ProblemSolvingResponse to Intervention RtI: Taking Implementation to the Next Level

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Problem-Solving/Response to Intervention (RtI)
Taking Implementation to the Next Level

• SASED
• January 8, 2009
• Dr. George M. Batsche
• Professor and Co-Director, Florida Statewide
  Problem-Solving/RtI Project
• Dr. David Tilly
• Director, Innovation and Accountability,
  Heartland Area Educational Agency

Correspondence about this presentation should be
directed to Dr. George Batsche at
batsche_at_tempest.coedu.usf.edu or Dr. David Tilly
at dtilly_at_aea11.k12.ia.us
Correspondence about this presentation should be
directed to Dr. George Batsche at
batsche_at_tempest.coedu.usf.edu or Dr. David Tilly
at dtilly_at_aea11.k12.ia.us
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Objectives For the Day

• Provide a Vision of what can be
• Identify where are we at nationally?
• Support your implementation
• Consensus Building
• Infrastructure Development
• Implementation
• Provide you some tools to take the next steps
• Help trouble shoot issues you have

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Housekeeping

• Timelines
• Breaks
• Decorum
• Asking Questions (Parking Lot)
• Assumptions Were Making About Today

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Resources

• www.nasdse.org
• Implementation Blueprints
• Primer on RtI
• Research Evidence
• www.fcrr.org
• Integrity measures for core instruction
• www.floridarti.usf.edu
• Introductory Course
• www.rtinetwork.org
• Step by step process for getting started
• www.aea11.k12.ia.us/idm
• Everything we use with our schools for their
  first year of training is posted on this website
• The power points
• The activities
• The supporting documentation

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Quote of the Day
If you want to feel safe and secure, continue to
do what you have always done.If you want to
grow, go to the cutting edge of our
profession.Just know that when you do, there
will be a temporary loss of sanity.So know when
you dont quite know what you are doingYou are
probably growing!
--Madeline Hunter

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The Vision

• 95 of students at proficient level
• Students possess social and emotional behaviors
  that support active learning
• A unified system of educational services
• One ED
• Student Support Services perceived as a necessary
  component for successful schooling

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Components of the Organizational Delivery System

• Academic and Behavior Instruction
• Learning Supports
• Leadership

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Response to Intervention

• RtI is the practice of (1) providing high-quality
  instruction/intervention matched to student needs
  and (2) using learning rate over time and level
  of performance to (3) make important educational
  decisions.
• (NASDSE, 2005)
• Problem-solving is the process that is used to
  develop effective instruction/interventions.

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Status of RtI Implementation at the National
Level

• Where Are You?

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Are We Every Ed Yet?A National Perspective

• CASE National Survey
• www.k12spectrum.com
• 424 Districts
• 14 West, 18 Northeast, 32 Midwest, 37 South
• Conducted March 7-18, 2008
• Margin of Error /- 4.6, 95 Confidence Level

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In which state is your district located?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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When do you anticipate RTI will be fully
implemented and in daily use district wide?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Key Findings

• 47 of districts have a defined RtI process53
  do not
• 71 of districts report that implementation is
  led by general education or a joint general
  ed/special ed effort

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Who is leading RTI implementation in your
district?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Key Findings

• 71 of districts report that they are using RtI
  for ALL students. 29 report that they are using
  it primarily to identify students for specialized
  services.

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For which grades have you implemented RTI?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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For which grades do you plan to implement RTI?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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What impact has the implementation of RTI had on
building/district staffing (i.e.employing more
or fewer FTE of staff)?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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What students are served by your highest/most
intensive tier of intervention?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Is the district using RTI for all students or to
identify students for specialized services
andsupports?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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For which areas have you implemented RTI?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Has RTI been the focus of any of the following
legal proceedings in your district?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Is your State Education Agency providing
leadership and expanding support for
localdistricts implementing RTI?
From Spectrum K12/CASE RtI Adoption Survey, 2008.
Available at http//www.spectrumk12.com/rti_surv
ey_results
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Problem Solving Process
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Three-Tiered Model of School Supports the
Problem-solving Process
BEHAVIOR SYSTEMS Tier 3 Intensive
Interventions Students who need individualized
intervention. Tier 2 Targeted Group
Interventions Students who need more support in
addition to school-wide positive behavior
program. Tier 1 Universal Interventions All
students in all settings.
ACADEMIC SYSTEMS Tier 3 Comprehensive
Intensive Students who need individualized
interventions. Tier 2 Strategic
Interventions Students who need more support in
addition to the core curriculum. Tier 1 Core
Curriculum All students, including students who
require curricular enhancements for acceleration.
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Problem-Solving/Response to Intervention Key
Issues

