rti an every ed initiative

RtIRtIAn every EDAn every EDInitiativeInitiative

Moving Upstream:Moving Upstream:A Story of Prevention and InterventionA Story of Prevention and Intervention

In a small town, a In a small town, a group of fishermen group of fishermen gathered down at the gathered down at the river. Not long after river. Not long after they got there, a they got there, a child came floating child came floating down the rapids down the rapids calling for help. One calling for help. One of the group on the of the group on the shore quickly dove in shore quickly dove in and pulled and pulled the child out. the child out.

Minutes later another Minutes later another child came, then child came, then another, and then many another, and then many more children were more children were coming down the river. coming down the river. Soon everyone was Soon everyone was diving in and dragging diving in and dragging children to the shore, children to the shore, then jumping back in then jumping back in to save as many as to save as many as they could. they could.

In the midst of all this frenzy, one In the midst of all this frenzy, one of the group was seen walking away. of the group was seen walking away. Her colleagues were irate. How could Her colleagues were irate. How could she leave when there were so many she leave when there were so many children to save? After long hours, children to save? After long hours, to everyone’s relief, the flow of to everyone’s relief, the flow of children stopped, and the group children stopped, and the group could finally catch their breath. could finally catch their breath.

At that moment, their colleague came At that moment, their colleague came back. They turned on her and angrily back. They turned on her and angrily shouted: shouted: ““HOW COULD YOU WALK HOW COULD YOU WALK OFF WHEN WE NEEDED OFF WHEN WE NEEDED EVERYONE HERE TO SAVE EVERYONE HERE TO SAVE THE CHILDREN?” THE CHILDREN?”

She replied, She replied, It occurred to me It occurred to me that someone ought to go upstream that someone ought to go upstream and find out why so many kids and find out why so many kids were falling into the river. What were falling into the river. What I found is that the old wooden I found is that the old wooden bridge had several planks bridge had several planks missing, and when some children missing, and when some children tried to jump over the gap, they tried to jump over the gap, they couldn’t make it and fell through couldn’t make it and fell through into the into the river. So I got someone river. So I got someone to fix the bridge.to fix the bridge.

The River or Risk?

Policy Considerations and Implementation

What is RtI?

RtI is the practice of:

providing high-quality instruction

intervention matched to student needs

and

using learning rate over time and level

of performance

to

make important educational decisions.

What do we mean by RTI?

Response to intervention integrates assessment and

intervention within a multi-level prevention system to

maximize student achievement and to reduce behavior

problems.

With RTI, schools identify students at risk for poor

learning outcomes, monitor student progress, provide

evidence-based interventions and adjust the intensity

and nature of those interventions depending on a

student’s responsiveness, and identify students with

learning disabilities or other disabilities.

RtI Core Principles

1. We can effectively teach all children

2. Intervene early

3. Use a multi-tier model of service delivery

4. Use a problem-solving methodology

RtI Core Principles (2)5. Use research-based, scientifically

validated interventions/instruction

6. Monitor student progress to inform instruction

7. Use data to make decisions

8. Use assessments for three different purposes:

screening diagnostics progress monitoring

Essential Components of RtI Implementation

1. Multi-tier model

2. Problem-solving method

3. An integrated data collection/assessment system

Essential Component 1: Multi-tier Model

Core

Sup

port

Prog

ram

: Pr

ovid

ed to

all,

inte

nded

to re

ach

mos

t.

Continuum of SupportsContinuum of Supports

The required resources to address the

problem increases

The need to enhance

environmental structures increases

The frequency for collecting

and acting upon information increases

As the magnitude of the problem increases….

Cost of Behavior Problems:

1,792 referrals @15 min per =

26,880 min =

448 hrs/8=

56 daysExample School A

Essential Component 2: Problem-Solving Method

What is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Essential Component 3:Integrated Assessment Systems

• Directly assess specific skills in standards• Assess “marker variables” [demonstrated to lead

to the ultimate instructional target, (e.g., reading comprehension)]

• Sensitive to small amounts of growth• Brief• Repeatable• Easy to use• Direct relationship to instructional decision-

making

Copyright © Dean L. Fixsen and Karen A. Blase, 2007

Knowledge-based Education:Effectively Using Innovations

Dean L. Fixsen, Karen A. Blase,

Sandra F. Naoom, Frances WallaceNational Implementation Research Network

Louis de la Parte Florida Mental Health Institute

OSEP 2007


For More Information

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Download all or part of the monograph at:http://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm

Implementation Research: A Synthesis of the Literature

http://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm


Science to ServiceScience to Service Gap

What is known is not what is adopted to help children, families, and caregivers

Implementation Gap What is adopted is not used with fidelity

and good outcomes for consumers.

