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RtI Response to Intervention Responsiveness to Instruction

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RtI Response to Intervention Responsiveness to Instruction Minnie Kidd, ACSW, LCSW, C-SSWS Region 1 PBIS Coordinator North Carolina Department of Public Instruction – PowerPoint PPT presentation

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Title: RtI Response to Intervention Responsiveness to Instruction


1
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

2
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)

3
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

4
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

5
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

6
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

7
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

8
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9
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.
10
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

11
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)
12
RtI is Not.
  • A packaged program
  • A curriculum
  • Special Ed
  • Just for eligibility identification

13
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

14
RtI is.
  • Whole school working together
  • Using resources and expertise to help all
    students
  • Regular monitoring of success/needs
  • Data driven instruction !

15
RtI is.
  • Multi-step process
  • High-quality, research-based instruction and
    interventions
  • Varying levels of intensity
  • Match interventions to
  • students needs

16
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

17
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)
18
School Improvement
19
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20
The Challenge
  • To improve achievement, we must provide
    instruction at the appropriate instructional
    level for each student.
  • Academic
  • Behavior
  • Social Skills

21
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

22
  • The
  • School
  • Social Worker

23
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

24
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.

25
Think Outside the Box !
26
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.

27
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.

28
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)

29
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.

30
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.

31
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)

32
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.

33
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.

34
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)

35
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.

36
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.

37
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)

38
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)

39
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.

40
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41
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42
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
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