Building RTI Fidelity Bibb County February 2014 Paula Freer, PhD RTI Consultant Objectives Critical role RTI plays in School Improvement Review the major components of RTI Framework Fidelity Review RTI Fidelity -Using the SSTAGE RTI Rubric Action plan Bibb County district and school level RTI Fidelity Random Acts of Improvement Or Aligned Acts of Improvement Characteristics of Effective Practice for SST, RTI Describe what evidence or outcome data you have to support and the Pyramid of Intervention framework that this practice is in place. Level of Implementation 1 – Just beginning 2 - Making good progress 3 - Well established 1 Effective, systematic problem solving process at each tier with: Defined responsibilities and roles of members Alignment, communication & connectedness (with/to other teams) Data driving the team’s decision making to inform instruction A coordinated system of assessment and progress monitoring (to include universal screening of all students, decision making rules, data collection and analysis, measures of fidelity, and intervention effectiveness). A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing). Job-embedded professional learning and ongoing teacher support that addresses relevant areas essential to effective implementation including: Coaching support Follow-up to ensure implementation of new skills Case study examples A systematic plan with specified practices for parent/family communication and involvement. Sample practices such as: Evidence in developing parent/family pyramids Parent/Family brochures Parent/Family training modules 2 3 GaDOE- SSTAGE RTI Rubric Essential Elements Collaborative Problem-Solving Assessment Instruction and Intervention In each essential element are these components: Leadership and Infrastructure Professional Learning Parent/Family and Community Involvement Process and Procedures Ware County Schools- RTI Model of Achievement & Accountability First Adopted July 11, 2006 High School Graduation Rate Where We Were Then-2004-05 04-05 All Black White SWD ED 45.1 31.1 54.5 8.9 31.0 Where We Are Now- 2011-12 11-12 All Black White SWD ED 80.1 76.1 82.9 50.0 78.8 What Changed? • No single “silver bullet” • Increased expectations that underscored the unacceptability of waiting for students to fail • A laser-like focus on standards based instruction • A strong emphasis on rigor, relevance, and relationships • The development of the Ware County Pyramid of Interventions (RtI) that is fully integrated into a systemic, unified, and comprehensive approach to school improvement • Work hard to engage and/or re-engage students in instruction Dr. Joseph Barrow, Ware County Superintendent now Fayette County Supt. Griffin Spalding County School System Working Together: RTI-Academics & RTIBehavior Positive Outcomes 2011 Georgia Title 1 Distinguished Large District of the Year Accredited by AdvancEd (SACS-CASI), earning the highest rating in two standards and the second highes rating in the remaining five standards 94% or 17 of 18 schools made Adequate Yearly Progress (AYP) District Wide Positive Behavior Support Implementation for three years Race to the Top System GSCS Discipline DataReduced with PBIS • • • • • Reduced Incidents 38% Reduced ISS/LEC 45% Reduced OSS 30% Reduced Bus Referrals 53% Graduation Rate Increased 10% RTI Standards Core Skill Based Deficits Deficits *Reading *Math *Behavior *Written Lang It is CRITICAL that these core differences are understood Key elements: Ga Pyramid of Interventions Specially-Designed Learning: CCGPS access/extension, greater frequency of progress monitoring, specialized programs, methodology or instructional delivery (Special Ed, EL, Gifted, 504, ...) 4 Tier 3 Tier 2 Tier 1 SST-Driven Learning: In addition to Tier 1 and Tier 2 Different by including individualized assessments, formal progress monitoring, interventions tailored to individual needs. SST Process is required in every Georgia school. Needs-Based Learning: In addition to Tier 1 Different by including standard intervention protocol process for identifying and providing targeted groups research based interventions based on school & class wide data/needs and ongoing progress monitoring Standards-Based Classroom Learning : All students; implementation of the CCGPS through research-based practices, differentiated instruction and progress monitoring through multiple formative assessment and analysis of student work. School-Wide Positive Behavioral Interventions and Supports. Positive Student Outcomes are Dependent Upon • Fidelity of implementation of RTI Framework (at the system and school levels) •Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher level- classroom level) (Pierangelo & Giuliani, 2008) What is Fidelity? Fidelity of implementation refers to how closely the prescribed procedures of a process or intervention are followed (Mellard & Johnson, 2007). Fidelity and Integrity are two major terms used in RTI research. They are often used interchangeably. RTI Fidelity System Level High School Elementary Middle RTI Fidelity Matters Tier 4 