Pre-referral Teams

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The SPRINT Team Process Effective
Data-Based Functional Assessment,
Response-to-Intervention, and Intervention Teams
to Solve Students Academic and Behavioral
Problems Howard M. Knoff, Ph.D. Director,
Project ACHIEVE Director, Arkansas Department of
Education State Improvement Grant knoffprojectach
ieve_at_earthlink.net
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Howard M. Knoff, Ph.D. Director, Project
ACHIEVE 49 Woodberry Road Little Rock, AR
72212 E-mail knoffprojectachieve_at_earthlink.net
Phone [phone] Websites
www.projectachieve.info www.acc.k12.ar.us/s
ig
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Presentation Overview

• An Introduction to RtI
• An Inductive Analysis and Determination of the
  Characteristics of RtI
• The SPRINT (School Prevention, Review, and
  Intervention Team) Process
• Critical SPRINT Points
• Our Path to a National Research Agenda

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Introduction to RtI. . .

• What are the Regulatory versus Functional
  Foundations of the Response to Intervention
  process?

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The Reauthorization of IDEA

• The Individuals with Disabilities Education
  Improvement Act
• Passed House in 2003, Senate in 2004
• Signed by President Bush, December, 2004
• Fully in effect on July 1, 2005
• Proposed Regulations out for Comment Closed
  in November, 2005
• Regulations approved August, 2006 ??????

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Changes in Legal Requirements(IDEA, 2004)

• (A) IN GENERAL.Notwithstanding section 607(b),
  when determining whether a child has a specific
  learning disability as defined in section 602, a
  local educational agency shall not be required to
  take into consideration whether a child has a
  severe discrepancy between achievement and
  intellectual ability in oral expression,
  listening comprehension, written expression,
  basic reading skill, reading comprehension,
  mathematical calculation, or mathematical
  reasoning.

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Response to Intervention (IDEA, 2004)

• (B) ADDITIONAL AUTHORITY.In determining
  whether a child has a specific learning
  disability, a local educational agency may use a
  process that determines if the child responds to
  scientific, research-based intervention as a part
  of the evaluation procedures described in
  paragraphs (2) and (3).

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So. . . What does this Mean???

• State regulation cant require only a Discrepancy
  approach to LD eligibility
• An LEA can use a Problem-solving process as
  their approach to LD eligibility
• This process can involve a childs response
  to research-based intervention

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But. . . What does this Mean in a Real Classroom
with Real Students?

• An Inductive Analysis of RtI
• 1. In order to determine if a student is
  responding to an intervention, there needs to be
  a need for the intervention, and there needs to
  be an intervention.

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An Inductive Analysis of RtI . . .Continued

• 2. In order for there to be a need for an
  intervention, there must be some gap between a
  desired academic outcome or behavior, and the
  students actual academic or behavioral status.

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An Inductive Analysis of RtI . . .Continued

• 3. Once we functionally analyze the identified
  gap and determine WHY it is occurring, we should
  be able to identify and implement the highest
  probability of success evidence-based or
  research-based intervention.

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An Inductive Analysis of RtI . . .Continued

• 4. The scientific process use to identify
  academic or behavioral student-oriented gaps, to
  functionally analyze the gaps and WHY they are
  occurring, and to identify, implement, and
  evaluate the impact of the interventions linked
  to the functional assessment involves a
• Data-based Problem-Solving Process

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Problem Solving and Data-Based Functional
Assessment
Problem/Functional Analysis
Problem Identification
Strategic Intervention
Formative and Summative Evaluation
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Problem Solving and Data-Based Functional
Assessment Questions
P/FA WHY?
PI WHAT?
SI HOW?
FSE DID IT WORK?
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So. . .functionally. . . What is a RtI???

• A students response to an intervention can be
  either a process (or moderator) variable or an
  outcome (dependent) variable
• Process Variable Typically, a
  student-specific condition or reaction (e.g., to
  the intervention or its implementation process)
  that either enhances or diminishes the students
  ability (or, for example, motivation) to benefit
  from the intervention.
• Outcome Variable In a concrete sense, a
  students outcome behavior that demonstrates that
  the intervention either did or did not work.