• Effective Core Instruction is the basis for this
  model.
• The model cannot fix core instruction issues
  through student removal
• Academic Engaged Time (AET) is the treatment
  dosage for this model
• Cannot do more in same time frame
• The unit of analysis is the school building,
  not the district
• Role of the building principal is critical to the
  success of the model

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Problem-Solving/Response to Intervention Key
Issues

• Supplemental instruction is best delivered
  through standard protocols of intervention to
  groups of students with common needs
• Data drive decisions- Rate is the key
• Severity vs Intensity
• Time is our ally and our enemy
• Early intervention
• Its all about the rate of student progress in the
  amount of time remaining
• Data collection WITHOUT intervention integrity is
  useless
• Staff, resources and time must match the demand

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Problem-Solving/RtIResource Management

• Public Education Resource Deployment
• Support staff cannot resource more than 20 of
  the students
• Service vs Effectiveness--BIG ISSUE

Academic
Behavior
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What Does a Successfully Implemented Plan Look
Like?
Step 2
Step 3
Step 4
Step 1
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Foundations of Scaling Up

• RtI Is
• Driven by Professional Development
• Informed by Data
• Supported by Coaching
• Guided by State Plans
• Organized through District Plans
• Delivered through School Plans
• 4-6 Year Implementation Process

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Plan or Plans?

• RtI Language should be integrated into ALL the
  district plans
• Student Progression
• Reading/Math
• District Improvement
• Differentiated Accountability
• Behavior/Safety

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Plan or Plans?

• Building RtI Implementation Plan
• 3-5 Year Implementation Plan
• Policies and Procedures
• Professional Development
• Implementation Schedule
• Evaluation

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District Plans
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School Plans
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There Are 3 Blueprints

• Created across the last 3 years
• One State
• One District
• One Building
• Published by NASDSE
• The one you have is the building level one

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Activity

• Get in groups of 3
• Number off from 1 to 3
• Turn to page 4
• Number the paragraphs on the page 1 to 3
• Numbers 1 read paragraph 1, numbers 2 read
  paragraph 2, numbers 3 read paragraph 3
• Identify major points in each paragraph

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When Each is Done

• In turn, share your major points with your team
  (start with 1, then 2, then 3)
• Answer this question How can you use such a
  document in your school, given where you are in
  your implementation development?

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Getting Started

• Implementing RtI for your system follows the same
  logic as implementing RtI for your students
• Needs Assessment
• Determining what needs to be built/adopted/adapted
  to get all key components in place
• Implement with fidelity
• Monitor Effectiveness
• Make Changes Based on Data

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Getting Started Needs Assessment

• Current Levels of Building Implementation
• Perception of Practices
• SAPSI
• Completed by representative (or all) schools
• Aggregated for district level
• Professional Skill Levels
• Perceptions of Skills Survey

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How Ready Are We?

• Collecting needs data is not a value judgment
  about you and your building it is information
  needed to determine where to start and what
  support is necessary for success
• The more accurate and detailed data are, the more
  accurate and effective your planning will be
• SoYou may have to go back to your building to
  gather more information

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How Ready Are We?

• What is readiness?
• Extent to which a person or group of people are
  prepared to begin something new
• Considered in an ongoing way never done
• Why is readiness important?
• As readiness increases, chances for success
  increase
• Low levels of readiness decrease chances for
  success
• Readiness data help determine where a building
  should start and what supports are necessary for
  success
• How is readiness determined?
• Collect information and evidence that can be
  systematically evaluated and linked to next steps

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How Ready Are We?

• How does readiness relate to the 3 phases?

