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Psychology Paradigm Shift
Kelli D. Cummings, Ph.D., NCSP Saskatoon, SK (6/16/09)
Regina, SK (6/17/09)
The past is not the future...
Session Objectives
Review the basis for the movement toward the RtI model and answer the top, frequently asked questions.
Address the basic requirements for implementation of the RtI model.
Describe how the RtI model will affect children and schools.
Discuss how the RtI model will affect the work of psychologists in schools.
School Psychology Review (2004) Proceedings of the Multisite Conference on the Future of School Psychology
Why change?
What should change?
How can Psychologists in schools effect that change?
Absence of accountability. Focus on processes of service delivery rather than child outcomes. Marginally effective programs and interventions. Gaps between research and practice. Undocumented benefits of special education (particularly for students with high-incidence disabilities). Focus on classification and placement instead of intervention. Widespread use of assessment tools that lack validity.
What is important in practice? What are the criteria for success?
How are services delivered?
Why Change? (as summarized by Shinn, M.R., 2004)
Previous models constitute a "wait-to-fail" approach An endless supply of Students "Waiting to be Tested" for designation Time-consuming, costly assessment that
is not related to intervention diverts talented persons away from providing intervention
Enabling system that allows general education to keep providing a narrow range of instructional and behavioral options that don't meet the needs of many students Results that often force us to "cheat" to get students the services they need Results that often deny services to the students who need it the most.
Why Change? (continued) As summarized in Merrell, Ervin, & Gimpel (2007)... We have evidence that the current systems are not working, There is an urgent need to change current practices because of
unsatisfactory student achievement, We have strong and growing evidence that supports an alternative
(Problem-Solving) model of service delivery.
Exercise � Form a small group (no more than 5 people) � Identify a “scribe” or note-taker � Ask each person in the group to describe what they
perceive to be current challenges when pondering a move to a response-to-intervention model.
� Ask each person in the group to identify at least one question about RtI that they would like to see addressed in the presentation today.
What current challenges do you face? � Resistance--flexibility of the school teams � Practical considerations for implementation � Possibility for differing roles across divisions � Time - expectations for case loads � Helping others to understand why a change could be good � Need for professional development � Support classroom teachers � Working agreement between the Ministry of Education and
practitioners with regard to RtI implementation. � Ensuring that RtI doesn't become "just another procedural
model" � Maintaining collaboration and agreement on what RtI is
What current challenges do you face? � Public perception - 'the more, the better' � Student to Psychologist ratio � Leadership (top-down? bottom-up?) - administrators ,
psychologists � Empowering teachers � Resistance to change � Clarity on the "working definition" of "inclusion" � Lack of training, lack of ability when teaching reading
What questions would you like answered? � What does the ideal RtI model look like? What can we learn
from other's growing pains? � How to foster confidence in teachers, parents, ..., in the
model? � Stages of implementation--how to set individual goals for
system progress? � Will pre-service programs be changing content - or process
of curriculum to match RtI? � Will NASP's (NASDSE) research be considered in the
“scaling up” of RtI in Saskatchewan?
� How do we implement "good interventions" if we don't know a student's strengths/weaknesses?
What questions would you like answered? � What does RtI "look like" across school divisions? � How do we have the time (team building, collaboration)
to "work effectively", to "work together"? � How do we move forward with the most effective
interventions? � What is the role of the psychologist at TIER 1? � Community living - identification - How do we balance
within the RtI framework? � What does this look like on a daily basis for
psychologists? � What are the evidence-based practices?
What questions would you like answered? � How do we get started? � How do we change the culture? � How do we determine if an evidence-based practice is
implemented with fidelity?
• Issues with reliability and validity of testing procedures • Absence of accountability & a disconnect between general and special education • Disproportionality in special education • Student outcomes that present challenges
Why Change?
Issues with reliability and validity of testing procedures � "The IQ-Achievement discrepancy
does not reliably distinguish between good and poor readers and it does not predict response to remediation (Vellutino et al., 2000, p. 235)."
� In a recent review of Canadian LD policies, Saskatchewan was the only province to specifically reject the discrepancy model in their resource documents (Saskatchewan Learning, 2004, p.16)
Kozey, M., & Siegel, LS. (2008). Definitions of learning disabilities in Canadian provinces and territories. Canadian Psychology, 49(2), 162-171.
Validity � "previously used [disability] categories...were somewhat fluid
and unreliable, which did not justify the time spent gathering the information. In addition, the previous definitions, when applied strictly, left no room for preventative action." (Quebec Ministry of Education, 2000; p. 16).
� A focus on a "medical model," which emphasizes etiology and symptoms, is potentially at odds with the purpose of educational evaluation, which is for needs assessment and intervention planning purposes.
