Mark R. Shinn, Ph.D. Professor and Director, School Psychology Program National Louis University, Skokie, IL [email protected] An Introduction

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.Mark R. Shinn, Ph.D.

Professor and Director, School Psychology Program

National Louis University, Skokie, IL

[email protected]

http://markshinn.org

An Introduction to Increasing Capacity for Evidence-Based

Intervention in Multi-Tier Services and Supports

North Dakota Department of Public Instruction

Webinar November 30th, 2011

mailto:[email protected]

http://markshinn.org/

About Mark: A Few Hats....

Professor of School Psychology and

Special Education, National-Louis University and

Formerly, University of Oregon

IASPIRE Northern Region

Project Director 2005-2010

Staff Development and Consultant to

School Districts and SDEs in 42 States

Since 1985

Researcher and Author

Mark R. Shinn, Ph.D. Serves as a Paid Consultant for Pearson Assessment for their AIMSweb product that provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI

Mark R. Shinn, Ph.D. Serves as a Consultant for Cambium/Voyager/Sopris for their Vmath product, a remedial mathematics intervention

Mark R. Shinn, Ph.D. Serves as a Consultant for McGraw-Hill Publishing for their Jamestown Reading Navigator (JRN) product and receives royalties

Disclosure

1. Provide Participants a COMMON Experience to Set the Stage for the Work

2. Provide a Context of What We Need to be Thinking about in Intervention Selection and Delivery

3. Provide Guidance to a Beginning Set of Resources to Read

4. Provide Components of a Scaffold for YOU to Create a Consumer’s Guide to Evidence-Based Intervention

Today’s Goals

If You Want To Understand Where We Were From a Practice Perspective….

Germann, G. (2010). Thinking of Yellow Brick Roads, Emerald Cities, and Wizards. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.



Accessing Your Materials

markshinn.org1. Click on the

Downloads for Professionals Icon

2. Click on the Presentations and Handouts Folder

3.North Dakota DPI E-B Project Folder

http://web.me.com/markshinn/Mark_Shinn_Professional_and_Personal_Webpage/Homepage.html



Elementary ScenarioIt was a pretty good

composition. I felt proud knowing it was the best one at my school. After I’d read it five times, I was impatient to start reading it out loud. I

followed the book’s directions again. First I read

the composition out loud without trying to sound impressive, just to hear what the words sounded

like.

QuickTime™ and aH.263 decompressor

are needed to see this picture.

Billy, Another 4th Grader

What Intervention Would This Student

Receive In Elementary School?



High School

What Special Education Services Would This Student

Receive In Your High School?

Middle School Scenario

81

What Special Education Services Would This Student

Receive In Your Middle School?

We Push the Problem Down the Road



QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

UNTIL…...

We Know the Predictive Variables

Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington DC: National High School Center at the American Institutes for Research (AIR).

HALF of Grade 6 students attend less

than 80%, low grade in behavior, fail Math or

English

75% of Grade 8 who miss 5 weeks of school OR fail Math or English

85% of Grade 9 students who fail more than 1 core subject in Grade 9 and fail to be promoted to Grade 10


No Wimpy Interventions

Intervene EARLY and Powerfully

Reduce the GAP Early to Focus on Future Learning Rather than Constantly Catching Up

1. Know What You Are Going to Do BEFORE You Decide Where to Do It!

2. Be Proactive and Problem Solve Interventions for Groups Versus Individuals

3. Don’t Build Additional Intervention Solely on the Backs of General Education Teachers

4. Ensure That Allocated Time is Sufficient to Get the Job Done--For Everyone!

5. Avoid Inventing Interventions and a Bias Against Proven Programs

6. Never Use a Bandaid When a Bandage is Needed

7. If the Aquarium Is Dirty, Don’t Treat Individual Fish

8. Guarantee Results by Knowing If What You’re Doing Makes a Different

Big Ideas About Powerful Interventions

Know What You Are Going to Do BEFORE You Decide Where to Do It!

Conversation...What Are You Doing For Your Service Delivery?

We Are Doing Pull Out

What Are You Doing When You Do Pull Out?

Well, You Know...Pull Out!

Conversation...What Are You Doing For Your Service Delivery?

We Are Doing Push In.

What Are You Doing When You Do Push In?

Well, You Know...Push In!

Know What You Are Going to Do BEFORE You Decide Where to Do It!

Substitute...Your System...What Are You Doing For Your Service Delivery?

We Are Doing Co-Teaching

What Are You Doing When You Do Co-Teaching?

We Are Providing Intensive Instruction in the Science Multi-Syllabic Words, Vocabulary, and Comprehension Strategies Using the REWARDS Science Program!

Find the Kid (1 at a Time)

Who?

Figure Out What to

Do for the Kid

(1 at a Time)

What?





Be Proactive and Problem Solve Interventions for Groups Versus

Individuals

New Way

THEN Find the

Kid(s) Thru

Triage

Who?

Find the PROGRAM

(What GROUPS of Kids Need)

What?



Problem Solve for GROUPS Screen and Triage

Tier 1 is Delivery of a Scientifically Based Core Program with...

Fidelity

Intensity

Passion

Reasonable Accommodations

If Done Well, We Expect to Meet the Needs of Most...Some Will Need

More

What Makes a Core Reading Program Evidence-Based?

Stanovich, P. J., & Stanovich, K. E. (2003). How teachers can use scientifically based research to make curricular and instructional decision. Washington, DC: National Institute for Literacy, National Institute of Child Health and Human Development, US Department of Education, US Department of Health and Human Services.

§300.35 Scientifically based research. Has the meaning given the term in section

9101(37) of the ESEA. 20 U.S.C. 1411(e)(2)(C)(xi))

Scientifically based research--

(a) Means research that involves the application of rigorous, systematic, and objective procedures to

obtain reliable and valid knowledge relevant to education activities and programs; and

(b) Includes research that--

(1) Employs systematic, empirical methods that draw on observation or experiment;

(2) Involves rigorous data analyses that are adequate to test the stated hypotheses and justify

the general conclusions drawn;

(3) Relies on measurements or observational methods that provide reliable and valid data across

evaluators and observers, across multiple measurements and observations, and across

studies by the same or different investigators;

(4) Is evaluated using experimental or quasi-experimental designs in which individuals, entities,

programs, or activities are assigned to different conditions and with appropriate controls to

evaluate the effects of the condition of interest, with a preference for random-assignment

experiments, or other designs to the extent that those designs contain within-condition or

across-condition controls;

(5) Ensures that experimental studies are presented in sufficient detail and clarity to allow for

replication or, at a minimum, offer the opportunity to build systematically on their findings;

and

(6) Has been accepted by a peer-reviewed journal or approved by a panel of independent

experts through a comparably rigorous, objective, and scientific review.

What is Scientifically Based?

(b) Includes research that--

(6) Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous,

objective, and scientific review.

What Makes a Core Reading Program Evidence-Based?

Tier 2 is “MORE”(More) Time(More) Explicit Teacher-Led Instruction(More) Scaffolded Instruction(More) Opportunities to Respond with Corrective Feedback(More) Language Support, Especially Vocabulary(More) Intensive Motivational Strategies(More) Frequent Progress Monitoring

Tier 3 is “MOST”(Most) Time

(Most) Explicit Teacher-Led Instruction

(Most) Scaffolded Instruction

(Most) Opportunities to Respond with Corrective Feedback

(Most) Language Support, Especially Vocabulary

(Most) Intensive Motivational Strategies

(Most) Frequent Progress Monitoring

Don’t Build More Intensive Interventions Solely on the Backs

of GE Teachers


IT’S TOO EASY TO ADD TO THE BURDEN OF GE

TEACHERS ALONEGeneral Education Teacher DOES MORE Within Their Class

GE TEACHERS DO MORE Flexible Skill Grouping Across Classes within a Grade

GE TEACHERS DO MORE Flexible Skill Grouping Across Classes Across Grades

School Provides Before or After School Intervention

School Provides Computerized Interventions

School Creates and Staffs Universal Intervention Periods

DISTRICT BUILDS Coordinated Remedial Resources

Program and Focus

Amount of Time

Points of Vulnerability

General Educatio

nTier 1

Novel Study Single Period

Teacher to Teacher Variability, Often Little Explicit Instruction About How to Navigate and Comprehend Narrative and Content

Area Texts; Writing Instruction is Idiosyncratic

Tier 2

Non-Existent or Separate, But Less Difficult Version of

the Core

Former Puts Pressure on Special Education to Assume Responsibility; Later Fails to

Deliver Skills Students Need to Reduce the Gap and Be Successful in ALL Content

Classes

Tier 3

Really Only Special Education as an Option and Too

Often, Only Computer-Driven or Bandaid Programs

Single Period, Supplanted Instruction

Doesn’t Reduce the Gap and Doesn’t Support Success in ALL Content Classes

Ensure There is Sufficient Time and a Coordinated Plan of Appropriately

Intensive Intervention, FOR EVERYONE

Strengthen and Coordinate Your Core Language Arts Curriculum Across 3 Tiers

Consider a Common, Scientifically Based Core Language Arts Program (At Least Through Grade 9)

Adjust Intensity and Explicitness of Language Arts Components Curriculum By Needs of Students

Ensure You Have Sufficient Time to Impact Tier 1 and Deliver Tiers 2 and 3 WITHIN the Period/Block



Daily Double Block or Double Period

Language Arts (and Preferably Math)

At least at Grade 6 and potentially higher grades if there are

significant reading (and or mathematics) difficulties in sizable

#s.

Allocates sufficient time to deliver intervention within the

block.

Reduces the need for students to “miss” other classes.

Reduces scheduling pressures.

Addressing Structural Changes

We Need to Read About Adolescent Reading and Literacy InstructionKamil, M. L., Borman, G. D.,

Dole, J., Kral, C. C.,

Salinger, T., & Torgesen,

J. (2008). Improving

Adolescent Literacy:

Effective Classroom and

Intervention Practices: A

Practice Guide.

Washington, DC: National

Center for Education

Evaluation and Regional

Assistance, Institute of

Educational Sciences,

U.S. Department of

Education. 109

Effective Classroom and Intervention Practices: A Practice Guide

Recommendations

Mark’s Biased ApproachProgram and Focus Amount of Time

General Education

Tier 1

Strong, Teacher-Led, Comprehensive Language Arts

Program with Explicit Instruction in Comprehending Narrative and

Content Textbooks (i.e., Read to Achieve) + Novel Study Strongly

Biased Toward Non-Fiction

Double Period or Block Every Day

Tier 2

Read to Achieve, Plus More Explicit and Targeted Intervention + (e.g.,

Rewards) + Structured Outside Wide Reading

Tier 2 Delivered Within the Double Period/Block

Tier 3

Read to Achieve + Explicit and Comprehensive Intervention (e.g., REACH or Corrective Reading) + Structured Outside Wide Reading

3 Periods

Proactive Reading Intervention Aligned with Severity of Problem

Slide from, and based on, original work of Wayne Callender, Partners for Learning, http://partnersforlearning.org

Avoid Inventing Interventions and a Bias Against Proven Programs




No More Inventing Interventions For Students At Risk

Avoid Bias Against Proven Programs!

High quality teaching and training materials (print, video, electronic)

There is still the problem of superficial implementation when new materials are in use, and even new practices in evidence, without the deeper understanding required for substantial and sustained implementation.

But you get farther, faster by producing quality materials and establishing a highly interactive infrastructure of pressure and support.

Finally, the materials do not have to be treated as prescriptive. Many judgments can and should be made during implementation as long as they are based on evidence linking teacher practices with student performance

To achieve large scale reform you cannot depend on people’s capacity to bring about substantial change in the

short run, so you need to propel the process with...

Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Josey-Bass.

Examples of Tier 2 or 3 Math Interventions

Tier 1Tier 1

Tier 2Tier 2

Tier 3

Connecting Math Concepts (CMC; SRA) as MS Tier 1 or Tier 2

Essentials for Algebra (SRA) as a Middle School Tier 1 and Tier 2 and HS Tier 2 or 3

VMath (Voyager) at Tier 2 or 3Transitional Math (Sopris West)

at Tier 2 Corrective Math (SRA) at Tiers

2 and Especially 3

Never Use a Bandaid When a Bandage is Needed

At Risk Students or With Significant Discrepancies Usually

Have Multiple and Significant Intervention Needs...Not One

So We Bought More Band Aids

Until We Discovered That….Sometimes

Band Aids Were Used for the Wrong Purpose

Until We Discovered It Was Pretty Expensive and Ugly in

Terms of Logistics

Band Aid Versus Bandage

http://www.nationalreadingpanel.org/

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Understanding

Fluency Vocabulary

Comprehension

To Me, A Bandage Covers More...A Good Intervention Should Cover Multiple and

Deep Concerns

If the Aquarium Is Dirty, Don’t Treat Individual Fish is Needed


Why? The Underlining Problem in Many Places

Which of These 75 Students Will Be Referred for SE?

Which, After Testing, Would Qualify?


Ensure Things Are Working By Progress Monitoring Using Proven Tools

Progress Monitoring Is Powerful

...effective across student age, treatment duration, frequency of measurement, and special needs status

Major message is for teachers to pay attention to the formative effects of their teaching as it is these attribute of seeking (my emphasis) formative evaluation...that makes for excellence in teaching (p. 181)

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

To Reduce the Gap, Powerful Tools are Required


Contrast PM with A More Popular “Intervention”

Individualized Instruction


Use Tools Reviewed by the USDE/OSEP National RTI Center

www.rti4success.org

w

SPECIAL EDUCATION LEADS!The Gold Standard for Students with

IEPS



Leadership is

RequiredBy Administrators, By Staff

What Leadership Can Do...

Build Commitment--Some Things You Just Don’t “VOTE”

On!

Give Permission and Guide the Abandonment Process

Allocate Resources

Coordinate Staff Development

Ensure the Work Gets Done

Building a Scaffold for Judging E-B Interventions

What Do We Think About When Selecting Interventions?

What Adults Prefer?

What Students Need?

How Do We Judge?

Build Your Consumer’s Guide

Tier 2 is “MORE”(More) Time(More) Explicit Teacher-Led Instruction(More) Scaffolded Instruction(More) Opportunities to Respond with Corrective Feedback(More) Language Support, Especially Vocabulary(More) Intensive Motivational Strategies(More) Frequent Progress Monitoring

Mark’s Beginning Suggestions

Works Best With?

Works Less Well With?

Grade Ranges

Comprehensive Intervention or Specifically Targeted?

Fidelity of Implementation Tools Available?

Placement and Diagnostic Tests Included?

Cost?

Suggested Implementation Time and Duration?

Intensity of Training and Support Required?

Places to BeginReading to Identify Scaffold Features and Why They Are Important (ASAP)

Build Consensus on Scaffold

Identify Interventions for Review, Including Local Inventory

Prioritize List

Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater)

Revise Scaffold as Necessary

Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program)

Publish Brief Background Document on Process and Participants

Documents

Mark R. Shinn, Ph.D. Professor and Director, School Psychology Program National Louis University, Skokie, IL [email protected] An Introduction