Problem-Solving Process Frequent progress monitoring Most intensive interventions Tier 3 SST Problem-Solving Process Individualized interventions Progress Monitoring Tier 2 Data teams-PST Targeted group, standard protocol interventions Progress Monitoring Tier 1 Assessment and Universal Screening Instruction, Curriculum Walk-Through (e.g., instructional fidelity) Leadership Data Driven Prob -Solv Assessment Instruction & Intervention SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: 1. Problem Solving Process 2. Assessment and Progress Monitoring 3. Instructional/Behavioral supports 4. Professional Learning /Teacher support 5. Parent/Family Communication & Involvement 19 What is Fidelity of Assessment? Universal Screening -US & Progress Monitoring-PM Fidelity of the data collection process means that all individuals are collecting data following exactly the same procedures (Barringer, 2011) Universal Screening and Progress Monitoring Universal screeners help show the “big picture” Whole school or large groups of students: Universally screened- using grade level CBM Probes: •Reading (1min. fluency, 2-5 min Maze Rdg. Comp) •Math (2-4 min computation fluency; concepts/applic 5-20 min) •Writing (5 min fluency) •Behavior (Frequency/type of office referrals, attendance…) Essential Q’s Universal Screening: •How are our 9th graders performing in reading using 9th grade probe? Progress Monitoring assesses targeted student skills to measure response to intervention using CBM Probes Progress monitoring- CBM Probes at student’s performance level Essential Q’s Universal Screening: •How is John- a 9th grader (who is at 6th gr level math) responding to PALS- Math intervention using normed 6th grade math probe? Green Zone Red Zone Yellow Zone Frust Mastery Instr Green Zone Yellow Zone Red Zone Key Components (Barringer, 2011) Students’ Universally Screened & Progress monitored CBM assessments (normed) Results graphed against goals, comparison groups, and expected rates of weekly progress- all based on research/norms Decisions regarding curriculum and instruction based on data (NRCLD, 2006) Fidelity of RTI Assessment: US and PM What is Fidelity of Data Decision-Making and Interpretation? Fidelity means that the same decision making processes/rules are being applied to every case, across settings and across time Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation (Barringer, 2011) Looking at data by class level Many students in red zone. Q’s: core curriculum, instructional issues? Consider group or classwide interventions rather than referring one student at a time (STEEP, 2009) What does this data by class level tell us? (STEEP, 2008) In this class we have identified a small number of students who need: Small Group Intervention Supports (Easy CBM, 2011) National Center on Student Progress Monitoring, 2008 Fidelity Activity -Universal Screening Interpreting Results Between and Within Campuses • What does the universal screening data tell you about these 6 schools? – What questions would you ask about certain school’s curriculum and instructional practices? – The readiness of each school for the Common Core? Fidelity Activity -Universal Screening What is Fidelity of the Problem-Solving Process? Fidelity means that the data is being interpreted the same way by all individuals engaged in interpretation. Tier 1- School-wide and grade level data trends Tier 2- Data teams, targeted small group school needs- standard protocol interventions Tier 3- SST- Individualized student support plans Tier 4- Specialized Programs- Gifted, EL, SWD… (Barringer, 2011) Successful RTI/POI School Improvement focus Not WHO/individual student problems Larger Who( Tier 1-school-wide, grade level, class), WHAT, WHERE, WHY, HOW (Curric., Instr…, Tchg…Learning) Equitable Data Driven Practices School Grade Level Classroom Student groups Individual students Georgia’s Student Achievement Pyramid of Interventions/RTI What It Is What It Is Not • Integrated system of service delivery • Special education eligibility system • Prevention model • Generalized discussions of students’ problems (can’t read, not motivated, etc.)* • School Improvement • Using data-driven decision making process • Aligned with NCLB, IDEIA , GaKEYS, CCRPI… • Focus on what is wrong with student (vs. school, grade level, classroom, instructional, curriculum, targeted group needs, individual student) RTI Barriers/MYTHS • Purpose of POI is to refer for testing or sped • Students who fail, must be disabled • Students should be tested if they are behind grade level • If students have a diagnosis from physician or private psychological, they must be eligible for special education • All students who are tested will be eligible for special education • All sped students are eligible K-12/life • All SDD students should continue to be eligible for sped Transitioning to RTI Roles • Central Office Staff • School Administrators • School Improvement coaches • Instructional Coaches • Department Chairs • RTI Chair • SST Chair • • • • • • • • Teachers Counselors School Psychologists Social