Transcript RTI: An Intervention System

Changing Roles and
Teaming Process
Rhode Island RTI Initiative
Module #4
Building the RI Model
What is it?
• A problem-solving process
• A school-wide instruction and intervention
system
• A way to make data-based decisions using
screening and progress monitoring data
• A shared responsibility
• Part of the special education and personal
literacy plan process
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Goals of this Module
1. To develop awareness of the RTI team
process and the changing roles and
responsibilities for staff under an RTI
approach.
2. To consider and discuss with your colleagues
your current systemic problem solving team
process for effectively implementing RTI.
3. To develop next steps for an RTI team and restructured roles in your school and district.
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Intervention Teams and
Roles of Staff
I.
Purpose
A.
B.
II.
Intervention Team Process
A.
B.
C.
D.
E.
III.
IV.
Differences between teams: TST vs. IT
Expanding Circle of Support: What does that
mean for TST and ET teams?
Problem solving steps (review)
Composition
Roles and responsibilities
Sample meeting
Considerations
Changing Roles of the Staff
Planning Next Steps
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RI’s Expanding Circles of
Support
Special education
Reading specialist
Counselor
Other specialists
Teacher assistants
Students
Parents
Teachers
Intervention Team
EL Teacher
Special Educators
School Psychs-DPT’s
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RTI vs. Pre-Referral
The two differ primarily in purpose and intent.
• A RTI Team develops valid
interventions designed to
resolve a student's academic
or behavioral difficulty in a
general education setting if
possible. The emphasis in
problem solving is to meet
the student's needs first and
produce positive learning
outcomes.
• Conversely, Pre-Referral
Teams typically move a child
through one or more
interventions as a prelude to
a traditional psychoeducational assessment for
consideration of special
education placement.
• A Pre-Referral Team is often
used as a mechanism to
collect all the necessary
referral information in order
to get a student evaluated.
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Problem Solving
Approach
1. Problem Identification
5. Plan Evaluation
2. Problem Analysis
Revise
Modify
Intensify
With Expanding Support
4. Plan Implementation
3. Plan Development
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TST
• Work with at risk students in
general education identified
by referral
• Analyze student strengths
and needs by reviewing
existing records and
information
• Identify the challenge -pinpoint underlying reasons
for academic or behavioral
difficulty
• Synthesize information
• Develop recommendations
IT
• Work with at risk students in
general education identified
by referral or universal
screening
• Analyze student strengths
and needs by reviewing
existing records and
information
• Identify the challenge -pinpoint underlying reasons
for academic or behavioral
difficulty
• Synthesize information
• Develop recommendations
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Expanding Circle of Support
RI’s Model of Teaming
New
Thing
Grade-Level Meeting
Special Education
Analyze grade-level data
Team Meeting
Support teachers in PLP process
Determine Eligibility
Design Core and strategic interventions
Develop and Monitor IEP
to support teacher and student learning
Evolved
TST
Intervention
Team Meeting
Consultation with other professionals
Supporting Teacher and Student to Improve Student Learning
Problem Solving Process to Plan and Evaluate
Strategic and Intensive Interventions
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EXAMPLE:
Expanding Circle of Support
RI’s Model of Teaming
Expanded
TST to IT
Purpose:
Problem-solve to support student learning
Develop interventions and monitor progress
Consult with variety of professionals
Evaluation Team
Purpose:
Determine Special Education Eligibility
Re-evaluation
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EXAMPLE:
Expanding Circle of Support
RI’s model of teaming
Intervention Team
Purpose:
Problem-solve to support student learning
Develop interventions and monitor progress
Consult with variety of professionals
Evaluation Team
Purpose:
Determine Special Education Eligibility
Re-evaluation
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Readiness to be an RTI team
What does the research say…
– Team Format
– Assignment of Staff
– Professional Development
– Development of Interventions/
Progress Monitoring
– Fidelity of Implementation
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Re-Structuring Roles and
the Team Process
Questions being asked~
• How do we do it? Professional development to understand rationale behind RTI,
embrace the philosophy, understand
change process
• What does it look like? How will current
duties and the team process change?
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I don’t want to hear it…
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More Money or Staff???
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Uh…..sorry
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Activity 1: Reflection
Reflect on your personal experience with
students performing below standard and the
team approach used.
•
•
•
What roles and components of the RTI
process does your team already incorporate?
What RTI roles and components are NOT
part of your team’s work?
What steps could your team take to
incorporate these roles and components?
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Re-Structuring Roles and
the Team Process
• How do we do it? Professional development to understand rationale behind RTI,
embrace the philosophy, understand
change process
• What does it look like? How will current
duties and the team process change?
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What Skills and Training Are
Needed to Implement
Problem-Solving Teams?
• Training
• Good listening and collaboration
skills
• Interventions and measurement
• Start slowly
• All school personnel will need to be
familiar with the process
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Example of Team
Composition
• Core group
– Standing Members: administrator, instructional
specialist, psychologist
– Case-specific Members: parent(s), teacher(s),
student (if appropriate)
• Members as appropriate/needed
– ESL, speech/language, reading, TA, social worker,
nurse, special education teacher, guidance counselor,
etc.
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Intervention Team
Duties
• Establish meeting day, time, & place
• Establish a close ended time period for
intervention to work
• Assign responsibilities to team members
for materials or training on interventions,
contacting outside resources, and for
monitoring and documenting progress
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Team Members &
Responsibilities (example)
Chairperson
Facilitator
Taskmaster
Recorder
Case Mgr
Schedules meeting
Purpose, intros,
ground rules.
