schools that really care: expanding rti to address … · coaching/mentoring counseling or therapy...

Response to Intervention

Schools That Really Schools That Really Care: Expanding RTI to Address Social & to Address Social & Emotional Needs: Session 4Session 4

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:p

http://www.interventioncentral.org/rti behaviorhttp://www.interventioncentral.org/rti_behavior

Password: RTI BPassword: RTI_B



Previous Session: 13 Nov 2015: Workshop Topics1. Assembling a Behavior Intervention Plan: A Step-by-Step

Guide . Effective behavior interventions should often contain both STOP Behavior and START Behavior componentsSTOP-Behavior and START-Behavior components.

2. Tier 2 Services in the RTI-B Model: An Overview. Tier 2 services for behavior and social/emotional issues are often delivered via 1:1 for behavior and social/emotional issues are often delivered via 1:1 coaching/mentoring, counseling or therapy group, or individual (brief) counseling.( ) g

3. How to...Conduct a Task Analysis & Create a Behavior Checklist. Using task analysis, schools can transform complex Checklist. Using task analysis, schools can transform complex behaviors into checklist that can then be used to train students and staff in expected behaviors, help students to monitor their own b h i ll t d t h th ifi b h i b i


behaviors, collect data on whether specific behaviors are being employed, and other uses.


Challenge 1: Keeping an Open g p g pMind. In high-stakes behavioral/social-emotional RTI cases, emotions can run high and decisions made with inadequate information. qProblem-solvers must therefore have the discipline to follow a structured, open-ended investigative p gapproach to avoid being diverted to make the wrong decision.

1. Creating a Strong RTI Team. Challenging behavior cases require

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the structure and collaboration of the Tier 3 RTI Problem-Solving Team.


Challenge 2: Finding At-Risk g gStudents. Teachers sometimes contain serious behavior problems pin the classroom, while students with substantial emotional difficulties sometimes go unnoticed. So schools must develop a systematic, consistent, fair way to surface at-risk y ystudents to match them to appropriate RTI-B services.

2. Schoolwide Screening & Progress-Monitoring. Schools must develop a measurement plan to identify students at risk for


p p ybehavior or social emotional problems and to track their progress during interventions.


Challenge 3: Breaking the Cycle of g g yLearned Helplessness. A common concern of teachers that spans pRTI-Academics and RTI-Behavior is poor school motivation. pA hidden cause of much of that motivation deficit is 'learned helplessness' a syndrome that saps learned helplessness , a syndrome that saps initiative and often leaves the learner depressed and anxiousanxious.

3. Learned Helplessness. Optimistic teacher statements can help to


instill motivation in reluctant students. Those statements should follow a specific structure and be used frequently in the classroom.


Homework Options for Session 4:15 J 201615 January 2016• RTI-B: Tier 2 Resource Inventory. Using the Survey: RTI B: Tier 2 Resource Inventory. Using the Survey:

RTI-B Tier 2/3 Intervention Resources document to guide you, continue the work that you started today to map out all Tier 2/3 resources (personnel, programs) currently available in your school or district. Once you h l t d i t l k t th li t have completed your resource inventory, look at the list and identify possible gaps.

Bring the results of your inventory to the next session.



Homework Options for Session 4:15 J 201615 January 2016• Classroom Behavior Intervention Planner. Meet with Classroom Behavior Intervention Planner. Meet with

one or more teachers to develop a classroom behavior plan for a student, using the two documents presented in this workshop series that link behavior analysis (Analyzing Student Behavior: Organizer) and i t ti l i f (Cl B h i intervention planning form (Classroom Behavior Intervention Planner).

Bring your completed analysis and intervention plans to the next session (with identifying student


p ( y ginformation removed, of course!).

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Homework Options for Session 4:15 J 201615 January 2016

• Behavior Checklists. Based on today's training, identify one or more opportunities to create a student behavior identify one or more opportunities to create a student behavior checklist (e.g., train a student in a behavioral sequence, promote the transfer of behaviors from a Tier 2 program back to promote the transfer of behaviors from a Tier 2 program back to the classroom, increase consistency among adults implementing intervention plans). Use the online app Self-Check Behavior Checklist Maker to create a checklist that meets your needs:http://interventioncentral org/tools/self check behavior checklist makerhttp://interventioncentral.org/tools/self-check-behavior-checklist-maker

Use the checklist and take notes on its effectiveness.


Bring your checklist example and notes on implementation to the next session.

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Activity: Homework Report-Outy p

• Select a 1. Assembling a Behavior Intervention Plan: A Step-by-Step Guide . Effective behavior interventions

spokesperson.• Review any

by Step Guide . Effective behavior interventions should often contain both STOP-Behavior and START-Behavior components.

2 Tier 2 Services in the RTI B Model: An Overview homework that your group completed since our meeting on

2. Tier 2 Services in the RTI-B Model: An Overview. Tier 2 services for behavior and social/emotional issues are often delivered via 1:1 coaching/mentoring counseling or therapy group or since our meeting on

13 November.• Prepare a quick

coaching/mentoring, counseling or therapy group, or individual (brief) counseling.

3. How to...Conduct a Task Analysis & Create a Behavior Checklist Using task analysis schools • Prepare a quick

summary to present to the large group.

Behavior Checklist. Using task analysis, schools can transform complex behaviors into checklist that can then be used to train students and staff in expected behaviors help students to monitor their


to the large group. expected behaviors, help students to monitor their own behaviors, collect data on whether specific behaviors are being employed, and other uses.


Creating a Strong RTI Team. Challenging Team. Challenging behavior cases require the structure and the structure and collaboration of the Tier 3 RTI P bl S l i 3 RTI Problem-Solving Team.



Tier 3 RTI Problem-Solving Team: DefinitionTier 3 RTI Problem Solving Team: DefinitionThe RTI Problem-Solving Team puts together customized intervention plans for those Tier 3 students who display the intervention plans for those Tier 3 students who display the most intensive and serious problems. The multidisciplinary Team follows an investigative process The multidisciplinary Team follows an investigative process to – collect data about the studentcollect data about the student– Identify from the data a profile of need, and – select appropriate interventions likely to lead to the desired

improvements in student academic performance or behavior. The RTI Team follows a research-validated structured

h k th ‘ bl l i d l’ (B


approach known as the ‘problem-solving model’ (Bergan, 1995) to understand and analyze student challenges.

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www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


RTI-B: Tier 3: Intensive I t ti 1 5%Intervention: 1-5%Students with more severe/chronic behavior/social-emotional issues who fail to respond to lesser interventions are reviewed by the RTI Problem-Solving Team. The intervention plan:Team. The intervention plan:– is customized to the student's unique needs– can include various stakeholders as interventionists

(e.g., student, teacher(s), support staff, parent, etc.)– often requires implementation of the intervention

with consistency across multiple settingswith consistency across multiple settings.Additionally, the RTI Team at Tier 3 can make use of specialized problem-solving tools (i.e.,, Functional


Behavior Assessments; Behavior Intervention Plans).

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RTI: A Proactive & Preventative Approach to Student ProblemsRTI adopts a proactive multi-Tier public-health approach to reduce the number and severity of student academic and behavioral problems.

Ti 1 PRIMARY Intervention: Students receive classroom supports Tier 1 PRIMARY Intervention: Students receive classroom supports as needed to 'prevent harm' (prevent student problems from developing in the first place).

Tier 2 SECONDARY Intervention: Students found to be at risk are given supplemental intervention support to 'reverse harm' (return the student to normal levels of academic or behavioral (return the student to normal levels of academic or behavioral functioning).

