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Response-to-Instruction and Intervention (RtI2) in the Context

of School and Classroom Effectiveness:Effectiveness:

An Evidence-based Blueprint for Academic and Behavioral Prevention and Intervention

Howard M. Knoff, Ph.D.

Director, Project ACHIEVEDirector, State Personnel Development Grant

Arkansas Dept. of EducationLittle Rock, AR

[email protected]

Howard M. Knoff, Ph.D.Director, Project ACHIEVE

Director, AR State Improvement Grant

49 Woodberry RoadLittle Rock, AR 72212

E-mail: [email protected] 501 312 1484Phone: 501-312-1484

Websites: www.projectachieve.infowww.arstateimprovementgrant.com


Presentation Overview

Defining and Discussing RtI2

Social Emotional and Behavioral Social, Emotional, and Behavioral Competency and Self-Management

The Behavioral RtI2 Blueprint

The RtI2 Implementation Components

The Data-based Problem Solving PProcess

Why Students Exhibit Social,

Emotional, and Behavioral Challenges

RtI2- Response-to-Instruction/ Intervention: A Definition. . .

A broad-based, targeted process to evaluate a student’s response to instruction/interventionstudent s response to instruction/intervention

* The focus should be on (EARLY, EFFECTIVE, and ADAPTIVE) INSTRUCTION/INTERVENTION.

* The DESIRED OUTCOMES (i.e., the student RESPONSE) as a result of instruction/intervention are monitored over time to determine their success.

* In a concrete sense, the collected data (evaluating the outcome and the student’s response) demonstrates whether the instruction/intervention WORKED or DID NOT WORK.


BIG IDEA #1 The First “Intervention” is Effective

A d i d B h i l I t tiAcademic and Behavioral Instructionby an Effective Classroom Teacher Using Effective ClassroomClassroom Management

The Ultimate Educational Goal

TO:

Maximize ALL Students’ Academic Achievement andAcademic Achievement and

Social, Emotional, and Behavioral Development


From a Student Perspective, the Goal is to Create. . .

Academic SocialAcademic Learning, Mastery, and Achievement


Independent Learner

Socially CompetentSelf-Manager

A Definition of “Self-Competency” or “Self-Management”

Self-Competence/Management involves:

A child or adolescent’s ability to:A child or adolescent’s ability to:

Be socially, emotionally, and behaviorally aware of themselves and others

Demonstrate successful interpersonal, social problem solving, conflict prevention p g, pand resolution, and social-emotional coping and behavioral skills

Effectively control their own emotions and behavior


Operationalizing “Social Competency”

Social-Emotional Competency

(How you Feel. . . )

Behavioral Competency(What you Do. . . )

A Cognitive-Behavioral Perspective: Key Self-Management Competencies

• Personal/Self-Management BehaviorsAttention Control Cognitions/SkillsgEmotional Control and Coping Cognitions/SkillsSelf-Concept/Self-Esteem Cognitions/Skills

• Interpersonal BehaviorsEngagement/Response SkillsSocial Problem-Solving Skills Conflict Resolution SkillsConflict Resolution Skills

• Environmental/Situational BehaviorsClassroom Routine SkillsAcademic Supporting BehaviorsBuilding Routine Skills


Early to Middle Elementary School Social Skills

Listening Waiting for an Adult’s Attention-F ll i Di i H IFollowing Directions How to InterruptAsking for Help Dealing with LosingIgnoring Distractions ApologizingDealing to Teasing Dealing with Consequences Contributing to Discussions/

Answering Classroom Questions

Deciding What to Do Avoiding TroubleAsking for Permission Dealing with AngerAsking for Permission Dealing with AngerJoining an Activity Dealing with Being Rejected orGiving/Accepting a Compliment Left OutUnderstanding Your/Others’ Dealing with Accusations

Feelings Dealing with Peer Pressure

Factors Affecting Children’s Social Competence

• Changes in the family structure—e.g., the i t f di / i l timpact of divorce/single parent (grandparent) homes/both parents working

• TV, computer or video games, music, the “Media”

• Poverty and other economically stressful conditions

P ti kill d l /i i t• Poor parenting skills and low/inappropriate parental supervision

• Drugs and alcohol• Low expectations for success, hopelessness


But. . .These Factors Do Not Cause Social Incompetence

• Do all children from homes of divorce lack social skills?social skills?

