals

2 Brief Behavior Scales


2. Brief Behavior Scales

3. Multi-Gate Behavioral Screening

4


Schoolwide Behavior Screeners: Options1. Office Discipline Referrals (ODRs). The school monitors

student ODRs across the school year and applies the cut-scores below to determine risk status and assign behavioral support.

Number of Risk Status


•Source: Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.). Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford.

ODRs/School Yr

0-1 Tier 1: UniversalBehavior Management

2-5 Tier 2: Targeted Support

6 or more Tier 3: Intensive Support


Sample Office Discipline Referral


3


Schoolwide Behavior Screeners: Options1. Using Office Discipline Referrals (ODRs) as Screeners:

Advantages & Limitations. Advantages of ODRs are that they are already being collected in most schools and accurately reveal classrooms in which teachers and students are experiencing serious behavior problems.

As a limitation in a typical school there can be variability in who fills out


•Source: Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders. 16, 213-225.

As a limitation, in a typical school, there can be variability in who fills out ODRs and how referrals are completed. Variability can be controlled by:

1. using a system like SWIS.ORG to regularize their ODR form and train teachers to use the form with greater consistency, or

2. interpreting a large number of ODRs for a particular student as an indicator that educator(s) working with that student need additional RTI assistance—but not presuming at the outset that the ODRs are solely a sign of purposeful student misbehavior.


Schoolwide Behavior Screeners: Options2. Brief Rating Scales. The general-education teacher completes a

rating scale for each student. Any student found to have elevated scores on the rating instrument would be flagged for additional observation and/or assessment for possible RTI services.

An example of an RTI behavior rating-scale schoolwide screener


•Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

An example of an RTI behavior rating scale schoolwide screener is the Behavior Assessment System for Children, Behavioral and Emotional Screening System (BASC-2 BESS: Pearson), which is administered several times per year. Teacher time is about 5 minutes per student.


Schoolwide Behavior Screeners: Options2. Brief Rating Scales: Advantages & Limitations. A plus in

using rating scales as behavioral screeners is that all students are directly assessed, reducing the chances of a student who needs RTI behavior services being overlooked.

Limitations in the use of rating scales are that they do require


•Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

Limitations in the use of rating scales are that they do require significant teacher time to complete. Also, teachers may feel that –in filling out the forms for all students--they are investing considerable time in verifying what the school already knows: that the majority of students in the class do not present with behavioral or social-emotional issues.

4


Schoolwide Behavior Screeners: Options3. Multiple-Gating Procedures. Typically, the screening process

moves through a series of assessment levels or ‘gates’, with students flagged at each level for additional assessment and/or observation to judge whether they need RTI behavior services.

Multiple-Gating Procedure: Behavior Screening:Systematic Screening for Behavior Disorder (SSBD)


•Source: Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33.

Systematic Screening for Behavior Disorder (SSBD)Gate 1 Each teacher nominates 3 students displaying highest rates in each

category: (1) externalizing and (2) internalizing behaviors.

Gate 2 The teacher next completes 2 rating scales for each nominated student to measure the frequency and severity of their behaviors. (1) The CriticalEvents Index (CEI) and (2) The Combined Frequency Index (CFI).

Gate 3 An external observer then carries out systematic observations acrossseveral settings of students who passed the first 2 gates to verify behavior problem in preparation for assignment of RTI services.


Schoolwide Behavior Screeners: Options3. Multiple-Gating Procedures: Advantages & Limitations An

obvious advantage in using a multiple-gating procedure is that it reduces teachers’ initial time investment, as only students who have a high likelihood of social-emotional or behavioral difficulties require follow-up rating scales or observations.


•Source: Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33.

A limitation of multiple gating is that it does require additional time to complete when compared to a screening method like ODRs.


Schoolwide Behavior Screeners: A Work in Progress

While schoolwide screeners for academic problems have demonstrated their validity and reliability in schools, there is not yet general agreement (Volpe et al., 2010) about what kinds of behavioral screeners are:


– most reliable and sensitive in identifying at-risk students, and

– most efficient and cost-effective for use in schools.

