integrating academic & behavioral rti for all learners : the schoolwide applications model (sam)...
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INTEGRATING ACADEMIC & BEHAVIORAL
RTI FOR ALL LEARNERS:The Schoolwide Applications Model (SAM)
Wayne Sailor, PhD
University of Kansas
presented to
OSEP Project Director’s Conference
Washington, DC
July 22, 2009
RTI as Comprehensive School Reform
Integrating all school resources for the
benefit of positive academic gains for all student (i.e., no silos)
All resources means:
• General education
• Special education
• Title I
• Gifted
• English Language Learners
• Section 504
• Anything else
Integrating Means:
• No special population classes.• General ed teachers responsible for all students
at each grade level• All support services delivered in ways such that
non-designated students can also benefit• Collaborative teaching (general ed and support
ed).• Team-driven infrastructure with coaching
support.
Problem-SolvingProblem-Solving LogicExtension of standard protocol RTI
Alternative to medical model
All personnel focused on all students
All resources integrated in a universal design for learning
Designing Schoolwide Systems for Student Success
Academic Instruction(with fidelity measures)
Behavioral Instruction(with fidelity measures)
Tertiary Interventions(for individual students)•Wraparound Intervention• Complex Multiple Life Domain
FBA/BIPs
Tertiary Interventions(for individual students)•Wraparound Intervention• Complex Multiple Life Domain
FBA/BIPs
Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with
Individual Features• Group Intervention
Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with
Individual Features• Group Intervention
Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgement
Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation• Positive Acknowledgement
Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive
Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive
Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response
Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response
Incre
ase
s Leve
ls of S
upport
Reduces
Num
bers
of S
tudents
Screen All Students
RtI conceptual system with general and special education integrated at all three levels
Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated
Curriculum
Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated
Curriculum
Critical Features
Problem-Solving Logic Model Screening for AllEvidence-Based InterventionsProgress MonitoringTransdisciplinary Teams/CoachesDesiloization
Universal Screening
Screen all students for social/behavioral risk: twice per year
• Begin with K-3
• Add higher grades each year
• We use SSBD
Screen all students for academic risk: 3 times per year
• Begin with K-3
• Add additional grades in 2nd year
• Screen for math and reading
• We use: DIBELS, AIMSWEB
Social-Behavioral Risk Interventions• Schoolwide Positive Behavior Support (SWPBS)• Tier 1
– Teach expectations– Acknowledge effort
• Tier 2– Check in – Check out
• Tier 3– Check and connect– FBA and PBS plan– Wraparound
Evidence-Based InterventionsAcademic Risk Prevention
• Evidence-Based School-wide Curriculum– Tier 1
• Differentiated Instruction• Collaborative Teaching
– Tier 2• Small Group Interventions• Content Strategies Enhancement• Peer Mediated Instruction
– Tier 3• Individualized Tutoring• Extended Educational Opportunities• Modified Curriculum
Progress MonitoringProximal Assessments
Social/Behavioral• SSBS (Tiers 2 and 3)
Academic• Tier 1
– Curriculum Benchmarks (CBMs)• Tier 2
– DIBELS (3 times/yr.) or– AIMSWEB (3 times/yr.) or– EDFORMATION
• Tier 3– Individualized CBMs
Distal Assessments
• Tier 2• Annual Grade-level state assessments• Universal CBMs (i-STEEP)
DE-SILOIZATION
• All school personnel engaged in teaching/learning process
• No categorical classrooms– Special education– Title One– English Language Learners– Gifted
• Tier 2 – Tier 3 special purpose rooms (temporary-integrated-scheduled)
• Integrated professional therapies/services• Classroom-based paraprofessionals
Schoolwide Applications Model(SAM)
• (www.samschools.org)
• Transformation from medical to RTI logic models
• Comprehensive school reform
CST Math Score (School B) – Correlation between SAMAN and Math Scores
2222 cases over 5 year period in School B
SAMAN score is significantly correlated with Math scoresPearson Correlation Coefficient (r)= .184, p < .01
Mea
nMat
h
Repeated ANOVA results (with Greenhouse-Geisser correction):Significant main effect of time of measurement – F(1.92, 453) = 22.123, p < .01Post hoc paired comparisons using Tukey’s HSD
Significant increase found betweenTest 1 and Test 2, Test 2 and Test 3, Test 1 and Test 3