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What Determines the Success of an RtI Process ???

• Accurate Identification of the Problem and the
  Gap between this and a desired Outcome
• Successful Differentiation between the Problem
  and a Symptom
• Accurate Functional Analysis of the Gap (i.e.,
  WHY the gap exists)
• Successful Selection of the Research-based
  Intervention that links to the Functional
  Analysis
• Appropriate Training, Preparation,
  Implementation, and Evaluation of the
  Intervention

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Introducing the SPRINT Process

• SPRINT S chool
• P revention, R eview, and IN
  tervention T eam

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What are the Goals of the SPRINT Process?

• To address the needs of students experiencing
  academic or behavioral difficulties by
• Using a systematic problem-solving process that
  links functional assessment to evidence-based or
  research-based interventions.
• Consulting with classroom teachers so that the
  identified interventions are implemented with
  integrity and success.
• To establish assessment and intervention
  baselines in case more intensive interventions
  are needed later.
• To increase the knowledge and skills of all of
  the teachers and other professionals involved.

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Key Points

• SPRINT is available for any academic, behavioral,
  teacher or student concern
• Teachers, support staff, administrators, or
  parents can request a SPRINT Team consultation

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The SPRINT Process focuses on the .

• General education/
• classroom environment
• General education/
• classroom teacher
• Use of collegial consultation

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• What is the SPRINTs Primary Service Delivery
  Model ???
• Problem-Solving Consultation Intervention
• NOT
• Wait to Fail Refer
• Test Place

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Problem Solving and Data-Based Functional
Assessment
Problem/Functional Analysis
Problem Identification
Strategic Intervention
Formative and Summative Evaluation
Intervention Roulette
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Framing The Gap

• PREREQUISITES
• A Grade-Level Academic Roadmap in all
  Curricular Areas that Specifies the Functional
  Academic Skills that Students should master and
  be able to demonstrate and apply
• A Developmentally-Sensitive Behavioral Roadmap
  that Specifies the Personal/Self-Management,
  Interpersonal, and Environmental/Situational
  Behaviors that Students should master and be able
  to demonstrate and apply in the school setting

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The Grade-Level Academic Roadmap

• NEED, IN EACH CURRICULAR AREA, FROM
  PREKINDERGARTEN THROUGH HIGH SCHOOL
• State Standards, Benchmarks, Outcomes
• Curricular Scope Sequence Goals and Objectives
  that cross-reference the State Standards and
  Benchmarks
• Criteria for Student Mastery of these Standards,
  Benchmarks, Goals, and Objectives
• Authentic and Functional Assessments that
  reliably and validly determine Mastery

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The Developmentally-Sensitive Behavioral Roadmap

• NEED AT EACH DEVELOPMENTAL/MATURATIONAL/GRADE
  LEVEL, FROM PREKINDERGARTEN THROUGH HIGH SCHOOL,
  SPECIFIC BEHAVIORAL EXPECTATIONS RELATED TO
• Personal/Self-Management Behaviors
• Attention Control Skills
• Emotional Control Skills
• Self-Concept/Self-Esteem Skills
• Interpersonal Behaviors
• Engagement/Response Skills
• Problem-Solving Skills
• Conflict Resolution Skills
• Environmental/Situational Behaviors
• Classroom Routine Skills
• Academic Supporting Behaviors
• Building Routine Skills

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Defining the Academic Gap

• The Difference between Students Instructional
  Mastery of Academic Skills as Contrasted with
  their Expected Masterybased on State and
  Curricular Benchmarks at their Chronological
  Agein
• Literacy phonemic awareness, sound-symbol
  association/phonics, decoding/ fluency,
  vocabulary, comprehension
• Mathematics numeration, calculation, application
• Language arts
• Science, social studies

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Defining the Behavioral Gap

• The Difference between Students Mastery of
  Functional Behavioral Skills as Contrasted with
  the Expected Masterybased on Developmental and
  Normative Standards at their Chronological Age.
  
