understanding systems change techniques to implement rti in your school
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Understanding Systems Change Techniques to Implement RTI in your School. Michael Curtis Rachel Cohen Jose Castillo. Objectives. 1. Overview of PS/RTI 2. Understand why school innovations fail 3. Identify systems change practices and principles - PowerPoint PPT PresentationTRANSCRIPT
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Understanding Systems Change Techniques to Implement RTI in your School
Michael CurtisRachel CohenJose Castillo
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Objectives
1. Overview of PS/RTI2. Understand why school innovations fail3. Identify systems change practices and principles4. Understand systems issues related to implementing PS/RtI 5. Collaborative problem solving process training
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PART 1
OVERVIEW OF PS/RTI
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Calls for change
No Child Left Behind (NCLB), 2001 Individuals with Disabilities in
Education Improvement Act (IDEIA), 2004
Multi-site Conference on the Future of School Psychology, 2002
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School Psychologists as Change Agents
School psychologists can, should, and must play a significant role in changing American education!
Discrepancy between where school psychologists actually spend most of their time where they want to spend more of their time (Meacham & Peckham, 1978)
Special education-related activities dominate practices of many school psychologists
(Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Curtis, Lopez, Batsche, & Smith, 2006)
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Problem
The preparation of most school psychologists has not included knowledge and skills relating to systems change
Only recent NASP standards for training programs address system-level influence and change
School Psychology: A Blueprint for Training and Practice III
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Problem (continued)
Sarason (1990) purports that a lack of understanding of systems functioning and change principles has doomed many school reform efforts to failure from the start
We have the means and tools to make the change, but we have failed to implement those practices effectively in a specific school setting.
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School psychologists need 3 areas of expertise. . .
1. Understanding of human behavior from a social systems perspective
2. Familiarity with principles for organizational change
3. Ability to use collaborative planning and problem solving procedures
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1. Understanding of human behavior from a social systems perspective
A system is an orderly combination of parts that interact to produce a desired outcome or product
A school is a system because it consists of component parts (e.g., students, teachers, school psychologists, cafeteria workers, parents, principal) that are organized and interact for the purpose of producing a definable outcome (e.g., academic achievement by all students)
Reciprocal influence
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2. Familiarity with principles for organizational change
People differ in their: level of willingness and ability to adopt
innovations level of concern about the problem
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3. Ability to use collaborative planning and problem solving procedures
Build Relationships Effective Consultation Skills Effective Communication Skills Coordinate Power Status Problem Solving Knowledge & Skills
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Academic Systems Behavioral Systems
1-5%
Tier 3: Comprehensive and Intensive InterventionsIndividual Students or Small Group (2-3)Reading: Scholastic Program,
Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations
1-5%
Tier 3: Intensive InterventionsIndividual CounselingFBA/BIPTeach, Reinforce, and Prevent (TRP)Assessment-basedIntense, durable procedures
5-10%Tier 2: Strategic InterventionsStudents that don’t respond to the core curriculumReading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended DayWriting: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson
5-10% Tier 2: Targeted Group InterventionsSome students (at-risk)Small Group CounselingParent Training (Behavior & Academic)Bullying Prevention ProgramFBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data
80-90%Tier 1: Core CurriculumAll studentsReading: Houghton MifflinMath: HarcourtWriting: Six Traits Of WritingLearning Focus Strategies
80-90% Tier 1: Universal InterventionsAll settings, all studentsCommittee, Preventive, proactive strategiesSchool Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior)Classroom Management Techniques,Parent Training
Three Tiered Model of School Supports:Example of an Infrastructure Resource Inventory
Students
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Step 1 - What’s the Problem?
In order to identify a problem, you’ve got to start with three pieces of data-
Benchmark level of performance Student level of performance Peer level of performance
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Is this an individual student problem or a larger systemic problem?
Decision Making Rubricfor use with
School-Wide Screening
adapted from:
Heartland AEA 11, Improving Children’s Educational Results
Are over 20% of students
struggling?
Are between 5% and 20% of Are 5% or fewer
and developgroup
intervention
Examine instruction,
curriculum, and environment for
needed adaptations
Develop small group
intervention
Go to problem definition
Go to intervention evaluation
studentsstruggling?
studentsstruggling?
Step 1 - What’s the Problem?
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0
10
20
30
40
50
60
70
80
90
100
% C
om
plia
nc
e
35%
Benchmark75%
= Peer Group = Aim Line
BASELINE
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Benchmark Level 75% Current Level 20% Peer Level 35% Benchmark Gap 75/20=3.7X Peer Gap 35/20=1.7X Peer/Benchmark Gap 75/35=2+X UNIVERSAL INTERVENTION FIRST
Step 1 - What’s the Problem?(same data as previous slide)(same data as previous slide)
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The problem is occurring because ________________.