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•Source: Volpe, R. J., Briesch, A. M., & Chafouleas, S. M. (2010). Linking screening for emotional and behavioral problems to problem-solving efforts: An adaptive model of behavioral assessment. Assessment for Effective Intervention, 35, 240-244. DOI: 10.1177/1534508410377194

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Schoolwide Screeners: The Behavioral Impact of Academics…

• Difficulties with academic performance are a frequent cause of behavior problems (Witt et al., 2000).

• Schools should adopt sensitive academic


schoolwide screeners to identify students who struggle with basic skills and provide them with appropriate RTI Tier 2/3 academic support as one means to prevent or reduce motivation and behavior problems (Benner et al., 2013).

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•Sources: Benner, G. J., Kutash, K., Nelson, J. R., & Fisher, M. B. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15-29.

•Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.


Social-Emotional RTI: Progress-Monitoring



Where to Find Behavior Progress-Monitoring Tools:

National Center on Intensive Intervention Behavior Progress Monitoring Tools Charthttp://www.intensiveintervention.or


http://www.intensiveintervention.org/chart/behavioral-progress-monitoring-tools

Sponsored by the National Center on Intensive Intervention, this page provides ratings for behavior progress monitoring tools.

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Behavior Progress-Monitoring Tools: Daily Report Cards

The Direct Behavior Rating (DBR) Form is a Daily Report Card with a rating scale (0-100%) .

All materials for the DBR are free and available for download from: www.directbehaviorratings.org/

Posted on the website are two standard-form versions of the DBR:

Th 'Bi Th ' A DBR t t th f ll i l


– The 'Big Three': A DBR to rate the following general behaviors: (1) academically engaged, (2) respectful, (3) disruptive

– Standard form with fill-in behaviors

The National Center on Intensive Intervention gives the Direct Behavior Rating Form high marks for sensitivity to student behavior change.

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Source: Chafouleas, S.M., Riley-Tillman, T.C., & Christ, T.J. (2009). Direct Behavior Rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 201-213.



The Individualized Target Behavior Evaluation (ITBE) is a simple Daily Report Card that is structured as follows (Pelham, 2005):

– Rating items are worded to target specific behaviors of the student


– A criterion for success is set for each rating item (e.g., “Follows class rules with no more than 2 rule violations per period.")

– The response format for each rating item is YES/NO

– The ITBE includes columns to track the student across numerous periods or locations through the day.

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Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.


Sample ITBE


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The Individualized Target Behavior Evaluation is:

– easy to complete

– a valid and reliable behavior measure

– sensitive to the short-term effects of behavioral


sensitive to the short term effects of behavioral interventions and medication

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Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.


Roy: Behavior Report Cards



Roy: Behavior Report Card

Background. Roy is a 5th-grade student in Mrs. Samson's class. He has been diagnosed with ADHD but does not currently have a 504 Accommodation Plan or IEP.


His teacher plans to use several classroom strategies to help Roy to manage his inattention and lack of work completion, including a self-monitoring checklist.

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Data Collection Tool. Mrs. Samson decides to monitor Roy using a Behavior Report Card. Mrs. Samson selects a single 'keystone' skill to graph: Roy completed and turned in his assigned class work on time.


Response to InterventionBaseline. At baseline, Roy receives an average rating of 4 on this item: Roy completed and turned in his assigned class work on time.



Goal. Mrs. Samson sets a BRC goal for Roy of 7


goal for Roy of 7.

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Response to InterventionProgress-Monitoring. During progress-monitoring, Mrs. Samson elects to graph the behavior target once per week, selecting ratings completed on Wednesdays because that is when Roy is most likely to be in class.


Response to InterventionOutcome. Because the student attains the intervention goal, Mrs. Samson begins to fade the intervention (e.g., having the student self-monitor his work production every other day instead of daily, etc.).



• Review behavioral/social-emotional screening and other school-wide data to note areas of student need.

• Inventory your current Tier 2/3 programs and services to verify quality. (Be sure to note mental health staff as

Tier 2: Targeted Interventions: Building Capacity


a Tier 2 resource—but remember that a trained professional does not count as a “program”.)

• In comparing student needs and current programs, identify potential gaps in your Tier 2 service continuum.

• Review additional programs by visiting program-rating websites such as the What Works Clearinghouse.

