1. Response to Intervention in General, Remedial, and Special Education
Bill Rynn
Regional Consultant
Exceptional Children’s Division
N C Department of Public Instruction
November 19, 2008
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2. Credits: The following leaders in the RTI movement are credited with much of the information in this presentation: George Batsche Liz Crawford Dan Reschly
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3. NC DPI 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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4. What Is Response to Intervention (RTI)?
Scientifically-based instruction/interventions matched to student needs
Formative evaluation including frequent progress monitoring in relation to benchmarks, with decision rules applied
Decisions driven by student RTI, including gen’l ed instruction/intervention, remedial services/individual interventions, sp ed eligibility, placement, annual review and exit
Implementation requires: Allocating (aligning) resources to deliver effective interventions that produce improved child outcomes
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5. RTI Model Differences Restricted vs Comprehensive System Wide
LD Identification
Do Tiers I and II, then traditional evaluation
Or Use RTI in eligibility determination and in the design, implementation, and evaluation of IEPs
Academic only or Academic and Behavior
False dichotomies: Standard Protocol vs Problem Solving vs Recognition of Both
Choices determined by nature of problem
Use of both in many situations
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6. Purpose of the RTI Process
Improve results in academic, behavioral, and emotional regulation domains, through
High quality interventions
Formative evaluation
Student results drive decisions about needs and intensity of interventions
Improve, eliminate disproportionate representation
Identification of disabilities through procedures that are valid and connected to effective special ed interventions
Improve special education results and increase exit from sp ed
Prevention and early identification-intervention
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7. Building Consensus
I a 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.
………….What beliefs might you have to give up in order to embrace RTI? What about your staff? Your colleagues?
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8. Why RTI? Dissatisfaction with ach. results
Expensive programs with undocumented benefits, General Ed. Title I and Sp Ed
Poor overall outcomes re: benchmark tests, graduate rates, early adult outcomes
Overrepresentation in sp ed
Disjointed programs across general, remedial and special ed.-compromised outcomes and wasted resources
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9. RtI 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
RtI
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10. RtI RtI is……. Whole school working together
Using resources and expertise to help all students
Regular monitoring of success/needs
Data driven instruction !
RtI can involve everyone
SPED and REGED share expertise/resources
RtI
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11. RtI RtI is……. Multi-step process
High-quality, research-based instruction and interventions
Varying levels of intensity
Match interventions to
student’s needs
RtI can involve everyone
SPED and REGED share expertise/resources
RtI
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12. Implementation of RtI Three Components: Prevention Intervention
Component of SLD determination
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13. RtI RtI is Not…. A packaged program A curriculum Special Ed
Just for eligibility identification
RtI
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14. Old Assumptions, cont.
Unique Treatment Methods and Teacher Training by Disability But, Same methods work for virtually all High Incidence I SWD, LD, ED, EMR
IQ Essential to Accurate Classification-BUT Same kids found with problem solving processes and measures
Identifying Disability and Sp Ed Placement Solves Problem
Dubious Effects of Special Education
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15. Some things do not make sense
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16. Progression of Research, Policy, and Legal Requirements
RESEARCH: Scientific research with practice demonstrations leading to
POLICY: Multiple policy analyses in presented in prestigious reports leading to
FEDERAL LAW: Multiple layers of Federal legal requirements leading to
STATE LAW: Changes in state rules leading to
SCALING UP: Scaling up efforts in states
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17. Commonalties in Policy Recommendations
Accountability-Improved results for all students and better results are possible!! (Gloeckler)
Integration of general, remedial, and sp ed through multiple tiers of intervention
Scientifically-based interventions with problem solving
Progress monitoring with formative evaluation
Decisions at all levels driven by child response to intervention
Abandon IQ-Achievement discrepancy in LD Identification
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18. Major Legal Themes (NCLB, IDEA)
Scientifically-based instruction
More frequent assessment, progress monitoring, formative evaluation
Well integrated multiple tiers of Intervention
Decisions driven by child responses to instruction-intervention in general, remedial, and special education
Alignment of resources to enhance positive outcomes
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19. 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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20. Response to Intervention (IDEA, 2004)
‘‘(B) ADDITIONAL AUTHORITY.—In deter- mining 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).
Does response to intervention appear in the law?
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21. Final Regulation
NEW AND SIGNIFICANT:
(b must consider, as part of the evaluation described data that demonstrates that—
(1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and
(2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents.
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22. Prevention-Early Intervention
LEA can use 15% of federal IDEA funds to support prevention and early identification-treatment
Purpose: minimize over-identification and unnecessary sp ed referrals
Provide academic and behavioral supports; and professional development re: early literacy and behavior
MUST use the 15% if LEA has “significant disproportionality
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23. Enter a School-Wide Systems for Student Success
Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation (Sugai, Horner, & Gresham, 2002)
Enter a School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual and Small Groups
Intense, Prolonged Intervention
Intensive, Individual Interventions
Individual and Small Groups
Intense, Prolonged Interventions
5-10%
5-10%
10-15%
Targeted Group Interventions
Some students (at-risk)
Standard protocol reading
interventions
10-15%
Targeted Small Group or Individual
Interventions
Some students (at-risk)
Targeted Individual Behavior
80-85%
Universal Interventions
Effective Academic In-
struction
School-wide positive
Behavior
Effective classroom and
Behavior management
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24. Where we started… Level IV IEP Consideration Level III
Consultation with
the Problem Solving
Action Team
Level II
Consultation
With Other
Resources
Level I
Consultation
Between
Teachers-Parents
Amount of Resources Needed to Solve Problem
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Intensity of Problem