Workers Special Educators Support Staff Parents Students What is Fidelity of the Problem-Solving Process? E:\Bibb\admin sch imp coaches\TIPS-FidelityChecklist-Revised.pdf SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: 1. Problem Solving Process 2. Assessment and Progress Monitoring 3. Instructional/Behavioral supports 4. Professional Learning /Teacher support 5. Parent/Family Communication & Involvement Characteristics of Effective Practice for SST, RTI Describe what evidence or outcome data you have to support and the Pyramid of Intervention framework that this practice is in place. Level of Implementation 1 – Just beginning 2 - Making good progress 3 - Well established 1 2 3 Effective, systematic problem solving process at each tier with: Defined responsibilities and roles of members Alignment, communication & connectedness (with/to other teams) Data driving the team’s decision making to inform instruction A coordinated system of assessment and progress monitoring (to include universal screening of all students, decision making rules, data collection and analysis, measures of fidelity, and intervention effectiveness). A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing). Job-embedded professional learning and ongoing teacher support that addresses relevant areas essential to effective implementation including: Coaching support Follow-up to ensure implementation of new skills Case study examples A systematic plan with specified practices for parent/family communication and involvement. Sample practices such as: Evidence in developing parent/family pyramids Parent/Family brochures Parent/Family training modules ..\..\Pff file timers funny stuff\count_dow n_10MIN.wmv F:\Pff file timers funny stuff\count_down_10MIN.wmv SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: 1. Problem Solving Process 2. Assessment and Progress Monitoring 3. Instructional/Behavioral supports 4. Professional Learning /Teacher support 5. Parent/Family Communication & Involvement 42 What is Fidelity in Curriculum and Instruction? Fidelity of implementation is the delivery of instruction and interventions in the way in which they are designed to be delivered (Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000) Examples of assessing instructional fidelity include: Walk-Throughs Peer observations (Barringer, ret. 2011) Tier 1 is the Foundation for ALL Tiers Tier 1 is the foundation of the Pyramid. Tier 1 academic and behavioral supports are vital to the success of all Tiers. School-wide, grade level, class- wide data guides: Selection of Tier 1 research based strategies Universal Design for Learning Differentiation Instructional planning including core foundational skills Ongoing formative assessment Focus for coaching, consultation, feedback Common Core GPS RTI, Differentiation, and UDL Tier 4 Tier 3 Tier 2 Tier 1 Classrooms: Instruction is differentiated based on the readiness, interests, or learner profile data of specific students in the class HOW District-wide/School-wide: Local curricula incorporate UDL Principles to maximize student access Statewide: CCGPS and GPS—WHAT Snyder, 2012 Successful RTI/POI School Improvement • Data-Driven Problem Solving SW GR.L Classrm Grp-Stu Individual student – School Level Data Trends – Grade Level Data Trends – Classroom Level Data Trends – Targeted Group student Trends/ID needs – Individual Student data trends What is Fidelity of Intervention Implementation? • Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher levelclassroom level) (Barringer, 2011) There is a great deal of confusing language being used to ‘qualify’ strategies, interventions, programs and practices Which is which? • Strategies ______________ • Interventions: – Scientifically-Based – Research-Based – Evidence-Based Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org ______________ ______________ ______________ 48 Strategies Definition of Strategy A loosely defined collective term that is often used interchangeably with the word “intervention”; however strategies are generally considered effective instructional and behavioral practices rather than a set of prescribed instructional procedures, systematically implemented (GaDOE RTI Guidance). Examples (Classroom Instruction that Works, Marzano) – – – – – Cooperative learning Reinforcing effort and providing recognition Setting objectives and providing feedback Nonlinguistic representations Graphic organizers Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Interventions are NOT… • • • • • • • • Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same Retention Peer helpers (informal) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org (John McCook, 2006) Understanding Scientifically-Based Interventions (NASP-Harn, 2007) ESEA Defines Scientifically Based Reading Research as: – (A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and – (B) includes research that: • (i) employs systematic, empirical methods that draw on observation or experiment; • (ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; • (iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and • (iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a Dr. John D. Barge, State School Superintendent comparably rigorous, objective, and scientific review. “Making Education Work for All Georgians” (20 U. S.www.gadoe.org C. § 6368(6)) Interventions • Definition of an intervention – Targeted instruction that is based on student needs. Interventions supplement the general education curriculum. Interventions are a systematic compilation of well researched or evidencebased specific instructional strategies and techniques (GaDOE RTI Guidance). Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 6 R-B/E-B Intervention Non-Negotiables … 1. Connected to a specific goal that is well-defined, observable and measurable 2. Matched to Student Need Can’t Do (Skill) or Won’t Do (motivational deficit) or Both? Functional behavior/academic assessment Attention, escape… Acquisition, proficiency-fluency, generalization, adaptation Reading comprehension, phonemic awareness, fluency… 3. Have specific, defined, step-by-step directions (scripts, protocols) so they can be: Implemented consistently Can be replicated, so it can be researched Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org (Freer, 2010; Burns,M., Chris Riley-Tillman, T., & VanDerHeyden, A., 2012) 6 R-B/E-B Intervention Non-Negotiables … 4. Include ongoing research based progress monitoring of the student’s response to the intervention (research/normed reading, math, written language) Goal, aim line & trend line (based on research)? Weekly expected rate of progress or growth based on research? Training and Fidelity of administration, scoring, interpretation and data decision-making rules of PM (based on research)? 5. Intervention training; Coaching to support the intervention training; Fidelity data on intervention implementation 6. Scheduling to support interventions? Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org (Freer, 2010; Burns,M., Chris Riley-Tillman, T., & VanDerHeyden, A., 2012) Intervention Science Scientists/researchers have produced programs and practices that can help students, communities & education systems – What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ – Best Evidence Encyclopedia www.bestevidence.org – Promising Practices Network promisingpractices.net – Florida Center on Reading Research http://www.fcrr.org/ – Evidence Based Intervention Network http://ebi.missouri.edu/ Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Intervention Tools Evidence Based Intervention Network Univ. of Missouri TOOLS- @40 academic and behavioral interventions *Evidence Briefs *Intervention Scripts *Videos http://ebi.missouri.edu/ Top Reasons for Academic Problems (Daly & Martens, 1997; EB Interv ret www. 2012 ) The task is too hard for the The student has demonstrated student the skill before, but has difficulty applying the skill in a Acquisition Interventions new manner They have not had enough help doing the task Proficiency/Accuracy Interv’s The student has not spent enough time doing the academic activity Proficiency/Speed Interv’s Generalization Interventions The student does not want to do the academic task Motivation Interventions Intervention Tools Intervention Central Reading Intervention Manual http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF o 13 interventions in the Reading Intervention Manual: Paired , Repeated Reading Assisted Reading Practice Listening Passage Preview Advanced Story Map Instruction “Click or Clunk?” A Student Comprehension Self-Check Keywords: A Memorization Strategy Main-Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Text Lookback Intervention Central Math Fluency and Problem-solving interventions Cover-copy-compare-intervention and materials (also see Rathvon intervention book materials): http://www.interventioncentral.org/academic-interventions/math/cover-copycompare Applied math/QAR-intervention and materials: http://www.interventioncentral.org/academic-interventions/math/mathproblem-solving Math Computation: Increase Accuracy By Intermixing Problems-intervention and materials: http://www.interventioncentral.org/academic-interventions/math/mathcomputation-increase-accuracy-intermixing-easy-and-challenging-comp Incremental Rehearsal-intervention and materials: http://www.interventioncentral.org/academic-interventions/math/mathcomputation-promote-mastery-math-facts-through-incremental-rehearsa Math Fold-in intervention-intervention and materials: http://www.interventioncentral.org/self_management_math_SAFI http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana gement_math_SAFI.pdf http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana gement_math_SAFI_1.pdf http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana gement_math_SAFI_2.pdf Student Self-Monitoring of Productivity to Increase Fluency-intervention and materials: http://www.interventioncentral.org/academic-interventions/math/mathcomputation-student-self-monitoring-productivity-increase-fluency http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/se