If ____________ would occur, the problem would be reduced.
Goal: The development of hypotheses about probable causes for the identified problem.
Assessments are then conducted to gather information to determine which are most / least likely
Prediction statement:
Step 2- Why is it occurring?
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Assessment:How Do We Confirm Hypothesis?
Review
Interview
Observe
Test
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Step 3- What are we going to do about it?
Effective teaching strategies consider both what to teach and how to teach it.
Making good decisions will increase student progress.
It is critical that the instruction be matched to the problem.
Howell & Nolet, 2000
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Step 4- Is it working?
Goal
ClassroomIntervention I
Making instructional decisions based on the review and analysis of student data
Progress monitoring always includes graphing
Progress Monitoring
ClassroomIntervention 2
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Response to Intervention
Monitors Continuous Progress Sensitive to Small Changes in
Behavior Repeatable Informs Interventions
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What is RtI?
RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction.
National Association of State Directors of Special Education, 2005
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RtI--Model
1) Multi-tiered2) Problem solving approach3) Providing instruction/intervention4) Increasing levels of intensity5) Based on data-based decisions6) Progress monitoring
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We Need A New Logic
Begin with the idea that the purpose of the system is student achievement
Acknowledge that student needs exist on a continuum rather than in typological groupings
Organize resources to make educational resources available in direct proportion to student need
David Tilly 2004
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Guiding Principles
Effective instruction in general education is foundation for all decision-making
Data guide decisions regarding core, supplemental and intensive interventions Therefore, good data must be available
Infrastructure for core, supplemental and intensive instruction must be: Evidence-based Integrated
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Traditionalvs.Response to Intervention
Intervention
Intervention
Consider ESETraditional
Intervention
Intervention
Intervention Consider ESE
Ifnecessary
Response to Intervention
RegularEducation
MonitorProgress
MonitorProgress
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PS/RtI Integrates Efforts
PS / RtI
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Change Model
Consensus
Infrastructure
Implementation
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Stages of Implementing Problem-Solving/RtI
Consensus Belief is shared Vision is agreed upon Implementation requirements understood
Infrastructure Development Regulations Training/Technical Assistance Model (e.g., Standard Protocol) Tier I and II intervention systems
E.g., K-3 Academic Support Plan Data Management Technology support Decision-making criteria established
Implementation
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PART 2
UNDERSTAND WHY SCHOOL INNOVATIONS FAIL
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Story about water boiling in a Peruvian village
Problem Proposed Innovation/Plan Results Reason for Failure
Rogers, E.M. (1995). Diffusion of Innovations, 4th ed. New York: Simon & Schuster.
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Why is change so hard?It’s not just educators. . .
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Definitions
Innovation- “idea, practice, or object that is perceived as new by an individual or other unit of adoption” (Rogers, 1995, p. 11)
Diffusion- “process by which an innovation is communicated through certain channels over time among the members of a social system” (Rogers, p. 5)
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Examples of School-Based Innovations
Service Learning Cooperative Learning Multicultural Education Open schools Competency Based Education Peace Education Character Education Back to the Basics
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Why have so many school-based innovations failed?
Take 30 seconds to jot down some ideas
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Why school innovations fail?
Lack of concern about problem (Hall and Hord, 2001) Belief that the innovation will not meet
the needs of the school (Ellis, 2001) Competing initiatives or systems already
in place (OSEP, 2004) Dual system (old system + new system)
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Why school innovations fail?
There may not be: systemic support from persons in key leadership
positions and/or policy makers continuous communication enough time to implement ongoing training on- site coaching
(Hall & Hord, 2001)
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Why school innovations fail?
It often is the implementation of the innovation that fails and not the innovation itself (Gresham, 1989)
Degree of treatment integrity---> degree of treatment outcomes (Gottfredson, Gottfredson, & Skorban, 1998; Lipsey, 1982)
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Why school innovations fail? Implementers may lack a:
rationale for the new procedures (Fullan, 1997)
commitment to new procedures (Fullan) systems perspective
(Curtis & Stollar, 2002; Schmuck & Runkel, 1994; Senge, Kleiner, Roberts, Ross, & Smith, 1994)
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PART 3
IDENTIFY SYSTEMS CHANGE PRACTICES AND PRINCIPLES
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Systems Change
On paper, participants should write a definition for:
A system Systems change
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Stages of Systems Change
1. Planning for Change2. Developing a Plan3. Implementing a Plan4. Evaluating the Plan
(Curtis & Stollar, 2002; Harvey & Brown, 2001; Valentine, 1991)
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Stages of Systems Change
1. Planning for Change Developing relationships with key
stakeholders Getting buy-in/commitment Conducting needs assessment Time needed
2. Developing a Plan3. Implementing a Plan4. Evaluating the Plan
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Purveyor
Individual or group of individuals representing a program or practice who actively work to implement that practice or program with fidelity and good effect
“change agent” “linking agent” program consultant””site coordinator”
a purveyor“recreates a complex, causally ambiguous set of routines in new settings and keeps it functioning.” (Winter & Szulanski, 2001, p. 741)
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Developing Relationships
6 Tips Reciprocity Consistency Social Proof Liking Authority Scarcity(Cialdini, 1984)
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Developing RelationshipsReciprocity We should try to repay, in kind, what
another person has provided us
Consistency The desire to be consistent motivates our behavior
Social Proof The reliance on others to decide if an action is correct. The actions of those around us influence what we do
Liking People are more likely to say yes to requests by someone they know and like
Authority People have a deep seated sense of duty to comply with authority
Scarcity Opportunities seem more valuable to use when their availability is limited
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What can you do in your school?