25. Basic Problem Solving (Teachers and School Teams) (Heartland Area Education Agency, Johnston, IA)
• Define the Problem
(Screening and Diagnostic Assessments)
What is the problem and why is it happening?
• Develop a Plan
(Goal Setting and Planning)
• Evaluate
(Progress Monitoring
Assessment)
What are we going to do?
Did our plan work?
• Implement Plan
(Treatment Integrity)
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Carry out the intervention

26. Can you blame somebody else?
PROBLEM SOLVING CHART
Yes
Does the *%$# thing
work? No
Don’t mess with it!
You Idiot!
Yes
Did you mess with it? No No
Hide it!
Does anyone
else know?
Yes
Will you catch hell? No
Yes
You poor slob!
Ignore it
Can you blame somebody else? No
Yes
NO PROBLEM

27. Standard Treatment Protocol Approach To Responsive-to-Intervention
The standard treatment is for the student to receive a validated, intense intervention
The bad news is that all students receive the same intervention
The good news is that the interventions are well-specified, sequenced with clear outcomes
The interventions are more likely to be delivered with fidelity; training is consistent
Increases the consistency of services; easy to check for implementation
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28. What types of interventions?
Standard Treatment Protocol Interventions
From scientific-based education research
Evidence-based Interventions
From education research
Experiential-based Interventions
From best practice with like students
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29. Multi-Tiered Academic Interventions of Increasing Intensity and Measurement Precision
Tier I: General Education: All students; Effective instruction, 80-85% at benchmarks
Tier II: Standard Protocol and Problem Solving: (about 10 to 20 weeks) Small group and individualized interventions
Decision Making: Continue Program, Modifications, Comprehensive Evaluation??
Tier III: More Intensive, Sustained Instruction in General
Key Mechanism: Formative Evaluation
Tier IV: Repeat the process and/or refer to Special Education
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30. Formative Evaluation Frequent assessment of progress
Referenced to goals based on benchmarks toward passing state tests
Decision rules regarding modification of goals or instructional programs
All decisions about student needs and instructional intensity are based on child RTI
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31. Characteristics of Effective Formative Evaluation Measures
Direct measures of skills
Natural settings
Efficient re: costs and time required
Sensitive to small increments of growth in relevant skills
Results can be graphed in relation to goals
Reliable in terms of stability
Valid re: relationship to broad indicators of competence
Example: CBM oral reading fluency and reading comprehension
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32. Tier I: General Education, Universal Stage, Primary Prevention
Academics and Behavior
Scientifically-based
Explicit instruction
Systematic intervention
Inter-related, reciprocal relationships, mutually supported
Discuss separately here, but acknowledge the essential inter-relationship of academics and behavior
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33. Tier I: Academic Interventions
Scientifically-based instruction in reading
Curricula-content-Big ideas, e.g., reading
Phonemic Awareness
Alphabetic principles
Fluency
Vocabulary
Comprehension
Study of IHEs pre-service preparation in rdg
14 of 72 taught all 5 components and many taught none, see
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34. Tier I: Academic Interventions
Teaching Methodology Explicit Instruction
Modeling, guided practice, practice to automaticity, integration; You do it with feedback, You do it independently, You do it automatically
Frequent responding with feedback, Brisk pace
Systematic Instruction
Sequential, Hierarchical
Include all reading components each day
Beat the odds teachers:
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35. Tier I: Assessment: Academics
Routine Assessment of Progress
Screen all students, begin in kindergarten; 3 times per year with appropriate early literacy measures
More intense instruction and monitoring within classroom for students below trajectories toward passing state benchmark tests
Grouping, instructional materials, time, paraprofessionals Pat Vadasy at U of WA
Increase assessment to 2 Xs per month
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36. Reading Benchmarks (DIBELS)
Age/Grade
Measure Fluency (FL)
Criterion
Winter KTG
Letter Naming Fl
Initial Sound Fl
25 sounds per minute (pm)
Spring KTG
Phoneme Seg
35 sounds pm
Winter 1st gr.
Spring 1st gr.
Spring 2nd gr.
Spring 3rd gr.
Nonsense WD
Oral Rdg Fluency
Oral Reg Fluency
50 sounds pm
40 wds pm
90 wds pm
110 wds pm
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37. Deno & Mirkin (1977) Breakthrough Brief samples of behavior
Foundations of CBM
Deno & Mirkin (1977) Breakthrough
Brief samples of behavior
Use of oral reading fluency samples
Production per unit of time
