Second Annual Summit on Evidence-Based Special Education Response to Intervention (RtI)

Second Annual Summit on

Evidence-Based Special Education

Response to Intervention (RtI)

The Summit “Caper”The Summit “Caper”

Our game plan for making this day worth everyone’s time:

target outcomes for the Summit

strategy for reaching those outcomes

The Wing InstituteThe Wing Institute

• independent, non-profit organization

• founded in 2005

• mission: to promote evidence-based education policies and practices

• experience and expertise operating "research based" special education services in “real world” settings

• named after Ernie Wing

The Wing Institute’s Strategic VisionThe Wing Institute’s Strategic Vision

act as a “catalyst” organization

cat·a·lyst: A person or thing acting as the stimulus in bringing about or hastening a result

How can the Wing Institute “hasten” the creation of a evidence-based culture in education?

The Wing Institute’s Strategic VisionThe Wing Institute’s Strategic Vision

• Identify exemplars in evidence-based educationIdentify exemplars in evidence-based education

research individuals policiesmodels programs organizations

• Develop networks to facilitate collaborationDevelop networks to facilitate collaboration

• Facilitate cross-discipline cooperationFacilitate cross-discipline cooperation

• Provide support for new ideas, research, and programsProvide support for new ideas, research, and programs

• Emphasize Emphasize immediate solutionsimmediate solutions in the in the real-worldreal-world while promoting long-term system changes while promoting long-term system changes

The Wing Institute ServicesThe Wing Institute Services

• Publications

• Research

• Public Policy Analyses

• Information Clearinghouse

• The Evidence-based Education Knowledge Network

• Professional Forums

PresentersPresenters

Janet S. Twyman, Ph.D.Janet S. Twyman, Ph.D. VP of Instructional Development at Headsprout Research-based instruction, technology, education, teacher training President-elect Association for Behavior Analysis

John Hintz, Ph.D.John Hintz, Ph.D. Director of School Psychology training (University of Massachusetts) Published widely in areas of CBM and educational assessment Works with National Center for Student Progress Monitoring

Edward Daly, Ph.D. Edward Daly, Ph.D. Assistant Professor / Program Director School Psychology Program (U Nebraska) RtI Ad Hoc Committee for Nebraska Department of Education Editor-elect of Journal for School Psychology

SUMMIT Participants: professional disciplinesSUMMIT Participants: professional disciplines

administrator

advocate

attorney

behavior analyst

case manager

community outreach

consultant

curriculum designer

legislative aide

parent

physician

professors

psychiatrist

psychologist

researcher

school administrator

school psychologist

speech therapist

teacher

SUMMIT Participants: OrganizationsSUMMIT Participants: Organizations

46 different organizations46 different organizations

1212 consumer / parent / advocacy / DD organizationsconsumer / parent / advocacy / DD organizations parent groups regional centers CA DDS

area boards advocacy groups service orgs

88 public school organizationspublic school organizationsschool districts SELPAscounty office of ed CA CDE

• private education organizationsprivate education organizations

nonpublic schools nonpublic agencies

1212 universitiesuniversitieseducation school psychology pediatricssocial welfare special education

77 research & policy organizationsresearch & policy organizations

Summit Participant Knowledge of RtI

0% 5% 10% 15% 20% 25% 30%

None

Extensive

DESIRED SUMMIT OUTCOMES

0% 10% 20% 30% 40% 50% 60% 70%

RESOURCES for RtI(program exemplars,

materials, professionalcommunity)

EVIDENCE on RtI (keyfindings, effective

interventions,evaluation)

IMPLEMENTATION ofRtI (guidelines, action

plans, training)

ISSUES regarding RtI(benefits & dangers,

efficacy, tier 3)

INFORMATION on Rti(parents, educators,

critical features)