Timekeeper
Document Gathers
discussion information
Meeting starts on time &
members are prepared
Comments are
elicited, empathy,
respect, positive tone
Follow
agenda- no
interruptions
Complete
forms
Presents
info
Confidential storing of info
Everyone
participates
Discussion
limited to
student
Organizes
info/data
Monitors
interventions
Sends notice for time, date,
and place for follow up
Team reviews status,
develops
recommendations
Openminded nonjudgmental
Plots
progress
Communicates
Ensures records are
followed & documented –
oversees & supervises
Doesn’t unduly wait
to refer for 504 or ET
Purpose of
the meeting
is met
Persons responsible have
done what is expected
Assigns follow up
responsibility
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Activity 2: Mock Meeting
Ms. Jones is concerned about the lack of third grader Johnny Smith’s
reading progress. She was not concerned in the fall but he didn’t
meet benchmarks in January.
•
Having tried everything she can think of to help this student,
including working with Johnny in a small group, Ms. Jones goes to
the IT for assistance late in January. Cumulative records indicate
reading skills have always lagged behind classmates’. Spelling and
written language skills are also lagging. Math skills are average.
Social studies and science grades are suffering because of the
greater emphasis on reading. Ms. Jones brings work samples of a
social studies project with nice artwork and creativity.
•
Absences in K and gr. 1 were <10 each year, 15 in gr. 2, and 18 in gr.
3
•
Ms. Jones has had contact with Ms. Smith who explained Johnny
moved from Rocksville, RI to Rhodesville, RI when she and Mr.
Smith divorced in gr. 2.
•
The Guidance Counselor has observed Johnny & concurs w/Ms.
Jones that Johnny is well liked by his peers and although eager to
please the teacher, tends to be very social.
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School Personnel Roles
•
•
•
As a school-wide prevention approach, RTI includes
changing instruction for struggling students to help
them improve academic skills and behaviors.
RTI calls for early identification of learning and
behavioral needs, close collaboration among teachers,
special education personnel, parents, and related
service providers to ensure students make progress in
the general education classroom.
To meet the needs of all students we must utilize our
collective resources to intervene early and provide
appropriate interventions and supports to address
learning and behavioral problems.
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Changing Responsibilities
RTI will require changes
….
•
in terms of assessment
approaches
•
…as well as models of
intervention and
instructional support.
•
Staff must engage in new and
expanded roles that incorporate
prevention and identification of
at risk students prior to special
education referral.
Provide direct and indirect
services to support struggling
students, children with
disabilities, school personnel,
and families.
Expand their professional “tool
kit” to include more
instructionally relevant and
contextually based procedures
for evaluations, especially
progress monitoring
assessments.
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This will likely require a
change in roles for everyone!
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Key Roles
• School personnel
play a number of
important roles in
using RTI to provide
needed instruction,
assessment,
collaboration, and
intervention
activities for
struggling students.
1. Program-System
Design
2. Collaboration &
Consultation
3. Serving Individual
Students
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School Personnel Key Roles/Responsibilities (Examples)
School Personnel
Program Design
Collaboration
Serving Individual Students
Reading
Specialist
Assist to select, design, implement,
and interpret whole school
screening programs that provide
early intervening services for
children to be considered “at risk.”
Create and supervise a long-term staff
development process that supports the
development and implementation of a
district wide literacy program
Observe students in the instructional environment
in order to help identify barriers to intervention,
and to collect RTI data.
Speech –
Language/OT
Plan and conduct professional
development on the language basis
of literacy and learning.
Assist general education classroom
teachers with universal screening.
Assist staff in interpreting data as part of the
decision-making process.
General Ed.
Teachers
Communicate and consult with
administration, school board
members, service providers and
parents.
Help parents understand the new model
and how it impacts their children, and
encourage parent input in each tier of
intervention
Set realistic goals, design appropriate
instructional strategies and progress monitoring
procedures, and evaluate student progress, all
with the help of team members.
Special Ed.
Teachers
Translate the results of
assessments into recommendations
to inform instruction, develop
behavioral change programs, and
implement learning supports.
Leading member of the IT team
providing intervention strategy
assistance.
Individualize instruction in an inclusive, small
group, or one-to-one setting based upon the
student’s needs and progress.
Psychologist
Conduct needs assessment to
identify potential obstacles,
concerns, and initial training needs.
Collaborate to develop team procedures.
These procedures may include: referral,
monitoring/evaluation at each tier,
measurement of RTI, observation and
interview protocol, etc.
Train staff in progress monitoring strategies for
individual students and how to interpret the
resulting data.
Teaching
Assistants
Active member of problem-solving
intervention team
Administer reading or math curriculum
based measurements (CBMs). Enter and
communicate results of data.
Recording observations of behavior and learning
strategies.
Social Workers
Assist in the design of instructional
assessment models
Work collaboratively with private and
community employed practitioners who
may be serving an individual child.
Consult with professionals and parents regarding
early intervention.
Changing Roles
Challenges
Opportunities
• Me
• Me
• Fellow colleagues
• Fellow colleagues
• Profession
• Profession
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Meeting the challenges…
• On-going Professional Development
• Reallocation of time
• Systemic approach to service delivery –
consultation, collaboration and short-term
interventions in general education
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Next step…
What can your school reasonably begin to
focus on?
• Examine status regarding effectiveness
and efficiency of teaming process for staff
and parents
• Examine the effectiveness of the staff to
meet all students' needs in reading,
writing, math, or emotional/behavioral
skills.
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Congratulations!
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