Fluency and accuracy combined
Words read correct per minute
Math-digits correct
Spelling-letters correct
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38. Importance of Standardized CBM Procedures
Standardized meaning uniformity in administration, scoring, interpretation
Prerequisite to use of data in
Determining risk status within classroom or school
Measuring change for individuals or groups
Predicting later performance
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39. Oral Reading Fluency What is it? Why do it? Word Calling Myth
Reading aloud fluently and accurately from text.
Why do it?
Indicator of proficiency in reading that is sensitive to growth
Highly correlated with performance on standardized tests and tests of comprehension
Provides information that may be used to evaluate effects of instruction
Word Calling Myth
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40. Middle and High School RTI Applications
Same principles and goals: Improve Results
Evidence-based interventions matched to student needs implemented with good fidelity
Data-based, progress monitoring with formative evaluation, that is, data on initial status, goals related to benchmarks, progress monitoring against goals, and changes in interventions based on progress
Decisions based on student responses to interventions
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41. Academic skills deficits
Middle and High School RTI Applications Frequent Goals at Middle and High School
Academic skills deficits
Teach skills in basic areas including reading and math
See Florida web site for teaching reading to adolescents at
CBM used, progress at > 1 word correct growth per week, goals, graphs, formative evaluation, etc.
Significant needs for basic instruction
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42. Middle and High School RTI Applications Effort and Work Completion
Can Do But Won’t Do
Unintended reinforcement for poor effort and low productivity
Interventions do improve both effort and productivity
Data are critical!!!
Data followed by interventions, etc.
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43. Drop out not an event, but a process
Middle and High School RTI Applications School Involvement and Drop Out
Drop out not an event, but a process
Encouragement to leave or to stay??
Drop out prevention measures
Find at risk kids
Ensure teacher encouragement, someone who cares, monitors, encourages
Formal programs like Check and Connect
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44. Middle and High School RTI Applications Problem Solving Example
Drop Out
Scientifically-based interventions
Identify proxies for drop out to permit early intervention, e. g., school attendance, disciplinary referrals, failing courses, etc.
Gather data on current conditions
Establish goals
Implement interventions
Monitor progress and change intervention if results do not meet reasonable goals
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45. Summary of Tier I Universal level, all students
Scientifically-based, right content and direct instruction
Greater intensity and increased measurement precision for students below benchmark trajectories
Criterion for success? 80% to 85% are at or above benchmarks
Assess classrooms, schools, districts
Identify students needing additional assistance
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46. Tier II: Academic and Behavioral Interventions
Individual behavior interventions in general education that meet all criteria for problem solving
Individual or small group academic interventions, following
Standard protocol interventions (reading)
Individualized academic
Evidence based practices.
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47. Tier II Behavior: Problem Solving Criteria cont.
Development of an intervention plan that is written, systematic, and based on scientifically-based instructional or behavioral intervention principles
Implementation of the plan with treatment fidelity checks
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48. Example of Tier II academic intervention
Tier II Academic Interventions (Vaughn et al., 2003 Exceptional Children)
Goals: Move performance to benchmark trajectories and, If needed, consider more intensive interventions
Example of Tier II academic intervention
Small group, N=4-5, pull out, similar needs
30 to 35 minutes per day in addition to classroom instruction
Progress monitoring weekly
10 to 20 weeks of instruction
5-component reading interventions, with emphasis on weak components
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49. Tier II: Academics and Behavior
Targeted individual interventions in classrooms and in standard protocol academic settings
Behavior (attention and on task) predict outcomes of academic interventions)
Standard protocol interventions use a point system to prompt and reinforce task engagement
Improved behavior often is crucial to persistence of academic interventions effects over time and generalization to classroom settings
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50. Standard Protocol Reading Models for Tier II