0

TARGET SUMMIT OUTCOMESTARGET SUMMIT OUTCOMES

• Provide comprehensive INFORMATION on RtI

• Review critical ISSUES related to RtI

• Provide valuable information on IMPLEMENTATION of RtI

• Review key findings regarding EVIDENCE of RtI components

• Provide RESOURCES on RtI

Summit Strategies: “pre-summit” READINGSSummit Strategies: “pre-summit” READINGS

““Commentary: Use of Evidence-based Interventions in Schools: Where We’ve Commentary: Use of Evidence-based Interventions in Schools: Where We’ve Been. Where We Are, and Where We Need to Go”Been. Where We Are, and Where We Need to Go”Hill Walker

““Current Status and Future Directions of School-based Behavioral Interventions”Current Status and Future Directions of School-based Behavioral Interventions”Frank Gresham

““Response to Intervention: Empirically Based Special Service Decisions from Response to Intervention: Empirically Based Special Service Decisions from Single-Case Designs of Increasing and Decreasing Intensity”Single-Case Designs of Increasing and Decreasing Intensity”David Barnett, Edward Daly, III, Kevin Jones, and F. Edward Lentz, Jr.

Summit Strategies: RESOURCE PACKETSummit Strategies: RESOURCE PACKET

Resource List of Articles and Free Publications on RtIResource List of Articles and Free Publications on RtI

A Parent’s Guide to Response to EducationA Parent’s Guide to Response to Education National Center for Learning Disabilities

Responsiveness to Intervention in the SLD Determination ProcessResponsiveness to Intervention in the SLD Determination Process National Center for Learning Disabilities

Response to Intervention Technical Assistance DocumentResponse to Intervention Technical Assistance Document Nebraska Department of Education

NASDE and CASE White Paper on RtINASDE and CASE White Paper on RtI Nat. Assoc. of State Directors of Special Ed / Council of Administrators of Special Ed

Myths About Response to InterventionMyths About Response to Intervention Nat. Assoc. of State Directors of Special Ed

Special Education Reading Study RecommendationsSpecial Education Reading Study Recommendations

Identifying and Implementing Educational Practices Supported by Rigorous Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide Evidence: A User Friendly Guide U.S. Department of Education

Summit Strategies: PRESENTATIONSSummit Strategies: PRESENTATIONS

RtI: What it is and What it Isn’tRtI: What it is and What it Isn’t Ronnie Detrich

Research on RtI: How Do We Know it Works?Research on RtI: How Do We Know it Works? Jack States

RtI in CaliforniaRtI in California Allan Lloyd-Jones

Identifying Research-based Practices for RtI: Scientifically Identifying Research-based Practices for RtI: Scientifically Based ReadingBased Reading Janet Twyman

Evaluating Student Response to Instruction Using a 3 Tier RtI Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring SystemProgress Monitoring System John Hintze

Developing and Implementing a Quality RtI ProcessDeveloping and Implementing a Quality RtI ProcessEdward Daly III

Summit Strategies: WORK GROUPSSummit Strategies: WORK GROUPS

Practice evaluating “evidence”Practice evaluating “evidence”

Identification of obstacles and opportunities for Identification of obstacles and opportunities for implementing RtIimplementing RtI

Summit Strategies: PANEL DISCUSSIONSummit Strategies: PANEL DISCUSSION

Panel Discussion with presentersPanel Discussion with presenters

Q&A from audienceQ&A from audience

Summit Strategies: NETWORKINGSummit Strategies: NETWORKING

Working with wide-range of Working with wide-range of

education stake-holders at Summiteducation stake-holders at Summit

Follow-up contactsFollow-up contacts

Summit Strategies: FOLLOW-UPSummit Strategies: FOLLOW-UP

Wing Evidence-based Education Wing Evidence-based Education

Knowledge NetworkKnowledge Network

Follow-up Activities Generated by the SummitFollow-up Activities Generated by the Summit

Evidence-based educationEvidence-based education

• NCLB & IDEA

• Professional

• Cultural

There has been a groundswell of interest in Evidence-based education…

Evidence-based special education: the problemEvidence-based special education: the problem

• Too many practices with proven research results fail when implemented in “real world” settings.

• Too many practices with poor or no research backing gain adoption and continue to be implemented despite poor performance.

