Web-based Web-based Transdisciplinary Transdisciplinary

Training: Problem Training: Problem Solving and Response to Solving and Response to

InterventionInterventionPresented toPresented to

Nebraska RtI ConsortiumNebraska RtI ConsortiumFebruary 23, 2007February 23, 2007

Kathy L. Bradley-Klug, Ph.D.Kathy L. Bradley-Klug, Ph.D.University of South FloridaUniversity of South Florida

Overview of PresentationOverview of Presentation

Background & Development of the Background & Development of the TrainingTraining

Description of the Training ModuleDescription of the Training Module Overview of the WebsiteOverview of the Website Outcomes of the TrainingOutcomes of the Training Institutionalizing the TrainingInstitutionalizing the Training Future DirectionsFuture Directions

Background & Development Background & Development of the Trainingof the Training

Developed in response to the Florida Developed in response to the Florida State Improvement Grant Request for State Improvement Grant Request for ApplicationApplication

To develop a transdisciplinary To develop a transdisciplinary preservice training module on preservice training module on response to interventionresponse to intervention

To create a training module in the Fall To create a training module in the Fall of 2005 and pilot module in Spring of 2005 and pilot module in Spring 20062006

Preservice Programs Preservice Programs InvolvedInvolved

School PsychologySchool Psychology

School CounselingSchool Counseling

Social WorkSocial Work

Problem SolvingProblem Solving

A process that uses the skills of A process that uses the skills of professionals from different professionals from different disciplines to develop and evaluate disciplines to develop and evaluate intervention plans that improve intervention plans that improve significantly the school performance significantly the school performance of studentsof students

Problem Solving:Problem Solving:What It Is and Is NotWhat It Is and Is Not

What it is….What it is….– A process designed to maximize student A process designed to maximize student

achievementachievement– A method focused on outcomesA method focused on outcomes– A method to ensure accountability and A method to ensure accountability and

intervention evaluationintervention evaluation– It is all about student progress, regardless of It is all about student progress, regardless of

where or who that student iswhere or who that student is What it is What it is notnot……

– A way to avoid special education placementsA way to avoid special education placements– A less expensive way of schoolingA less expensive way of schooling

The Problem Solving The Problem Solving ProcessProcess

Identify Desired (Replacement) BehaviorsIdentify Desired (Replacement) Behaviors Set Expectation LevelSet Expectation Level Brainstorm Reasons Why Behavior is Not Brainstorm Reasons Why Behavior is Not

Occurring (Generate Hypotheses)Occurring (Generate Hypotheses) Collect Data to Support Reasons Collect Data to Support Reasons Develop Interventions Based on DataDevelop Interventions Based on Data Evaluate Effectiveness of Interventions Evaluate Effectiveness of Interventions

(RtI)(RtI)

Response to Intervention:Response to Intervention:DefinitionDefinition

A systematic and data-based method A systematic and data-based method for identifying, defining, and for identifying, defining, and resolving students’ academic and/or resolving students’ academic and/or behavioral difficultiesbehavioral difficulties

Needs AssessmentNeeds Assessment

How are we currently addressing How are we currently addressing problem solving/RtI in the preparation problem solving/RtI in the preparation of preservice personnel in our school of preservice personnel in our school psychology, school counseling, and psychology, school counseling, and social work programs?social work programs?

What is our implementation plan?What is our implementation plan?

How will we monitor outcomes?How will we monitor outcomes?

Proposal for TrainingProposal for Training

Collaborative agreement (formal) Collaborative agreement (formal) between School Psychology, School between School Psychology, School Counseling, & Social WorkCounseling, & Social Work

Stand alone, web-based competency Stand alone, web-based competency modulemodule

Module access through USF School Module access through USF School Psychology Program websitePsychology Program website

Application ProcessApplication Process

Application collaboratively written by Application collaboratively written by faculty across the three disciplinesfaculty across the three disciplines

Submitted in June 2005Submitted in June 2005

Funded in August 2005Funded in August 2005

What Our TraineesWhat Our Trainees Should Be Able To Do Should Be Able To Do

Understand the “big ideas” associated Understand the “big ideas” associated with NCLB and IDEA 2004with NCLB and IDEA 2004

Collaborate and communicate effectivelyCollaborate and communicate effectively Apply the basic steps of the problem-Apply the basic steps of the problem-

solving processsolving process Understand concepts related to universal, Understand concepts related to universal,

strategic, and intensive strategic, and intensive intervention/assessment practicesintervention/assessment practices

Accurately identify the needs of students Accurately identify the needs of students at-risk for school failureat-risk for school failure

What Our TraineesWhat Our TraineesShould Be Able To DoShould Be Able To Do

Collect high frequency, unobtrusive data Collect high frequency, unobtrusive data that accurately reflect student that accurately reflect student performanceperformance

Determine if a student is in an “effective” Determine if a student is in an “effective” instructional or social environmentinstructional or social environment

Facilitate the implementation of evidence-Facilitate the implementation of evidence-based interventionsbased interventions

Implement a response to intervention Implement a response to intervention paradigmparadigm

Field Advisory PanelField Advisory Panel

Met with Directors of School Psychology, Met with Directors of School Psychology, School Counseling, and Social Work from School Counseling, and Social Work from surrounding school districtssurrounding school districts

Meetings held in August 2005 (planning) Meetings held in August 2005 (planning) and January 2006 (evaluation)and January 2006 (evaluation)

FAP members received reimbursement FAP members received reimbursement for mileage and copies of for mileage and copies of Response to Response to Intervention Policy Considerations and Intervention Policy Considerations and Implementation Implementation (NASDSE, 2005) for (NASDSE, 2005) for distribution to district personneldistribution to district personnel

Field Advisory PanelField Advisory Panel

How would the mission of this grant How would the mission of this grant best meet your district’s needs?best meet your district’s needs?