U Texas, Vaughn
Florida State Torgesen
Reading five domains taught each day
Direct instruction
Weekly progress monitoring
Individual graphs, progress against goals referenced to benchmarks
Decisions determined by student response
Fade Tier II and return to general education
Consider Tier III based on insufficient response
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51. Graph Current Status Words Correct Per Minute Benchmark=24 Egbert=11
Weeks
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52. Determine Goal: Class=1
Determine Goal: Class=1.5 wd growth per week; Egbert Goal: 2 wd growth per week
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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53. Monitor Egbert’s Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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54. Formative Evaluation: Change Intervention
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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55. Continue Intervention and Monitor Progress
Change
Intervention
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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56. Raise Goal to 2.5 WCM Growth
Change
Intervention
Change Goal
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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57. Continue Intervention and Monitor Progress
Change
Intervention
Change Goal
Fade Tier II
Words Correct Per Minute
Benchmark
Class=24
Egbert=11
Egbert goal line
Weeks
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58. Decisions Re: Egbert Fade Tier II academic intervention
Reduce number of weekly sessions
Monitor progress to ensure continued progress
Evaluate behavioral intervention (not shown here)
Depending on results, consider enhancing, fading, or discontinuing
Do NOT consider more intensive interventions
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59. Case II: Egberta, Academic Intervention
Egberta (Egbert’s twin sister)
Similar performance in reading
No behavioral issues, described as quiet, cooperative child who tries hard and does not disrupt the class
Would not have been referred by teacher, but discovered through universal screening
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60. Egberta: Determine Goal: Class=1
Egberta: Determine Goal: Class=1.5 wd growth per week; Egberta Goal: 2 wd growth per week
Words Correct Per Minute
Benchmark
Class=24
Egberta=11
Egbert goal line
Weeks
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61. Tier III Intended for students who do not respond at Tier 2.
Provide more intensive individualized and/or small group research-based
Instruction/intervention targeted to eliminate discrepancies in student performance in deficit areas
Regular Education offerings plus training on specific curriculum and progress monitoring
Scientifically-based, right content and direct instruction
Expand Problem Solving Team to include diagnostician or other support personnel
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62. Monitor Egberta’s Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class=24
Egberta=11
Egberta goal line
Weeks
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63. Change Egberta’s Intervention
Words Correct Per Minute
Benchmark
Class=24
Egberta=11
Egberta goal line
Weeks
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64. Implement Revised Intervention and Continue to Monitor Progress
Change
Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
Weeks
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65. Implement Second Intervention Revision
Change
Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
Weeks
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66. Gap Not Closing: Consider Eligibility and More Intensive Interventions
Change
Intervention
Class
WCM=54
Words Correct Per Minute
Benchmark
Egberta
WCM=32
Weeks
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67. Egberta Consideration of Eligibility
Levels Difference: Large performance differences compared to peers and benchmark expectations in relevant domains of behavior
Rate Difference: Large differences in rate of learning compared to peers and trajectories toward benchmark standards when provided with high quality interventions implemented over a significant period
Documented Adverse Impact on Education
Documented Need for Special Education
Exit Criteria
Exclusion Factors: Rule out MR etc.
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68. What is a Comprehensive Evaluation
Note Federal Regulation,
(g) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. (34 C.F.R
Meaning? Note “if appropriate”
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69. Multiple domains must be considered
Federal Requirements
Multiple domains must be considered
Screening in multiple domains followed by, if appropriate, ……
If potential educationally related deficits are suggested by screening, THEN
In depth assessment in the domain
Principle: If screening suggests adequate functioning, then in depth assessment is wasteful and irrelevant