Tier 3 TERTIARY Intervention: Students receive intensive Tier 3 intervention to 'reverse harm'. This level may also include students who may require intervention support for an extended period ('maintenance support')


extended period ( maintenance support ). Source: Saeki, E., Jimmerson, S. R., Earhart, J., Hart, S. R., Renshaw, T., Singh, R. D., & Stewart, K. (2011). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Contemporary School Psychology, 15, 43-52.

Response to InterventionTier 3: Intensive Interventions: RTI Team6 Referral Scenarios1. Tier 1 Responder Whose Plan Needs to Extend to Multiple Settings. At

least one teacher has successfully created a Tier 1 behavior plan for the y pstudent. However, there is a need both to coordinate the sharing of the plan with other adults who work with the student and--if appropriate--to communicate the necessity of all staff using the same uniform effective plan communicate the necessity of all staff using the same uniform effective plan elements consistently across setting and situation.

2. Tier 1 Non-Responder With No Tier 2 Options. The classroom teacher 2. Tier 1 Non Responder With No Tier 2 Options. The classroom teacher has attempted to implement a behavioral intervention plan but has been unsuccessful. The student's behavior continues to result in significant class disruption or other serious consequences No Tier 2 programs or services disruption or other serious consequences. No Tier 2 programs or services currently are available to address this student's concerns.

3 Tier 2 Non-Responder The student has received Tier 2 programming or


3. Tier 2 Non-Responder. The student has received Tier 2 programming or services but has failed to adequately improve behavior or attain social-emotional goals.

Response to InterventionTier 3: Intensive Interventions: RTI Team6 Referral Scenarios (Cont.)( )4. Outside Psychiatric Diagnosis. The student's parent shares an outside

evaluation of the student that includes a psychiatric diagnosis. With parent t th RTI T t t i th t fi di l t th agreement, the RTI Team meets to review the report findings, evaluate the

student's school performance and behavior, discuss whether additional data should be collected (e.g., student interview, direct observations), and decide what supports--if any--the student may require for school success.

5. FBA/BIP. The student has a history of serious, escalating problem behaviors or social emotional issues unresolved at earlier less intensive levels of or social-emotional issues unresolved at earlier, less-intensive levels of problem-solving. The RTI Team meets to recommend and coordinate the conducting of a Functional Behavior Assessment (FBA) and accompanying Behavior Intervention Plan (BIP).

6. Community Agency/School Wraparound Planning. The student receives intensive community based mental health services The school invites


intensive community-based mental health services. The school invites parent(s) and agency personnel to an RTI Team wraparound meeting to coordinate the student's therapy/intervention plans across settings.


Analyzing Student Behavior: The Steps

Step 1: Define the B h i

Step 4: Antecedents: Identify Triggers to the Behavior

Behavior

St 2 E d th Step 5: Consequences:

Step 2: Expand the Behavior Definition to a 3-Part

Identify Outcomes That Reinforce the Behavior

StatementStep 6: Write a Behavior Hypothesis Statement

Step 3: Develop Examples and Non-Examples of the

Hypothesis Statement

Step 7: Select a


Examples of the Behavior

Step 7: Select a Replacement Behavior


RTI Problem-Solving RTI Problem Solving Team Roles p. 2

• Facilitator• Recorder• Time Keeper• Case Manager• CoordinatorCoordinator


Response to InterventionRTI Team Role

Responsibilities Tips for RTI Teams

Facilitator Opens the meeting by welcoming the Write a short p g y greferring teacher(s), parents, and student; describing what is to be accomplished at the meeting and how

introductory ‘script’ to ensure that important points are always accomplished at the meeting, and how

long the meeting will last.Guides the Team through the stages of h bl l i

points are always reviewed at the start of the meeting.C li i the problem-solving process.

Checks for agreement between Team members at important discussion points

Create a poster listing the steps of the meeting problem-p p

during the meeting.Maintains control of the meeting (e.g., requesting that participants not engage

g psolving process as a visual guide to keep Team members on requesting that participants not engage

in side-bar conversations, reminding the team to focus its problem-solving di i th f t hi h

Team members on task and to transition from one step to

th


discussion on those factors over which it has control--e.g., classroom instruction).

another.


RTI Team Role Responsibilities Tips for RTI Teams

Recorder Creates a record of the intervention meeting, including d il d l f i i

Sit next to the facilitator for ease of

i i d i a detailed plan for intervention and progress-monitoring.Asks the Team for clarification

communication during the meeting.

When the Team is as needed about key discussion points, including phrasing of teacher ‘problem-

engaged in exploratory discussion, use ‘scratch paper’ to phrasing of teacher problem-

identification’ statements and intervention descriptions.

scratch paper to capture the main points. When the Team

h t reaches agreement, recopy only the essential information


onto the formal meeting forms.



Time-Keeper Monitors the time allocated to each stage of h i d i f

Give the Team a ‘two-minute warning’ whenever time is

i l d i f the meeting and informs members when that time has expired.

running low during a stage of the meeting.

If time runs out during a p gmeeting stage, announce the fact clearly. However, let the facilitator be responsible the facilitator be responsible for transitioning the team to the next meeting stage.




Case Manager

Meets with the referring teacher(s) briefly prior to h i i i l RTI T

If you discover, in meeting with a referring teacher prior to the RTI T i h the initial RTI Team

meeting to review the teacher referral form,

RTI Team meeting, that aconcern is vaguely worded, help the teacher to clarify the ,

clarify teacher concerns, decide what additional data should be collected

p yconcern with the question “What does [teacher concern] look like in the classroom?”data should be collected

on the student.Touches base briefly with th f i t h ( )

look like in the classroom? After the RTI Team meeting,

consider sending periodic il t th f i the referring teacher(s)

after the RTI Team meeting to check that the

emails to the referring teacher(s) asking them how the intervention is going and


gintervention plan is running smoothly.

g ginviting them to inform you if they require assistance.



Coordinator Handles the logistics of RTI Team meetings, i l di h d li

During the time set aside for weekly RTI Team meetings,

i f h T including scheduling meetings, reserving a meeting location,

reserve time for the Tam to review new student referrals and to schedule them in the g ,

arranging coverage when necessary to allow teachers to attend

meeting calendar. Define those coordinator

duties that are clerical in teachers to attend meetings, and notifying Team members and

f i t h f

duties that are clerical in nature (e.g., scheduling meeting rooms, emailing

ti i it ti t ) d referring teachers of scheduled meetings.

meeting invitations, etc.) and assign them to clerical staff.



RTI Teams: The Role of the Case Role of the Case

Manager



pp. 3-4



Case Manager: RoleCase Manager: Role• Meets with the referring teacher(s) briefly prior to

th i iti l RTI T ti t i th the initial RTI Team meeting to review the teacher referral form, clarify teacher concerns, d id h t dditi l d t h ld b ll t d decide what additional data should be collected on the student.

• Touches base briefly with the referring teacher(s) after the RTI Team meeting to check that the intervention plan is running smoothly.



Case Manager: Pre-MeetingCase Manager: Pre Meeting• Prior to an initial RTI Problem-Solving Team

ti it i d d th t meeting, it is recommended that a case manager from the RTI Team schedule a brief (15-20

i t ) ‘ ti ’ ith th f i t h minute) ‘pre-meeting’ with the referring teacher. The purpose of this pre-meeting is for the case

t h ith th t h th manager to share with the teacher the purpose of the upcoming full RTI Team meeting, to clarify t d t f l d t d id h t student referral concerns, and to decide what

data should be collected and brought to the RTI T ti


Team meeting.