• Many behavioral gaps result in the need to
• Increase or establish new behaviors
• Decrease or eliminate inappropriate behaviors
• Learn attention engagement skills
• Learn social, self-management self-control
  skills
• Address externalizing behavior (anger, acting
  out, aggression)
• Address internalizing behavior (anxiety,
  withdrawal, depression)
• Increase motivation
• Learn/Increase Peer engagement management
  skills

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Explaining Academic and Behavioral Gaps

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Causal vs. Correlational Whys The Causal
Whys Student Teacher/Instruction Curricul
um The Correlational Whys Classroom/Peers
School/District Home/Community
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Functional Assessment The Two Whys Causal
Whys versus Correlational Whys

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The Continuum of Consultation Involving
Teachers, and the Grade-Level and Building-Level
SPRINT Teams
Teacher
Problem Analysis
Evaluation
Intervention
Problem Identification
Grade-Level
Problem Identification
Problem Analysis
Intervention
Evaluation
Building-Level
Problem Analysis
Evaluation
Intervention
Problem Identification
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Consultation Goals for the Classroom Teacher

• Solve the current student situation
• Implement successful, strategic
• interventions
• Increase the intervention skill levels
• of those involved in the process
• Enhance the future problem-solving
• and intervention skills of those involved

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Prototypical Building-Level SPRINT Team Meeting

• Teacher presents the situation to the Team
  through a systematic Record Review Form
• Team Round-Robin Student Contacts and
  Clarifying Questions
• Relevant-Known Evaluation Collect or Continue
• Consultant Selection and Assignment
• Case Review Time Determined

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Characteristics of Effective Interventions
within the SPRINT Process

• They are
• ORGANIZED along a Flexible Continuum that is
  Anchored by Effective (General Education)
  Classroom Instruction
• LINKED to the Functional Assessment of The Gap
  and are Evidence-based
• ATTENTIVE to Social Validity, Acceptability,
  Treatment Integrity, Shared Benefits,
  Generalization
• Strategically ORGANIZED and IMPLEMENTED through a
  Written Academic/Behavioral Intervention Plan
• Continuously (Formatively) and Responsively
  (Summatively) EVALUATED

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A Continuum of Responses to Students Challenges
Relative to Learning and Achievement
Effective Instruction General
Education Modification
Remediation with
Consultation Accommodations
Intervention with Intervention
Assistive Supports
Compensation
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Modifications vs. Accommodations

• Modifications change CONTENT
• (Scope, depth, breadth, complexity).
• Accommodations change CONDITIONS
• They DO NOT change content.

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Accommodations vs. Interventions

• Accommodations are NOT the same as Interventions
• Accommodations
• help students compensate for learning processes
  that cannot be remediated.
• do not change the specific nature of the
  students area of weakness or disability.
• minimize, eliminate, or circumvent the impact of
  a students area of weakness or disability so the
  student can make academic and/or behavioral
  progress or demonstrate existing knowledge.

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Critical Points . . .

• All Staff in a School need to be Trained in and
  Utilize Data-based Functional Assessment and
  Problem-Solving.
• Effective Instruction and Primary Prevention
  Activities are anchored in Problem-Solving
  approaches.
• Without Primary Prevention Activities, the need
  for Secondary and Tertiary Interventions is not
  known.
• The Severity of a Students Problem (especially
  in the absence of Primary Prevention) does not
  predict the Intensity of the Interventions needed

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Critical Points . . .

• All SPRINT referrals are referrals for problem
  solving.
• Students are not referred. . .
• Instructional environments are referred.
• The focus is on early intervention, not waiting
  to fail.
• Coordinated well-integrated resources are
  needed early on to maximize success.