What is used with fidelity is not sustained for a useful period of time.

What is used with fidelity is not used on a scale sufficient to impact social problems.


What Works

Effective intervention practices

+

Effective implementation practices

=

Good outcomes for consumers


Implementation

An effective intervention is one thing…

Implementation of an effective intervention is a very different thing.


Stages of Implementation

Implementation is not an event

A mission-oriented process involving multiple decisions, actions, and corrections


Stages of Implementation

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

...+Demonstration in Training

30%20%

0%

…+ Practice & Feedback in Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Theory and Discussion

OUTCOMES(% of Participants who Demonstrate Knowledge,

Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom)

TRAININGCOMPONENTS

KnowledgeSkillDemonstration

Use in the Classroom

10%

5% 0%

Joyce and Showers, 2002


Keys to CoachingCoach with expertise in the innovation

Coaching skills (how to: observe & describe behavior; give & take feedback; do behavior rehearsal; shape & reinforce competence)

Coaching content integrated with selection, training, and staff performance assessment content

Coaching delivery plan (coach: practitioner ratio; frequency and nature of contact with the practitioner)


Keys to CoachingMultiple sources of information about each

practitioner (weekly direct observation; data/ information reviews)

Coaching content related to craft knowledge & personal style (innovation – craft – person fit)

Staff development plan (frequently updated)

360 – degree feedback

Purpose of a Plan for Michigan

• Alignment with the Core Principles of RTI

• Integrity of Implementation• Statewide implementation• Resources and technical assistance for ISD/ESAs and districts

3

Michigan Statewide RTI Plan History

•Team attendance at the National RTI Summit in Washington DC 2007

•Team attendance at the Regional RTI Summit in Chicago last week

4

So, What Happened?• Agreed upon:

– A vision of statewide implementation– One Ed – work together

• A Focus the following goals – a shared understanding of the meaning and impact of adopting RTI

– Development of an articulated RTI framework for Michigan

– Develop a strategic process for implementation

5

So, Where are we now?

• The Eds are working together• Input from Michigan RTI models• Consulting with National RTI experts• Aligning with RTI Core Principles• Utilizing Implementation Research• Utilizing resources developed by:

– National RTI Center– NASDSE

• Statewide RTI Review Team

6

Approach to Statewide Framework

• Partnership between Special Education and General Education

• Develop an Implementation Matrix– Based on RTI Core Principles and Implementation research

– Input from the field, stakeholder groups and national experts

– Revise Implementation Matrix

• Resources for ISD/ESAs and Districts• Rollout of Matrix and Resources• Establish an electronic RTI resource site

7

So, Here We Go Michigan….• Implementation Matrix

– Guide for implementation– Tool for school improvement

• ISD/ESA & District Resources– Matrix– District Blueprint-NASDSE– School Blueprint-NASDSE– Implementation Research Monograph–NIRN

12

Response to Intervention (RTI)

So what does it look like when each RtI principle is operationalized at each stage of implementation?

Response to Intervention (RTI), Early

Intervening Services (EIS) & Coordinated Early Intervening Services (CEIS)

One word here-CAUTION!

Resources:– Your Special Education Director– MDE-Office of Special Education and Early

Intervention Services-John Cloft Blackberry # 490-3328. Desk # 335-0475

– MDE-Office of School Improvement-Margaret Madigan

– www.idea.ed.gov (browse major topics @ left)

http://www.idea.ed.gov/

Response to Intervention (RTI)

Web Resources (cont):

–www.k8accesscenter.org

–www.nasdse.org

–www.casecec.org

–www.nichcy.org

–www.rtinetwork.org

–www.rti4success.org

http://www.k8accesscenter.org/

http://www.nasdse.org/

http://www.casecec.org/

http://www.nichcy.org/

http://www.rtinetwork.org/

http://www.rti4success.org/

Response to Intervention (RTI)• Beth Steenwyk

Director of MI3-Michigan’s Integrated Improvement Initiatives (IDEA funded projects)

[email protected]

(231) 288-4001

• Jan OordSpecial Projects Consultant

Office of School Improvement

(517) 373-6925

[email protected]

14

mailto:[email protected]

mailto:[email protected]

rti an every ed initiative

Documents

flow of children

rti core principleswe

student needs

student achievement

learning disabilities

group of fishermen

multilevel prevention

screeningdiagnostics