• Do all children from two-parent working homes lack social skills?

• Do all children from poverty lack social skills?

Wh hild l k i l t When children lack social competency skills, initially it is because they have not been taught them. Schools can teach social competency skills. Teachers can partner with parents to reinforce these skills.

When we DO TEACH Social, Emotional,Behavioral Skills, it Facilitates Students’

Academic Achievement

Research o er the past 20 ears indicatesResearch over the past 20 years indicates that students, at the elementary- and middle-school levels, with sound social and emotional skills, demonstrate:

* Fewer problem behaviors Fewer problem behaviors,* High levels of positive adjustment,

and * Enhanced academic performance


Teaching Students Social, Emotional, Behavioral Skills Facilitates their


Teaching students social-emotional/behavioralTeaching students social emotional/behavioral skills and positive attitudes leads to (improved) adjustment and (enhanced) academic performance as reflected in:

* More positive social behaviors, * Fewer conduct problems Fewer conduct problems, * Less emotional distress, and * Better grades and achievement test scores

(CASEL, 2005; Diekstra, 2008; Greenberg, Weissberg, O’Brien, Zins, Fredericks, Resnik, & Elias, 2003; Payton, Weissberg, Durlak, Dymnicki, Taylor, Schellinger, & Pachan, 2008; Wilson, Gottfredson, & Najaka, 2001; Weissberg, Kumpfer, & Seligman, 2003; Zins, Weissberg, Wang, & Walberg, 2004)

And yet, Despite Research, Practice, and these Outcomes:

Administrators and Other Educators:Administrators and Other Educators:

Do not appear to Acknowledge the Functional Link between Students’

Social Competency, Positive School

Academic Learning, Mastery, and Achievement


Social Competency, Positive School Climate and Safety, and Students’



Where Does Response-to-Instruction/Intervention RtI2 Start?

• RtI2 starts in the general education classroom with evidence-based curricula taught by Highly Qualified Teachers using effective instructional practices

• RtI2 involves determining students’ mastery of material and response to classroom management through effective assessments and progress monitoringg

• When students are not successful over time, RtI2 is a component of a problem-solving process that determines why success has not occurred and what to do about it

Students Succeed Because of Their Instructional Environments

Teacher-Instructional Factors:Are teachers well-matched to their students and curricula?

Curricular Factors:Curricular Factors:Are curricula well-matched to students and teachers?

Student Factors:Are students prepared and “programmed”for success?


The Scientifically-Based Components of Effective Classrooms

• Positive School and Classroom Climates• Effective Instructional Grouping• Effective Instructional Grouping• Effective Academic (Differentiated) Instruction• Student Instruction in their “Zones of Success”• Well-Designed and Implemented Progress Monitoring

and Authentic Assessment Systems• Effective Classroom Instruction/Management• Academic/Social Skill Instruction and UseAcademic/Social Skill Instruction and Use • Effective Student Motivation and Academic/Behavioral

Accountability Approaches• Consistency• Modifications, Remediations, Accommodations• Early Academic and Behavioral Intervention

Positive Teacher Practices

Components of Effective Classrooms:Behavioral Instruction

• Children need to receive 5 Positive Interactions for Every 1 Negative Interaction in their classroom or school

• Teachers need to identify and reinforce clear Behavioral Expectations that are used with all students

• Teachers need to be trained in and continuously teach social skills in their classrooms, while demonstrating their own “Good Choice” behaviors with colleagues and students


Positive Teacher Practices

• Teachers need to have meaningful Incentives and

Components of Effective Classrooms:Behavioral Instruction

Teachers need to have meaningful Incentives and Consequences in their classrooms to motivate appropriate, social behavior and to respond to inappropriate student behavior

• Teachers need to be consistent in their behavioral expectations, their use of classroom social skills, and their use of classroom incentives and consequences when responding to student q p gbehavior

• Teachers need to be consistent across different classrooms and settings, and they need to coordinate with the building principal/director, office staff, counselors, and other support staff

Integrating the PBSS Components Functionally in the Classroom

Expectations

Identify Related Behaviors

Teach Behaviors to Mastery

Prompt Students with Advanced Organizers

Reinforce or Correct Demonstrated Behavior

Maintain Consistency


Students Succeed Because of Their Instructional Environments

Teacher-Instructional Factors:Are teachers well-matched to their students and curricula?