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70. Comprehensive Evaluation: After Tier III
Domain
Screening
If depth, if appropriate
Possible
Decision
Health
Nurse, records
Referral
MD Eval
Medical condition
Vision
Ophthalmology
Visual Impairment
Hearing
Otological, Audiologist
Hearing Impairment
Intelligence
Records, Tch ratings, ach. tests
Psychologist, Gen’l Intell Functioning (GIF)
Sig subaverage GIF, possible MR, possible sp ed
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71. Comprehensive Evaluation: After Tier III
Domain
Screening
In Depth, If Appropriate
Possible Decision
Reading
Class work, Tch eval., CBM, group tests
Individual tests, diagnostic tests
More intense intervention, possible sp ed
Math
Adaptive Behavior
Records, Tch checklist
Observations Parent interview
Possible eligibility for MR
Written Language
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72. Comprehensive Evaluation: Post Tier III
Domain
Screening
In depth, if appropriate
Possible Decision
Communication
Tchr Observations, Sp/L screening
Sp/L eval, tests, obs.
Sp/Lang need, therapy
Behavior
Tchr judgment, checklists, nomination
Observation, Interview, Indiv intervention
Emotional Regulation
More intense intervention, possible sp ed
Motor
Physical, Tch, PE observations
Medical evaluation
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73. Special Education Eligibility Determination Using RTI
Recall problems with current system
Integrate identification with treatment
Level of skills
Pattern of skills, deficits and strengths
Evaluation of progress
Evaluation of outcomes
Enhance effectiveness of special education
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74. Old Models of SLD Identification
Problems with severe discrepancy criteria
Unreliable (especially stability of discrepancy scores)
Invalid (IQ discrepant poor readers do NOT respond better than IQ non-discrepant poor readers to reading instruction)
Causes Harm (Wait to Fail)
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75. Old Models of SLD continued
Cognitive processing option ??
Scatter is normal, virtually all children will show significant strengths and weaknesses
Pattern of cognitive processes unrelated to
More accurate SLD identification
Improved instruction
Improved child outcomes
No scientifically-based studies showing benefits of designing instruction from cognitive profiles
Vested interests? and Burden of proof
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76. Cognitive Processing Strengths and Weaknesses
ALL children have strengths and weaknesses
Normal readers? Not referred despite cognitive strengths and weaknesses
Poor readers? May be referred and, if so, cognitive strengths and weaknesses will be found
So what??
Improve accuracy of identification?
Improve interventions?
Cash validity is not sufficient
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77. RTI in Special Education Programs
Special education programs should be,
Scientifically based
Matched to student need
Progress monitoring against goals (exit criteria)
Formative evaluation
Goal of passing benchmark tests, exiting
Current special education programs????
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78. Special Education for Students with High Incidence Disabilities
Mild Mental Retardation
Emotional Disturbance
Specific Learning Disability
Other Health Impaired-Attention Deficit Hyperactivity Disorder
Rate is 1% or more of the general student population
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79. High Incidence Disabilities
School age identification
Usually not identified as adults
Teacher referral due to poor achievement plus, for many, disruptive behavior
No identifiable biological anomaly, normal appearance
Reading is a major concern for most (70%-80%)
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80. Specially Designed Instruction
Uniqueness of special education is NOT in different methodologies BUT IS IN
Intensity, frequency of progress monitoring and formative evaluation, precision of goals, and specificity of instruction
Intensity involves time, group size
Specificity of instruction, thoroughness of skills specification, intentional teaching, integration with other skills
Application of explicit, systematic instructional methods
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81. Special Education Final Remarks
Special education can be effective
Set of services brought to students, not a place
Integrated with general education curriculum
Strong accountability
Implementation of scientifically based interventions with
Specification of goals
Frequent progress monitoring
Formative evaluation
Exit criteria
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82. Critical Skills/Competencies
Problem solving-interviewing skills
Behavior assessment including CBM
Powerful instructional interventions
Powerful behavior change interventions
Relationship skills
Tailoring assessment to referral concerns
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83. Leadership is about one thing
Having a mission and relentlessly pursuing it
Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes
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84. PSM/RtI Content: All Personnel
Understanding of:
National, state, district policies regarding RtI
Link between NCLB, IDEA 04, AYP and RtI
Beliefs, knowledge and skills that support implementation of RtI
Steps in the PSM, multilevel RtI model, and how eligibility is determined using RtI
Fundamental utility of using progress monitoring
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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85. Role of District Leaders
Give “permission” for model
Provide a vision for outcome-based service delivery
Reinforce effective practices
Expect accountability
Provide tangible support for effort
Training
Coaching
Technology
Policies
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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86. District Leaders: Content Knowledge
Understanding of:
Professional development delivery model that best supports implementation
Staff and budget requirements to integrate general and special education services for the implementation of RtI
Relationship between implementation and expectations for improved student performance
Barriers that will occur and that must be addressed during implementation
Use of, and support for, technology necessary to ensure efficient and effective implementation
Essential stages of change and variables necessary for the smooth transition to the use of PSM and RtI
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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87. Role of the Principal Sets vision for problem-solving process
Supports development of expectations
Responsible for allocation of resources
Facilitates priority setting
Ensures follow-up
Supports program evaluation
Monitors staff support/climate
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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88. The Principal: Content Knowledge
Understanding of:
Need for universal, supplemental and intensive instructional strategies and interventions
Components of a successful PDP
Need for and skills in data-based decision-making and the need to share outcome data frequently
Need to publicly recognize the relationship between staff efforts and student outcomes
Need to involve and inform parents of the essential elements of RtI and their role in the process
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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89. Role of the Facilitator
Ensures pre-meeting preparation
Reviews steps in process and desired outcomes
Facilitates movement through steps
Facilitates consensus building
Sets follow-up schedule/communication
Creates evaluation criteria/protocol
Ensures parent involvement
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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90. What is a “Team”? Facilitator’s Vision
Agreement through CONSENSUS
We agree to “try and see”
No one person is an expert-a show maker or a show stopper
People stay focused on common goal-Development of Effective Interventions
Interpersonal conflicts do not affect outcome
This is about “the student”
We are seeking an significant improvement-not a cure
Resources must be managed well
Primary resource is “time”
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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91. Role of Participants
Review Request for Assistance forms prior to meeting
Complete individual problem-solving
Attitude of consensus building
Understand data
Research interventions for problem area
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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92. The Participants: Content Knowledge
An understanding of:
The relationship between RtI and student achievement
Need to increase the range of empirically validated instructional practices in the general education classroom
Uses of the problem-solving method
Technology and other supports available and necessary to implement RtI
Administrative and leadership support necessary to maximize the implementation of RtI
Need to provide practical models and examples with sufficient student outcome data
Need for demonstration and guided practice opportunities
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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93. Student Services Staff: Content Knowledge
An understanding of:
The different models for evaluating student performance differences and their impact on the development of instructional and assessment practices
Evaluation strategies to assess instructional quality in general and special education classrooms and programs
CBM and related continuous progress monitoring technologies to relate individual student performance to instructional quality data
Need for and models of social support and the role of support staff in the provision of that support for school staff
Specific training in coaching, mentoring and data management strategies
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
Reschly RTI