– What content would be essential?What content would be essential?

– How would this training opportunity How would this training opportunity help to increase communication and help to increase communication and collaboration across disciplines in your collaboration across disciplines in your district?district?

Field Advisory PanelField Advisory Panel

What barriers do you perceive with What barriers do you perceive with this training opportunity?this training opportunity?

How could your practitioners apply How could your practitioners apply this training to recertification this training to recertification requirements?requirements?

Finalized Training ModuleFinalized Training Module

Four components of training moduleFour components of training module Must proceed through each Must proceed through each

component in order presentedcomponent in order presented Must meet mastery level standard Must meet mastery level standard

(100%) on evaluation before moving (100%) on evaluation before moving to next componentto next component

Certificate of Completion issued upon Certificate of Completion issued upon successful completion of trainingsuccessful completion of training

Outline of Training ModuleOutline of Training Module

Each component contains the Each component contains the following sections:following sections:– Knowledge:Knowledge:

recommended readingsrecommended readings

– Skill:Skill: PowerPoint presentation with PowerPoint presentation with

comprehensive notescomprehensive notes

– Evaluation:Evaluation: Assessment of knowledge and skillsAssessment of knowledge and skills

Outline of Training ModuleOutline of Training Module

Component 1Component 1– Problem solving & RtI: Conceptual Problem solving & RtI: Conceptual

backgroundbackground Component 2Component 2

– Steps of the problem solving modelSteps of the problem solving model Component 3Component 3

– Response to interventionResponse to intervention Component 4Component 4

– Virtual case studiesVirtual case studies

Overview of the WebsiteOverview of the Website

Now that you have the background and an Now that you have the background and an understanding of the developmental process, understanding of the developmental process, the the Web-based Transdisciplinary Training: Web-based Transdisciplinary Training: Problem Solving and Response to InterventionProblem Solving and Response to Intervention module will be presented in detail.module will be presented in detail.

You can access the training module through You can access the training module through the web at: http://131.247.120.48/rti_training/ the web at: http://131.247.120.48/rti_training/

Select ‘Create a New Account’ and then select Select ‘Create a New Account’ and then select a User ID and Passworda User ID and Password

Outcomes of TrainingOutcomes of Training

16 students across three programs 16 students across three programs completed training modulecompleted training module

Understanding of problem solving Understanding of problem solving and RtI increased from 50% to 100%and RtI increased from 50% to 100%

56% agreed or strongly agreed to 56% agreed or strongly agreed to recommend the course to a colleaguerecommend the course to a colleague

Outcomes of TrainingOutcomes of Training

38% agreed or strongly agreed the 38% agreed or strongly agreed the training improved their understanding of training improved their understanding of how a school psychologist, school how a school psychologist, school counselor, and social worker can counselor, and social worker can collaborate to solve students’ problemscollaborate to solve students’ problems

Positive feedback was received across Positive feedback was received across training components on selection of training components on selection of readings, PPT presentations, notes, and readings, PPT presentations, notes, and evaluationsevaluations

Outcomes of TrainingOutcomes of Training

Time to complete training ranged Time to complete training ranged from 3-6+ hoursfrom 3-6+ hours

School district personnel in Florida School district personnel in Florida using training to update skills of using training to update skills of inservice school psychologistsinservice school psychologists

Institutionalizing the Institutionalizing the TrainingTraining

School Psychology: Competency-based School Psychology: Competency-based component for first year studentscomponent for first year students

Social Work: Newly developed elective Social Work: Newly developed elective for students interested in school social for students interested in school social workwork

School Counseling: Competency added School Counseling: Competency added to internship requirementsto internship requirements

Future DirectionsFuture Directions

Development of formal course for Development of formal course for continuing education at university continuing education at university and state leveland state level

Collaborative presentations at Collaborative presentations at regional, state, and national regional, state, and national professional meetingsprofessional meetings

Collaborative publications across Collaborative publications across disciplinesdisciplines

Revision of training as literature and Revision of training as literature and research advanceresearch advance

““Scholars have called for school Scholars have called for school psychology to adopt a more psychology to adopt a more scientific paradigm in which scientific paradigm in which decisions are based on an decisions are based on an experimental, rather than experimental, rather than

correlational discipline. RTI is correlational discipline. RTI is exactly that. It is not an exactly that. It is not an

intervention, model, or tool, but intervention, model, or tool, but instead is a commitment to data-instead is a commitment to data-

based resource allocation and based resource allocation and targeted interventions.”targeted interventions.”

(Burns, 2007, p. 39)(Burns, 2007, p. 39)

Contact InformationContact Information

Kathy L. Bradley-Klug, Ph.D.Kathy L. Bradley-Klug, Ph.D.

Associate Professor and CoordinatorAssociate Professor and Coordinator

Graduate Programs in School Graduate Programs in School PsychologyPsychology

University of South FloridaUniversity of South Florida

kbradley@tempest.coedu.usf.edukbradley@tempest.coedu.usf.edu