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Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting StepsHere is a recommended agenda for the case

t h timanager-teacher pre-meeting:1. Explain the purpose of the upcoming RTI Problem-

S l i T ti Th l i Solving Team meeting: The case manager explains that the RTI Team meeting goals are to (a) fully understand the nature of the student’s academic understand the nature of the student s academic and/or behavioral problems; (b) develop an evidence-based intervention plan for the student; and (c) set a p ; ( )goal for student improvement and select means to monitor the student’s response to the intervention


plan.

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Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps2. Define the student referral concern(s) in clear,

ifi t Th i ith specific terms. The case manager reviews with the teacher the most important student referral

( ) h l i th t h t d fi th concern(s), helping the teacher to define those concern(s) in clear, specific, observable terms. Th t h i l t d t i iti hi The teacher is also prompted to prioritize his or her top 1-2 student concerns.



Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps3. Decide what data should be brought to the RTI

T ti Th d t h Team meeting. The case manager and teacher decide what student data should be collected

d b ht t th RTI T ti t and brought to the RTI Team meeting to provide insight into the nature of the student’s

ti ( ) presenting concern(s).



Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps



Case Manager: TipsCase Manager: Tips• If you discover, when you meet with a referring

t h i t th RTI T ti th t hi teacher prior to the RTI Team meeting, that his or her concern is vaguely worded, help the t h t l if th ith th ti teacher to clarify the concern with the question “What does [teacher concern] look like in the l ?”classroom?”

• After the RTI Team meeting, consider sending periodic emails to the referring teacher(s) asking them how the intervention is going and inviting


them to inform you if they require assistance. 34


Team Activity: Defining the RTI Team ‘Pre-Team Activity: Defining the RTI Team PreMeeting’At your table:At your table:

• Discuss how your school can structure the ‘pre-meeting’ in hi h th d t h t t l if th which the case manager and teacher meet to clarify the

teacher’s referral concern(s) and to decide what data to bring to the actual RTI Team meetingto the actual RTI Team meeting.

• Brainstorm ideas for finding the time for such ‘pre-meetings’.



RTI Problem-Solving Team: Facilitator’s

Guide p. 5



RTI Problem-Solving Team: Initial Meeting Minutes Form p. 15



Tier 3: RTI Team: Meeting Format

Introductions/Talking Points St 1 S l t I t ti T t( )


Step 1: Select Intervention Target(s)Step 2: Inventory Student's Strengths, Talents, I t t I tiInterests, IncentivesStep 3: Review Background/Baseline DataSt 4 S t A d i d/ B h i l O t Step 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring.St 5 D i I t ti PlStep 5: Design an Intervention PlanStep 6: Share RTI Intervention Plan With Parent(s)S R i h I i d P


Step 7: Review the Intervention and Progress-Monitoring Plans

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RTI Problem-Solving Team: Facilitator’s

Guide p. 5




• Introductions/Talking Points. As facilitator, an effective way to open the meeting is briefly to review


effective way to open the meeting is briefly to review key 'talking points' that (1) state the purpose of the meeting, (2) introduce team members and assigned meeting, (2) introduce team members and assigned roles, (3) remind participants of time constraints, (4) review the agenda, and (5) present expectations for active participation.

• Beginning the meeting with consistent talking points is a good means of reminding participants that the RTI meeting follows a structured format, that time is precious and that all attending have a voice in the


precious, and that all attending have a voice in the discussion.

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RTI Problem-Solving Team: Initial Meeting: Introductory

Talking Points p 10Talking Points p.10



TALKING POINT 1RTI Team: Talking Points

“Welcome to this initial RTI Problem-Solving Team meeting. We are meeting today to develop a We are meeting today to develop a customized intervention plan. This plan will build on the strengths of our student [Student Name] to our student, [Student Name], to help him/her to be more successful in school.”

RATIONALEStatement of Purpose. The popening segment clearly presents the purpose of the meeting, reminding participants that the reminding participants that the single goal is to create an intervention plan to be implemented i di t l t t t d t


immediately to promote student success.

Response to InterventionRTI Team: Talking Points

TALKING POINT 2“I am the facilitator for today’s meeting. The person taking meeting notes will be

RATIONALEIntroductions. Participants are told will be ____________ .

The case manager for this student is _______________. The time keeper for the meeting is

pwhich team members are assigned formal roles for the meeting, information that will help them to The time-keeper for the meeting is

_________________.”[If appropriate, have remaining team

information that will help them to better understand the interactions and conversations that follow.


members introduce themselves.]


TALKING POINT 3“This meeting will last about 30

RATIONALETime Constraints. Team members This meeting will last about 30

minutes.” are reminded that the RTI Problem-Solving Team has only limited time within which to work--a prompt to within which to work--a prompt to remain on-topic and refrain from side-bar conversations.


Response to InterventionTALKING POINT 4“Our team has much to do. To work efficiently we will follow a structured

RTI Team: Talking Pointsefficiently, we will follow a structured problem-solving agenda. During today's meeting, we will:

f•stay focused on issues that are within our ability to change.•identify the top 1 or 2 intervention y ptargets that we will work on.•design a written intervention plan with strategies to help our student to be

RATIONALEAgenda. Briefly reviewing the meeting agenda informs those who strategies to help our student to be

successful.•set specific goals for improvement and h t ll t t d t d t t

meeting agenda informs those who are new to the RTI process of what to expect.

choose ways to collect student data to track progress.•schedule a follow-up meeting in 8

The agenda review also reinforces the point that the RTI Team is


p gweeks to see how the intervention is going.”

pexpected to conclude the meeting with a viable intervention plan.


TALKING POINT 5“Everyone attending this meeting is

RATIONALERules of Engagement. Participants Everyone attending this meeting is

a part of our RTI Team. So as we develop the intervention plan, you should all feel free to offer your

g g pare explicitly encouraged to be active participants in the discussion. This 'talking point' is especially should all feel free to offer your

ideas and to ask questions.Are there any questions at this

This talking point is especially important for participants who are new to the RTI Team process or

h t d t b i b


time? If not, let's begin!” who tend to be passive observers.


Activity: Customize Your RTI Team’sI t d t ‘T lki P i t ’Introductory ‘Talking Points’• Look over the sample RTI Look over the sample RTI

Team talking points (p. 10).• Edit these talking points to g p

better fit your school and staff (by adding points, amending the wording of existing points, etc.).B d t h • Be prepared to share your work with the larger group.



RTI Problem-Solving Team: Initial Meeting Minutes Form p 15Minutes Form p. 15

STEP 1: Select Intervention Targets




STEP 1: Select Intervention Target(s).


GOAL: The goal during this meeting segment is to verify that 'intervention targets' (problem description) are that intervention targets (problem description) are described in sufficient detail and that each intervention target has been matched to at least one 'probable cause' or 'function' that helps to explain why the academic or behavioral problem is happening.



Tier 3: RTI Team: Meeting FormatTier 3: RTI Team: Meeting Format

Facilitator’s Guide: p. 5




The student fails to comply with adult Peer attention seekingThe student fails to comply with adult requests in large group.

Peer attention-seeking

The student is chronically tardy in math class.

Escape / avoidance


Meeting Minutes Form: p.15



STEP 1: Select Intervention Target(s).SAMPLE QUESTIONS


SAMPLE QUESTIONS::• What does this student's problem behavior look like in

th l ? Wh t ifi l f it?the classroom? What are specific examples of it?• What 'pay-off' do you believe might explain this

student's behavior? student s behavior? • Does the student have the skills necessary to do the

expected academic work?expected academic work?




STEP 1: Select Intervention Target(s).


TIP: This initial step can be time-consuming. So it is strongly recommended that the Case Manager meet strongly recommended that the Case Manager meet with the referring teacher(s) before the initial RTI Team meeting to define each of the student's referral concern(s) in clear and specific terms and select at least one likely reason or function for that concern.