Curricular Factors:Curricular Factors:Are curricula well-matched to students and teachers?

Student Factors:Are students prepared and “programmed”for success?

BUT. . . When Students Don’t Succeed:

Service delivery uses a “Problem-solving, y gConsultation, Intervention” mode of operation.

Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions.

Intervention follows a “Response-to-Intervention” prevention-focused model.

Interventions are delivered in the Setting of Origin, or—if strategically needed—in the LRE using the Most Preventative Intervention.


Where Does Response-to-Instruction/Intervention RtI2 Go?

For students who are not responding to high quality instruction and teacher-initiated interventions over time, the problem-and teacher initiated interventions over time, the problemsolving process becomes more formal as (a) functional assessments are completed, (b) resulting in more intensive classroom-based interventions, (c) where student progress is monitored more frequently, and (d) data is used to determine the success of the interventions or the need for more intensive services.

More specialized, multidisciplinary resources, then, are used to d li i li d i t ti t d i ddeliver more specialized interventions to produce improved child outcomes

The intensity of services delivered are driven

by student outcomes!!

What are the Goals of the RtI2 Process?

T dd th d f t d t i i d iTo address the needs of students experiencing academic or behavioral difficulties by:

• Using a systematic problem-solving process that links functional assessment to evidence-based or research-based interventions.

• Consulting with classroom teachers so that the identified interventions are implemented with integrity and success.

• To establish assessment and intervention baselines in case more intensive interventions are needed later.

• To increase the knowledge and skills of all of the teachers and other professionals involved.


Key Points

• RtI2 is available for any d i b h i lacademic, behavioral,

teacher or student concern

• Teachers, support staff, administrators, or parents can request aparents can request a RtI2 Team consultation

The RtI2 Process focuses on ….

• General education/

l i tclassroom environment

• General education/

classroom teacher

• Use of strategicUse of strategic intervention generated through effective problem-solving and collegial consultation


BIG IDEA #2The Primary RtI2 Service Delivery

Approach involves:Approach involves:

Problem-Solving – Consultation –Intervention

NOT

Wait to Fail – Refer –Test – Place

Problem Identification

Problem Solving and RtI2

What is the Problem?

I

II

IIIProblem Analysis

Responseto

Intervention

Why is itoccurring?

Is it working?

Intervention Design

What are we going to do about it?


What Determines the Success of an RtI2 Process ???

Accurately Identifying the ProblemAccurately Identifying the Problem

Identifying the Skill Gap

Functional Analysis (Explaining) the Skill Gap

Selecting Scientifically based Interventions Selecting Scientifically-based Interventions

Successfully Implementing and Evaluatingthe Intervention

Consultation Goals for the Classroom Teacher

• Solve the current student situation• Solve the current student situation

• Implement successful, strategic

interventions

• Increase the intervention skill levels

of those involved in the process

• Enhance the future problem-solving

and intervention skills of those involved


The Continuum of Problem-Solving and Consultation: Teachers, Instructional Teams,

and Building-Level RtI2 Teams

Problem Analysis EvaluationInterventionProblem Identification

Teacher

Grade-Level

Building-Level

Problem Identification Problem Analysis Intervention Evaluation

Problem Analysis EvaluationInterventionProblem Identification

Intervention Follows a “Response-to-Intervention” Prevention-focused Model

Prevention for All

Strategic Intervention for Some

What is the Problem?

Why is itoccurring?

Is it working?

Intensive Need or Crisis Intervention for Few

occurring?

What are we going to do about it?