Despite recent attention, there is still a disconnect between research and practice…


Implementation

“Where good ideas go to die.”

Ronnie Detrich

ResearchR

eplicabilityS

ustainability

Evidence-based Education

What works?

When does it work?

Is it working?

Efficacy Effectiveness

ImplementationMonitoring

Practice

How do we make it work?

Research to Practice

Response to Intervention (RtI): Why?Response to Intervention (RtI): Why?

RtI is an “evidence-based” process

Scientific research-based instruction and intervention

Assessment of the effects of instruction (frequent progress monitoring)

Data-based decision making (based on the child’s data

Response to Intervention (RtI): Why now?Response to Intervention (RtI): Why now?

NO CHILD LEFT BEHIND includes references to:

• scientifically-based instruction

• frequent progress monitoring

• early identification / intervention

• decisions driven by child outcomes


IDEA includes references to “RtI” in determination of specific learning disabilities:

•“In determining whether a child has a specific learning disability, an LEA shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability” Sec.614 (b)(6)

•“…a local educational agency may use a process that determines if the child responds to scientific, research-based interventions as part of the evaluation procedures….” Sec.614 (b)6B


RtI is gaining national attention:

RtI: Initiatives and Models in at least 17 states:

Arkansas Kansas Ohio

California Maryland Oregon

Colorado Minnesota Pennsylvania

Idaho Montana Tennessee

Iowa Nebraska Wisconsin

New Mexico Wyoming


OPPORTUNITIES & CHALLENGES

opportunities accelerated student learning early intervention with kids who have learning needs early identification of kids with specific learning disabilities avoidance of “false Positives” of kids without SLDs

challenges getting it right……..

implementation

Efficacy ResearchEfficacy Research(What Works?)(What Works?)

• Currently, this is the most common form of published educational research.

• Research conducted to identify promising practices

• Characterized by: highly structured and controlled laboratory settings highly trained change agents

carefully screened participantsadequate resourcesclose supervision

Practice

Research

Rep

lica

bil

ity

Su

stai

nab

ilit

y

What works?

When does it work?


Is it working?

Implementation

Efficac y

Monitoring

Effectiveness

What works?

Efficac y

Effectiveness ResearchEffectiveness Research(When Does it Work?)(When Does it Work?)

• Less precise, and common than efficacy research

• Research conducted to answer questions about the impact and robustness of interventions when taken to scale in more typical practice settings.

• Identifies critical variables necessary for successful translation of practice from research

characteristics of students, settingleadership and instructorsresources, training availableculture, level of commitment

Practice

Research

Rep

lica

bil

ity

Su

stai

nab

ilit

y

What works?

When does it work?


Is it working?

Implementation

Efficac y

Monitoring

Effectiveness

When does it work?

Effectiveness

ImplementationImplementation(How do we make it work?)(How do we make it work?)

• Translates effectiveness research to practice, from “general settings” to a “ particular setting”

• Explicit, systematic process for analyzing and addressing the critical variables necessary for an intervention to be successfully adopted, implemented and sustained in a particular setting.

• Analyzes the contingencies operating on various stakeholders in a particular practice setting and how they influence adoption and sustainability of an intervention.

Practice

Research

Rep

lica

bil

ity

Su

stai

nab

ilit

y

What works?

When does it work?


Is it working?

Implementation

Efficac y

Monitoring

Effectiveness


Implementation

Performance MonitoringPerformance Monitoring(Is it Working?)(Is it Working?)

• To assure that the intervention is actually being effective must monitor the impact of the intervention in the setting (practice-based evidence).

• Monitoring must occur: student level (to ensure progress and be able to modify

components of the intervention when necessary) systems level (to be able to make systems level decisions and

policy choices)

Practice

ResearchR

epli

cab

ilit

yS

ust

ain

abil

ity

What works?

When does it work?


Is it working?

Implementation

Efficac y

Monitoring

Effectiveness

Is it working?

