1. All participants are on mute.
Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students  
Dr. Howie Knoff Director, Project ACHIEVE Director, Arkansas State Personnel Development Grant
1. To hear this webinar you will need to choose your audio mode.
Go to the control panel in the upper right corner of your screen and click the button of how you will be listening.
Choose:
Use telephone
Use mic & speakers
3. If using mic & speakers make sure your volume is turned up so you can hear.
If using the telephone:
Dial: 
Access Code:
Audio PIN: unique PIN shown in audio control panel on screen
Technical difficulties? Contact (518)
All participants are on mute.

2. Webinar Guidelines www.LeaderEd.com
All participants are on mute during the entire webinar.
Presentation portion will be 45 minutes
Questions and Answers portion will be 15 minutes
To ask a question type it in the question control panel in the upper right corner of your screen.
Content questions will be answered in the order they were received at the end of the webinar presentation.
Today’s PowerPoint and archived webinar
will be sent to you in a follow up .

3. For more information www.LeaderEd.com
Q&A with Howie
This is the end of the presentation portion.
Submit questions at this time and stay on to hear the answers.
If you are logging off, thank you for attending and we will you with follow-up information.
For more information

4. Almost all successful individuals and organizations have one thing in common – the power and depth of their vision of the future.
Joel Barker

5. Presentation Overview
Defining and Discussing Independent
Learning and Self-Management
Defining and Discussing RtI2
The Data-based Problem Solving Process
Linking RtI2 Assessment/Problem Analysis
with Strategic Intervention
Summary: The BIG IDEAS
c Project ACHIEVE Press

6. The Ultimate Educational Goal
TO:
Maximize ALL Students’
Academic Achievement and
Social, Emotional, and Behavioral Development

7. System-Level Educational
Goals and Outcomes
1. High levels of academic engagement and academic achievement and proficiency for all students.
2. High levels of effective interpersonal, social problem-solving, conflict prevention and resolution, and emotional coping skills/behaviors by all students.
3. High levels of critical thinking, reasoning, and problem-solving skills by all staff and students.
4. High levels of teacher confidence– relative to instruction, classroom management, and in helping students with academic or behavior problems.

8. System-Level Educational
Goals and Outcomes
5. Consistently high and effective instruction and classroom management across all teachers/instructional support staff.
6. Comprehensive and Strategic Professional Development enhancing staff knowledge, skills, and confidence, and student outcomes
7. A continuum of services, supports, strategies, and programs to strategically address the academic and behavioral needs of all students, with the consultation support to facilitate implementation and success
8. High levels of parent support and involvement in student achievement and self-management.

9. From a Student Perspective… Our Goal is to create…
Academic Learning, Mastery, and Achievement
Social, Emotional, and Behavioral Development
Independent
Learner
Self-Manager

10. A Definition of “Independent Learning”
A Successful Independent Learner:
Is engaged, confident, motivated, and aware of when s/he knows and does not know
Knows how to create and sustain positive and productive learning environments
Can learn and master—and has learned and mastered specific facts, pieces of information, and skills; is able to organize, synthesize, and apply them to solve (real world) problems; and is able to communicate the information and/or solutions
Is able access, use, and learn from resources to enhance learning or to close knowledge, skill, or application gaps

11. Student-Centered Rigor and Relevance: Bloom’s Knowledge Taxonomy
1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

12. Student-Centered Rigor and Relevance: Applying Knowledge
1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

13. Levels of Independent Learning
Integrating Knowledge and Application toward Independent Learning
Levels of Independent Learning
C D
A B
Knowledge 6 5 4 3 2 1
Application:

14. A Definition of “Self-Competency” or “Self-Management”
Self-Competence/Management involves:
A child or adolescent’s ability to:
Be socially, emotionally, and behaviorally aware of themselves and others
Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, and social-emotional coping and behavioral skills
Effectively control their own emotions and behavior

15. Operationalizing “Social Competency”
Social-Emotional
Competency
(How you Feel. . . )
Behavioral Competency
(What you Do. . . )
Slide 49

16. A journey of a thousand miles begins with a single step.
Chinese
philosopher
Laozi

17. Which of the following best characterizes your school’s current RtI process/program?
1. No existing RtI process/program. 2. The RtI process/program is for students having difficulties in literacy only. 3. The RtI process/program is for students having difficulties in all academic areas. 4. The RtI process/program is for students having difficulties in all academic and behavioral areas. 5. The RtI process/program guides both effective classroom instruction and management, and the strategic instructional or intervention approaches needed for non-responding students.