� A focus on a medical model is also in opposition to the trend in provincial funding mechanisms. (Kozey & Siegel, 2008)
Absence of Accountability … number of individuals identified with disabilities (particularly learning disabilities) could be reduced if more effective reading instruction was in place, noting that many students placed in special education may not have received adequate instruction in general education. (Consensus of 4 Major Reports from the Learning Disabilities Summit from Fletcher, et al.)
RtI requires documentation that the intervention is effective – otherwise a lack of response indicates a teaching problem rather than a learning problem.
RtI requires expertise in instruction and intervention as well as in assessment. (Good & Cummings, 2007)
We need to spend as much time assessing the quality of instruction as we spend assessing the response to the instruction.
Mid-year cutoff low risk
Increase intensity of Intervention: 1) Increase intervention fidelity 2) Increase time 3) Smaller Group Size
Implement a Research-Based Intervention
Individual Problem Solving with a pupil support team
Substantial Individualized Support with Special Education Resources
Non
sens
e W
ord
Flue
ncy
Good & Cummings, 2007
Disconnect between general and special education
Guidelines for decisions regarding special educa1on should be changed to encourage be#er integrated general and special educa1on services (U.S. Na1onal Research Council Report, 2002).
We have the capability to improve the educa1on of students with disabili1es by coordina1ng service delivery systems, to ensure that special educa1on becomes a service for children rather than a place where such children are sent (Shinn, 2004). Possible solu1ons? Provide incen1ves for whole-‐school approaches, and needs-‐based models of service delivery
Academic Achievement
� Approximately 73% of students who entered Grade 10 in 00-01 graduated 3 years later, in their typical graduating year (02-03); for self-declared First Nations students the graduation rate was 55%.
� The percent of Grade 4 students achieving "Adequate and Above" and "Proficient" in Reading was 79.5% for the Province, and 58.7% for self-declared First Nations students.
2008 Saskatchewan Education Indicators Prekindergarten to Grade 12.
Student Outcomes that present challenges Early school experiences are highly predictive of later academic difficulty and significant behavior problems.
Low scores on a Kindergarten phonemic awareness screening measure (< 10 phonemes correct/minute) predicted multiple office discipline referrals in Grade 5. (McIntosh, et al., 2006).
McIntosh, K., Horner, R.H., Chard, D.J., Boland, J.B., Good III, R.H. (2006). The use of reading and behavior screening measures to predict nonresponse to school-wide positive behavior support: a longitudinal analysis. School Psychology Review, 35(2), 275-291.
Differences in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS PSF benchmark, as assessed in spring of K.
Student Outcomes that present challenges Early academic and social-emotional challenges become increasingly difficult to remediate over time.
Grade
Wor
ds P
er M
inut
e
Middle 10%
Low 10%
1 2 3 4 5 6
Grade 1 Cohort
Grade 2 Cohort
Grade 3 Cohort
Grade 4 Cohort
Grade 5
Cohort
© 2007, Dynamic Measurement Group
Consensus Report—Alternatives Ø Response to quality intervention is the most
promising method of alternate identification (designation) and can both promote effective practices in schools and help to close the gap between identification and treatment.
Ø Any effort to scale up response to intervention should be based on problem solving models that use progress monitoring to gauge the intensity of intervention in relation to the student’s response to intervention.
Ø Problem solving models have been shown to be effective in public school settings and in research.
Pasternack, R.H. (2002, March). The Demise of IQ Testing for Children with Learning Disabilities. Paper presented at the National Association of School Psychologists 2002 Annual Convention, Chicago, IL.
• Systems • Data • Practices
What is RtI?
23
SYSTEMS
PRACTICES
DATA
Suppor1ng Staff Behavior
Suppor1ng Student Performance
Suppor1ng Decision Making
Implemen(ng RtI Requires THREE Systems
Source: Shinn, M.R. & Phillips (2004, October). Advanced Plan Evalua1on. Paper presented at North Suburban Special Educa1on District Highland Park, Illinois.
School Systems....
To support staff behavior and effective resource allocation
25
Origins of RtI: Mul( Level Three-‐Tiered Model
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration
Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Universal Interventions • All students • Preventive, proactive
Universal Interventions • All settings, all students • Preventive, proactive
Any Curriculum
Area
Students
A Con(nuum of Services: Impact Assessment
26
Saskatchewan Ministry of Education, 2009
The Parable of the River...
