RtI Response to Intervention Responsiveness to Instruction

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RtIResponse to InterventionResponsiveness to
Instruction

• Minnie Kidd, ACSW, LCSW, C-SSWS
• Region 1 PBIS Coordinator
• North Carolina Department of Public Instruction
• Exceptional Children Division
• Behavior Support and Special Programs
• Positive Behavior Intervention and Support
  Initiative

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Response to Intervention

• A multi-tiered problem-solving approach
• Allows for early identification of struggling
  students
• Offers increasingly intensive interventions for
  specific group of students rather than waiting
  for students to fail
• (School Social Work Association of America)

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Responsiveness to Instruction (RtI) Defined

• This model has been developed to assist parents
  and teachers who need help designing educational
  solutions for problems that arise in schools.
• RtI focuses on
• Measurement of intervention effectiveness
• Early identification and early intervention
• A graduated series of increasingly intense
  interventions guided by data based decision
  making - Problem Solving Model in Detail
  Preparation for Implementation, Dr. Tom Jenkins

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Definition

• The practice of providing high quality
  instruction matched to student need, monitoring
  progress frequently to make decisions about
  changes in instruction or goals and applying
  child response data to important educational
  decisions.
• Response to Intervention Policy
  Considerations and Implementation,
• NASDSE

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In Other Words

• focus on intervention rather than on what is
  wrong with the student
• focus on the solution rather than the problem
• focus on addressing the needs of ALL students
  having difficulty, not just those with labels
• focus on ALL educators being responsible for ALL
  students

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Responsiveness to Instruction

• The NC Problem-Solving Model addresses this
  provision in IDEA
• It operationally defines the alignment between
  regular education (NCLB) and special education
  (IDEA) legislation

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Problem Solving Model (PSM) Defined

• Problem-solving model (PSM)
• An approach to developing interventions and
  ensuring positive student outcomes, rather than
  determining failure or deviance (Deno, 1995).
• Seven or five step cyclical process that is
  inductive, empirical, and rooted in behavioral
  analysis
• See graphics

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Identify Problems
Team Initiated Problem Solving (TIPS) Model
Develop Hypothesis
Evaluate and Revise Action Plan
Collect and Use Data
Discuss and Select Solutions
Develop and Implement Action Plan
Problem Solving Meeting Foundations
Newton, J.S., Todd, A.W., Algozzine, K, Horner,
R.H. Algozzine, B. (2009). The Team Initiated
Problem Solving (TIPS) Training Manual.
Educational and Community Supports, University of
Oregon unpublished training manual.
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Fundamentals of a Problem-Solving Model (PSM)

• Identify what the student knows, what they should
  know and areas to target for instruction
• Develop an intervention plan
• Implement the plan
• Monitor student progress
• Evaluate, review, and revise the plan

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The NC Problem-Solving Model
Tier IV IEP Consideration
Tier III Consultation with the Problem Solving
Action Team
Tier II Consultation With Other Resources
Tier I Consultation Between Teachers-Parents
Amount of Resources Required to Address Need(s)
Significance of Need(s)
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RtI is Not.

• A packaged program
• A curriculum
• Special Ed
• Just for eligibility identification

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RtI is.

• Process that uses all resources within a school
• Well-integrated system of instruction and
  interventions
• Guided by student outcome data
• Early intervention
• Prevention of academic and
• behavioral problems

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RtI is.

• Whole school working together
• Using resources and expertise to help all
  students
• Regular monitoring of success/needs
• Data driven instruction !

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RtI is.

• Multi-step process
• High-quality, research-based instruction and
  interventions
• Varying levels of intensity
• Match interventions to
• students needs

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Top 10 Core Concepts of RtI

• High-Quality classroom instruction
• Research-Based instruction
• Classroom assessment
• Universal screening
• Continuously monitoring progress
• Research-based interventions
• Progress monitoring during interventions
• Fidelity measures
• Staff development and collaboration
• Parent involvement

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A mistake we often make in education is to plan
the curriculum materials very carefully, arrange
all the instructional materials wall to wall,
open the doors of the school, and then find to
our dismay that theyve sent us the wrong kids.
(Crawford, fcrr)
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School Improvement
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The Challenge

• To improve achievement, we must provide
  instruction at the appropriate instructional
  level for each student.
• Academic
• Behavior
• Social Skills

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Effective School Services

• Address Achievement
• Address behavioral / emotional health of students
• Have parental involvement
• Are proactive rather than reactive
• Utilize data to make instructional decisions

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• The
• School
• Social Worker

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School Social WorkerSkills

• Highly skilled generalist approaches
• Advanced clinical skills
• Systems approaches to problem solving
• Ecological perspective to RtI of the
• Social/Emotional
• Behavioral
• Academic
• concerns of all students

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School Social Workers

• Provide quality services
• Have expertise in issues and program design for
  assessments
• Provide interventions for groups and individual
  students
• Link schools and families with child serving and
  community agencies
• SSWs provide all of these to support students in
  academic, emotional, behavioral, and social
  success.