Monitoring

The Ernie Wing Award The Ernie Wing Award for for

Excellence in Evidence-based EducationExcellence in Evidence-based Education

The award is presented to an individual for outstanding achievement in the areas of the

Evidence-based Education Road Map

efficacy research effectiveness research

implementation monitoring

The 2007 Ernie Wing Award The 2007 Ernie Wing Award for for

Excellence in Evidence-based EducationExcellence in Evidence-based Education

Martin J. Cavanaugh

In recognition of his work in the development, implementation, and dissemination of

Neverstreaming

Additional Life-time AchievementsAdditional Life-time Achievements

Evidence-based special education: Why now?Evidence-based special education: Why now?

There is an unprecedented public education policy emphasis on scientific research

• No Child Left Behind (NCLB) calls for interventions to be based on scientific research, with over 100 references to using evidence from “scientifically-based research”

• The Individuals with Disabilities Education Improvement Act (IDEIA) requires schools to use “effective research-based” programs.

• The Education Sciences Reform Act (ESRA) of 2002 established the Institute of Education Sciences (IES) within the Department of Education which established “What Works” Clearinghouse


The internet has facilitated an explosive growth in sources of new information for practitioners and consumers regarding education interventions:

education 5.5 billion results

special education 1.4 billion results

evidence-based 302 million results

evidence-based education 46 million results

Google hits by topic….


Virtually every education profession has embraced the term “evidence-based”, and many are working on their own standards:

• National Association of School Psychologists

• American Speech-Language-Hearing Association

• The American Occupational Therapy Association

• American Psychological Association

• Association for Behavior Analysis

Response to Intervention (RtI): What is it?Response to Intervention (RtI): What is it?

Three applications:

prevent academic problems through early identification

intervene with low performing students

assist in identifying students with SLD

Summit Strategies for Meeting OutcomesSummit Strategies for Meeting Outcomes

How we are going to answer this today.

Pre-Summit ReadingsResource PacketPresentationsWork groupsPanel Q&ANetworking (contact sheets meetings)Follow-up: Knowledge Network

provide an expanded model for bridging the gap between research and practice in real world settings

define the primary components of an evidence-based culture, their functions, and how they relate to each other.

illustrate the necessary and continuous reciprocal nature of influence between research and practice

An Expanded Model of Evidence-based An Expanded Model of Evidence-based Practice: the RoadmapPractice: the Roadmap

The purpose of the “Roadmap” is to:


Emphasis has been on:

Efficacy Research & Progress Monitoring

Less attention on:

Implementation


Based on solid scientific research / evidence

Developing an excellent track record

Addresses some of the weaknesses in special ed system

poor early interventionproblems with IQ / discrepancy modelwait until they failoverrepresentation of certain groups (false positives)

Wing Award Wing Award

Marty Cavanaugh…

1990 (or so) Mt. Diablo USD In-Class Support Services

collaborated in the development of a “state of the art” model for early intervention: In-Class Support Services (ICSS)bridging the gaps between general and special education and public and private

1991 - 2004 Elk Grove USD Neverstreaming

championed “neverstreaming” bridging “research to practice” and successfully implemented the fore-founder of RtI on a large scale, systems intervention level

Wing Award Wing Award

Marty Cavanaugh…

Administrator of the Year

by the Association of School Administrators

Outstanding Instructor (twice)

by UC Davis

Distinguished Citizen of the Year

by Sacramento ARC

Neverstreaming…

Golden Bell Award

California School Board Association

Summit HousekeepingSummit Housekeeping

Schedule

Breaks• Issue of seating• Follow-up• Lunch• Bathrooms• Time management (groups, report outs)• Networking, seating

ResearchR

eplicabilityS

ustainability

Evidence-based Education

What works?

When does it work?

Is it working?

Efficacy Effectiveness

ImplementationMonitoring

Practice


Research to Practice

Second Annual Summit on Evidence-Based Special Education Response to Intervention (RtI)

Documents

Transcript of Second Annual Summit on Evidence-Based Special Education Response to Intervention (RtI)