BIG IDEA #3 RtI2 Reflects the Intensity of Assessment,ythen Instructional or Intervention Supports,Services, Strategies, or Programs Needed by Students to beAcademically or BehaviorallyS f lSuccessful

Prevention Services for All Students

Positive School and Classroom Climates

Effective Classroom InstructionEffective Instructional GroupingEffective Classroom ManagementStudent Instruction in “Zones of

Success”Social Skill Instruction and UseWell-Designed and Implemented

Accountability SystemsAccountability SystemsConsistencyStudent Modifications &

AccommodationsEarly Intervention


Strategic Intervention Services for Some Students--Behavior

Peer/Adult Mentoring ProgramsPeer/Adult Mediation Programs

Strategic Skill InstructionStrategic Skill InstructionSmall Group Social Skills/

Socialization TrainingAnger-/Emotion-/Self-Control TrainingAttention-Control Training

Strategic Behavioral Interventions(Behavioral Matrix Intensity II and III)[Response Cost, Positive Practice/ Restitutional Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.]

Strategic Special Situation InterventionsSelf-Concept, Divorce, Loss, Teasing/ Bullying, PTSD Groups/Interventions

Crisis Management/Intensive Need Services for Few Students--Behavior

Individual Counseling/Behavior TherapyTherapy(Behavioral Matrix Intensity III and IV)[Relaxation Therapy, Desensitization, Cognitive-Behavioral Strategies, etc.]

School-Based Mental Health Services

Intensive Wrap-Around/Continuum of Care Programming


BIG IDEA #4 A school’s academic program is

interdependent with its behavioral pprogram. For both programs, prevention is the key.

The Interdependency between Academics and Behavior

R

Academic Success

Behavioral Success

Academic Instruction & Intervention

RtI2

Behavioral Instruction & Intervention

Functional Assessmentand Data-BasedProblem SolvingHelps us to tell the

difference.

SuccessDo students act out due to academicfrustration?

SuccessDo students have less academic success when they do not have certain behavioral skills?


Organizational Model For Maximizing Student Achievement

Positive Behavioral Support Systems (PBSS)

RtI2

Behavioral Instruction & Intervention

Project ACHIEVE’s Positive Behavioral Self-Management System (PBSS) Blueprint

Skill Prevention

A biliAccountability

Consistency Strategic Intervention

Special SituationAnalyses

Intensive Need/Crisis Management

Crisis Prevention, Intervention, and Response

Community and Family Outreach


The “Science” of Project ACHIEVE’s Positive Behavioral Self-Management

System (PBSS)

SkillSkill

Accountability

ConsistencyConsistency

Special Situations

The “Core” of the Positive Behavioral Self-Management (PBSS) System

Skill An Evidence-based Social Skills ProgramgInterpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines

Accountability A School-Wide Behavioral Standards SystemGrade-Level Classroom Expectations Building and Common Area Expectations

Consistency Skills, Accountability, Staff, Students, Parents

Special Situations- Setting and Student


The Goal of an Evidence-BasedSocial Skills Program

TO:

Teach Children Interpersonal, Problem-Solving, and Conflict Resolution Skills

That facilitate their Social-Emotional/ Behavioral Development, and

Help them develop Self-Management Skills

Social Skills vs. Character Education Programs

Social Skill programs ARE Character Education programs, but Character Education programs

O S SARE NOT Social Skill programs

State legislation: character education vs.Character Education

Virtually ALL Character Education programs that ARENOT Social Skill programs ARE NOT evidenceNOT Social Skill programs ARE NOT evidence-based

Free TA Paper: www.projectachieve.info/productsandresources/freetechnicalassistancepapers.html


Characteristics of EffectiveSocial Skills Program

Developmentally Sensitive: Developmentally Sensitive: preK-Grade 1/Grades 2-3/Grades 4-5/

Grades 6-8

Teach through Scripts and Skills

T h B h i d t C t t f B h i Teach Behaviors and not Constructs of Behavior

Teach through Behavioral Instruction and Practiceand not “Talk, Pray, and Hope”

Evidence-based Social, Emotional, and Behavioral Programs

• Lions Quest Social-Emotional Competency

• Positive Action

• Second Step

• Providing Alternative Thinking Strategies

• Life Skills Training

p y

• Boys Town

• Skillstreaming

• Stop & Think Social Skills Program Behavioral Skills Instruction


School Districts:

Should choose their social, emotional, behavioral programs/curriculum/approaches p g ppthe same way that they choose their (for example) new district literacy programs.