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A Really Important Lesson About RtI

• Your content is less important than your
  audiences interaction with that content
• Translated
• You have to let people take the journey
• RtI is not something that is done to people, it
  is something done with people
• RtI is an invitation

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• You cannot lead the parade if you are more than a
  block ahead.
• Alex Thomas

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Effective Change is Paradoxical

• Top-Down and Bottom-Up
• Easy and Powerful
• Self-Organized and Tightly Managed
• Gain commitment by not demanding commitment

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How Do We Know If This is a General Education
Initiative?

• Priority of superintendent and school board
• District Leadership Team
• Strategic Plan
• Focus is on effectiveness of Tier 1 for
  disaggregated groups
• Unit of Analysis is the BUILDING

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How Do We Know If This is a General Education
Initiative?

• Principal Led
• Regular data analysis
• Data Days
• Team focuses in improving impact of core
  instruction
• Prevention and Early Intervention
• Screening and early intervention with
  Kindergarten students

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Change Across Levels

• Consensus, Infrastructure, Implementation applies
  to EVERY level at which change occurs
• State
• District
• School
• Consensus building is similar across levels
• Infrastructure and Implementation processes are
  different across levels

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Indicators of Successful Scale UpState and
District Levels

• Equitable outcomes for all students
• Student outcomes used as the best measure of a
  successful scaling up process
• Policies and Procedures set the stage for
  consistent practices across scale up area
• Professional Development used as the vehicle for
  development of core skills
• Coaching facilitates translation of policy and
  skills into effective practice

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Why have past initiatives failed?

• Failure to pursue and achieve CONSENSUS
• School culture is ignored
• Purpose unclear
• Lack of ongoing communication
• Unrealistic expectations for initial success
• Failure to measure and analyze progress
• Failure to use progress data to adjust
  implementation
• Participants not involved in planning

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Implementing Problem-Solving/Response to
Intervention (PSM/RtI)This Presentation and
Your School

• Three Phases of RtI
• Consensus Building (Commitment)
• Infrastructure Development
• Implementation

CONSENSUS


INFRASTRUCTURE
IMPLEMENTATION
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CONSENSUS
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Consensus

• Making the shift to a new paradigm, like RtI,
  does not simply involve accepting a new set of
  skills. It also involves giving up certain
  beliefs in favor of others.

Ken Howell
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Important Points About Consensus Building

• Do NOT short shrift the time or energy needed to
  build consensus
• Consensus is not only with staff, but with
  students, family and community
• Must use varied approaches to engage peoples
  learning
• Consensus does not mean that everyone agrees on
  everything

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Activity Identify Stakeholders

• At your table, discuss and answer these 3
  questions
• WHO do you want to involve in the implementation
  of the plan, WHAT do you want to tell them, and
  WHO will facilitate the information?
• Identify the internal and external stakeholders
  that you want to involve in the implementation of
  your plan.
• Identify the top TWO stakeholders that you will
  involve in the initial implementation of the
  plan.

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Building the PlanConsensus

• Develop an action plan to facilitate the sharing
  of information and the building of district-wide
  consensus to support RtI
• Provide information to internal and external
  stakeholders about RtI
• Examine and define district structures to support
  your RtI initiative
• What do you already have going (SAPSI, Skills)

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Building the PlanConsensus

• Build consensus and support from internal and
  external stakeholders
• Inclusive group to develop plan

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Identifying Stakeholders
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Advance Organizer Building Consensus -
Strategies to Do It

• Knowledge
• Beliefs
• Understanding the Need- DATA
• Skills and/or Support
• Provide the Time for People to Take the Journey

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Consensus Knowledge

• Find out what people know related to RtI/Problem
  Solving
• Perceptions of Problem Solving Skills Survey
• Provide foundational learning
• CA Introductory Videos
• http//www4.scoe.net/rti/programs.cfm?menuChoice3
  
• Why RtI? What is RtI? Admin. Issues,
  Instructional issues, Getting Started

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Consensus Knowledge

• Build Knowledge Using Web-Based Tools
• http//www.floridarti.usf.edu/intro_course/index.h
  tml
• It is Free
• You get a certificate when you finish
• Consider having your leadership team take the
  course