94. Role of Parent Review Request for Assistance form prior to meeting
Complete individual problem solving
Prioritize concerns
Attitude of consensus building
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
Reschly RTI

95. Student Involvement Increases motivation of student
Reduces teacher load
Teaches self-responsibility
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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96. Impact on Leaders: A Change in Focus
Student progress, not labels are most important
All students compared to general education expectations
All students affect AYP
A student’s response to intervention is the most important data
Academic Engaged Time is the currency of problem-solving
Training and coaching must be focused on Problem Solving Model
Increase the use of technology
Interventions must be evidence-based
Reschly RTI
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche

97. Staff Support Risk-free or risky environment?
Expectations may be most important factor
“Alternative” not “Less”
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah,
Given by George Batsche
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98. District Level: Infrastructure
RtI: We Got Game
District Level: Infrastructure
Reschly RTI
Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes
Grimes & Tilly, RtI Innovations 2008

99. School Building Level: Infrastructure
RtI: We Got Game
School Building Level: Infrastructure
Reschly RTI
Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes
Grimes & Tilly, RtI Innovations 2008

100. Purpose of Blueprints Think of blueprints for your house
They tell you:
Where to put the walls
Where to put the windows
How the framing should come togther
Where the plumbing and electrical run
They Don’t tell you:
What color to paint the walls
What furniture to buy
Where to hang your pictures
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by Judy Elliott
Reschly RTI

101. Blueprint Content
All of the blueprints are organized around the predictable stages of RtI Implementation
Consensus building: building consensus among potential implementers on what RtI is and why to do it
Infrastructure building: building the skills, structures and strategies locall to support comprehensive RtI practices
Implementation: building the frameworks to sustain RtI practice over time once initial infrastructure building is complete
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by Judy Elliott
Reschly RTI

102. Stages of Implementing Problem Solving/RtI
Consensus
Belief is shared
Vision is agreed upon
Implementation requirements understood
Infrastructure Development
Analyzing and Reconciling Regulations
Training/Technical Assistance
Model (e.g., Standard Protocol)
Tier I and II intervention systems
E.g., K-3 Academic Support Plan
Data Management
Technology support
Decision-making criteria established
Implementation
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103. Objectives for Consensus Building at the District Level – NASDSE, p. 5
Develop a shared vision that Response to Intervention (RtI) is an “all education initiative” led by general education and that RtI and problem-solving will result in more productive and equitable outcomes for students.
Identify the administrative support structures necessary for systemic planning and implementation of RtI.
Identify the stakeholders in the district, inform them about RtI and assure the stakeholders that their input will be considered in the development of the infrastructure.
Develop a common understanding regarding the scope of RTI implementation.
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Reschly RTITaken Directly From NASDSE District Level Blueprint, page 5

104. Objectives for Infrastructure Building at the District Level (NASDSE, p. 10)
Have all the components required for RtI ‘roll out’ in place.
Define the policies and procedures regarding how to implement RtI and problem-solving.
Complete a needs assessment to identify areas of strength and areas of need related to an RtI system.
Outline an evaluation plan and identify the data management system(s) that will be used to support RtI implementation.
Develop a plan to define how the district, at all levels, will support the implementation of RtI through systemic technical assistance and professional development.
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Reschly RTITaken Directly From NASDSE District Level Blueprint, page 10