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Think Outside the Box !
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Opportunities for SSWs to do this by

• Actively identifying and addressing systemic
  barriers to learning.
• Serving as change agents to bring stakeholders
  together in collaborative efforts to create an
  environment that is conducive to effective
  problem-solving and learning.
• Conducting needs assessments and progress
  monitoring.

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Opportunities contd.

• Developing, implementing, and evaluating programs
  that address educational and behavioral concerns.
• Training staff in the foundations, evidence-based
  instructional strategies, implementation, and
  evaluation of RtI practices.
• Assisting administrators and staff to understand
  the familial, cultural and community components
  of students responses to instruction, learning
  and academic success.

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Opportunities contd.

• Evaluating student progress specific to
  behavioral, emotional, and mental health concerns
  and the effects on academic progress.
• Continuing the traditional school social work
  role of serving as the liaison to families, the
  community and other stakeholders to ensure open
  communication and continuing dialogue.
• Facilitating and coordinating the delivery of
  educational and mental health services with and
  by community agencies and service providers.
• (School Social Work Association of America)

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School Social Workers are Critical to Successful
Collaboration

• Being informed liaisons to parents, assisting
  them to effectively participate in their childs
  education and to strengthen their parenting
  skills.
• Helping parents to understand their childs
  developmental and educational needs and expand
  their knowledge base of RtI practices and
  strategies.

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Collaboration contd.

• Consulting with all stakeholders to ensure that
  the intervention plan devised is appropriate to
  the needs of the targeted student or students.
• Ensuring that the team process and decisions are
  implemented in accord with the goals and desired
  outcome of the tram and the evidence-based
  strategies chosen.

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Collaboration contd.

• Assisting team members to understand mental
  health and behavioral concerns of students
  identified as needing assistance and the
  potential impact of chosen interventions.
• Providing relevant training regarding
  problem-solving steps and decision-making.
• Serving as a resource to educators and other team
  members on understanding the process and
  requirements of RtI initiatives.
• (School Social Work Association of America)

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SSW services for targeted and intensive
intervention tiers of RtI

• Early intervention with struggling learners to
  link them with appropriate resources.
• Ongoing progress monitoring.
• Comprehensive formal and informal ecological
  assessments including academic functioning,
  social/emotional and mental health functioning,
  adaptive functioning, and family and community
  interactions.

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Targeted and intensive interventions contd.

• Development of Positive Behavior Interventions
  and Support (PBIS).
• Development and monitoring on Behavioral
  Intervention Plans (BIP).
• Comprehensive family services.
• Individual counseling services.
• Small group counseling.

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Targeted and Intensive Interventions contd.

• Community liaison to ensure adequate and
  appropriate resources for students and families
  in need.
• Helping students to develop and maintain person,
  social and academic competencies.
• Consultation to and with educators to ensure
  understanding and support of struggling learners.
• Crisis response for students in critical need.
• (School Social Work Association of America)

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Stepping up to the Challenge

• How will you the School Social Worker meet the
  challenge?
• Be willing to re-examine your approaches to
  change and problem resolution.
• Take risks in terms of attempting new
  interventions and strategies.
• Examine your beliefs about special education and
  services to students with special needs.

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Stepping up contd.

• Engage in regular and ongoing professional
  development opportunities.
• Be more physically available to the classroom.
• Examine your own service delivery system and make
  adaptations to better serve students.

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Stepping up contd.

• Determine more efficient ways to provide services
  to more students.
• Become more expert in data collection.
• School Social Workers are encouraged to develop
  more creative interventions, thus improving the
  learning process for students and school social
  workers themselves.
• (School Social Work Association of America)

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School Social Workers

• Are key stakeholders who need to be skilled in
  designing, monitoring, and evaluating the
  effectiveness of school-wide universal supports,
  targeted group interventions, and intensive
  individual interventions in objective and
  measurable terms.
• Response to Intervention A Guide for School
  Social Workers (Clark Alvarez, 2010)

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Toward Becoming an Effective Team Member

• Commitment to Each Other and the Team Agenda
• Compromise
• Initiative
• Dependability
• Patience and Tenacity
• Colleagiality
• Sense of Humor
• Source Stevenson, Chris (1998). Teaching ten to
  fourteen year olds. New York Longman.

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Resources

• www.ncpublicschools.org
• www.pbis.org
• www.behavioradvisor.com
• www.interventioncentral.org
• www.promisingpractices.net
• www.evidencebasedprograms.org
• www.whatworks.ed.gov
• www.thebehaviordoctor.org
• www.sswaa.org