The “Core” of the Positive Behavioral Self-Management System

Skill The Stop & Think Social SkillsSkill The Stop & Think Social SkillsInterpersonal, Problem-Solving, and

Conflict Resolution SkillsClassroom/Building Routines

Accountability The Behavioral MatrixGrade-Level Classroom Expectations Building and Common Area Expectations

The Educative Time-Out Process


Special Situations-Setting and Student


Developing the School-Wide Behavioral Matrix

Grade _____

Expected, Prosocial Behaviors Positive Responses,Classroom Incentives, RewardsCommon Areas of the School

Inappropriate, Challenging Behaviors

Intensity I: Annoying Behavior Corrective Responses

Intensity II: Disruptive/Interfering Behavior Corrective Responses plusConsequences

Intensity III: Persistent/Antisocial Behavior *** Consequences plusInterventions

Intensity IV: Severe/Dangerous Behavior *** Administrative Response plusWrap-around Intervention

*** Functional Assessment/Strategic Intervention Here

Advantages of a Behavioral Matrix

Codifies Grade level and School Behavioral Standards and Expectations

Identifies/Defines and Covers the Spectrum of Appropriate and Inappropriate Behavior

Provides a Consistent, Evidence-based “Roadmap” of Responses that Reinforce or Change Student Behavior

Created by Grade-level Faculty: Enhances Staff Buy-In and Consistencyand Consistency

Taught to Students– Holds them Accountability

Reinforces Student Accountability to Teachers; Decreases Inappropriate Office Discipline Referrals


The “Core” of the Positive Behavioral Self-Management System

Skill The Stop & Think Social SkillsSkill The Stop & Think Social SkillsInterpersonal, Problem-Solving, and

Conflict Resolution SkillsClassroom/Building Routines

Accountability The Behavioral MatrixGrade-Level Classroom Expectations Building and Common Area Expectations

The Educative Time-Out Process


Special Situations-Setting and Student

The “Core” of the Positive Behavioral Support System

SkillSkill

Accountability

ConsistencyConsistency

Special Situations


Typical Areas of Consistency/Inconsistency

Expectations Within the Same Student/ChildSkill Teaching and Across Students/Children

Instructional Language Between/Across AdultsReinforcement and Across Expectations

Accountability Across TimeA S ttiAcross Settings

Across Situations

The "Core" of the Positive Behavioral Self-Management System

Skill

Accountability

Consistency

Special Situations


Two Types of “Special Situations”

S ttiSetting:

Common Areas of the School: Hallways, Bathrooms,Buses, Cafeteria, Playgrounds, Auditorium, Meeting Spaces

Student:Student:

Teasing, Taunting, Bullying, Harassment, and Physical Aggression/Fighting

BIG IDEA #5 The RtI2 Problem-Solving Process is Taught

t M d l d d I l t d bto, Modeled, and Implemented by EVERYONE in a School. The Problem-Solving process usesthe scientific methodas applied to academicand social emotionaland social, emotional,and behavioralproblems.


An Overview to the Problem Solving Process

• Step 1: Review all existing Data and History on the• Step 1: Review all existing Data and History on the Student

• Step 2: Complete a “Gap Analysis,” Functionally Describe the “Problem,” and Identify Replacement Behaviors

• Step 3: Generate Hypotheses (using functionalStep 3: Generate Hypotheses (using functional assessment) to explain why problem is occurring

• Step 4: Assess (confirm or reject) Hypotheses

An Overview to the Problem Solving Process

• Step 5: Design and Write the Intervention• Step 5: Design and Write the Intervention Plan based on Confirmed Hypotheses

• Step 6: Implement the Intervention Plan and Interventionsand Interventions

• Step 7: Formatively and Summatively Evaluate the Interventions and Intervention Plan


An RtI2 Three-Tiered Implementation Blueprint

BIG IDEA #6 Data-based Functional Assessment

is the Key to Determiningis the Key to Determining Intervention Directions.


