1. + S. Kathleen Krach, Ph.D., NCSP Associate Professor Troy University RTI: In-service Training

2. + Topics for Discussion Response to Intervention (RTI) Positive Behavioral Supports (PBS) State of the State for RTI Changes RTI and PBS

3. + RTI Academic Response to Intervention

4. + Reasons Kids Fail Lack of Motivation (Won’t do it) Lack of practice and feedback (Never tried it) Not enough help doing it (Never taught) Instructional demands do not promote mastery (Has not had to do it before) Poor match b/w child and instruction (It is too hard) Child has a disability (Needs more support to do it).

5. + Review of Discrepancy Model Teacher refers child for assessment Psychologist performs assessment (IQ and Achievement test) Psychologist subtracts the achievement score from the IQ score Psychologist determines if any significant discrepancy b/w IQ and achievement Eligibility team meets. Child is either placed or not placed in special education

6. + Legal Requirements: IDEA 2004 “When determining whether a pupil has a specific learning disability, the public agency may use a process that determines if the pupil responds to scientific, research-based intervention as part of the evaluation procedures.”

7. + Response to Intervention Tier I: 100% of the population All students receive appropriate instruction Tier II: 15% of the population As needed, additional support Tier III: 5% of the pop. Intense support with/without SPED

8. + Steps to RTI Teacher refers child for SST/ CST/ RTI team Baseline Data Collected Research-based intervention Selected and implemented Progress monitored for a period of time (often 8 – 12 weeks) Team reconvenes to determine progress made. If none, then eligibility team meets. Child is / is not placed in special education.

9. + Collecting Data Baseline Data: Needs to address all areas of concern. Need to be in the intended language of intervention. Needs to be the same type as progress monitoring. Progress Monitoring: Needs to address all areas of interventions. Needs to be in the actual language of intervention. Needs to be able to detect incremental changes specific to the curriculum used in intervention.

10. + Ways to Analyze Data: Statistics Measure pretest/posttest scores and calculate statistics ANCOVA using control and treatment groups. ANOVA using repeated measure design. Growth curve analysis (GCA) using hierarchical linear models Determine common growth curves for a class of students or an intervention group Determine an individual’s growth curve Compare the individual growth curve to the group’s growth curve http://www.aimsweb.com/overview

11. + Ways to Analyze Data: Fewer Stats Compare to others Has a 1 SD difference b/w his/her scores and rest of class Has a 1 SD difference b/w his/her slope of improvement (growth) Looking at the data in a graphical format. Less scientific (no statistical analyses run). Easier to do; harder to make a decision http://www.easycbm.com/

12. + Research-Based Intervention Needs to be appropriate for the actual area of concern. Needs to be targeted specially to the needs of the target child. If a child has had a lack of adequate educational opportunity, the intervention may need to be at a lower grade level. Research-based interventions may be costly. Who Researches these interventions? Purchases these interventions? Puts these interventions in place? Monitors these interventions?

13. + Requirements for RTI Diagnosis Knowledge of ELL & Cultural Issues Availability of measures to evaluate growth. Availability of research based intervention. Ability of the person providing the intervention. Ability of the person making the decision as to the child’s responsiveness.

14. + Eligibility Considerations Did child have adequate opportunity to learn? Is this child’s skills falling within what would be expected in his/her classroom (ELL and general education)? Was the intervention research based and specific to the ELL needs? Was the intervention long enough in duration? Did the child fail to show sufficient improvement compared to “true peers”? Is more time and/or a different intervention needed? Were problems due to environmental, cultural, or economic disadvantages?

15. + RTI with ELLs Special Considerations Waiting for a child to be fluent before referring may delay the child’s learning opportunities. Interventions may need multiple specialists to work. Interventions may need to be offered for longer than for English-only students. Some interventions may need to be in native language. There is debate as to if there are even sufficient research- based interventions for ELL students (Klingner & Edwards, 2006; Linan-Thompson, Cirino, & Vaughn, 2007; Shanahan & Beck, 2006).