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Consensus Knowledge

• Islands of Excellence article/activity
• Learning First Alliance
• http//www.aea11.k12.ia.us/idm/cohortsabcday1/isla
  ndsofexcellence.pdf
• Studied 5 districts that consistently beat the
  odds
• Identifies shared principles
• All about RtI, doesnt say RtI once

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Consensus Knowledge

• Beyond Islands of Excellence Seven factors
  emerged as essential to improvement
• 1. Districts had the courage to acknowledge poor
  performance and the will to seek solutions.
• 2. Districts put in place a system wide approach
  to improving instructionone that articulated
  curricular content and provided instructional
  supports.
• 3. Districts instilled visions that focused on
  student learning and guided instructional
  improvement.
• 4. Districts made decisions based on data, not
  instinct.
• 5. Districts adopted new approaches to
  professional development that involved a coherent
  and district-organized set of strategies to
  improve instruction.
• 6. Districts redefined leadership roles.
• 7. Districts committed to sustaining reform over
  the long haul.

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Consensus Beliefs

• What do people believe? Tools to find out
• Florida Problem Solving/Response to Intervention
  Project Belief Survey
• DuFours Learning Communities All Children Can
  Learn Activity (Activity Slides at end of this
  presentation)

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Consensus Essential Beliefs

• No child should be left behind
• It is OK to provide differential service across
  students
• Academic Engaged Time must be considered first
• Student performance is influenced most by the
  quality of the interventions we deliver and how
  well we deliver them- not preconceived notions
  about child characteristics
• Decisions are best made with data
• Our expectations for student performance should
  be dependent on a students response to
  intervention, not on the basis of a score that
  predicts what they are capable of doing.

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How Do Beliefs Change?

• Get them on the table in a safe environment
• Examine them in relation to what recent research
  tells us
• Examine them in relation to experience
• Examine the possible effects of maintaining
  various beliefs
• Least Dangerous Assumptions
• Beliefs do not typically change through
  externally forced imposition

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Understanding the Need Your Data

• What percentage of students at each grade are
  proficient in mathematics, reading, social
  behavior?
• Are there achievement gaps for your subgroups?
• What are trajectories for students with
  supplemental instructional needs?
• Intensive needs?

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Important Points About Your Data Initially

• The purpose of this analysis is understanding
• Important to establish We all own all of the
  data
• Do NOT use these data in an evaluative way with
  individual staff or groups of staff as you set
  off on this journey
• This is to establish the need and motivation to
  make a difference

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Examining Your Data A Reality

• If you are hitting all of your AYP targets
• If you core curriculum is operating equitably,
  and all of your subgroups are performing at high
  levels
• Your trajectories for all subgroups are positive
  and at or above expectation
• All of your students with supplemental and
  intensive needs are making meaningful,
  significant and acceptable growth
• Then, you dont need RtI

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Some Examples

• Of Looking at your data

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Heartland AEA 11 Grade 4 ITBS Reading
Comprehension Proficiency All Students
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Heartland AEA 11 Grade 8 ITBS Reading
Comprehension Proficiency All Students
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11th Grade ITBS Reading Comprehension Proficiency
by EthnicityAll Heartland Schools
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Heartland AEA 11 Grade 3 ITBS Reading
Comprehension Proficiency (by Free and Reduced
Lunch Status)
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Screening indicates math problem grades 3 to 5
Fourth Grade Math
About 32 Meeting Minimum Proficiency
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H
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Referral Analysis

• 42 Noncompliance
• 30 Off-Task/Inattention
• 12 Physical/Verbal Aggression
• 6 Relational Aggression
• 10 Bullying

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Intervention Effectiveness Another way to look
at your dataOne group of kids at a time (these
are kids in 30 minutes of supplemental math
instruction each day)
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What Questions Would You Have?
Proficient
Not Proficient
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Activity

• At your table consider
• You are a High School Teacher
• These are your schools accountability Reading
  Comprehension data.
• What questions would you have about this chart?
• What questions would you have at a program
  level in your school?
• How would you go about answering them?

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Individual Reading
From Burns and Gibbons, 2007
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Summary of Effectiveness
From Burns and Gibbons, 2007
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Consensus Building Skills and Support
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Give People Time To Take the Journey
If youre not enjoying the journey, you probably
wont enjoy the destination. Joe Tye