Using Scientific Research-Based Interventions to Improve Outcomes for All Students Overview of SRBI: What Every Educator Needs to Know Adapted by Jane Cook, EASTCONN Staff Development Specialist from CT State Department of Education CALI SRBI Basic Training Materials

Purpose Objectives: 1. To provide educators with an overview of Response to Intervention (RtI)/Scientific Research-Based Interventions (SRBI) 2. To engage educators in a dialogue about the implications of implementing RtI/SRBI 3. To share resources that will support the implementation of RtI/SRBI

Before we begin…. What are your expectations for today’s session? What questions do you have about SRBI?

What is RtI? Response to intervention (RtI) is: – The practice of providing high-quality instruction/intervention matched to students’ needs – Using learning rate over time and level of performance – To make educational decisions about further interventions. In an RtI framework, students who are not performing adequately based on standards: – Receive interventions at the time of need. – This eliminates waiting and continuing to get further behind. – Data is used to determine appropriate instruction and monitor students’ progress.

RtI as the Panacea? There is a growing body of evidence that a model such as RtI can distinguish disability from learning difficulties or difference and holds considerable potential for improving student outcomes. RtI is a promising step towards reducing the multiple variations of racial discrimination (i.e., lack of teacher: student relationships, instructional bias, decisions based on deficit thinking, marginalization) in education instead of solely isolating specific practices (e.g., poor instruction, invalid assessment). Educators must assess their current context and replicate evidence-based practices to yield desired student outcomes. RtI is not a HOW TO manual or a new program.

RtI vs. SRBI SRBI is an acronym for Scientific Research ‐ Based Interventions SRBI is the CT State Department of Education’s framework for implementing RtI in the State of Connecticut RtI/SRBI is driven by two pieces of federal legislation: –No Child Left Behind Act of 2001 (NCLB), a reauthorization of the Elementary and Secondary Education Act (ESEA), contains numerous provisions aimed at ensuring the academic growth and achievement of all students regardless of their race, ethnicity, fluency in English, disability or socioeconomic status. –The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) passed in 2004, with accompanying federal regulations published in IDEA 2004 and its 2006 regulations allow school districts to use data from a process known as Response to Intervention (RTI) as part of the identification procedures for students with learning disabilities.

NCLB 2001 NCLB 2001 created the requirement for statewide accountability systems that would be used to measure Adequate Yearly Progress (AYP). No federally mandated accountability system was designed; each state was required to create its own and have it approved by the U.S. Department of Education. AYP is the ruler that each state uses to ensure that “no child is left behind”. Schools and districts that are not making AYP are subject to federal and/or state sanctions. NCLB was due to be reauthorized in 2008; however, due to the presidential election in November of 2008, that reauthorization was postponed. Stay tuned…

IDEA 2004 Documentation shared with Families about student progress New to LD - Definition of Appropriate Instruction 34 CFR § “Data-based documentation of repeated assessment of achievement at reasonable intervals, reflecting formal assessment of student progress [progress monitoring], was provided to the child’s parents. The above provision is required for all eligibility determinations - not only reserved for those states that eliminated requirement of IQ – achievement discrepancy As of July 1, 2009 school personnel may no longer use IQ achievement discrepancy to determine LD eligibility

SRBI Underlying Principles and Critical Features 1.The assumption that scientific research should be used to inform education practice as much as possible. 2.A belief in collective responsibility, accountability and the power of education. 3.A willingness to be transparent with a relentless focus on continuous improvement. 4.A focus on prevention and early intervention. 5.School-wide and district-wide high-quality core curriculum, instruction and comprehensive social/behavioral supports.

SRBI Underlying Principles and Critical Features 6.Monitoring fidelity of implementation. 7.Culturally responsive teaching. 8.A comprehensive assessment plan with universal common assessments and progress monitoring. 9.Data analysis, not just data collection. 10.Data-driven decision making with clear decision rules.

Where does SRBI fit in CALI? SRBI is a framework, not an initiative. It wraps around CALI like the petals on a flower. SRBI is often presented as a 3-tier model though it can have more than 3 tiers.

The 3-Tier SRBI Model Tier 1 is the Core program of instruction that all students receive. In Windham this is a 90-minute literacy block. Tier 2 includes interventions applied to those students who are not making adequate progress in the Core program. Tier 2 takes place outside of the 90-minute block. Tier 3 includes more intensive supplemental interventions. Tier 3 is above and beyond the Tier 1 Core program and Tier 2 interventions.

Tier 1 Tier 2 Tier 3

TIER 1 TIER 1 AT A GLANCE StudentsInterventionistCurriculumInstructionProgress Monitoring TimeLocation Inclusion Whole Class Flexible Groups Classroom Teacher Common Curriculum Standards Driven Curriculum SRBI Differentiated Instruction Common Formative & Summative Assessment Universal Assessment 3x per year 90 minutes daily in L.A. 60 minutes daily in Math General Classroom

TIER 2 TIER 2 AT A GLANCE StudentsInterventionistCurriculumInstructionProgress Monitoring TimeLocation Small Groups 4-6 : 1 Grouped by same Skill or strategy Classroom Teacher Specialist Instructional Aide, Tutor or Para SRBI that supplements Tier 1 SRBI procedures, programs & materials Probes or mini- assessments Minimum every 2 wks. Recommend weekly minute sessions 3-4x per week General education classroom, lab, small instruction- al space