RTI Problem-Solving Team: Initial Meeting Minutes Form p 15Minutes Form p. 15STEP 2: Inventory

Student's Strengths, gTalents, Interests,

Incentives




STEP 2: Inventory Student's Strengths, Talents, Interests Incentives


Interests, Incentives.

GOAL: The RTI Team follows a strength-based GOAL: The RTI Team follows a strength based approach to intervention-planning, one that incorporates the student's own interests and abilities. The goal for this step, then, is to list the student's strengths, talents, interests, and abilities. During the i t ti l i f th t intervention-planning process, some of these assets may then be incorporated to engage and motivate the student


student.

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Strong interpersonal skills Athletic: participates in sports

Organized

p p p


Meeting Minutes Form: p.1 5



STEP 2: Inventory Student's Strengths, Talents, Interests, Incentives


Incentives.SAMPLE QUESTIONS:

Wh t f th t d t’ t th t l t iti • What are some of the student’s strengths, talents, or positive qualities that might be useful in designing interventions?

• What rewards or incentives have you noted in school that this • What rewards or incentives have you noted in school that this student seems to look forward to?

• What are classroom activities that the student does well or • What are classroom activities that the student does well or seems to enjoy?

• What are hobbies or topics that interest this student?


What are hobbies or topics that interest this student?

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STEP 2: Inventory Student's Strengths, Talents, Interests Incentives


Interests, Incentives.

TIP: Here are ideas to prompt teachers to be ready to TIP: Here are ideas to prompt teachers to be ready to inventory student strengths: (1) The Case Manager can ask about strengths at the pre-meeting with the teacher; (2) the teacher can be reminded to be prepared to speak of student strengths in the letter or email inviting th t th i iti l RTI T ti (3) h l them to the initial RTI Team meeting; (3) your school can include a section on your RTI Team referral form that explicitly directs teachers to list student strengths


that explicitly directs teachers to list student strengths, talents, abilities, etc.

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RTI Problem-Solving Team: Initial Meeting Minutes Form p. 15

STEP 3: Review Background/Baseline

Data




STEP 3: Review Background/Baseline Data.


GOAL: In this step, the Team reviews any data collected prior to the meeting that will help it to better understand prior to the meeting that will help it to better understand the nature and magnitude of the student's presenting problem(s). Some of the data might come from the school's student-information database (e.g., attendance, number of office disciplinary referrals) while other b li d t h b ll t d l f th baseline data may have been collected expressly for the meeting (e.g., student's reading fluency data collected with Curriculum-Based Measures or behavioral data


with Curriculum-Based Measures, or behavioral data measured using Daily Behavior Report Cards).

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Behavior Report Card In 1 week, the student followed adult requests in math with no non-compliance incidents 1 out of 5 days.

Direct Observation: On-Task

During 3 20-minute obsvs s in large-group instruction, the student was on-task 45%, 70 %, and 40 %.


Meeting Minutes Form: p.1 5


Common Methods for Monitoring Student Monitoring Student

Progress Toward Behavioral and Academic

Goalspp.11-14




STEP 3: Review Background/Baseline Data. SAMPLE QUESTIONS Q ti th t h l t l if


SAMPLE QUESTIONS: Questions that can help to clarify questions about student data include:Wh t i f ti d h b t thi t d t' t t • What information do we have about this student's current rate of letter identification/reading/math computation/writing fluency?fluency?

• What data do we have on this student's current attendance/office referrals/grades?attendance/office referrals/grades?

• Since homework is an issue for this student, what is her average percentage of homework turned in?


g p g

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STEP 3: Review Background/Baseline Data.


TIP: The RTI Team should inventory the many types of student information collected by the school, decide what student information collected by the school, decide what information from that database (e.g., attendance, most recent state test results) should routinely be brought to every RTI Team meeting, and identify who is responsible for bringing each of the data sources to the

timeeting.



RTI Problem-Solving Team: Initial Meeting Mi t F 16Minutes Form p. 16

STEP 4: Set STEP 4: Set Academic and/or

Behavioral Outcome Goals and Methods Goals and Methods

for Progress-Monitoring.



Tier 3: RTI Team: Meeting FormatSTEP 4: Set Academic and/or Behavioral Outcome

Goals and Methods for Progress-Monitoring.


g g

GOAL: Interventions require ongoing progress-i i Fi h RTI T d id h monitoring. First, the RTI Team decides how many

instructional weeks the intervention will be in place. Then for each identified problem ('intervention target') Then, for each identified problem ( intervention target ), the RTI Team (1) chooses two or more methods of data collection to track student progress, (2) sets co ect o to t ac stude t p og ess, ( ) setsoutcome/intervention goals for each method, and (3) lists who will be responsible for that progress-


monitoring.

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The student fails to comply with adult requests in large group.

M 8 Feb 2016 F 1 Apr 2016 8

Beh Report Card Yes Compliance Rtng 4 of 5 Days During Last Wk

Smith, Yardley, O’Hannon

www.interventioncentral.org 67Meeting Minutes Form: p.16


Tier 3: RTI Team: Meeting FormatSTEP 4: Set Academic and/or Behavioral Outcome

Goals and Methods for Progress-Monitoring


g gSAMPLE QUESTIONS: Questions that can help to clarify questions

about outcome goals and progress-monitoring include:• [To determine the length of the intervention] For how many

instructional weeks will the intervention run before we meet to review the progress-monitoring data?p g g

• [To set an outcome goal] While it's not realistic to expect to catch this student up to grade level in 8 weeks, what is an 'ambitious b t li ti ' i t di t l th t ill h th t th t d t i but realistic' intermediate goal that will show that the student is making meaningful progress?

• [To determine baseline skills or behavior levels] What is this


[ ]student's pre-intervention performance on the measure that we are going to use for progress-monitoring?

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STEP 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress Monitoring


Goals and Methods for Progress-Monitoring

TIP: For a listing data collection options and sample TIP: For a listing data-collection options and sample wording to describe progress-monitoring goals, refer to the guide Common Methods for Monitoring Student g gProgress Toward Behavioral & Academic Goals that appears later in this document.



Common Methods for Monitoring Student Monitoring Student

Progress Toward Behavioral and Academic

Goalspp.11-14




STEP 5: Design an Inter ention Plan Intervention Plan.



Tier 3: RTI Team: Meeting FormatSTEP 5: Design an Intervention Plan. • GOAL: The intervention plan logically addresses the 1-2


GOAL: The intervention plan logically addresses the 1 2 identified intervention targets. The Team can be flexible in documenting interventions. For shorter intervention ideas, the space the Minutes form will be sufficient to record brief strategies.

For interventions that require more documentation, check 'Y[es]' in the 'Additional Information?' column check Y[es] in the Additional Information? column, and then attach full documentation for this element to the meeting minutes or include in an accompanying


g p y gfolder.

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M 8 Feb 2016

D il Ch k I /Ch k O t MDaily Check In/Check Out for Homework Completion

Mrs.Werbeck

x Classroom Plan: Protocol All Tchrs:x Classroom Plan: Protocol for Managing Non-Compliance

All Tchrs:Core & Specials

www.interventioncentral.org 73Meeting Minutes Form: p.17


Tier 3: RTI Team: Meeting FormatSTEP 5: Design an Intervention Plan. SAMPLE QUESTIONS: Questions that can help to build


SAMPLE QUESTIONS: Questions that can help to build an intervention plan include

• What intervention strategies can address the student's gacademic deficit/challenging behaviors?

• Are there additional documents describing this gparticular intervention that we may want to attach to the student's intervention plan?

• This intervention idea seems like a useful one. Who would be responsible for carrying it out?