Change in Resource Alloca1on: Big Idea About Resource
• Big Idea Fundamentally reengineer resource deployment system
28 Source:W. David Tilly III, Ph.D. Coordinator of Assessment Services Heartland AEA 11 6500 Corporate Dr. Johnston, IA 50131 (515) 270-9030
One Perspec1ve on History of Our Resource Deployment System
• Our educa1on system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988)
The current Education System’s Programmatic Evolution
K-12 Education
Gifted
Title 1
SPED
Migrant
ELL At Risk
Unintended Effects of a Disjointed System
• Conflic1ng programs • Conflic1ng funding streams • Redundacy • Lack of coordina1on across
programs • Grouping of students/
resources based on instruc1onally irrelevant criteria
• Nonsensical rules about program availability for students
• Extreme complexity in administra1on and implementa1on of the programs
We need smart resource deployment systems
Fundamentally reengineer resource deployment system
– Resource deployment system must be con1nuous, not discrete
– Resources must be made available in direct propor1on to student need
– An instruc1onally relevant basis for resource deployment must be used
Staffing Profiles: Actual to Recommended
Position
Recommended Position FTE to Student Ratio
Recommended FTE Actual FTE
Superintendents of Student Services ~ 1 : 5000 ~ 33 19
Coordinators/Consultants ~1 : 2000 ~ 82 82
Special Education Teachers ~ 1 : 175 ~ 1094 965
English as an Addit ional Language Teachers ~ 1 : 500 ~ 326 74
Education/Teacher Assistants ~ 1 : 100 ~ 1640 3478
Psychologists ~ 1 : 1500 ~109 69
Physical Therapists ~ 1 : 6000 ~ 27 1
Occupational Therapists ~ 1 : 3000 ~ 55 19
Speech Language Pathologists ~ 1 : 1000 ~ 164 104
Counsellors ~ 1 : 1000 ~ 55 148
Social Workers ~ 1 : 1000 ~ 55 80
Saskatchewan Ministry of Education, 2009
Staffing Profiles: 07/08 08/09
2007-2008 FTE 2008-2009 FTE Percentage ChangeSuperintendent(s) Student Services/Special Education 20 19 -5.15%
Supervisor(s)/Coordinator(s) 34 38 13.87%Consultant(s) 42 44 5.76%
Total Coordinators & Consultants 76 82
Classroom Teachers 9,553 9,495 -0.61%Special Education Teachers 935 965 3.24%Education/Teacher Assistants 3,516 3,478 -1.06%Psychologists 63 69 8.65%Physical Therapists 1 1Occupational Therapists 19 19Speech Language Pathologists 94 104 9.83%Counsellors 139 148 5.94%Social W orkers 79 80 1.82%English as an Additional Language Teachers 0 74Nurses 1 11Other 170 181 6.28%Total 14,667 14,727 0.40%
Staffing Profile
Saskatchewan Ministry of Education, 2009
Role of the Psychologist in Facilitating Systems Change � Facilitate Systems Change
� Create Readiness � Assist with initial implementation efforts � Institutionalize the "prototype" � Agree and commit to ongoing evaluation
� Support teachers and other school staff to adopt an interprofessional collaborative framework in the educational system
� Evolve from a nearly exclusive focus on tertiary care to more preventive efforts at the primary and secondary levels
From: Merrell, K.W., Ervin, R.A., & Gimpel, G. (2007). School Psychology for the 21st Century: Foundations and Practices. New York: Guilford.
Practices....
To support student success
Deficit Model Assump1on: In every distribu1on of kids, some of them have specific deficits and therefore will fail to learn.
Historical Prac1ce: The job of the assessor is to assess students to iden1fy their deficits so we can provide services. We use the best tools available, matched to students’ presumed deficits. We use these data to help iden1fy what and how to teach.
Level below which we infer possible
deficits
Achievement Low High
Source:W. David Tilly III, Ph.D. Coordinator of Assessment Services Heartland AEA 11 6500 Corporate Dr. Johnston, IA 50131 (515) 270-9030
"Medical Model"
Risk Model Assump1on: All kids will learn basic skills to a basic level of proficiency. Some kids are at risk of not learning them.
Alternate Prac1ce: The job of the assessor is to to iden1fy students who are at risk of not learning basic skills to a minimum standard of proficiency. Also, the assessor iden1fies student paderns of performance on instruc1onally relevant subskills, curriculum, instruc1on and the environment to help iden1fy problem e1ology. We use these data to help iden1fy what and how to teach.
Minimum Proficiency
Achievement Low High
"Needs-Based Model"
Our Job
To Go From Here To Here
Big Ideas � What are the basic tenets of Problem-Solving? � How does Problem-Solving affect systems? � How will this change affect children/schools? � How will this change affect
teachers? administrators? staff? psychologists?
What is a Problem-Solving Model?
Ø A way of defining who we serve and how we serve them.
Ø It employs:
Ø A NEEDS-‐BASED iden(fica(on perspec(ve, and Ø An outcomes-‐oriented focus
Source: Shinn, M.R. Problem-‐Solving Assessment at the Secondary Level: Iden1fying Educa1onal Need
42
The Problem Solving Process. . .