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Components of the Instructional Environment
Teacher-Instructional Factors Are teachers
well-matched to their students and curricula?
Student Factors Are students prepared and
programmed for success?
Curricular Factors Are curricula well-matched
to students and teachers?
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Fundamental Pointscont.

• All interventions must be outcome-based.
• Interventions must be formatively evaluated to
  monitor progress over time. Progress monitoring
  is but one approach to formative (and summative)
  evaluation.
• The primary goals of intervention
• Help students to master and demonstrate academic
  and behavioral skills and succeed in general
  education environment.
• Help students to increase (???) their Speed of
  Skill Mastery and Acquisition.

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So. . .What is our Path?

• We Need
• To Analyze, Recognize, and Publicize our Research
  and Practice Gaps. Curricular Areas
• To Utilize Evidence-based Blueprints for the
  Effective School-wide Implementation of
  Instructional Support Systems and Positive
  Behavioral Support Systems for All Students
  across All Grades
• To Recognize that RtIs Inclusion in IDEA is a
  Great Opportunity, but that it was probably
  Premature
• To Question the Need for a Tiered Model System
  or Forge a National Consensus on it

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The Current Tiered Model System

• Is Confusing because there is not one agreed-
• upon system and this is making professional
  
• conversation and communication challenging
• Is Unnecessary as it is not required by IDEA,
  nor does it
• facilitate problem-solving, student
• identification, or student intervention
  
• May be a Disservice to Students because it may
  guide
• generic eligibility decisions and
  directions at
• the expense of individual educational
  planning
• May be Epidemiologically Inaccurate relative to
  the
• population numbers suggested at the
  different tiers.

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So. . .What is Our National RtI Research Agenda
Path?

• The Focus preK through Grade 12
• (or through at least age 21)
• All Curricular/Academic Areas
• All Behavioral/Behavioral Disorder Areas
• Integration and Coordination across
• Data-based Functional Assessment and
  Problem-Solving (including Progress Monitoring
  and Formative/Summative Evaluation approaches)

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So. . .What is our Path. . .or. . . Our National
RtI Research Agenda?

• Integration and Coordination across
• Consultation Processes
• Linking Assessment to Intervention
• Intervention (Again preK to Grade 12
• All Academic/Behavioral Areas for
• Typical, Strategic Intervention,
  Intensive Need Students for
• Students across the Disability areas)

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Behavioral Intervention Primary
Prevention Positive School and Classroom
Climates Effective Classroom Instruction Effective
Instructional Grouping Effective Classroom
Management Student Instruction in Zones of
Success Social Skill Instruction and
Use Well-Designed and Implemented Accountability
Systems Consistency Student Modifications
Accommodations Early Intervention
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Behavioral Intervention Secondary
Prevention/ Strategic Intervention
Programs Peer/Adult Mentoring Programs Peer/Adult
Mediation Programs Strategic Behavioral
Interventions (Behavioral Matrix Intensity II
and III) Response Cost, Positive
Practice/Restitutional Overcorrection, Group
Contingencies, Cognitive-Behavioral Strategies,
etc. Small Group Social Skills/Socialization
Training Anger-/Emotion-/Self- Control
Training Attention-Control Training Special
Situation Groups Ex. Divorce, Loss, PTSD,
Self-Concept
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Behavioral Intervention Tertiary Prevention--
Intensive Needs/Crisis Management
Programs Individual Counseling/Behavior
Therapy (Behavioral Matrix Intensity III and
IV) Relaxation Therapy, Desensitization,
Cognitive-Behavioral Strategies,
etc. School-Based Mental Health
Services Intensive Wrap-Around/ Continuum of
Care Programming
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Academic Interventions Primary, Secondary, and
Tertiary Prevention Literacy Mathematics Writte
n Expression/Language Arts Science Social
Studies The Arts
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For more information

• See the Arkansas School Improvement Grant Website
  at
• http//acc.k12.ar.us/sig/
• Click the link for
• Technical Assistance Papers
• select article
• Functional Assessment and Data-based Problem
  Solving