STEP 5: Design an Intervention Plan. TIP: Team members may want to look over the RTI


TIP: Team members may want to look over the RTI referral form prior to the initial RTI Team meeting--and locate and bring to the meeting research-based locate and bring to the meeting research based intervention ideas that match the student's academic or behavioral issue(s). This preparation can ensure that intervention ideas are research-supported and that the Team has a sufficient number of good intervention t t i ith hi h t kstrategies with which to work.




STEP 6: Share RTI Intervention Plan With Parent(s).



Tier 3: RTI Team: Meeting FormatSTEP 6: Share RTI Intervention Plan With Parent(s).Tier 3: RTI Team: Meeting Format

GOAL: The RTI Team selects someone to contact the parent(s) (if they could not attend the RTI Team meeting) and to send them a copy of the intervention plan developed for their child.



Tier 3: RTI Team: Meeting FormatSTEP 6: Share RTI Intervention Plan With Parent(s).SAMPLE QUESTION:


SAMPLE QUESTION:• Who will ensure that the parent(s) receive a copy of the

completed 'Intervention Plan: At-a-Glance' developed at p pthis meeting, as well as any related intervention documents?




STEP 6: Share RTI Intervention Plan With Parent(s).


TIP: If possible, the contact person who communicates with parent(s) about the student's intervention plan with parent(s) about the student s intervention plan should be one of the educators who will be providing the student with intervention services. The interventionist connecting directly with the parent can ensure good communication and increased accountability.




STEP 7: Review the Intervention and

Progress Monitoring Progress-Monitoring Plans.



Tier 3: RTI Team: Meeting FormatSTEP 7: Review the Intervention and Progress-

Monitoring Plans.


gGOAL: The Team takes a moment at the end of the meeting to review the student's intervention and

i i l h k h ll i progress-monitoring plans to check that all are in agreement about them and that those with an active part in either plan fully understand their roles and part in either plan fully understand their roles and responsibilities. The Team also schedules a follow-up RTI Team meeting at a date 6-8 instructional weeks in ea eet g at a date 6 8 st uct o a ee sthe future.



Tier 3: RTI Team: Meeting FormatSTEP 7: Review the Intervention and Progress-

Monitoring Plans.


gSAMPLE QUESTIONS:• Now that we have reviewed the intervention and

progress-monitoring plans that we put together today, does anyone have questions about the plan or their responsibilities?

• Please look at your calendars. What is a good date for f fus to meet again for a follow-up meeting on this

student?



Activity: Evaluate Your Tier 3 RTI TeamActivity: Evaluate Your Tier 3 RTI Team• As a team, review the items

on the RTI Problem Solving on the RTI Problem-Solving Team Meeting 'Quality Indicators' Checklist.Indicators Checklist.

• Use this instrument to rate elements of your Team that yare strong and that need improvement.

• Based on your rating, talk about an action plan to make i T


improvements to your Team.

83


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Tier 3: Intensive Interventions: Building Capacity• Consider designating the RTI Problem-Solving Team as the

logical and single destination for any RTI behavioral/social

Tier 3: Intensive Interventions: Building Capacity

logical and single destination for any RTI behavioral/social-emotional referral requiring that educators from more than one classroom implement a student behavior plan.

• Recruit behavioral consultants to serve on the RTI Problem-Solving Team. Screen RTI Team referrals and invite b h i l lt t t ti l h b h i behavioral consultants to meetings only when behavior cases are scheduled.

• Develop guidelines for teachers on what is considered an • Develop guidelines for teachers on what is considered an appropriate RTI behavioral/social-emotional referral: e.g., the teacher attempts one classroom intervention for 5 weeks,


then completes a general request for RTI assistance.

85


B ilding an RTI B Building an RTI-B Schoolwide Screening Process Screening Process Through Archival Data & Multi Gating Data & Multi-Gating Procedures



Schoolwide RTI-B Screening: Multi-Source & Multi-Gated

• RTI-B Screening: Purpose. Schools use an array of building wide screening tools to identify students with

Schoolwide RTI B Screening: Multi Source & Multi Gated

building-wide screening tools to identify students with behavioral or social/emotional problems. These students can then be placed on appropriate classroom students can then be placed on appropriate classroom (Tier 1), early-intervention (Tier 2), or intensive-intervention (Tier 3) support plans.

• The goal is to prevent behavior and social-emotional problems from escalating to the point where intervention becomes more costly to implement and the student faces possible serious disciplinary consequences such as repeated classroom removal and suspension from


as repeated classroom removal and suspension from school.

87

Response to InterventionApplications of Screening Data (Adapted from Stewart & Silberglit,

2008)

Behavioral/social-emotional screening data can be used to:

• set goals for improvement for students on Tier 2 and Tier 3 interventions.

• evaluate and improve classroom behavior climate and guide group behavior management.

ll l d d • allocate resources to classrooms, grades, and buildings where student behavior needs are greatestgreatest.

• guide the creation of targeted Tier 2/3 (supplemental behavior intervention) groups


(supplemental behavior intervention) groups.Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.



• Streamlining screening: Archival data & multi-gated assessment Presented here is a two part protocol for


assessment. Presented here is a two-part protocol for conducting school-wide behavior/social-emotional screenings that incorporates best practices taken from screenings that incorporates best practices taken from several models.

It incorporates:

Archival Data (Office Disciplinary Referrals &

Attendance + Multi-Gate Classroom Screenings


Attendance



Part 1: Archival Data: Screen for Attendance and Disciplinary Referrals Two important indicators of


Disciplinary Referrals. Two important indicators of trouble in student adjustment are high rates of (1) tardiness or absenteeism and (2) office disciplinary tardiness or absenteeism and (2) office disciplinary referrals ('ODRs').

• Advantages in using archival data as a component of a g g pschool-wide RTI-B screening process are that – schools routinely collect the information,– this data is already understood and used by educators,– rates of tardiness, absenteeism, and office disciplinary

referrals are all robust predictors of student problems


referrals are all robust predictors of student problems.

90



Here are 5 steps that schools can follow to use archival data as one source of RTI B screening information:


data as one source of RTI-B screening information:1. Ensure the timely collection of quality data. The school

verifies that data on class tardiness school absences verifies that data on class tardiness, school absences, and ODRs is being collected reliably and entered into some type of electronic management system on a timely yp g y ybasis. For example, if a teacher sends a student from the classroom as a disciplinary consequence, that removal must be recorded on paper or digitally (e.g., to include date, time, location, and a brief narrative of the incident) and added within a reasonable timespan (e g within 2


and added within a reasonable timespan (e.g., within 2 days) to the school's ODR database.

91



2. Set cut-points for RTI intervention. The school sets cut-points to determine risk status Typically a school would


points to determine risk status. Typically, a school would adopt five-week intervals for data reviews. Cut-points are set as the minimum number of incidents of tardiness, set as the minimum number of incidents of tardiness, school absence, or ODRs that trigger an RTI response.

Separate cut-points are set to trigger an early-intervention (Tier 2), or intensive-intervention (Tier 3)

t l F l h l d id th t support plan. For example, a school may decide that a student with at least 2 ODRs will require a Tier 2 intervention while one who has 4 or more ODRs merits a


intervention while one who has 4 or more ODRs merits a more intensive Tier 3 RTI response.

92



3. Develop a matrix of RTI responses to match cut-points.The school puts together appropriate RTI interventions


The school puts together appropriate RTI interventions that match the Tier 2 and Tier 3 cut-points for tardiness, absences, and ODRs. absences, and ODRs. For example, at Tier 2 for ODRs, a student may require a parent conference and reteaching of behavioral parent conference and reteaching of behavioral expectations, while one eligible for Tier 3 will be referred to the RTI Team for a problem-solving meeting. TIP: Schools may want to generate a menu of several acceptable responses for students identified by these d t t i t t b tt t h h l t


data cut-points, to better match each learner to an appropriate intervention plan.