What ques(on are you trying to answer?
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
43
5. Plan Evaluation
Was the intervention plan successful?
1. Problem Identification
What is the discrepancy between what is expected and what is occurring?
2. Problem Analysis
Why is the problem occurring? Do you have enough data to confirm or refute a hypothesis?
3. Plan Development
What is the goal? What is the intervention plan? How will progress be monitored?
4. Plan Implementation
How will implementation integrity be
ensured?
The Problem Solving Process. . .
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
44
Problem-‐Solving Emphasizes Preven6on at Each Level
• Primary (ALL) – Reduce new cases of academic and behavior problems
• Secondary (SOME) – Reduce current cases of academic and behavior problems
• Ter(ary (FEW) – Reduce complica(ons, intensity, severity of current cases
Source: Shinn, M.R. & Phillips (2004, October). Advanced Plan Evalua1on. Paper presented at North Suburban Special Educa1on District Highland Park, Illinois.
1 2
3 4
5
1 2
3 4
5
1 2
3 4
5
• Assigning Blame • A Cheaper and Faster Way of Assigning Disability Labels or Avoiding
En(tlement-‐-‐Crea(ng New Categories of Kids • PuTng Barriers in the Way of Assis(ng Students (or Teachers) • Evalua(ng Teachers • Providing an Easy (Easier) Way of Transferring the Problem to Others • GeTng Students into Special Educa(on with Less Paperwork (without
Legal Safeguards) • Using the Same “Hammers” We’ve Always Used
What Problem Solving is NOT About
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
How have others done “it”? � Eliminate designation by category � Base entitlement decisions upon the intensity of
supports needed to make progress � Use a Three-Pronged Criteria
� Educational Progress � Discrepancy � Instructional Needs
Source: Grimes, J., Kurns, S (2003, December). An Interven1on-‐based System for Addressing NCLB and IDEA Expecta1ons: A Mul1ple Tiered Model to Ensure Every Child Learns. Paper presented at the Na1onal Research Center on Learning Disabili1es Responsiveness-‐to-‐Interven1on Symposium, Kansas City, MO.
What effect does this change in criteria have on systems?
Percentage of Students Receiving Services for a Specific Learning Disability - St. Croix Education District (SCRED) vs. Region and MN
State Totals
0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
3.0%
3.5%
4.0%
4.5%
5.0%
Perc
en
t o
f S
tud
en
ts
SCREDRegion 7STATE
SCRED 4.35%3.93%3.78%3.67%3.71%3.61%3.31%3.20%Region 7 3.95%3.97%4.02%3.91%3.93%3.96%3.99%3.83%STATE 4.11%4.23%4.24%4.21%4.16%4.13%4.12%4.21%
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
Percent of Students Receiving Services for a Specific Learning Disability - St. Croix River Education District (SCRED) vs.
Neighboring Districts
0%
1%
2%
3%
4%
5%
6%
7%
Per
cen
t o
f S
tud
ents
SCREDNorth BranchWillow River
SCRED 3.93 3.78 3.67 3.71 3.61 3.31 3.20North Branch 5.16 5.55 5.41 4.94 5.01 5.03 4.70Willow River 3.01 4.55 4.95 5.66 5.27 6.17 5.30
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
What effect does this change in criteria have on student performance?
Hinckley/Finlayson's Early Literacy Measure - Percent Above Target in Kindergarten
0
10
20
30
40
50
60
70
80
90
100
2000-01 2001-02 2002-03School Year
Perc
ent
Abov
e Ta
rget
Series8
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
East Central's Reading Measure - Grade 1 Median Scores
0
10
20
30
40
50
60
70
80
90
1W 1SGrade and Period
Med
ian
Wor
ds C
orre
ct p
er M
inut
e
TARGET2000-012001-022002-03
Effects of Problem Solving on Systems
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
Hinckley/Finlayson's Reading Measure - Grade 1 Median Scores
0
10
20
30
40
50
60
70
80
1W 1SGrade and Period
Wor
ds C
orre
ct p
er M
inut
e
TARGET2000-012001-022002-03
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
East Central's Reading Measure - Grade 2 Median Scores
0
10
20
30
40
50
60
70
80
90
100
110
120
2F 2W 2SGrade and Period
Med
ian
Wor
ds C
orre
ct p
er M
inut
e
TARGET2000-012001-022002-03
Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-‐Tier Progress Monitoring Informa1on as a Component of Response to Interven1on.