18. RtI2- Response-to-Instruction/ Intervention: A Definition. . .
A broad-based, targeted process to evaluate a student’s response to instruction/intervention
* The focus is on effective instruction, and—as needed—early, responsive, and strategic instruction and/or intervention
* Student progress is monitored/evaluated continually to determine whether desired learning, mastery, and proficiency outcomes are attained as a result of instruction or intervention
* Progress/Evaluation data help to determine whether or not the student attained desired or expected academic and social, emotional, or behavioral outcomes.
c Project ACHIEVE Press

19. Where Does Response-to-Instruction/Intervention RtI2 Start?
RtI2 starts in the general education classroom with evidence-based curricula taught by Highly Qualified Teachers using effective instructional practices
RtI2 involves determining students’ mastery of material and response to classroom management through effective assessments and progress monitoring
When students are not successful over time, RtI2 is a component of a problem-solving process that determines why success has not occurred and what to do about it

20. Students Succeed Because of their Instructional Environments
Teacher-Instructional
Factors:
Are teachers
well-matched
to their
students and
curricula?
Curricular Factors:
Are curricula
well-matched to
students and teachers?
Student Factors:
Are students prepared
and “programmed”
for success?

21. The Scientifically-Based Components of Effective Classrooms: Academics
Positive School and Classroom Climates
Effective Instructional Grouping
Effective Academic (Differentiated) Instruction
Student Instruction in their “Zones of Success”
Well-Designed and Implemented Progress
Monitoring and Authentic Assessment
Systems
Modifications, Remediations, Accommodations
Early Academic Intervention

22. Critical Elements in Successful Instructional Environments
Curriculum Instruction Students
Curriculum Alignment/
Total Instructional Alignment (TIA)
Differentiated Lesson Development, Delivery, and Evaluation
Setting, Communicating, and Evaluating Measurable Criteria for Student Skill or Performance Mastery
Readiness, Motivation, Preparation, Engagement, Self-Management
c- Knoff Project ACHIEVE, SPRINT Process

23. The Scientifically-Based Components of Effective Classrooms: Social, Emotional, and Behavioral
Positive School and Classroom Climates
Effective Classroom Management
Social Skill Instruction/Infusion and Use
Effective Student Motivation and
Behavioral Accountability Approaches
Consistency
Early Behavioral Intervention

24. The “Core” of Project ACHIEVE’s Positive Behavioral Self-Management System
Skill
Accountability
Consistency
Special Situations

25. The “Core” of the Positive Behavioral Self-Management System
Skill The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills
Classroom/Building Routines
Accountability The Behavioral Matrix
Grade-Level Classroom Expectations Building and Common Area Expectations
The Educative Time-Out Process
Consistency Skills, Accountability, Staff,
Students, Parents
Special Situations- Setting and Student

26. Which of the following best characterizes your school’s current Positive Behavioral Support (PBS) program?
1. No existing school-wide PBS program. 2. PBS program focuses only on common areas of the school. 3. PBS program focuses only on positive classroom management. 4. Both #2 and #3 above. 5. Both #2 and #3 above, and the PBS program includes the strategic social, emotional, and behavioral intervention approaches needed for non-responding students.

27. Components of Effective Classrooms:
Academic and Behavioral Instruction
Effective Teaching Skills and Practices*:
Instructional Planning
Positive Classroom Climate/Environment
Teacher Expectations
Cognitive Emphasis
Motivational Strategies
Instructional Presentation
Prompts for Student Understanding
Relevant Practice
Academic Engaged Time
Informed Feedback
Adaptive Instruction
Progress Monitoring and Evaluation
* From The Instructional Environment System-II (TIES-II; Ysseldyke & Christenson, 1993)

28. BUT
Some Students do not respond to effective classroom management and school-wide Positive Behavioral Support Systems (PBSS).
They likely need additional instructional or intervention supports, strategies, programs, or services.

29. Where Does Response-to-Instruction/Intervention RtI2 Go?
For students who are not responding to high quality instruction and teacher-initiated interventions over time, the problem-solving process becomes more formal as (a) functional assessments are completed, (b) resulting in more intensive classroom-based interventions, (c) where student progress is monitored more frequently, and (d) data is used to determine the success of the interventions or the need for more intensive services.
More specialized, multidisciplinary resources, then, are used to deliver more specialized interventions to produce improved child outcomes
The intensity of services delivered are driven
by student outcomes!!