lf_monitoring_math_comp_increase_productivity_student_score_sheet.pdf Combining Cognitive & Metacognitive Strategiesintervention and materials: http://www.interventioncentral.org/academic-interventions/math/mathproblem-solving-combining-cognitive-metacognitive-strategies http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_meta_cog_strategy_montague_SAY_ASK_CHECK.pdf Peer Tutoring in Math Computation with Constant Time Delay-intervention and materials: http://www.interventioncentral.org/academic-interventions/math/peer-tutoringmath-computation-constant-time-delay http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_tutoring_time_delay_tchr_nomination_form.pdf http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_tutoring_time_delay_integrity_checklist.pdf http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_tutoring_time_delay_score_sheet.pdf Student Self-Monitoring: Customized Math SelfCorrection Checklists -intervention and materials: http://www.interventioncentral.org/academic-interventions/math/selfmonitoring-customized-math-self-correction-checklists http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_error_correction_checklist_sample.pdf http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m ath_error_correction_checklist_blank.pdf PALS TA: Iris Vanderbilt Website Gr K-1 PALS http://iris.peabody.vanderbilt.edu/palsk1/chalcycle. htm Gr 2-6 Reading PALS http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm HS PALS Module http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm PL- Specific Training and Support for Interventionists (Windram & Gibbons, 2011; Hirallel & Martens, 1998) How will intervention implementation fidelity be ensured? Select an intervention with high probability of success Communicate a clear plan to interventionists Provide specific PL, coaching, and support to interventionists Directly observe intervention in action Trainer provides specific feedback Application and coaching in the instructional setting Collect and graph data on the goal Is this student making progress? Correct Words Per Minute 120 Tier 2 Intervention: PALS-Reading 100 110 Benchmark 90 100 80 90 70 8060 7050 60 40 45 30 35 54 50 20 40 25 40 60 66 28 23 48 46 50 10 0 = Peer Group = Target Student = Aim Line = Trend Line (Batsche, 2005) Fidelity of Progress Monitoring (Windram & Gibbons, 2011) Check: Is progress being monitored according to the plan? Are data collected and graphed on the intervention goal? Using aimline, expected rate of progress? If the progress monitoring is not happening as planned then: Give additional support OR Change the progress monitoring plan Decisions based on norms/research (Fuchs, 2008; National Center on Student Progress Monitoring, 2008) (Fuchs, 2008; NCSPM, 2008) Gr PRF Maze 1 2.00 0.40 2 1.5 0.40 3 1.0 0.40 4 0.90 0.40 5 0.50 0.40 6 0.30 0.40 Expected weekly rate of progress Top reasons why interventions FAIL? • Not implemented with Fidelity – Implemented Inconsistently – Implemented Incorrectly- missing steps, not implemented in the time it was designed (Ex: Do intervention for 20 min 1x wk when research designed for 45 min intervention- 3x wk) • Not matched to student need • Lack of Progress Monitoring • Lack of training, coaching and fidelity to support • Lack of scheduling supports Essential Questions: Assessing Instructional Contexts and the Fidelity of Implementation What is fidelity? Whether an intervention was implemented as planned (Moncher & Prinz, 1991) Surface fidelity (Gersten, Fuchs, Compton,et al., 2005) Were key components implemented? Was adequate time allowed? Was the specified amount of material covered? Quality of delivery (Gersten, Fuchs, Compton,et al., 2005) Teacher behaviors Student behaviors (Parisi, Potter & Whitcomb, NASP 2007) Intervention Fidelity/Integrity (Windram & Gibbons, 2011) Complete ongoing assessment of implementation through: Participant Reports Observation Review of Permanent Product(s) STUDENT: Jaymes Area TEACHER/CLASS PERIOD: Watson Level of Implementation Materials and Time 1. Teacher has her and checks on student intervention sheet ready at beginning of class 2. Teacher provides student time mgmt cues throughout class period INTERVENTION DATE: Jan 8, 2009 Comments 2 1 0 Teacher is stressed, class mgmt is problem 2 1 0 Good use of time mgmt cues 3. Teacher follows 4 steps of the intervention 2 1 0 Missed steps 2 and 3 4. Uses clear signals and cues to redirect 2 1 0 Not consistent 2 1 0 Stressed, other students mgmt issues 2 1 0 Tries hard but overwhelmed with half class beh issues 2 1 0 Provides wrong info 2 1 0 Student likes her 2 1 0 inconsistent 2 1 0 No transitional cues 2 1 0 Tries but not consistent 2 1 0 Forgets to do it 2 1 0 Forgets to do it 5. Provides students many opportunities to respond and reinforce appropriate behavior 6. Models skills/strategies appropriately and with ease 7. Corrects all errors using correct technique 8. Student asks for teacher assistance as outlined in intervention 9. Student uses correct responses outlined in intervention 10. Teacher helps provide time cues and transitional cues outlined in intervention 11. Teacher maintains good pacing, allows for student response time 12. Student tallies behaviors using selfmonitoring form 13. Teacher documents progress monitoring-behavioral tallies TOTAL: 11/26 42% Intervention Fidelity Response to “Failure to Implement” Intervention? If the intervention is not implemented as designed, progress (or lack thereof) cannot be attributed to the specific plan or to student failure to respond (Windram & Gibbons, 2011;Kaufman & Flicek, 1995). Who Monitors Fidelity? Someone trained in the intervention being monitored Someone trained in structured observation Someone trained in giving feedback and coaching Someone who can develop positive, supportive relationships with teachers When Do You Monitor Fidelity/Integrity? At the beginning, frequently Provide staff immediate, brief, constructive feedback Follow up with written feedback After a solid protocol is established, less frequently Always when the interventionist asks for help ..\..\Pff file timers fun stuff\count_down_10 wmv SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment and Planning Tool Includes five major components of the RTI/ POI framework: 1. Problem Solving Process 2. Assessment and Progress Monitoring 3. Instructional/Behavioral supports 4. Professional Learning /Teacher support 5. Parent/Family Communication & Involvement 73 Parent/Family & Community Involvement A systematic plan with specified practices for parent/family communication and involvement. Sample practices such as: Evidence in developing parent/family pyramids Parent/Family brochures Parent/Family training modules •Schools/teams engage families as active participants in the PSP. •Use a process to inform parents and community of RTI and the PSP. •Parents demonstrate an understanding of the RTI and a MTSS framework. •Parents are invited to participate and understand their child’s progress relative to grade level standards and their child’s corresponding response to instruction and intervention. Evidence of collaboration and engagement of parents at all tiers The district and school use data to assess the effectiveness of family and community partnerships. Schools/teams strive to develop and maintain a collaborative culture by consistently engaging families and the community in the PSP by: 1. providing a welcoming and culturally sensitive climate 2. providing training in problem solving steps, communication skills, and the RTI process and framework 3. offering scheduling alternatives and various means of communication 4. celebrating growth and learning 5. parent university 6. interactive parent websites. District or School Website Parent Activity Documentation Parent Workshops Team Meeting Notes Parent Brochures Parent Conference Documentation Surveys and Data Positive Student Outcomes are Dependent Upon • Fidelity of implementation of RTI Framework (at the school and system levels) •Degree to which interventions are empirically supported (evidence and/or research-based) • Fidelity of intervention implementation (at the interventionist and teacher levelclassroom level) (Pierangelo & Giuliani, 2008) Questions Next Steps • Use SSTAGE rubric to develop your needs assessment and action plan • Bring action plan to share at next meeting • Choose 1 resource targeted to one need area and map out how you will use it • Identify PL needs and share at next meeting Thank you! You are the key to success! Together, We Can Make a Difference! Paula Freer, PhD RTI Consultant [email protected] References Barringer, M. (ret. 2011 www) Fidelity Monitoring in RTI. The SBS Group. Beebe-Frankenberger, Mahdavi & Ruby (2011) Exploring The Positive Relationship Between Social Validity and Fidelity in RTI Schools. San Francisco: NASP. Burns, M. K., & Gibbons, K. A. (2008). Implementing response-tointervention in elementary and secondary schools. Routledge: New York. Cordray, D. (2007) Fidelity of Intervention Implementation. IES Summer Training Institute on Cluster Randomized Control Trials , June 17-29, 2007 Nashville, TN. Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251). New York: Springer Publishing. References Gresham, F. M. (1989). Assessment of treatment integrity in school consultation & prereferral intervention. School Psychology Review, 18, 27-50. Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26(2), 257-263. Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15. Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: NRCLD. References Mellard, D. Khan, C., McKnight, M. & Prewitt, S. (2009). Fidelity of Implementation within an RTI Framework. National Center on RTI Webinar; October 20th, The University of Kansas. Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.195-208). Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403. Windram, H. & Gibbons,K. (2011) Implementation Integrity within an RtI Framework: Critical Roles and Tools for School Psychologists, St. Croix River Education District (SCRED). San Francisco: NASP Workshop Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363383.