Role of the Psychologist in Implementing Problem-Solving Practices
� Utilize existing skill sets in a consultative fashion to facilitate the provision of prevention and intervention services in schools, e.g. knowledge of the following literature bases � learning and development � risk and resiliency � effective-teaching
� Acquire basic knowledge and competencies in the data-driven problem-solving process
From: Merrell, K.W., Ervin, R.A., & Gimpel, G. (2007). School Psychology for the 21st Century: Foundations and Practices. New York: Guilford.
Role of the Psychologist in Implementing Problem-Solving Practices
� Redefine intervention focus to include primary and secondary prevention
� Enhance knowledge of � Developmental trajectories relevant to various social-emotional/
mental health issues � Evidence-Based Practices for the treatment of such issues � Strategies to link systems of care to support the student, the
school, and the parents.
From: Merrell, K.W., Ervin, R.A., & Gimpel, G. (2007). School Psychology for the 21st Century: Foundations and Practices. New York: Guilford.
Data.... To support effective decision making
Big Ideas � What tools can I use for formative evaluation of
student progress? � How might I implement a system of benchmark
data collection within a school? � How does CBM data inform instruction?
The Current Assessment Situa(on…
The Problem? Not Not Enough Data!
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
Just Not the RIGHT Data!
Assessment Practices (Howell & Nolet, 2000)
Traditional Assessment
� Goals tend to be for "outside-the-classroom" purposes
� Assessment results are used to make high-stakes decisions, typically about within-child processes
� Assessments are not readily linked to ongoing evaluation
Problem-Solving Assessment
� Goals tend to be for "inside-the-classroom" purposes
� Assessment results may still be used to make high-stakes decisions, but are typically more ecologially-based
� Assessments include a plan for monitoring intervention effectiveness.
Assessment Practices (Merrell, Ervin, & Gimpel, 2007) � Standardized, norm-referenced tests (SNRTs) are
appropriate for some evaluation purposes...but tend to be overutilized, while "alternative assessment practices" (e.g., CBM/A, FBA) tend to be underutilized.
Assessment Practices (Merrell, Ervin, & Gimpel, 2007; Kaminski & Cummings, 2007)
� RtI requires a collective movement from the field, toward a revised view of assessment that includes the following tenets: � Assessment data should be collected using a multi-trait, multi-
method inquiry process, � The primary goal of assessment should be to develop
recommendations that will guide the implementation of effective interventions for individual students and/or groups of students,
� All evaluations should be treated as "hypothesis tests", and ongoing, formative assessment data must be collected to validate our intervention choices,
� We should spend as much time assessing the intervention as we do the child's response to it.
What to Measure : Use Quality Tools
(Fuchs & Fuchs, 2000)
1. Technical adequacy (reliability and validity); 2. Capacity to model growth (able to represent student
achievement growth within and across academic years);
3. Treatment sensi6vity (scores should change when students are learning);
4. Independence from specific instruc6onal techniques (instruc1onally eclec1c so the system can be used with any type of instruc1on or curriculum);
5. Capacity to inform teaching (should provide informa1on to help teachers improve instruc1on);
6. Feasibility (must be doable).
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
CBM and RTI within a Problem-‐Solving Model
Assessing and Documen6ng “En6tlement to Special Educa6on”
1. Iden(fy Problem Severity–Discrepancy 2. Iden(fy Rates of Improvement—Benefit 3. Iden(fy Level of Instruc(on—Educa6onal Need
CBM is a cri(cal component in evalua(ng RTI
65
What to Measure? What Area? What Measure? Assessment Materials?
Basic Skills (Reading, Spelling, Written Expression, Math Computation
Curriculum-Based Measurement
AIMSweb, EdCheckup, Easy CBM
Early Literacy Letter Naming, Letter Sound Fluency, Phonemic Segmentation, Nonsense Words
DIBELS, AIMSweb, Test of Oral Reading Fluency (TORF)
Work Completion Satisfactory Home Work Assignments Completed
Assignment Calendar Worksheets
Social Behaviors Case Identified Observational Systems
Student-Teacher Interaction Code (STIC; Shinn, 1989), Initiation-Response Assessment (IRA; Cummings, 2008)
Global Academic and Social Behaviors, Including Content Area Achievement
Case Identified Global Behaviors (e.g., Participation), “Anchored” Weekly Ratings, Grades, Points
Home-Made Reporting Systems, Mainstream Consultation Agreements
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
66
Tier 1: Benchmark Assessment of ALL Students
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
67
Tier 2: Strategic Monitoring of At-‐Risk
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
68
Tier 3: Frequent Monitoring
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
69
Systems
Data Prac(ces
School Success
1. Assess student performance of
the big ideas (priority indicators) 2. Analyze individual performance
and plan instruc(on by need 3. Design interven(ons for strategic
and intensive students 4. Set reasonable ambi(ous goals
and monitor progress forma(vely
5. Monitor and evaluate interven(ons and instruc(onal groups and adjust
Universal/ School-‐Wide Academic Support
Source: Shinn, M.R. & Phillips (2004, October). Advanced Plan Evalua1on. Paper presented at North Suburban Special Educa1on District Highland Park, Illinois.