30. The hardest thing to do in life. . . Is to learn which bridge to cross
and which bridge
to burn.
Lawrence J. Peter

31. Now. . .What are the Goals of the RtI2 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 strategic or intensive instruction and/or interventions
Providing consultation to classroom teachers so that the identified instructional changes or targeted interventions are implemented with integrity and success.
To establish assessment and intervention baselines in case more intensive instruction or interventions are needed later.
To increase the knowledge and skills of all of the teachers and other professionals involved.
Why is the Focus on Problem-Solving, Consultation, and Intervention so Important?
*** Data-based problem solving that includes functional assessment linked to strategic and evidence-based or research-based intervention provides the highest probability of success approach to services to students.
*** Consultation in the referring teacher’s classroom is the best approach to problem-solving and to helping the teacher implement effectively interventions.
*** Systematic problem-solving approaches, that are used by entire school staffs, result in better communication, collaboration, and more efficient team processes.
*** Consultation increases the knowledge and skills of teachers over time, such that they can more independently address different student challenges in the future—thereby decreasing or eliminating the need for “more intense” consultation services.
*** Systematic problem-solving approaches document, with data, the impact of interventions and the continuing progress of students who have more intensive and longer-term interventions needs.

32. The Primary RtI2 Service Delivery Approach involves:
Problem-Solving – Consultation –
Intervention
NOT
Wait to Fail–Refer–
Test – Place

33. Data-based Problem Solving Determines the Success of RtI2
Accurately Identifying the Problem
Identifying the Skill Gap
Functional Analysis (Explaining) the Skill Gap
Selecting Scientifically-based Interventions
Successfully Implementing and Evaluating
the Intervention

34. Finding Consultants
Every staff person is a potential consultant for someone else
Schools need to systematically identify every staff person’s skills
Staff need to use the skills of every staff member
Finding Consultants:
Every staff person in a school should be viewed as a potential consultant to some other staff person.
Schools, therefore, need to systematically identify the professional and personal skills of each staff person in and available to the building.
This process helps building staff to use each others’ skills to address specific student issues.
This “sharing” should occur regardless of staff role, assignment, or department.

35. Primary Principles of Intervention
Interventions are linked to the results of the Problem Analysis step within the Problem-solving process.
Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions.
Intervention follows a “Response-to-Instruction/ Intervention” prevention-focused model.
Interventions are delivered in the Setting of Origin, or—if strategically needed—in the LRE using the most preventative approach.

36. Problem Solving and RtI2
Problem Identification I
Response to
Intervention II
Problem Analysis
III
Intervention Design
c Project ACHIEVE Press

37. The Interdependency between Academics and Behavior
Academic Instruction & Intervention S P R I N T
Behavioral Instruction & Intervention
Academic Success
Do students act out
due to academic
frustration?
Behavioral Success
Do students have less
academic success
when they do not
have certain behavioral
skills?
Functional Assessment
and Data-Based
Problem Solving
Helps us to tell the
difference.

38. When Students do not Succeed: Analyzing their Instructional Environments
Teacher-Instructional
Factors:
Are teachers
well-matched
to their
students and
curricula?
Curricular Factors:
Are curricula
well-matched to
students and teachers?
Student Factors:
Are students prepared
and “programmed”
for success?

39. Problem Analysis: Possible Reasons for Students’ Lack of Self-Management Progress or Success
Biological/
Physiological Status
Skills
Motivation/
Accountability
Consistency
Special Situations
Teacher-
Instructional
Factors
Student Factors
Are students prepared
and “programmed”
for success?
Curricular
Factors

40. Seven “High-Hit” Reasons When Independent Learning or Self-Management does not Occur
Area #1: Skill/Mastery Deficit
Area #2: Speed of Acquisition
Area #3: Transfer of Training/Generalization/Application
Area #4: Conditions of Emotionality
Area #5: Motivation/Performance Deficit
Area #6: Inconsistency (Specific where. . . )
Area #7: Special Situation—Setting, Peer, Individual

41. Moving from Problem Analysis to Intervention
Goal #1/Skill/Mastery Deficit:
Goal #2/Speed of
Acquisition:
Goal #3/Transfer of Training/
Generalization/Application:
Goal #4/Conditions of
Emotionality:
Goal #5/Motivation/
Performance Deficit:
Goal #6/Inconsistency:
Goal #7/Special Situation:
Teach
Increase Learning Rate
Train for the Transfer
Prevent/Control Emotionality
Motivate
Decrease Inconsistency
Resolve Situation/Target Social, Emotional, Behavioral Skills