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4. Run periodic data reports. The school creates procedures and assigns person(s) responsible to run


procedures and assigns person(s) responsible to run reports every five weeks and share them with appropriate RTI and classroom staff. At minimum, these appropriate RTI and classroom staff. At minimum, these reports highlight students who have exceeded the pre-set RTI cut-points on tardiness, absenteeism, and ODRs for Tiers 2 and 3.



ODRs as a Screening Data Source: Limitations

The school monitors student ODRs across the school year and applies the cut-scores below to determine risk status and assign behavioral support.

Number of ODRs/School Yr

Risk Status

0 1 Ti 1 U i l0-1 Tier 1: UniversalBehavior Management

2-5 Tier 2: Targeted Support2 5 Tier 2: Targeted Support6 or more Tier 3: Intensive Support

www.interventioncentral.org 95•Source: Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.). Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford.


ODRs as a Screening Data Source: Limitations



ODRs as a Screening Data Source: LimitationsAdvantages of ODRs are that they are already being collected in most schools and accurately reveal classrooms in which teachers

d t d t i i i b h i bland students are experiencing serious behavior problems.As a limitation, there can be variability in who fills out ODRs and h f l l t d V i bilit b t ll d bhow referrals are completed. Variability can be controlled by:1. using a system like SWIS.ORG to regularize their ODR form

and train teachers to use the form with greater consistency orand train teachers to use the form with greater consistency, or2. interpreting a large number of ODRs for a particular student

as an indicator that educator(s) working with that student as an indicator that educator(s) working with that student need additional RTI assistance—but not presuming at the outset that the ODRs are solely a sign of purposeful student

www.interventioncentral.org 97•Source: Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders. 16, 213-225.

y g p pmisbehavior.


Schoolwide Screeners: The Behavioral Impact of A d iAcademics…

• Difficulties with academic performance are a f t f b h i bl (Witt t l frequent cause of behavior problems (Witt et al., 2000).

• Schools should adopt sensitive academic schoolwide screeners to identify students who struggle with basic skills and provide them with appropriate RTI Tier 2/3 academic support as one means to prevent or reduce motivation and behavior problems (Benner et al., 2013).


•Sources: Benner, G. J., Kutash, K., Nelson, J. R., & Fisher, M. B. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15-29.

•Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.


Activity: Set Your Own ‘Cut-Points’Activity: Set Your Own Cut Points

• Review the activity sheet (p. Review the activity sheet (p. 25) in your handout.

• For each of the 3 archival data sources discussed (tardiness, school absences, ODRs), set 5-week Tier 2 and Tier 3 cut-points.F h t i t b i t • For each cut-point, brainstorm one or more appropriate RTI responses


responses.

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Part 2: Multi-Gating: Employ Teacher Knowledge Through Nominations and Questionnaires Archival


Through Nominations and Questionnaires. Archival data can miss problem behaviors that are currently being managed within the classroom instead of through being managed within the classroom instead of through ODRs, as well as ‘hidden’ behavior problems that are more 'internalizing' (e.g., depression, anxiety).

• Teacher nominations are an excellent additional method to flag less-visible students at risk for behavioral and social-emotional problems.

• However, the process of teacher nomination must be d bl h l l


made manageable so as not to overwhelm classroom staff with additional evaluation duties.

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Part 2: Multi-Gating: Employ Teacher Knowledge Through Nominations and Questionnaires A multi


Through Nominations and Questionnaires. A multi-gating approach is a solution that is both efficient and reliable. Consisting of 3 steps, it allows the teacher reliable. Consisting of 3 steps, it allows the teacher rapidly to survey the mental-health /behavioral needs of all students while limiting that educator to a much smaller number of more detailed assessments for the handful that present the greatest classroom concerns:

3 Di 1. Teacher

Nominations: All 2. Teacher

Questionnaires:

3. Direct Observations:

‘Clinically


Nominations: All Students Nominated Students

ySignificant’ Students



1. Teacher: Complete classwide nominations. Educators are trained to recognize externalizing behaviors such


are trained to recognize externalizing behaviors, such as non-compliance and hyperactivity, as well as internalizing behaviors, such as social withdrawal and internalizing behaviors, such as social withdrawal and signs of anxiety. Each teacher is asked to nominate the top 3 students in their classroom with the most pronounced externalizing and internalizing behaviors. (An instructor working with multiple sections of t d t ld l t t i ti li t f students would complete separate nomination lists for

each section.) The school collects these nomination lists


lists.

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2. Teacher: Complete questionnaires. The teacher is directed to complete a short (5 to 10 minute) normed behavior


to complete a short (5- to 10-minute) normed behavior-assessment questionnaire for each of the 6 student that he or she previously nominated as internalizing or internalizing. or she previously nominated as internalizing or internalizing. A school mental-health professional collects and scores those questionnaires.NOTE: The BASC-2 Progress Monitor for Externalizing and ADHD Problems is an example of such a questionnaire. Review other commercial questionnaires suitable for this stage in the screening at the National Center on Intensive I t ti


Intervention: http://www.intensiveintervention.org/resources/tools-charts

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• EXAMPLE: The BASC-2 Progress Monitor for Externalizing and ADHD


Monitor for Externalizing and ADHD Problems is an example of such a questionnaire. Review other questionnaire. Review other commercial questionnaires suitable for this stage in the screening at the National Center on Intensive Intervention: htt // i t i i t tihttp://www.intensiveintervention.org/resources/tools-charts




3. Mental-Health Professional: Conduct classroom observations The mental health professional conducts


observations. The mental-health professional conducts classroom observations of those students nominated by their teachers who score within the 'clinically significant' their teachers who score within the clinically significant range on the behavior-assessment questionnaire.

If needed, other information (e.g., via student interview; parent contact, etc.) is collected as well.




4. School: Match students to appropriate RTI services. Based on screening results those students whose


Based on screening results, those students whose behavioral and/or socio-emotional profile place them in the significantly at-risk range are identified for and the significantly at risk range are identified for and matched to appropriate Tier 2 or Tier 3 services.




Final Considerations:1 M t ti Wh fi t il ti h l id


1. Manage expectations. When first piloting a schoolwideRTI-B screening, convey to faculty that the process is a pilot that will help the school to know the numbers of students that will help the school to know the numbers of students requiring behavioral/social-emotional assistance. But time may be required to build programming to match the y q p g gidentified needs.

2. Get approval. Be sure that top-level administration pp punderstands and supports the screening plan. Especially important is a consistent protocol for parent notification:

if if d f ll i hi h li i l


e.g., notify parents if a student falls within the clinical range on a teacher-completed behavior questionnaire.

107


RTI-B & Progress-Monitoring. What are recommended tools to monitor the progress of an RTI behavioral intervention?intervention?



Behavior Progress-Monitoring Tools: Daily Report CardsThe Direct Behavior Rating (DBR) Form is a Daily Report Card with a rating scale (0-100%) .All materials for the DBR are free and available for download from: www.directbehaviorratings.org/P t d th b it t t d d f i f th DBRPosted on the website are two standard-form versions of the DBR:– The 'Big Three': A DBR to rate the following general

behaviors: (1) academically engaged (2) respectful (3) behaviors: (1) academically engaged, (2) respectful, (3) disruptive

– Standard form with fill-in behaviorsStandard form with fill in behaviorsThe National Center on Intensive Intervention gives the Direct

Behavior Rating Form high marks for sensitivity to student


behavior change.