Role of the Psychologist in Data-based Decision Making
� Acquire basic knowledge and competencies in Curriculum-Based Measurement, Function-based Behavioral Assessment, formative assessment, and formative evaluation.
� Enhance report writing skills so that Psychological Reports become living documents that are used for "inside-the-classroom" purposes that link directly to intervention.
� Include formative evaluation activities with every referral.
From: Merrell, K.W., Ervin, R.A., & Gimpel, G. (2007). School Psychology for the 21st Century: Foundations and Practices. New York: Guilford.
Role of the Psychologist in Data-based Decision Making (Gresham & Lopez 1996)
� Include markers of social validity with every referral. � Social significance of the goals (What should we change?) � Social acceptability of the procedures used to attain those goals
(How should we change it?) � Social importance of the effects of the intervention (How will
we know it was effective?)
The Psychologist’s Role in the RtI Model
Heartland AEA (IA) vs. Na(onal U.S. Pajerns of Psychology Prac(ce
73
Reschly, D.J., Ikeda, M.J., Tilly, W.D.III., Allison, R., Grimes, J.P., & Upah, K.F. (2000, April). School psychology without IQ: Roles, assessment, sa6sfac6on, supervision, and evalua6on. Symposium, Annual Conven1on of the Na1onal Associa1on of School Psychologists, New Orleans, LA.
Study:
Compared Heartland school psychologists (N = 60) to a na(onal U.S. sample (N = 900)
Pasternack, R.H. (2002, March). The Demise of IQ Tes1ng for Children with Learning Disabili1es. Paper presented at the Na1onal Associa1on of School Psychologists 2002 Annual Conven1on, Chicago, IL.
Psychological Assessment in Tradi(onal & Alterna(ve Delivery Systems
74 Pasternack, R.H. (2002, March). The Demise of IQ Tes1ng for Children with Learning Disabili1es. Paper presented at the Na1onal Associa1on of School Psychologists 2002 Annual Conven1on, Chicago, IL.
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Psychological Assessment in Tradi(onal & Alterna(ve Delivery Systems
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Educa1onal
Behavior Observa1on
Projec1ves
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Projec1ves
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Pasternack, R.H. (2002, March). The Demise of IQ Tes1ng for Children with Learning Disabili1es. Paper presented at the Na1onal Associa1on of School Psychologists 2002 Annual Conven1on, Chicago, IL.
Psychologists' Job Sa(sfac(on
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Current Roles of School Psychologists in the U.S. and Iowa
77 Pasternack, R.H. (2002, March). The Demise of IQ Tes1ng for Children with Learning Disabili1es. Paper presented at the Na1onal Associa1on of School Psychologists 2002 Annual Conven1on, Chicago, IL.
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Current Roles of School Psychologists in the U.S. and Iowa
78 Pasternack, R.H. (2002, March). The Demise of IQ Tes1ng for Children with Learning Disabili1es. Paper presented at the Na1onal Associa1on of School Psychologists 2002 Annual Conven1on, Chicago, IL.
U.S.
Assessment
Direct Interven1on
Problem Solving
Systems/Consulta1on
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Iowa
Assessment
Direct Interven1on
Problem Solving
Systems/Consulta1on
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Summing it up: Outcomes � Problem-Solving RtI is implemented across the
educational system. It is: � Proactive � Supportive of students and teachers � Focused on promoting competence
� Problem-Solving RtI: � Reduces the number of children needing greater supports of
special education � Increases student achievement � Is fiscally sound, effective and efficient
© 2007, Dynamic Measurement Group
Why Focus on Outcomes? � If you don’t know what is important, everything
is. � If everything is important, you will try to do
everything. � If you try to do everything you will be asked to
do more. � If you do everything you won’t have time to
figure out what is important.
Putting it all Together...Implications for Psychology Practice
RtI Readiness Questionnaire
(Beebe-Frankenberger & Cummings, 2005 1. How clear is your understanding of the Response-to-Intervention (RTI) model?
1 2 3 4 5
Not at all clear Neutral Very clear
2. Based upon what you know about the RTI model, how likely is it that you would recommend the RTI process to your colleagues at your school or district?