Problem Analysis: Possible Reasons for Students’ Lack of Self-Management Progress or Success

Biological/Physiological Status

Teacher-Instructional Factors

Student Factors

Are students prepared and “programmed”

Skills

Motivation/Accountability

Consistency

Curricular Factors

for success? Consistency

Special Situations

Seven “High-Hit” Student Problem Areas When Students Exhibit Social, Emotional,

and/or Behavioral Concerns

Skill D fi it P bl #1 Whil t d t tiSkill Deficit: Problem #1. While not demonstrating inappropriate behavior or affect, a student is not demonstrating any or high enough levels of appropriate social, emotional, or behavioral skills .

Speed of Acquisition: Problem #2. A student is learning and demonstrating some social emotional orand demonstrating some social, emotional, or behavioral skills, but s/he is not learning and mastering these skills at the same rate or pace as other students in the classroom.


Returning to Science and Practice: Seven “High-Hit” Student Problem Areas When Self-Management does not Occur

T f f T i i G li ti P bl #3 A t d tTransfer of Training or Generalization: Problem #3. A student learns and demonstrates social, emotional, or behavioral skills when they are taught, but does not transfer or apply these skills independently during real or actual situations.

Conditions of Emotionality: Problem #4. A student’s high level of emotionality is impeding his/her social skills learning and mastery, speed of acquisition, or application/transfer of training.

Motivational or Performance Deficit: Problem #5. A student is not motivated to learn and/or apply his/her social, emotional, or behavioral skills .


I i t P bl #6 I i t i tInconsistency: Problem #6. Inconsistency exists somewhere in the instructional, motivation, or transfer of training process or environments. This could involve (a) inconsistent teaching or prompting of the social skills; (b) inconsistent use of incentives, consequences, or accountability measures as these skills are or are not demonstrated; (c) inconsistent reinforcement by thedemonstrated; (c) inconsistent reinforcement by the peer group versus adults in the school; (d) inconsistent transfer of training expectations and responses across staff, settings, and circumstances.



S i l Sit ti P bl #7 A t d t i i iSpecial Situations: Problem #7. A student is experiencing a problem in one or more common areas of the school; with one or more peers—involving significant levels of teasing, taunting, bullying, harassment, or physical aggression; or in some home, school, or community facet of his/her life.

This problem is impacting (a) his/her social, emotional, or behavioral learning, mastery, or transfer; (b) his/her motivation to use already-learned social, emotional, or behavioral skills; or (c) the consistent application or transfer of social, emotional, or behavioral skills in settings outside of the classroom, or with peers and other individuals beyond the classroom teacher.

PBSS as a Problem Solving Schema

Skill Does the student have a skill deficit?Have skills been mastered under

“conditions of emotionality?”

Accountability Is the student motivated to demonstrate existing skills or behaviors?

Consistency Is student behavior being taught and prompted consistently;and prompted consistently; and/or reinforced/consequated consistently?

Special Situations Do setting, peer, or student “special situations” exist?


Teaching Social Competency and Self-Management

SocialSocial, Emotional, and Behavioral Development

Socially Competent Self-Managers

Project ACHIEVE’s Positive Behavioral Self-Management System (PBSS) Blueprint

Skill Prevention

A biliAccountability

Consistency Strategic Intervention

Special SituationAnalyses

Intensive Need/Crisis Management

Crisis Prevention, Intervention, and Response

Community and Family Outreach


What Determines the Success of an RtI2 Process ???

Accurately Identifying the ProblemAccurately Identifying the Problem

Identifying the Skill Gap

Functional Analysis (Explaining) the Skill Gap

Selecting Scientifically based Interventions Selecting Scientifically-based Interventions

Successfully Implementing and Evaluatingthe Intervention

Implementing Response-to-Intervention at the School, District, and State Levels:

Functional Assessment, Data-based Problem Solving, and Evidence-based Interventions

Howard M. Knoff, Ph.D.

Project ACHIEVE

Arkansas Department of Education

Published: 2009

(540 Pages)

Single Unit Price: $39.95

Site License Price: $159.95

Order: www.projectachieve.info/project-achieve-program/books/implementing-rti.html

Documents

Response-to-Instruction and Intervention (RtI2) in the ...ala-case.org/wp/wp-content/uploads/dr.-howie-knoff-ala-case-2010.pdf · Effective Classroom Management The Ultimate ... social