16. + POSITIVE BEHAVIORAL SUPPORTS An Introduction

17. + Terms: Social, Emotional, and Behavioral Other names for RTI (nonacademic) Social Behavioral Support Positive Behavioral Support

18. + Change in Treatment Primary: Large Group Therapy/ Consultation Secondary: Small Group Therapy/ Consultation Tertiary: Selected Individual Intervention Special Ed.: IEP Determination

19. + Tier I: Examples of Large Group Interventions Behavior Problems Implement a school-wide behavior management plan Provide multiple and varied opportunities for students to respond to instruction. Minimize transition time between activities. Provide direct and immediate corrective feedback. Social Problems Anti-bullying (psycho-educational programs) Empathy training Emotional Problems Teacher training to identify problems Provide positive feedback Establish “success” events

20. + Tier II: Examples of Small Group Interventions Behavioral Problems Check in and Check out (CICO): additional structure, prompts, instruction, feedback, and acknowledgement (low-level probs.) Stop-and-Think programs Social Problems Social skills training programs (psycho-educational) Self-esteem building programs Emotional Problems Talking, feeling, doing game Parent training groups Group therapy

21. + Tier III: Examples of Individual Interventions Behavioral Problems Functional Behavioral Assessment (FBA): Assessment for determining the Antecedent, Behavior, Consequence (ABC). Behavioral Intervention Plan (BIP): Incorporates the FBA information into a behavioral plan. Social Problems Psycho-educational therapy (ineffective outside of a group) Peer support/ helper (especially good for children with developmental disabilities) Emotional Problems Individual Therapy Family Therapy

22. + Tier IV: Special Education Who provides counseling as a related service? qualified social workers psychologists guidance counselors other qualified personnel.

23. + PBS Considerations for ELLs Children who are ELL may be targeted by bullies. Children who are recent immigrants may be going through the acculturation W. ELL in a new environment often go through a “silent” or “mute” period. Some cultures emphasize behaving well over individuality. Some cultures may view significant mental illness differently than we do in the United States.

24. + References for RTI and PBS Brown, J. E., & Doolittle, J. (2008)A cultural, linguistic, and ecological framework for response to with English language learners. Teaching Exceptional Children. 66-72. Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention:Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310. Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley & L. Danielson (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Klingner, J., & Edwards, (2006). Cultural considerations with Response to Intervention models. Reading Research Quarterly 41(1), 108-117.

25. + State of the State For RTI and PBS (A collection of anecdotal data from the State of Alabama)

26. + RTI is a General Education Model Special Education Funding not are seen as not available to use with students who need RTI. What They Say Fact or Fiction?

27. + SLD Diagnoses Must Use Discrepancy Model Our state only has rules / regulations for a discrepancy diagnostic model. Therefore, we cannot use RTI to make diagnostic decisions. What They Say Fact or Fiction?

28. + A Dab of DIBELS Will Do Ya! We do not have the funds for specialized instruction or assessment. You must use the DIBELS. What They Say Fact or Fiction?

29. + Everything Old is New Again!?! RTI is a pre- referral intervention model. You remember the SST/CST model, that is what it is. What They Say Fact or Fiction?

30. + Who is Qualified? School-based academic interventions must be conducted by reading and math specialists (hired by the district as separate from the teachers) for Tier 2. What They Say Fact or Fiction?

31. + What of PBS? PBS is not a requirement by the state or federal government. What They Say Fact or Fiction?

32. + Mental Health in the Schools!?! There is no such thing as a child receiving specialized counseling services in the schools. What They Say Fact or Fiction?

33. + Change Agents What to do now?

34. + Definitions of Change Alterations of Beliefs Attitudes Behaviors Within Children Adolescents Adults Mechanism of Change Social Power Education

35. + Types of Social Power Coercive Power: change happens because of perceived punishment. Reward Power: change happens because of perceived reward. Legitimate Power: change happens because power is given based on professional role or position. Expert / Informational Power: change happens because of perceived expertise or increase knowledge. Referent Power: change happens because of a desire to be like the other person and/ or because of a perceived personal connection.

36. + What Makes Change in Schools? Two most effective power sources for consultation in schools. Expert / Informational Power Referent Power Most effective power sources for administration in schools. Coercive Power Reward Power Legitimate Power

37. + Myrick’s approach 1. Identify the problem clearly. 2. Clarify the situation. 3. Determine the desired outcome. 4. Gather any needed information. 5. Develop a plan of action. 6. Evaluate and revise as needed.

38. + References Conoley, J. C., & Conoley, C. W. (1992). Appendix A. In School consultation: Practice and training, Second edition. Boston: Allyn and Bacon. Erchul, W. P., & Martens, B. K. (2002). Chapter 2: Promoting change in schools. In School Consultation: Conceptual and Empirical Bases of Practice, Second Edition. New York: Kluwer Academic Publishers Thompson, C.L. & Henderson, D. A. (2011). Consultation. In Counseling Children, 8th Edition. Pacific Grove, CA: Brooks/Cole

39. + Questions? kkrach@troy.edu http://spectrum.troy.edu/kkrach