Michelyn Kemp_School-wide RTI Implementation

Michelyn C. Kemp, PhD, NCSP
3rd Annual ND RTI Conference
Fargo, ND
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Academic
Continuum
Behavior
Continuum
Multi-tiered Systems of
Support
(Integrated Continuum)
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•  Definition I: an entitlement process for
Specific Learning Disabilities (SLD)
•  Definition II: A school improvement model
designed to employ scientifically based
instructional and behavioral interventions
aligned with students’ needs, preventatively
and as early as possible
o  Multi-tiered Services of Supports
o  Coordinated Early Intervening Services
o  Prevention Focus Service Delivery Model
Shinn, April 2011
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•  Problem-solving Model
•  Standard Protocol Model
•  Hybridized or Blended Model
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•  Research has demonstrated strong effects for
RTI models in each of the models.
•  Therefore, there is no right or wrong model of
RTI.
•  Effects obtained under any RTI model depend
on the quality with which implementation
occurs.
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1.  Correctly identify students who need intervention
2.  Deliver intervention that effectively resolves the learning
problem for the majority of students exposed to the
intervention
3.  Monitor the effects of the intervention and troubleshoot to
ensure intervention integrity and positive effects on learning
4.  Make decisions about the need for more intensive or less
intensive intervention (e.g., progressing to higher tiers or lower
tiers, discontinuing intervention)
5.  Link resulting RTI data to referral and eligibility decisions in
special education
6.  Link resulting RTI data to system programming changes (e.g.,
resource allocation, professional development, program
evaluation)
VanDerHeyden
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6. 
Models instructional tasks
Provides explicit instruction
Engages students in meaningful interactions
Multiple opportunities to practice
Provides corrective feedback
Students are engaged during lesson
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Following behavioral expectations
7.  Students are engaged during independent work/recess
8.  Students are successful at a high criterion level of
performance
9.  School personnel encourages student effort
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•  NCLB of 2001 encourages (and some instances
requires) the use of instruction that is based on
scientific research.
•  NCLB definition of “scientifically based:”
o  employ systematic, empirical methods that draw on observation or
experiment;
o  involve rigorous data analyses that are adequate to test the stated
hypotheses and justify the general conclusions;
o  rely on measurements or observational methods that provide valid data
across evaluators and observers, and across multiple measurements and
observations;
o  and be accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparatively rigorous, objective, and
scientific review.
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•  Has the study been published in a peer-reviewed
journal or approved by a panel of independent
experts?
•  Have the results of the study been replicated by
other scientists?
•  Is there consensus in the research community that
the study’s findings are supported by a critical mass
of additional studies?
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•  What Works Clearinghouse
o  www.whatworks.ed.gov
•  Doing What Works
o  http://dww.ed.gov
•  Best Evidence Encyclopedia
o  www.bestevidence.org
•  Promising Practices Network
o  www.promisingpractices.net
•  National Center on Response to Intervention
o  www.rti4success.org
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•  Screening is conducted to identify or predict
students who may be at risk for poor learning
outcomes/failure.
o  Brief assessments conducted with all students in a grade level
o  3 times/year (Fall, Winter, & Spring)
o  Tools must be reliable, valid, and demonstrate diagnostic accuracy for
predicting which students will develop learning or behavioral difficulties
Elementary School (PreSchool-5th grade)
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CBM
Middle School (6th-8th grade)
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CBM and Grades
High School (9th-12th grade)
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Grades/ Multiple Failures
CBM for Tier 3 of basic skills (progress monitoring intervention)
Hughes & Dexter, 2011; Shinn 2008
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Shinn, 2008
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•  Progress Monitoring: Tests that keep the teacher
informed about the child’s progress in learning to
read during the school year. These assessment
results provide a quick sample of critical reading
skills that will inform the teacher if the child is making
adequate progress toward grade level reading
ability at the end of the year.
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Assess students performance over time
Quantify students Rate of Improvement (ROI) or responsive to intervention
Evaluate instructional effectiveness
Must be useful for instructional planning and assessing student learning
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http://www.rti4success.org/progressMonitoringTools
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•  A process of collecting, analyzing, and summarizing
information to guide development,
implementation, and evaluation of a practice (e.g.,
intervention and/or instructional practices)
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Linked directly to goals and objectives
Easily obtainable
Available in a timely manner
Meaningful and understandable
Reliable and valid information
Able to be visually represented in tables/graphs
Data are only as valuable as the decisions that are
made and enacted
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•  Student success in the RtI (MTSS) model requires fidelity of
implementation in the delivery of content and instructional
strategies specific to the learning and/or behavioral needs of
the student.
•  Instructional/Classroom Level
o  Self-monitoring with Checklists
•  Intervention & Assessment fidelity measures
o  Independent Observer
•  5-minute Observations (University of Oregon)
•  Systems Level
o  Academics
o  Behavior
o  MTSS
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•  Academics
o  RTI Needs Checklist
o  RTI Implementation Rubric (Classroom, School, & District forms)
•  Behavior
o  Benchmarks of Quality
o  School-wide Evaluation Tool (SET)
o  Classroom Assistance (Assessment) Tool (CAT)
•  MTSS
o  RTI Essential Components Integrity Worksheet
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•  Academics
o  RTI Needs Checklist (St. Croix Special Education Unit & Grand Rapids #318)
o  National Center for Response to Intervention (www.rti4success.org)
•  RTI Implementation Rubric (Classroom, School, & District forms)
•  Behavior
o  OSEP: Positive Behavioral Interventions & Supports (www.pbis.org)
•  Benchmarks of Quality
•  School-wide Evaluation Tool (SET)
o  Florida’s Positive Behavior Support Project (http://flpbs.fmhi.usf.edu)
•  Classroom Assistance (Assessment) Tool (CAT)
•  MTSS
o  National Center for Response to Intervention (www.rti4success.org)
•  RTI Essential Components Integrity Worksheet
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•  All school staff are trained in assessments, data
analysis, programs, and research-based
instructional practices and strategies.
•  Site grade level or interdisciplinary teams use a
collaborative approach to analyze student data
and work together in the development,
implementation, and monitoring of the intervention
process.
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•  Ongoing: In terms of form
o  Teacher study groups, teacher collaboratives or networks, committees,
PLCs, mentoring, internships, and resource centers
•  Specific & targeted
•  Involves opportunities for practice with feedback in
naturalistic contexts
o  Coaching & Mentoring
•  Serves as a model, technical assistant, facilitator, and emotional
support
•  Provides teachers with adequate time to reflect on
their own practices, set goals, and self-evaluate
Joyce & Showers, 1980, 2002
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(
They never are!)
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•  Create a timeline- hold people
accountable
•  Continually provide training for all
teachers
•  Plan for observations/coaching to
support teachers
•  Ensure all teachers understand
expectations regarding program
fidelity
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