TIER 3 TIER 3 AT A GLANCE StudentsInterventionistCurriculumInstructionProgress Monitoring TimeLocation Small Group 1-3 : 1 Grouped by same skill deficits Classroom Teacher Specialist Instructional Aide, Tutor or Para SRBI that supplements Tier 1 and Tier 2 SRBI procedures, programs & materials Probes or mini- assessments Minimum weekly Recommend 2-3 times/week 60 minute session or two 30 minute sessions Daily General education classroom, lab, or small space for instruction

Key Elements of SRBI Core General Curriculum –Research-based and culturally relevant –Provide for differentiation of instruction Educational decision-making –Driven by assessment data Results applied to inform instruction for individual students –To evaluate and improve core programming Continuum of support for students that is part of the general education system with –increasing intensity and/or individualization across multiple tiers –Implemented with Fidelity A school-wide or district-wide comprehensive system of social emotional learning and behavior supports

Four Essential Components of SRBI 1.Core curriculum ( Tier 1) is analyzed through universal common assessments which determine the percentage of students that are and are not meeting benchmarks Two Situations One school 70% of students are meeting benchmarks in reading One school 40% of students are meeting benchmarks in reading Think-Pair-Share: Same demographics, resources, same district, why the difference?

Essential Components (Cont’d.) 2. Progress Monitoring - Decision rules are used to determine which students need interventions – assessments are used to inform core curriculum “Past practice = remove students. Cannot fix core practice and challenges through student removal.” - Dr. George Batsche 3. Multi-tiered Interventions - Involve increasingly intense levels of intervention – time and duration Tier II targeted – Standard Treatment Protocol Tier III individualized – Problem Solving 4. Fidelity of Implementation If too many students are not meeting standards, what do we need to do to improve our core practices?

Challenges for School Personnel How to accelerate student progress in the amount of time remaining (accelerate not remediate)? Monitoring student progress using visual representation As there is an increased intensity of intervention, monitoring occurs more frequently to determine effectiveness of intervention Using trajectory of progress to determine interventions – continue, change, fade Fidelity of Implementation – How do you know?

What about Students with Disabilities? Tiers are not gates to special education; past practice – ineffective interventions or none, limited data collection, paperwork to get to a referral Students with disabilities are included in general education/core – continuum of support is fluid Students receive interventions prior to referral for special education evaluation Data on instruction and interventions inform practice Data from interventions provide information relevant to eligibility for special education (specifically LD)

What is an intervention? Intervention= specific, targeted remedial techniques (McCook, 2006, p.51) Interventions are strategic, purposeful adult actions that prevent learning difficulties and accelerate, and/or enrich student learning. (Cappello, et. al. 2008)

Intervention Priorities Literacy (Reading and Writing) Mathematics Inappropriate Student Actions/Behaviors The above areas need to be examined in relationship to adult actions.

Intervention 3 minute discussion What effective interventions do we see occurring already in our schools? Where? When? Make a list of effective interventions

What Are Interventions? Targeted assistance Depending on school level (elementary, middle, or high), interventions are administered by a classroom teacher, a specialized teacher, or an external interventionist – Targeted instruction (Tier 2) Small group (4-6 students : 1 interventionist) –Intensive instruction (Tier 3) Small group or Individual (1-3 students : 1 interventionist) –And/or technology assisted (Tiers 1, 2 or 3)

Interventions Explicitly teach specific concepts, skills, and learning strategies Match curricular materials and instructional level Adapt modes of task presentation to address a variety of modalities Cue work habits/organizational skills Adjust direct instructional time

Interventions Adjust amount of guided and independent practice Ensure optimal pacing Increase task structure (differentiation) Increase task relevant practice Mini lesson on skill deficits Change types and methods of corrective feedback

Interventions are NOT Preferential seating Shortened assignments Lowered expectations Parent contacts Classroom observations Suspension Retention Peer tutoring, unless its scientifically based (e.g., PALS – Peer Assisted Learning Strategies - Reading and Math) (McCook, 2006)

Triage for Students Needing Intervention What can we do to prevent/intervene in Tier 1? Which students require Tier 2 intervention? What kind of instruction do they need? Which students require Tier 3 intervention? What kind of instruction do they need?

Discussion Scenario: Student in Grade 4 reading on the 1 st grade level with understanding of math concepts at 2 nd grade level What does this 4 th grader need? What decisions will need to be made? How will you determine if intervention was implemented with fidelity?

CSDE Resources SRBI Executive Summary SRBI Full Document SRBI Self-Assessment and Interview Protocol Family Guide to SRBI CT Curriculum Development Guide Guide_2008.pdf

Selected Resources Florida Center for Reading Research (FCRR): National Center on Student Progress Monitoring: National Research Center on Learning Disabilities (NRCLD): What Works Clearinghouse: Doing What Works: Intervention Central: RtI for Success: RtI Action Network:

Selected Resources (continued) Glossary of RtI Terms: w&id=1132&Itemid=142 w&id=1132&Itemid=142 Reward/Reinforcement Online Generator:

Academic & Behavior On-Line Resources READING: MATH: entions.ppt BEHAVIOR:

Connecticut’s Collaboration Community Resources Scroll down to the NCLB and IDEA Collaboration Community; click enter Read the disclaimer Click on continue to register Enter your information Create password; click on submit Brings you to locked state sites on left side of screen Click on Connecticut Enter CTLD as password; click submit to get into Connecticut’s main page

Burning Questions??? ???