Response to Intervention: Using Data to Enhance Outcomes for all Students

1. Response to Intervention: Using Data to Enhance Outcomes for all Students Amanda VanDerHeyden Education Research and Consulting, Inc.

2. 16 x 3 = 48 hours

3. Data allow us to • Provide faster, more effective services for ALL children • Work “smarter” not harder, better utilize the talents of the school psychologist and school-based assessment and intervention teams. • Make implementation SIMPLE and EASY for teachers (low cost, few errors) • Prevent diagnosis

4. What is RTI? • A science of decision making and way of thinking about how educational resources can be allocated (or reallocated) to best help all children learn • Major premium on child outcomes

5. STEEP Model Screening to Enhance Educational Progress

6. Tier 1: Screening • Screening • Math Screening • 2 minutes. Scored for Digits Correct • Writing Screening • 3 Minutes. Scored for Words Written Correctly • Reading Screening • 1 Minute. Scored for Words Read Correctly

7. Class-wide Screening

8. Feedback to Teachers

9. Tier 2: Class-wide Intervention

10. No Class-wide Problem Detected

11. Tier 2: Can’t Do/Won’t Do Assessment • “Can’t Do/Won’t Do” • Individually-administered • Materials • Academic material that student performed poorly during class assessment. • Treasure chest: plastic box filled with tangible items. 3-7 minutes per child

12. Can’t Do/Won’t Do Assessment

13. Decision Rule Following Can’t Do/Won’t Do Assessment

14. Tier 3: Individual Intervention

15. Response to Intervention Before Intervention During Intervention #Correct Avg. for his Class Each Dot is one Day of Intervention Intervention Sessions Intervention in Reading

16. Response to Intervention Before Intervention During Intervention #Correct Avg. for his Class

17. Vehicle for System Change:System-wide Math Problem Instructional range Frustrational range Each bar is a student’s performance

18. Re-screening Indicates No Systemic Problem Fourth Grade

19. Effect on SAT-9 Performance VanDerHeyden & Burns, 2005

20. Effect on CBM Scores VanDerHeyden & Burns, 2005

21. Computation Gains Generalized to High Stakes TestImprovements (Gains within Multiple Baselineshown as pre-post data)

22. Gains within Multiple Baseline (shown as pre-post data)

23. District-wide Implementation Data • Vail Unified School District • www.vail.k12.az.us • Three years, system-wide implementation of STEEP grades 1-8

24. System Outcomes • Referrals reduced greater than half • % who qualify improved at 4 of 5 schools • SLD down from 6% of children in district in 2001-2002 (with baseline upward trend) to 3.5% in 2003-2004 school year • Corresponding gains on high-stakes tests (VanDerHeyden & Burns, 2005) • Intervention successful for about 95 to 98% of children screened VanDerHeyden, Witt, & Gilbertson, 2007

25. Cost Reduction VanDerHeyden, Witt, & Gilbertson, 2007

26. Findings • Diverse settings, psychologists of diverse backgrounds and no prior experience with CBM or functional academic assessment • Disproportionate representation of males positively affected VanDerHeyden, Witt, & Gilbertson, 2007

27. Team Decision-Making Agreement VanDerHeyden, Witt, & Gilbertson, 2007

28. Team Decision-Making VanDerHeyden, Witt, & Gilbertson, 2007

29. Identification Accuracy VanDerHeyden, et al., 2003

30. Percent Identified at each Tier VanDerHeyden, et al., 2003

31. What Proportion of Ethnicity Represented Before and After Intervention in Risk Category? VanDerHeyden & Witt, 2005

32. Screening tells you • How is the core instruction working? • What problems might exist that could be addressed? • Most bang-for-the-buck activity • Next most high-yield activity is classwide intervention at Tier 2.

33. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005

34. “Weighing a cow doesn’t make it fatter.”

35. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005

36. Intervention Plan- 15 Min per Day • Protocol-based classwide peer tutoring, randomized integrity checks by direct observation • Model, Guide Practice, Independent Timed Practice with delayed error correction • Group performance contingency • Teachers encouraged to • Scan papers for high error rates • Do 5-min re-teach for those with high-error rates • Provide applied practice using mastery-level computational skill

37. Math Sample Sequence

38. Class-wide Math Intervention

39. Class 1 at Screening

40. Class 1: Following 10 Days Intervention

41. Class 1: Following 15 Days Intervention

42. Class 2 at Screening

43. Class 2: Following 5 Days Intervention

44. Class 2: Following 10 days Intervention

45. Class 3 at Screening

46. Class 3: Following 5 days Intervention

47. Following 10 Days Intervention

48. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005

49. Tier 3 • Assessment Data • Instructional level performance • Error analysis (high errors, low errors, pattern) • Effect of incentives, practice, easier task • Verify intervention effect • Same implementation support as Tier 2 • Instructional-level materials; Criterion-level materials

50. Tier 3 • Implement for 5-15 consecutive sessions with 100% integrity • Link to referral decision • Weekly graphs to teacher and weekly generalization probes outside of classroom, supply new materials • Troubleshoot implementation weekly