Reciprocity We should try to repay, in kind, what another person has provided us
Consistency The desire to be consistent motivates our behavior
Social Proof The reliance on others to decide if an action is correct. The actions of those around us influence what we do
Liking People are more likely to say yes to requests by someone they know and like
Authority People have a deep seated sense of duty to comply with authority
Scarcity Opportunities seem more valuable to use when their availability is limited
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Getting Buy-In
People tend to fall into five categories based on their level of willingness and ability to adopt specific innovations:
Innovators Early adopters Early majority Late majority Laggards(Rogers, 1995)
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Rate of Adoption
Source: http://www.cyfm.net/article.php?article=Dont_Good_Ideas_Fly.html
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Activity
Read through example Describe a situation for change in
your school, brainstorm some people you know that fall into each category
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Key Concept
Most people do not evaluate the innovation based on scientific evidence, rather based on information from individuals like themselves (homophilious)
The promotor of the innovation is often heterophilious from the people who must use it
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Conducting Needs Assessment
Need for Change --> More severe the problem, the higher teachers rate the acceptability of the treatment (Reimers, Wacker, & Koeppl, 1987)
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Stages of Concern
Levels of concern toward specific innovation Level of commitment
Stages of concern: How the innovation will affect me How will I implement the innovation How will the innovation impact the
system
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(Hall & Hord)
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Activity
Take Stages of Concern Questionnaire for an innovation in your school
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Community Readiness Model
Stabilization Initiation Preparation Preplanning Vague Awareness Denial No Awareness(Edwards et al.,2000)
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Stages of Implementation Process Sustainability Innovation Full Operation Initial Implementation Program Installation Exploration and Adoption
(Fixsen et al)
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Positive Implementation Outcomes are linked to Factors during Exploration States
when staff:
Sees advantages outweighing disadvantages Have high expectations of benefits Have a good relationship with purveyor See outcomes that are demonstrable Get good information about intervention Have good organization leadership Are involved in decision making
(Panzano et al in NIRN)
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Time
Full implementation 3-5 years Entry and acceptance phase 2-3 years Implementation with high accuracy
and sustainability 5-10 years (OSEP, 2004)
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Stages of Systems Change
Planning for Change Developing a Plan
Develop a mission statement, goals, objectives
Develop/implement strategies & techniques
Implementing a Plan Evaluating the Plan
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Core Components
“The most essential and indispensable components of an intervention” (Fixsen et al p.24)
Not knowing the core components leads to a waste of time and resources on non-essential components
Core components must be implemented yet flexibility must be built in to adapt the innovation to the specific setting
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Core Components of RTI
Multitier Implementation Student Assessment and decision
making Evidence-Based Intervention
Provision Maintenance of Procedural Integrity Development and Sustainability of
Systems-Level Capacity(Glover & DiPerna, 2007)
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Develop a mission statement, goals, objectives Activity- Dissemination Working
Group Do you have a mission statement,
goals, and objectives for the change you are trying to make?
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Develop/implement strategies & techniques
1. Describe the outcome in concrete, measurable terms2. Identify resources and barriers to achieving the desired
outcome3. Select a barrier to achieving the desired outcome4. Brainstorm ideas to reduce or eliminate the selected barrier5. Design multiple action plans that include person(s)
responsible, the action to be taken, and the timeline for completion
6. Develop a follow-up plan for each action plan7. Develop an evaluation plan to assess reduction of the barrier
and attainment of the desired outcome8. Establish a timeline and criteria for determining acceptable
organizational response to the intervention.