1 2 3 4 5
Not likely Neutral Very likely
3. Would you like more training or assistance in implementing the RTI model?
1 2 3 4 5
Not at all Neutral Yes, definitely
4. How acceptable do you find RTI as a way to make special educational decisions?
1 2 3 4 5
Not at all acceptable Neutral Very acceptable
5. To what extent do you anticipate barriers to the implementation of RTI activities in your school and/or district?
1 2 3 4 5
No barriers Some barriers Many barriers
What's Next? Summary from Future Directions in Professional Psychology Practice 1. Increase involvement in prevention and early intervention
for all students; 2. Provide services such as counselling and/or referrals
related to mental health and behavioural needs; 3. Have strategic involvement with school-based teams and
families to provide comprehensive, integrated,holistic, and culturally-affirming assessments that move beyond the traditional psychometric approach;
4. Identify appropriate intervention strategies; 5. Identify barriers to intervention;
Future Directions in Professional Psychology Practice 6. Collect responses to intervention (RtI) data; 7. Continue to broaden approaches in working with students
and teachers, to understand learning styles, learning differences, and learning needs;
8. Engage in a variety of responsibilities that provide a balance of direct and indirect services, including consultation, in-service, program development, and research; and
9. Enhance collaboration with other professionals and disciplines by providing partnerships and team approaches to facilitate the accountability of outcomes and interventions.
Psychologists are... � Take a few minutes, and write down at least three keywords
that you feel describe your future professional roles and activities.
� Share these words with your neighbor...
Psychologists are... � Problem-solvers � Consultants � Prevention and Early Intervention Specialists � Curriculum Specialists � Detectives � Mindful of their client, the student � Aware of being one piece of the puzzle � Flexible � Educators � Innovators � Advocates � Relationship-builders � Facilitators
Summary Thoughts There is no question that current attempts to broadly expand RTI
models are uneven and not uniformly effective. But that is a problem with adult learning, not with the research on how children learn. The issues involve large-scale implementation, not more research on how to do response to intervention models or whether they are effective.
Clearly, all the best intentions and new designs for improving the identification process and delivery of scientifically-based interventions will fall short if the professional educators,
administrators, and related and support personnel responsible for implementing these designs do not have the knowledge, skill, will, or resources to implement and sustain them.
Formal training and ongoing technical assistance and support will be necessary for classroom teachers and related service providers to perform these tasks with fidelity and to use performance data in ways that inform classroom instruction.”
D. Carnine, Testimony Before U.S. Congress, March, 2003
Source: Shinn, M.R. (2004). FiJng Frequent Progress Monitoring Into a Contemporary 3-‐Tiered Preven1on Model.
We Have the Capacity to Reduce the Barriers to Quality Services
• These are SOLVABLE Problems-‐-‐We Know What, How, and When
• The Problem, Then is Resolve and Adult Learning
References & Support
Kelli D. Cummings, Ph.D., NCSP Adjunct Assistant Professor, University of Oregon Senior Research Scientist, Dynamic Measurement Group
kcummings@dibels.org
Email:
References
Four Major Reports from the Learning Disabilities Summit (References for the Context of RtI: From U.S. Legislative Efforts)
1. President’s Council on Special Education Excellence (2002). A NEW ERA: Revitalizing Special Education for Children and their Families. Washington, DC: US Department of Education.
2. Fordham Foundation Report--
Lyon, G. R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgesen, J.K., Wood, F.B., Schulte, A. & Olson, R. (2001). Rethinking Learning Disabilities. In C.E. Finn, A.J. Rotherham, and C.R. Hokanson (Eds). Rethinking special education for a new century (pp. 259-287). Washington DC: Thomas B. Fordham Foundation.
3. National Research Council (2002). Executive summary. Disproportionate representation
of minority students in special education. Washington, DC: Author. 4. Learning Disabilities Summit--
Bradley, R., Danielson, L., & Hallahan, D. (Eds.) (2002). Identification of learning disabilities: Research to practice. Mahwah NJ: Erlbaum. www.air.org/ldsummit
References for the Context of RtI: From the Educational Research Community
• Shinn, M.R., Good, R.H., & Parker, C. (1999). Noncategorical special education services for students with severe achievement deficits. In D. Reschly, W.D. Tilly, and J.P. Grimes (Eds.) Special education in transition. Longmont, CO: Sopris West.
• Ysseldyke, J.E., & Marston, D. (1999). Origins of categorical special education services in schools and a rationale for changing them. Special education in transition. Longmont, CO: Sopris West.
• Tilly, W.D., Reschly, D.J. & Grimes, J.P. (1999). Disability determination in Problem-Solving systems: Conceptual foundations and critical components. In D. Reschly, W.D.Tilly, and J.P. Grimes (Eds.) Special education in transition. Longmont, CO: Sopris West.
Additional References for RtI
• Fletcher, J.M., Coutler,W.A., Reschly, D.J., & Vaughn, S. (2004). Alternative Approaches to the Definition and Identification of Learning Disabilities: Some Questions and Answers. Annals of Dyslexia.