• Select programs that fill intervention gaps.27

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Activity: Schoolwide Behavior Screeners

Schoolwide Screening for Behavior--3 Methods:

1 Compilation of Office

At your tables:

• Review the 3 alternative frameworks for schoolwide social-emotional/behavioral


1. Compilation of Office Disciplinary Referrals

2. Brief Behavior Scales

3. Multi-Gate Behavioral Screening

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screening shared at this workshop.

• Discuss which approach you believe might be best for your school or district.

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Social-Emotional RTI: Next Steps. What are recommended initial steps that schools should follow to roll out social-emotional



RTI?

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Activity: RTI: Coordination Across Building/District

• As a table, review items 14-16on the Social-Emotional RTI:


Critical Elements Checklist

• Select one or more of these items for deeper discussion.


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“ ”The continued use of ineffective exclusionary practices has very little to do with a student's behavior and very much to do with a teacher's behavior.John W Maag


-John W. Maag

Source: Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children and Youth Services Review, 34, 2094-2100.

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The ‘Last Mile’ Problem: Definition

“A phrase used in the telecommunications and technology industries to describe the technologies and processes used to connect the end customer to a communications network.


The last mile is often stated in terms of the "last-mile problem", because the end link between consumers and connectivity has proved to be disproportionately expensive to solve.”

4Source: Investopedia. (2013). Investopedia dictionary. Retrieved from http://www.investopedia.com/terms/l/lastmile.asp


Social-Emotional RTI: The ‘Last Mile’ Problem

IDEIA

Federal

State Ed

State

School

District School Classroom


IDEIA 2004

State Ed Dept

School District

Campus Classroom


4 Reasons Why Teachers May Use Confrontation or Exclusion from Instruction as

Routine Strategies1. Defiant Students Can Be Coercive. Teachers may find

themselves pulled into a confrontation with a student because they are not prepared to use defusing or other d fl ti t t i Th t d t t l th i t ti


deflecting strategies. The student controls the interaction (Conroy et al., 2009).

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Source: Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J. (2009). Preventing and ameliorating young children's chronicproblem behaviors: An ecological classroom-based approach. Psychology in the Schools, 46(1), 3-17.

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Routine Strategies2. Teachers Are Reinforced by Use of Punishment.

When teachers send students with challenging behaviors to the office, this can be 'negatively reinforcing' to the i t t th i i th lik lih d th t th t h


instructor-thus increasing the likelihood that the teacher will use the strategy repeatedly (Maag, 2012).

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Source: Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children and Youth Services Review, 34, 2094-2100.



Routine Strategies3. Teachers See That Punishment Works. In a typical

student population, sending a student to the principal's office is quite effective for the 95% who show few b h i bl Th di i li i


behavior problems. The same disciplinary response is ineffective with 5% of students, who either don't care or wish to escape the classroom. The teacher, however, may assume that these recalcitrant students simply need more of the same punishment for it to be effective--so problem interactions intensify (Maag, 2001).

8Source: Maag, J. W. (2001). Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67(2), 173-186.



Routine Strategies4. Zero Tolerance of Misbehavior is Seen as a Teaching

Tool. The teacher believes that having the student experience punitive consequences such as class

l i ill t h i t t lif l


removal or suspension will teach important life lessons (Skiba et al., 2006).

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Source: Skiba, R. J., Reynolds, C. R., Graham, S., Shera, P., Conoley, J. C., & Garcia-Vazquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Report by the American Psychological Association of the Zero Tolerance Task Force. Washington, DC: American Psychological Association. Retrieved on January 18 2015 from http://www.apa.org/pubs/info/reports/zero-tolerance.pdf.

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Social-Emotional RTI: Critical Elements





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Activity: Social-Emotional RTI: Next Steps• Appoint a recorder

• As a table, review the checklist “Social Emotional RTI: Critical Elements”.


• Select the TOP 3 elements that should be the focus of your immediate attention.

• Begin to draft a plan for moving Social-Emotional RTI forward in your school or district.


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Discussion Group: Social-Emotional RTI: What Training Do You Need?

• What training topics would you like to see offered to support Social-Emotional RTI?

• How would you like those trainings to be offered: As stand-alone trainings? As part of a multi-


As stand-alone trainings? As part of a multi-series “Social-Emotional RTI Academy”? Another format altogether?

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Documents

Response to Intervention · Response to intervention: Examin ing classroom behavior support in second grade. Exceptional Children, 73, p. 289. Response to Intervention Source: Grosche,