amy friez november 7, 2012 university of montana response to intervention and school counseling:
TRANSCRIPT
Amy FriezNovember 7, 2012
University of Montana
Response to Intervention and School Counseling:
Today’s Presentation
What is RTI? What does it look like in MT?Review of RtI & the ASCA National ModelRtI & Comprehensive Developmental School
Counseling Programs Are AlignedTiered Delivery SystemDATASocial JusticeConceptual ModelExercise & Group DiscussionRecommendations
What do you know about RtI?
Historically…
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
5
The desired outcome…A Multi Tiered System of Supports
-Academic and Behavioral-
GeneralEducation Title & ,
Gifted Ed.
Special Education
&Gifted Ed.
IIIIIIII
= 6
Support and training for all staff all along the continuum
RTI: A Brief Overview
http://www.youtube.com/watch?v=IsAqh2Pxg0A
Intervention Tiers
Tier One Research-based, high quality instruction for all Benchmark testing/screening of all students Progress monitoring of at risk students
Tier Two Small group, increased intensity instruction May involve separate curriculum Continued monitoring of student progress
Tier Three Individualized, intensive services Progress monitoring Referral for special services
National Joint Committee on LD, 2005Feiker-Hollenbeck, 2011Primary
National Perspective
• 71% of districts are in some stage of implementing RTI – up from 60% in 2008 and 44% in 2007• RTI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008• Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education• Districts reported the three primary obstacles to implementing RTI as: Insufficient teacher training, Lack of intervention resources, Lack of data, knowledge, skills for tracking/charting
2010 www.spectrumk12.com
Schools in Montana’s RTI Project
http://opi.mt.gov/Programs/SchoolPrograms/RTI/
ASCA National Model
“How are students different because of what school counselors do?” (ASCA, 2003)
4 interconnected components:•Foundation•Delivery System•Management System•Accountability
RTI ESSENTIAL COMPONENTS
1. Leadership
2. Evidence-based Curriculum and Instruction
3. Ongoing Assessment
4. Collaborative Teaming
5. Data-Based Decision Making
6. Fidelity of Implementation
7. Ongoing Training and Professional Development
8. Community and Family Involvement
• Proactive• Collaborative• Data-driven• Multi-tiered • Whole-child focused • Equity and access to quality instruction and behavior support for ALL students
RtI& ASCA: A Natural Fit
Three Interconnected and Shared Elements
1. Tiered Delivery Models
2. Data & Use of Assessments
3. Social Justice and Advocacy
Tiered Delivery System
Outlines breadth and depth of SC interventions based on student needs
Emphasizes serving ALL students as foundation of program
Outlines SC time spent in Delivery services
Using & Assessing Data
Use and Assessment of DataNeeds assessments
–Academic, career or personal/social
–Delivered to students, parents/caregivers and/or school staff
•Pre-and post-tests or curriculum based measures to assess the learning of particular standards and skills
•Evaluate program interventions through the use of surveys given to students, staff or families
RtIRtI ASCAASCA
Originally conceptualized as a means to address over-representation of minority students in special education
Advocated as a means of identifying students with LD, as an addition or alternative to the traditional discrepancy-based model
Strives to eliminate teacher bias in special education referrals
**Early research indicates that students placed in special education in an RtI framework represent the ethnic and socioeconomic diversity of classrooms and schools*(Speece, Case, & Eddy, 2003)
Ensure ALL students succeed and are as a result of RTI implementation
Transforming School Counseling Initiative (Education Trust, 1996)
Dismantle systemic policies that discriminate against certain types of students while simultaneously supporting others
Advocate for the rights of students, as well as calling for systemic investigation of such practices
Ensure ALL students succeed and are DIFFERENT as a result of ASCA implementation
Social Justice and Advocacy
Recommendations
Connect counseling interventions to the RtI structure Seek a Balanced Role Between a Service Provider and an RtI
Team Member Use of data to identify needs and evaluate effectiveness Implement research-based programs and interventions and
contribute to evidence-based practices within the field Serve as an advocate for historically underserved populations Use RtI as a vehicle for better serving all students Ockerman& Mason ISCA, 201123Knowing this