• Gresham, F.M, Reschly, D.J., Tilly, W.D., Fletcher, J., Burns, M., Christ, T., Prasse, D., Vanderwood, M., Shinn, M.R. (In press). Comprehensive Evaluation of Learning Disabilities: A Response to Intervention Perspective. The School Psychologist.
• Hale, J.B., Naglieri, J.A., Kaufman, A.S., Kavale, K.A. (2004). Specific Learning Disability Classification in the New Individuals with Disabilities Education Act: The Danger of Good Ideas. The School Psychologist.
Resources for Problem-Solving RtI Implementation � Idaho Results-Based Model:
Callender, W. A. (2007). The Idaho results-based model: Implementing response to intervention statewide. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 331–342).New York: Springer.
http://www.idahoschoolpsych.org/positionpapers/20061024-BestPracticesinRBM.pdf
� Heartland Area Education Agency 11: http://www.aea11.k12.ia.us/
� RtI Action Network: http://www.rtinetwork.org/
Websites for Data Collection Using Curriculum-Based Measurement � AIMSweb-Charting the Path to Literacy:
http://www.aimsweb.com/
� Dynamic Indicators of Basic Early Literacy Skills: www.dibels.uoregon.edu
� Easy CBM: http://easycbm.com/
� Edcheckup: http://www.edcheckup.com/
Websites for Curriculum Review � Florida Center for Reading Research:
www.fcrr.org
� Oregon Reading First Center: reading.uoregon.edu
� Texas Center for Reading and Language Arts: www.texasreading.org
� Texas Reading Initiative: www.tea.state.tx.us
Functional Behavioral Assessment: References & Support Handbooks
� Crone, D.A., & Horner, R.H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: The Guilford Press.
� Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press.
� O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J., Storey, K., & Newton, J.S. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.
Functional Behavioral Assessment: References & Support Websites:
� OSEP Center on Positive Behavioral Interventions & Supports
http://www.pbis.org/main.htm
� Schoolwide PBIS Team Training Manual
http://pbismanual.uoecs.org/
Additional References from the Presentation Beebe-Frankenberger, M. & Cummings, K.D. (2005). Response to Intervention
(RtI) Acceptability Rating Form. Missoula, Montana: Authors. Cummings, K.D., Atkins, T.A., Allison, R., & Cole, C. (2008). Response to
Intervention: investigating the new role of special educators. Teaching Exceptional Children, 40(4), 24-31.
Gresham, F.M., & Lopez, M.F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly , 11(3), 204-227.
Howell, K.W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Belmont, CA: Wadsworth.
Kaminski, R.A., & Cummings, K.D. (2007). Assessment for learning: using general outcomes measures. Threshold, Winter 2007, 26-28. Available: http://ciconline.org/threshold.
Additional References from the Presentation Kozey, M., & Siegel, L.S. (2008). Definitions of learning disabilities in
Canadian provinces and territories. Canadian Psychology, 49(2), 162-171. McIntosh, K., Horner, R.H., Chard, D.J., Boland, J.B., Good III, R.H.
(2006). The use of reading and behavior screening measures to predict nonresponse to school-wide positive behavior support: a longitudinal analysis. School Psychology Review, 35(2), 275-291.
Merrell, K.W., Ervin, R.A., & Gimpel, G. (2007). School Psychology for the 21st Century: Foundations and Practices. New York: Guilford.
National Research Council Report (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. http://www.nap.edu/
School Psychology Review (2004). Special Issue: Proceedings of the Multisite Conference on the Future of School Psychology. Volume 33 No. 1.
MOVING FORWARD � School teams - RtI process
� Aligning with Curriculum and Instruction
� Behavioral Observations � Report Writing (Samples) � Referrals � Electronic Resources (Curriculum Based Measurement) � Number of ways that the RtI model is being implemented in
school divisions (Preview these - what is an appropriate "fit") � Collaboration (e.g., forum)
MOVING FORWARD � Integration of "key people."
e.g., Curriculum, administration (school level, superintendents), "the team" - including learning resource/classroom teachers
� Data collection methods or systems, e.g., AIMSWeb
� Ethical Responsibilities
MOVING FORWARD � Outlines of BEST PRACTICES � Case Studies � Educational Institutes - How do our training institutes
reflect current needs in the field? � School attendance - How can we in the Ministry of
Education work together (across Branches/Units) so that "kids are in school and stay in school?"
MOVING FORWARD � More training in Functional Behavior Assessment � Cultural/Language diverse students - Assessments
� U of R course - Functional Behavior Assessment Darren.Kalaman@gov.sk.ca Elaine.Caswell@gov.sk.ca www.education.gov.sk.ca/ChildrensServicesPublications www.education.gov.sk.ca/ProfessionalLearningOpportunities
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