105. Objectives for Implementation at the District Level (NASDSE, p. 20)
The district will have the necessary systemic supports in place to ensure successful implementation of RtI.
The district will implement a multi-year implementation and professional development plan that provides ongoing and sustained support for RtI implementation.
The district will use a systemic evaluation plan to assess the impact of RtI on student, site, district and personnel outcomes.
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Reschly RTITaken Directly From NASDSE District Level Blueprint, page 20

106. The many “gotta haves” – Common Language and Common Understanding
Working knowledge and skill of the problem solving model
Working knowledge of the Tiered system of intervention
Skill in use of data to make instructional decisions
Working knowledge of how to create decisions rules for tiered intervention
Ability to link assessment data to robust instruction and behavior interventions
Skill to seek and implement evidence based practices
Ability to speak your truth
Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by Judy Elliott
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107. Remember… This is not about another new “initiative”
This is about integrating what we know works!!
You don’t need more resources – the same number of resources who service kids who look like can service kids who look like
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Reschly RTITaken Directly From Talk at RtI Innovations 2008, Utah, Given by Judy Elliott

108. What do we know about systems change?
Communicate a clear and common vision
Planned and pursued in a systematic manner over time
One size does NOT fit all
Professional development is critical
Outcome evaluation is NON- NEGOTIABLE!
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109. Why have past initiatives failed?
Failure to achieve CONSENSUS
School culture is ignored
Purpose unclear
Lack of ongoing communication
Unrealistic expectations of initial success
Failure to measure and analyze progress
Participants not involved in planning
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110. Consensus Building They understand the NEED for the idea
Educators will embrace new ideas when two conditions exist:
They understand the NEED for the idea
They perceive that they either have the SKILLS to implement the idea OR they have the SUPPORT to develop the skills
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111. How can we work smarter? Explain “the why” Provide a clear vision
Explain the scope and sequence
Start listening
Provide incentives
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112. RtI: We Got Game
Leadership Teams
Given all of these leadership things we’ve talked about
What’s your leadership role?
What’s the first thing you’re going to do when you get back to your districts/schools?
Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes
Reschly RTI
Grimes & Tilly, RtI Innovations 2008

113. RtI: We Got Game
Coming together is a beginning. Keeping together is progress. Working together is success.
Henry Ford
Reschly RTI
Reschly RTITaken Directly From Opening Talk at RtI Innovations 2008, Utah, Given by Dave Tilly and Jeff Grimes
Grimes & Tilly, RtI Innovations 2008

114. Continuing Education: Problem solving and system design
Reschly, D. J., Tilly, W. D. III, & Grimes, J. P. (Eds.). (1999). Special education in transition: Functional assessment and noncategorical programming. Longmont, CO: Sopris West.
Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
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115. Continuing Education: CBM, CBE, Behavioral Assessment
Shinn, M. R. (Ed.) (1998). Advanced applications of curriculum-based measurement: New York: Guilford Press.
Shapiro, E. S. (Ed.) (1996). Academic skills problems: Direct assessment and intervention (2nd Ed.). New York: Guilford Press.
Shapiro, E. S., & Kratochwill, T. R. (Eds.). (2000). Behavioral assessment in schools: Theory, research, and clinical applications (2nd Ed.). New York: Guilford Press.
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116. Continuing Education: Academic and Behavioral Interventions
Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort Worth, TX: Holt, Rinehart, Winston.
Howell, K. & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Atlanta, GA: Wadsworth.
Shinn, M.R., Walker, H.M., & Stoner, G. (2002).  Interventions for academic and behaviors problems II:  Preventive and remedial approaches.  Bethesda, MD: NASP
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117. Who Can Help? Thank you for all you do for children in North Carolina!
Sherry Abernethy NCDPI RTI Coordinator
Your Regional EC Consultant (Northwest) Bill Rynn
Your Regional Literacy Consultant
Your Regional Behavioral Consultant
Thank you for all you do for children in North Carolina!
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