42. The Positive Academic Services and Support System (PASS): The Academic Intervention “Blueprint”
Curricular Modification
Skill and Instruction
Remediation
Formal and Informal
Accommodation
Strategic or Intensive
Instruction or Intervention

43. The Positive Behavioral Self-Management System (PBSS): The Behavioral Intervention “Blueprint”
Skill Instruction or
Intervention
Motivation/
Accountability
Consistency
Special Situations

44. The Tiers of the Academic and Behavioral Intervention
Tier 1: Prevention for All
Tier 2: Strategic Intervention for Some
Tier 3: Intensive Need or
Crisis Intervention
for Few

45. We STRONGLY Recommend:
Grade-level RtI2 Teams
That meet at least monthly
A “Permanent Member” Building-level RtI2 Team
That meets weekly
Slide 3
c- Knoff Project ACHIEVE, SPRINT Process

46. Composition of the Grade-Level RtI2 Team
Every General Education Teacher at an identified instructional team level
Support specialists assigned to the team
One member of the Building-level RtI2 Team
Other Support specialists or consultants as needed (to help, on a case-by-case basis with specific student concerns)
Grade-Level SAT Team Composition:
The one member of the Building-level SAT Team should be chosen, ideally, because they can help address learning and/or behavioral situations that are most likely to be referred at that grade level.
The “additional instructional support specialists” or consultants are asked to “sit-in” on specific meetings due to their expertise with a specific student concern that is going to be discussed.

47. Composition of the Building-Level RtI2 Team
The “referring” General Education Teacher
Administrator or Administrative-designee
School-based Related Service professionals
School-based Instructional Specialists/ consultants
Other staff skilled in academic or behavioral interventions
Other school-based specialists (e.g., nurse, computer-assisted learning specialist, school-based mental health specialist)
Slide 19

48. BIG IDEA #1: The First “Intervention” is Effective
Academic and Behavioral Instruction
by an Effective Classroom Teacher
Using
Effective
Classroom
Management
c Project ACHIEVE Press

49. BIG IDEA #2 The Primary RtI2 Service Delivery Approach involves:
Problem-Solving – Consultation –
Intervention
NOT
Wait to Fail – Refer –
Test – Place

50. BIG IDEA #3 RtI2 Reflects the Intensity of
Supports, Services, Strategies, or
Programs Needed by Students to be
Academically
or Behaviorally
Successful
c Project ACHIEVE Press

51. BIG IDEA #4 RtI2 —From Effective Instruction to
Intensive Intervention—is Integrated into an
Effective School and Schooling Model and
Guided through the
school’s annual
School Improvement
Plan and Process.
c Project ACHIEVE Press

52. BIG IDEA #5
The RtI2 Problem-Solving Process is Taught to, Modeled for, and Implemented by
EVERYONE in the School.
It is:
Written and Resourced,
Planned and Consistent,
Evaluated and
Continuously
Improved
c Project ACHIEVE Press

53. BIG IDEA #6
RtI2 Success is about People, Professional and Personal Success, and:
Communication
Caring
Collaboration
Commitment
Consultation
Celebration
Consistency
c Project ACHIEVE Press

54. A great leader takes people where they don’t necessarily want to go. . .
But where they
ought to be.
Rosalynn Carter

55. For more information www.LeaderEd.com
Q&A with Howie
This is the end of the presentation portion.
Submit questions at this time and stay on to hear the answers.
If you are logging off, thank you for attending and we will you with follow-up information.
For more information

56. Thank you for Attending!
Consulting Services
Advisors, Keynote Speakers, Turnaround Specialists
Needs Assessment, Strategic Planning, Intervention Plans
Leadership Development
Effective Teaching Practices
Differentiated Instruction

57. Resources

58. Leadership Academy Building Leadership Capacity January 28 - 30, 2011
San Diego
Quadrant D Leaders are
Focused on Learning
Flexible
Analytical
Passionate & Motivational
Communicative

59. 19th Annual Model Schools Conference
June 26-29, Nashville
Showcasing the nation’s most successful practices for improving student achievement and growth!

60. Director, Project ACHIEVE Director, AR State Improvement Grant
Howard M. Knoff, Ph.D.
Director, Project ACHIEVE
Director, AR State Improvement Grant
49 Woodberry Road
Little Rock, AR 72212
Phone:
Websites: