Response to Intervention:Common Vision to Common Practice

Gary L. Cates, Ph.D.Illinois State University

Introduction, Pneumonia, Manure, and Scientific Practices

What is RtI, MTSS?

It’s data based decision making process for the purpose of allocating resources to each student in a

fair manner such that all kids are receiving what they need academically and socially to be successful

Universal Core Curriculum

Universal Screening Measures

Identification of At-Risk Students

Standard Educational

Diagnostic Tool

Tier II Standard Protocol

Instruction

Progress Monitoring

Individualized Diagnostic

Assessment

Tier III Individualized

Instruction

Progress Monitoring

Special EducationEntitlement

Progress Monitoring

Tier IIIIndividualized Intervention 5-10%

Tier II Standard Protocol Small Groups20-15%

Tier IUniversal InstructionAll Students75-80%

Universal Instruction (Tier I) During Fall

Full Standard Protocol (Tier II)

During winter

Full Individualized Intervention (Tier III) Never utilized because not needed

Less Intensive Standard Protocol (Tier II) in spring because adequate progress was being made.

Why RtI?

Because it is a social Necessity

• U.S - $10,000/year. ~ $130,000/Child– Most schools not meeting Adequate Yearly Progress

http://iirc.niu.edu/State.aspx?source=AYP_Information&source2=AYP_Report

– Graduation Rate ~ 75% www.all4ed.org/files/Illinois_wc.pdf

• Prison incarceration ~$25,000/year. http://www.pewcenteronthestates.org/uploadedFiles/One%20in%20100.pdf

– ~ 75% cannot read and dropped out of school http://kenmentor.com/papers/literacy.htm http://articles.chicagotribune.com/1991-09-15/news/9103090883_1_incarceration-rate-dropout-rate-inmates

• Illinois Job Link (April 5th, 2012) 42,605 https://illinoisjoblink.illinois.gov/ada/

• Illinois Unemployment rate = 8.8%. http://www.bls.gov/web/laus/laumstrk.htm

My general perspective

• We need to spend our money wisely• Access to this money needs to be allocated to

where it is needed most in an equitable manner.

• We need to focus on reading, math, and Social Behavior

• We need to use data to help us make objective decisions

4 Teacher Responsibilities

1. Triage based on severity of need (i.e. Triage)2. Provide Intervention based on level of

Severity.3. Monitor whether the IV is working.4. Monitor if the IV is implemented correctly.

Universal Instruction by Teachers

Starting Points for Academic and Social Behavior

First Grade Instructional Analysis Form

Activity Materials Arrangement TimeMotivational

Strategy

•Silent Reading

•Books •Independent •10 min / day•Praise for appropriate

behavior

•Choral Reading

•1st Grade Teacher

•Whole Group •10 min / day•Verbal

Feedback

•Word Walls •Word Cards •Whole Group •10 min / day•Praise for

participating

Behavior(s) DefinitionsBehavior 1: Academic Engaged Time (AET) Student appropriately responding to teacher and/or lesson

Behavior 2: Inappropriate Socialization (IS) Student socializing in a manner inconsistent with intended learning

Behavior 3: Inappropriate Motor Behavior (IMB)

Student engaging in behavior incompatible with learning other than socialization (e.g. out of seat, fidgeting, staring out window etc.)

Behavior 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 AET2 IS3 IMB

Behavior 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 AET2 IS3 IMB

Behavior 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

1 AET2 IS3 IMB

Behavior 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

1 AET2 IS3 IMB

Behavior 81 82 83 84 85 86 87 88 89 90 91 92 93 14 95 96 97 98 99 100

1 AET2 IS3 IMB

Class Wide Behavioral Observation FormTeacher _____________________________________ Date: _________________School: ______________________________________ Time: __________________Observer: ____________________________________Subject/Activity: _______________________________

Identify (i.e. Triage)

It does not require rocket science training

Student MAZE ORF F&P Teacher ISAT Total TierExample: Gary Cates 2 3 1 2 2 10 2

1=24-99th percentile2= 11th-25th Percentile3 = 1-10th Percentile

Identify appropriate Intervention for Academics

• Differentiated instruction• Skill level• Common Core delineates your goals!• The key to choosing among multiple

interventions is identifying which IV will result in the most ABC learning trials per unit of time at the appropriate skill level with the right goals in mind.

Identify appropriate Intervention Social Behavior

• Likely also Differentiated• Need to delineate target behaviors• Goals are 1 SD of average student in class• IV = Check in – Checkout with appropriate

fading.

Comments:

Be Safe Be Respectful Be Ready

Teacher

Initials

Keep hands, feet,

and objects to

self

Use kinds words

and actions

Follow

directions

Have Needed

Materials

Reading0 1 0 1 0 1 0 1

Recess0 1 0 1 0 1 0 1

Math0 1 0 1 0 1 0 1

Lunch0 1 0 1 0 1 0 1

Social Studies0 1 0 1 0 1 0 1

Recess0 1 0 1 0 1 0 1

Language Arts0 1 0 1 0 1 0 1

Science0 1 0 1 0 1 0 1

Daily Report CardDate _________________Teacher___________________________ Student__________________0 = No 1= YesTotal Points = Today ________% Goal

________%Points Possible = 32Parent’s signature _______________________________________________________

123456789101112131415161718192021D

aily Performance at or Above Criterion

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Daily Performance Below Criteron

No Data Collected

Absent

2.57.5

12.5

Daily Behavior Report Card Monitoring-Patty ProvenzanoBE

HAV

IOR

LEVE

L

Implementing with Fidelity

It does not have to be scary

Intervention Fidelity Checklist

Implementer: _____________ Intervention: _________________________

Observer: _________________ School: ______________________________

Student: __________________ Time/Location: _______________________

Grade: ____________________ Teacher: _____________________________

Step Date Date Date Date Date

1.

2.

3.

4.

5.

Daily Fidelity Percentage

_____%

_____%

_____%

_____%

_____%

Enter the School Psychologist

You can now do your job

Individualized AcademicAssessment & Intervention

• Curriculum Based Evaluation• Skill focused• Fill the “hole”• This is Tier III

1. What seems to bethe problem?

2. What should theintervention target?

3. Describe something ateacher could do to target this problem.

4. Do you have to buyan expensive program just for Tammy?

Individualized BehavioralAssessment & Intervention

• Functional Behavior Assessment• Positive Social Skill Development focused• This is Tier III

Prior to Observations

• Do a record review: Consider ICEL• Do a teacher interview: Keep it brief

– Have an operational definition of the behavior

Behavior Recording LOG Directions: Please be as specific as possible. Child’s Name: Karyn E._______________________ Date: _4/30_________ Grade: 2nd Teacher: Mrs. Becker Setting: School: Library, classroom, recess Observer: Ryan M.____________________ Date Time Setting

Where did the behavior take place?

Task What should student be doing?

Behavior What did student do?

Consequences How did you and/or students react?

Effect What happened after these reactions?

10/14 10/16 10/17 10/18 10/19

9:15 10:05 9:45 9:00 10:45

Library Small group art project Recess Classroom Classroom

Picking out a book Working with peers Free play Transitioning between reading and specials (today was computer skills) Working with peers on piñata

Pushed a peer Threw glue bottle at peer Hit peer in face with small pebble Did not transition quietly Pushed peer’s work materials on the floor

I sent him to the office Given a time-out in the hall Stood him against wall. Peer cried Reminded him he must transition quietly Sent him to the office and called mother

Came back and was polite Came back in calm Went to class with bad attitude He continued singing “don’t you wish you girlfriend was hot like me” and asking a peer about American idol – He even asked if I watched it. His mother picked him up and took him home

Comments: As you can see he is often rude, does not respond well to traditional discipline, and is aggressive towards peers.

1. What patterns do you see here? 2. What is the likely function of behavior?

1. What day does the behavior most often occur? What day is it least likely to occur?

2. What time of day does the behavior most often occur? Least often?

3. When should someone come to visit if they wanted to witness the behavior?

Note: It is just as important to lookat when the behavior occursas it is to look at when it doesn’t.

Behavioral Observation Form Target Student Name:_Larry F.__________________ Birth date: 4/1/1998____ School: Metcalf__________________________________ Teacher: Havey_____ Observer: _Blake M.__________________________ Date: ___5/30/________

Behavior(s) Definitions Behavior 1: Aggression (A) Physical or verbal actions toward another person that has

potential for harm Behavior 2: Talk-outs (TO) Verbalizations without permission Behavior 3: On-task (OT) Oriented to academic task or appropriate engagement with

materials Behavior 4: Behavior 5:

Target Child Behavior 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 A X X 2 TO X X X X X X 3 OT X X X X X X X X X X X X X X X X X 4 5

Behavior 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 1 A X X 2 TO X X X X X X 3 OT X X X X X 4 5

Composite Child Behavior 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 A X 2 TO X X X 3 OT X X X X X X X X X X X X X X X X X X 4 5

Behavior 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 1 A 2 TO X X 3 OT X X X X X X X X X X X X X X X X X 4 5

TCB1 _4/40_ TCB2 __12/40 TCB3 22/40_ TCB4 ______ TCB5 ______ CCB1 _1/40_ CCB2 _5/40_ CCB3 _35/40 CCB4 ______ CCB5 ______ (#Occurrences/#Observations) X 100

1. What can you get from this?

2. Are all of these behaviors severe enough to warrant individualized intervention?

Special Education

Experimental in Nature

Questions?Gary Cates

garycates@ilstu.edu

http://www.garycates.net