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Stages of Systems Change
Planning for Change Developing a Plan Implementing a Plan
Secure resources Ensure staff possesses necessary
skills (i.e., Training, coaching) Implementation Factors (Research)
Evaluating the Plan
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Securing Resources
Financial resources Personnel resources Staff training in core components Staff training in planning/problem
solving skills
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Coaching/Training
“On-site assistance for a teacher who is attempting to apply a new skill” (Neubert, 1988, p. 7)
“The provision of companionship, the giving of technical feedback, and the analysis of appreciation” (Joyce & Showers, 1982, p. 3)
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Coaching/Training
Interventions often are not implemented with treatment integrity unless a consultant is continuously involved (e.g., Lewis & Newcomer)
Follow-up support can greatly increase the % of teachers who transfer the new strategies to their classrooms (Showers, 1984)
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“Implementation Dip”(Michael Fullan)
Small setback in implementation momentum in initial stages of implementation
When things get worse before they get better
Can occur because: implementers begin to feel anxious, unskilled,
overwhelmed, incompetent about using the new skills
participants are not seeing results of implementation
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Source: Phelps, http://www.dangerouslyirrelevant.org
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Stages of Systems Change
Planning for Change Developing a Plan Implementing a Plan Evaluating the Plan
Monitor progress/revise areas that need improvement/ recycle process
Evaluate outcomes
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Program Evaluations
What: Summative, Formative When:
Initial Stages Full Operation Stages Final Stages
Must consider what you are evaluating
For additional information, see Stuffelbeam’s CIPP model
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CIPP Model
ContextInputProcessProducthttp://
www.wmich.edu/evalctr/checklists/ cippchecklist.htm
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Recycle process (Formative)
Monitor progress
Revise areas that need improvement
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0
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Consensus
4= Maintaining3= Achieved2= In Progress1= Not Started0= Unknown
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Beliefs 01/11/08 Real Elementary School
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Possible points
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Real Elementary SchoolSelf-Assessment of Problem Solving Implementation (SAPSI)
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1
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Perceptions of Practices 01/11/08 Real Elementary School
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Evaluate Outcomes (Summative)Factors that promote implementation: Data related to problem Knowledge to staff about the
innovation/rationale On going training and coaching Good team functioning of implementing team Administrative and District Support Input from staff, parents, students Using input to integrate the innovation into the
current system (e.g., committee meetings) Sharing data on evaluation
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Evaluate Outcomes (Summative)Essential Implementation OutcomesChanges In: Adult professional behaviors
(knowledge and skills of practitioners and key staff members)
Organizational structures and cultures
Relationships to consumers, stakeholders, and system partners
(Fixsen, Naoom, Blasé, Friedman, Wallace, 2005)
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0
10
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40
50
60
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80
90
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Perc
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At
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School Year
Real Elementary: Reading AYP
White
Economically Disadvantaged
Students with Disabilities
Expected
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The Bottom Line
Good relationships Data Define goals, objectives, key
components Training Follow-up support/coaching Information Share results
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PART 4
UNDERSTAND SYSTEMS ISSUES RELATED TO IMPLEMENTING PS/RTI
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Core Components of RTI
Multitier Implementation Student Assessment and decision
making Evidence-Based Intervention
Provision Maintenance of Procedural Integrity Development and Sustainability of
Systems-Level Capacity(Glover & DiPerna, 2007)
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Systems issues related to implementing PS/RTI
1. Research on Multitier Model is inconclusive
2. Results of varying, individualizing, and/or intensifying treatment components at each tier
3. Standard protocol approach (predetermined plan) vs. Individualized approach (customized practices)
4. School personnel's ability to monitor implementation of applied interventions
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Major Organizing Concepts
Consensus Infrastructure Implementation
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ChallengesProfessional Training
Masters level gen & spcl ed teacher candidates Reasons for lack of training in testing,
measurement, behaviorism, and even scientific evidence
School Psychologists lack training in evidence-based prevention and intervention Faculty of School Psychology Programs
(Kratochwill, Volpiansky, Clements, & Ball, 2007)
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ChallengesHome/Teacher Factors
Home-related factors Teacher factors vs. School factors Teacher skill
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Need for High Quality Professional Development
National Staff Development Council NSDC
12 standards (SPR) 3 categories: Context, Process, Content
Examples of RtI models Florida, Illinois, Iowa, Michigan,
Wisconsin
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Case Example
Small district in north suburb of Chicago
11 schools: 8 elementary, 3 middle 2 school psychologists in 3 middle
schools (400-600 students each) Supported by NSSED, a special
education cooperation that provides training and programs to 20 school districts
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Systems Change in My Schools/District
District personnel support and promote problem solving and RTI
Building administrative support Role shift of school psychologists Weekly mandated problem solving
meeting for all staff (in contract) Shift in philosophy and instruction for
Academic Enrichment class (from HW help to Reading and Math Intervention)
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Challenges in My Schools/District
School Psychologists’ time in each building Teachers’ resistance to collecting data Teachers’ prior knowledge about problem
solving Teachers’ lack of knowledge about RTI Scheduling (Foreign language, math, reading
concerns, and organization concerns) Correct administration and use of assessment
data, implementation of research-based programs
Parental refusal of interventions
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Systems changes and challenges in your school/district Consensus Infrastructure Implementation