109Source: Chafouleas, S.M., Riley-Tillman, T.C., & Christ, T.J. (2009). Direct Behavior Rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 201-213.


Behavior Progress-Monitoring Tools: Daily Report CardsDBR Connect. The authors of the Direct Behavior Rating (DBR) Form (previous slide) have teamed up with PAR, Inc. to create ‘DBR Connect’, a digital version of the DBR. This is a paid service.

Thi li t b ild th iti liti f th DBR This online assessment builds on the positive qualities of the DBR. It is sensitive to short-term student behavioral gains and is brief—taking about a minute per studenttaking about a minute per student.

Review this tool at: http://www.intensiveintervention.org/chart/behavioral-progress-monitoring-tools/13027O h // db /


Or at: http://www.mydbrconnect.com/

110


Behavior Progress-Monitoring Tools: Daily Report CardsThe Individualized Target Behavior Evaluation (ITBE) is a simple Daily Report Card that is structured as follows (Pelham, 2005):– Rating items are worded to target specific behaviors.– A criterion for success is set for each rating item (e.g.,

“Follows class rules with no more than 2 rule violations per period.")

– The response format for each rating item is YES/NO– [Optional but recommended] The ITBE includes

columns to track the student across several periods or locations through the day


locations through the day.

111Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.

Response to InterventionSample ITBE



Behavior Progress-Monitoring Tools: Daily Report CardsThe Individualized Target Behavior Evaluation is:

– easy to complete– a valid and reliable behavior measurea valid and reliable behavior measure– sensitive to the short-term effects of behavioral

interventions and medicationinterventions and medication

www.interventioncentral.org 113Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.


Behavior Report Card Maker. Schools can use this free app to create and this free app to create and download (in PDF format) Behavior Report Cards.

This app allows complete customization of BRCs customization of BRCs, allowing them to be structured as Individualized Target Behavior Evaluations (ITBEs).



Activity: Train Teachers to AccuratelyNominate RTI-B At-Risk Students

R i th b i f d fi iti f t li i d • Review the brief definitions of externalizing and internalizing behaviors on the next screen.

• Discuss a plan for training your teachers to be able to • Discuss a plan for training your teachers to be able to identify these behaviors –so that they can accurately nominate the top 3 externalizing and top 3 internalizing nominate the top 3 externalizing and top 3 internalizing students in their classrooms.

• Hint: Consider using some of the resources shared gpreviously for creating checklists to help you in this training mission; e.g., “Here is a checklist with common


observable symptoms of anxiety.”

115

Response to Intervention“Categories of externalizing problems include aggressive and disruptive behaviors, conduct problems, and hyperactivity-impulsivity. These problems are typically disruptive to activities in the classroom and throughout the school ” the classroom and throughout the school. McIntosh et al., 2014; p. 209

“Internalizing problems are often considered to fall within four broad categories...:anxiety, depression, social withdrawal, and somatic complaints. Students with internalizing

bl lik l t i t problems are likely to experience symptoms across categories.” McIntosh et al., 2014; p. 209-210

www.interventioncentral.org 116Source: McIntosh, K., Ty, S. V., & Miller, L. D. (2014). Effects of school-wide positive behavioral interventions and supports on internalizing problems: Current evidence and future directions. Journal of Positive Behavior Interventions, 16(4), 209-218.

209 210.


Motivating Students . How t h t tcan teachers structure

statements to encourageoptimism and motivation while combating ‘learned helplessness’? pp. 11-12g p pp



What is ‘learned helplessness’ and how can this condition and how can this condition undermine motivation?



Learned Helplessness: The Failure CycleStudents with a history of school failure are at particular risk of

falling into the learned helplessness cycle:

1. The student experiences

2. ...which undermine self confidence in

6. …and reinforcing the student’s experiences

repeated academic failures…

self-confidence in their intellectual abilities.

the student s belief that they lack the ability to learn.

3. The student begins to doubt 4. …causing that 5. …resulting in that their efforts will overcome their learning diffic lties

student to reduce efforts toward academic

hi t

continued failure…

www.interventioncentral.org 119Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.

difficulties…achievement .


Learned Helplessness: The Effects

Students who experience a sense of ‘learned phelplessness’ feel powerless to improve their academic performance and standing. They can also experience th ti ff tthese negative effects:

1 R d d ti ti t d i th l1. Reduced motivation to respond in the classroom2. Lessened ability to associate responding with

desirable outcomesdesirable outcomes3. Symptoms of depression or anxiety


.

120

Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.


The Anxious Student: PrescriptionThe Anxious Student: Prescription

Here are 4 general strategies for working with these learners:

Make classroom expectations predictable.Offer choice opportunities as appropriate to allow the

student a say in structuring his or her own learning iexperience.

Teach the student how to translate global tasks into manageable sub tasksmanageable sub-tasks.

Use affirming statements that motivate the student to take risks and apply his or her best effort


risks and apply his or her best effort.

121


Motivation Roadblocks: ActivityReview these 4 roadblocks for students not performing

up to their potential. Select the one that you believe is

a. lacks essential academic skills to do grade-appropriate k

MOST prevalent at your school: The student:

work.b. does not have strong 'academic survival' skills (e.g., study,

organization time management) to support academicsorganization, time management) to support academics.c. has adopted a pattern of 'learned helplessness' in the face

of challenging academic demandsof challenging academic demands.d. shows clear evidence of having all necessary skills to be

successful in his/her school program but simply chooses


successful in his/her school program...but simply chooses not to put forth the effort.

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Mindsets: Determining Limits on Potential

Research in cognitive psychology (Dweck, 2006) demonstrates that individuals’ performance as learners is profoundly influenced by– their perceptions of their intelligence and/or abilities and– their reinforcing these perceptions through an ongoing

l th t h llmonologue as they encounter new challenges.The habitual ways that people have of thinking about their abilities can be thought of as ‘mindsets’. Mindsets fall into two categories: Fixed vs. growth.

www.interventioncentral.org 123Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Beliefs About Mindsets: Fixed vs. Growth

- Fixed Mindset + Growth MindsetIntelligence (general ability) is fixed. Effort plays a minor role in

Intelligence and other attributes are ‘malleable’--they can

determining one's level of accomplishment.

increase with effort.

Thi ti i t lThus, setbacks are viewed as a lack of ability and result in the

This perspective views struggleas a positive-- "an opportunity for growth not a sign that a student lack of ability and result in the

student "giving up or withdrawing effort" (Blackwell, et al., 2015).

growth, not a sign that a student is incapable of learning." (Paunesku, et al., 2015).


( , , ) ( , , )


The ‘Malleability’ of IntelligenceThe Malleability of Intelligence“It is important to recognize that believing intelligence to be malleable does not imply that everyone has exactly the same potential in every domain, or will learn everything with equal ease.

Rather, it means that for any given individual, intellectual ability can always be further developed.”

www.interventioncentral.org 125Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Contrasting Mindsets: Responses to Setbacksg p- Fixed Mindset: The student may:

+ Growth Mindset: The student will:

• give up • view setback as an opportunity for learning

• withdraw effort

• ‘disidentify’ with challenge • increase effort

• disidentify with challenge subject: e.g., “I don’t like math much anyway.”

• figure out deficiencies in work or study processes and correct much anyway.

• be at greater risk for cheating

or study processes and correct them

www.interventioncentral.orgSource: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. Growth“[Fixed vs. growth] mindsets affect students' achievement by creating different psychological worlds.”

Dr. Carol Dweck

www.interventioncentral.org 127Source: Dweck, C. S. (2008). Mindsets: How praise is harming youth and what can be done about it. School Library Media Activities Monthly, 24(5), 55-58; p. 56.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. GrowthDoes a student’s type of mindset have a significant impact on school performance? When students are not experiencing significant learning challenges, those with fixed and growth mindsets may do equally well.

However, during times of difficult academic work or dramatic changes in the learning environment (e g dramatic changes in the learning environment (e.g., middle school), growth-mindset students tend to do significantly better than their fixed-mindset peers.


g y p

128Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Fixed-Mindset Statements: What NOT to SayFixed-mindset statements are those that reinforce the (untrue) idea that individuals have a fixed the (untrue) idea that individuals have a fixed quantity of 'ability' that cannot expand much despite the learner's efforts. Here are statements to avoid, ,because they send a fixed-mindset message to students:

• “Excellent essay. You are a natural-born writer!”• “You need to work harder. I have seen your grades You need to work harder. I have seen your grades

and know that you are smart enough to get an A in this course.”


• “It’s OK-not everyone can be good at math.”129


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are varied However Teachers growth mindset statements are varied. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be

faced and frames them as opportunities to learn.pp– Confidence. Conveys optimism that the student can and

will move toward success if the learner puts in sufficient peffort, follows the recommended process, and makes appropriate use of any ‘help’ resources.

www.interventioncentral.org 130Source: Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.


Integrate ‘Pro-Growth-Mindset’ Statements into Classroom DiscourseIn day-to-day communication with students In day-to-day communication with students, instructors have many opportunities use growth-mindset principles to infuse their statements with mindset principles to infuse their statements with optimism, including:

praise praise work-promptsencouragementintroduction of assignments


g


Process Praise"Your writing is improving a lot. The extra time you put in and your use of an outline and your use of an outline has really paid off."



Growth Mindset: Teacher ExamplesProcess PraiseEffective teacher praise has two elements: (1) a description of Effective teacher praise has two elements: (1) a description of noteworthy student performance, and (2) a signal of teacher approval (Hawkins & Hellin, 2011). Because this 'process praise' ties performance directly to effort, it reinforces a growth mindset in students who receive it. EXAMPLE:

"Your writing is improving a lot

ApprovalPerformance

Your writing is improving a lot. The extra time you put in and your use of an outline has really paid off "


really paid off.

134


W k P tWork Prompt"Sarah, please keep reading....you still have 10 minutes to work on the assignment.

It's a challenging passage so if you It s a challenging passage, so if you get stuck, be sure to use your reading fix-up skills.

Remember, it's also OK to ask a neighbor or to come to me for help.g p

Use your strategies and you will be successful!"


successful!


Growth Mindset: Teacher ExamplesWork PromptWhen students stop working during an independent assignment, When students stop working during an independent assignment, the teacher can structure the "get-back-to-work" prompt to follow a growth-mindset format. EXAMPLE: "Sarah, please keep reading....you still have 10 Prompt: Keep minutes to work on the assignment. It's a challenging passage,

Working

Challengeso if you get stuck, be sure to use your reading fix-up skills. Remember, it's also OK to ask a

i hb t t f h l

Process: Fix-Up Skills &

Help Options


neighbor or to come to me for help. Use your strategies and you WILL be successful!"

136

Help Options

Confidence


E tEncouragement"I can see that you didn't do as well on this math test as you well on this math test as you had hoped, Luis.

Let's review ideas to help you prepare for the next exam.

If you are willing to put in the work I know that you can raise work, I know that you can raise your score."



Growth Mindset: Teacher ExamplesEncouragementWhen students have academic setbacks, the teacher can When students have academic setbacks, the teacher can respond with empathy: framing the situation as a learning opportunity, describing proactive steps to improve the situation, and expressing confidence in the learner.EXAMPLE: "I can see that you didn't do as well on this math test as you had hoped, Luis. L t' i id t h l t

Empathy

Let's review ideas to help you to prepare for the next exam. If you are willing to put in the work

Process & Effort


in the work, I know that you can raise your score."

138

Confidence


Assignment"Y h ld l d t "You should plan spend at least 90 minutes on tonight's math homework math homework.

When you start the yassignment, some problems might look like they are too difficult to solve.

But if you give it your best But if you give it your best and follow your problem-solving checklist you should


solving checklist, you should be able to answer them."


Growth Mindset: Teacher ExamplesAssignmentThe teacher can give assignments a growth-mindset spin--The teacher can give assignments a growth mindset spindescribing challenge(s), appraising the effort required, reminding what strategies or steps to use, and stating confidently that following the process will lead to success.EXAMPLE: "You should plan to spend at least 90 minutes on tonight's math homework. When you start the assignment some problems

Effort Needed

When you start the assignment, some problems might look like they are too difficult to solve. But if you give it your best and follow your

Challenge

Process &


But if you give it your best and follow your problem-solving checklist, you should be able to answer them."

140

Process & Effort

Confidence


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are as varied as the Teachers growth mindset statements are as varied as the students and situations they address. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be g ( ) g gg

faced and frames them as opportunities to learn.– Confidence. Conveys optimism that the student can and y p

will move toward success if the learner puts in sufficient effort, follows the recommended process, and makes

i t f ‘h l ’


appropriate use of any ‘help’ resources.


Growth Mindset: ScenarioGrowth Mindset: ScenarioYour student Brian can get frustrated and shut Growth-mindset statements

address:

Brian: Work Prompt"Brian it’s time to start your math down when required to complete multi-step math

word problems . You have created a checklist outlining each of the steps he should follow in

address:Process. Lays out a specific process for moving forward

Brian, it s time to start your math deskwork. You see that there are10 word problems, which may seem like a outlining each of the steps he should follow in

problem solving and verified that, with this tool, he can successfully complete these problems.

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced

lot.

But remember to use your checklist. It You are having the class work independently on a 10-problem assignment, so you decide to approach Brian to prompt him to get started

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys

ywill take you through the right steps to solve each problem.

approach Brian to prompt him to get started.

At your table, come up with a growth-mindset statement to help Brian to begin work

Confidence. Conveys optimism that the student can and will move toward success

Follow the checklist and you should be OK. If you need help, though, just raise


statement to help Brian to begin work. move toward success with effort.your hand."


Growth-Mindset Statement: A Motivational PushGrowth Mindset Statement: A Motivational Push

Research studies have shown that even students with an ingrained ‘fixed-mindset’ view of academics can gain a brief motivation ‘push’ when the teacher reframes a past, present,

f t l i ti it i ‘ th i d t’ t or future learning activity in ‘growth mindset’ terms.

E h l th b it ti ti l iEach classroom, then, becomes its own motivational micro-climate.

And with the teacher’s continued expression of an optimistic, growth-mindset view, students are more likely to apply more

ff t tt i t d b lf di t d


effort, attain greater success, and become self-directed learners.

143Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Mindsets Research: Effective Only If We Apply It…Mindsets Research: Effective Only If We Apply It…

Proponents of growth-mindset statements should be concerned that the average frequency in which teachers use classroom praise is generally low in general- and special education classrooms (Hawkins & Heflin 2011)special-education classrooms (Hawkins & Heflin, 2011).

Frequency of praise is a useful indicator of the rate at Frequency of praise is a useful indicator of the rate at which teachers might use ANY growth-mindset statement.

It is of little help if teachers agree that growth-mindset is important to student motivation but fail to actually i l t th t t


implement the strategy.

144Source: Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108.


Growth Mindset: Implementation

At t blGrowth-mindset statementsaddress:At your table:

• Look over the handout

address:Process. Lays out a specific process for moving forwardMindsets: The Power to Help

or Hinder Student Motivation.

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced

• Discuss ideas to promote the regular use of growth-mindset

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys g g

statements in your school or district.

Confidence. Conveys optimism that the student can and will move toward success


move toward success with effort.

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