the national center on response to intervention and implementation science: building capacity for...
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National Center on Response to
Intervention
The National Center on Response to Intervention and Implementation Science
“Building Capacity for Equity and Excellence for All Students”
Tessie Rose, PhD
National Center on Response to
Intervention
Agenda
What is Response to Intervention (RTI)? What is the National Center on Response to
Intervention (NCRTI)? Implementation Science
Implementation DriversStages of Implementation Capacity Building
National Center on Response to
Intervention
What is Response to Intervention? An instructional framework aimed at
improving the skills of ALL students RTI is “preventative” and provides immediate
support to students who are at risk for academic failure
Two primary goals: prevent future academic problems assist in identifying students with SLD
4
Primary Intervention (~80%)School-/Classroom-wide Systems for All Students,
Staff and Settings
Secondary Intervention (~15%)Specialized Group
Systems for Students with At Risk Performance
Tertiary Intervention (~5%)Specialized Individualized
Systems for Students with Intensive Needs
~80% of Students
~15%
~5%
Continuum of School-wide Support
Adapted from”What is School-Wide PBS?”
National Center on Response to
Intervention
Essential Features of RTI
Core Curriculum Universal Screening Tiered-Interventions Progress Monitoring Data-Based Decision Making Learning Disability Determination
1. Core Curriculum
Research-based curriculum delivered to all students
Differentiated curriculum with evidence-based instructional methods
High-quality instruction in the general education classroom setting
Delivered with fidelity
~80% of Students
~5%
~15%
National Center on Response to
Intervention
2. Universal Screening
PURPOSE: Identify students who are at risk of academic failure
Conducted with all or targeted groups of students
Administered more than 1x per year Fall, Winter, Spring
Involves brief assessments that are valid, reliable, and evidence-based
NCRTI Screening Tools Chart
www.rti4success.org
3. Tiered-Interventions 3+ levels of increasingly
intense scientific, research-based interventions
Intensity addressed through duration, frequency and time of interventions, group size, and instructor skill level
Individual problem solving model or standardized intervention protocol for intervention levels
Delivered with fidelity
~80% of Students
~5%
~15%
National Center on Response to
Intervention
4. Progress Monitoring
Repeated measurement of academic performance
Conducted at least monthly to estimate rates of improvement, students who are not demonstrating adequate
progress and/or compare the efficacy of different forms of instruction
to design more effective, individualized instruction. Technically adequate measures administered with
fidelity (accurate data)
0
10
20
30
40
50
60
70
80
90
Wor
ds C
orre
ct P
er M
inut
eSample Progress Monitoring Chart
Words Correct
Aim Line
Linear (Words Correct)
Progress Monitoring Tools Chart
National Center on Response to
Intervention
5. Data-Based Decision making
Conducted at all levels of implementation (e.g., district, school, grade/content)
Explicit decision rules for assessing learners’ progress (e.g., level and/or rate)Based on evidence based criteria
Follows established routines and procedures
National Center on Response to
Intervention
6. Learning Disability Determination
Component of a comprehensive evaluationConsensus that dual discrepancy is the best
way to operationalize “responsiveness/non-responsiveness”. Significantly below grade level peersInadequate rate or growth of performance
National Center on Response to
Intervention
What does RTI look like?Who decides?
USDOE does not endorse a specific RTI model/ framework
National Center on RTI promotes essential components
Washington provides guidance for LEAs Using Response to Intervention (RTI) for Washington’s Students (2006)
Some LEAs are implementing RTI ahead of their SEA
THE NATIONAL CENTER ON RESPONSE TO INTERVENTION
5-year Technical Assistance Center
Funded through a cooperative agreement to American Institutes for Research from OSEP
Part of OSEP’s National Technical Assistance and Dissemination Network
About NCRTI
National Center on Response to
Intervention
RTI Center Partners
American Institutes for ResearchMaurice McInerney and Nancy Safer, Co-Principal
InvestigatorsMaurice McInerney and Darren Woodruff, Co-Project
DirectorsAmy Elledge, Deputy Project Director
Vanderbilt University ResearchersLynn Fuchs, Doug Fuchs
University of Kansas Center for Research on LearningDon Deshler, Daryl Mellard
National Center on Response to
Intervention
Center Definition of RTI
Response to intervention integrates student assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior issues. With RTI, schools identify students at risk for poor learning outcomes, monitor their progress, provide evidence-based interventions and adjust the intensity and nature of those interventions based on a student’s responsiveness, and identify students with learning disabilities or other disabilities
National Center on Response to
Intervention
Our Mission
To build state capacity and support for implementing RTI in local districts and schools by serving as a central source of knowledge, expertise, and research-based information for educators, administrators, and parents.
National Center on Response to
Intervention
Achieving the Mission…
Strategy 1 – identify and evaluate RTI components for identifying and serving students with or at risk for a learning disability identification
Strategy 2 – provide ongoing technical assistance to states and to support the implementation of RTI in classrooms, schools, and local districts nationally
Strategy 3 – disseminate information about proven and promising RTI models to interested stakeholders across the country
National Center on Response to
Intervention
Strategic Activities
Knowledge Production
Technical Assistance Support
Information Dissemination
National Center on Response to
Intervention
Strategy 1:Knowledge Production
Technical Review Committees (TRCs): Identify tools and interventions that are
grounded in a rigorous scientific evidence base
Three TRCs(1) Screening
(2) Progress Monitoring
(3) Tiered Instruction Winter 2009
National Center on Response to
Intervention
Strategy 1: Knowledge Production
RTI WorkgroupsSEA ImplementationELL and RTIDisproportionalityLearning Disability Identification Secondary RTI (High and Middle School)
State Performance Plan (SPP) AnalysesFocusing on Indicators 9 & 10
National Center on Response to
Intervention
Strategy 2: Technical Assistance Support
In personDirect Technical Assistance
At a distanceTA Resource DevelopmentSharing Communities and WebinarsTraining Modules
National Center on Response to
Intervention
Strategy 2: Technical Assistance Support
Available to all SEAs at varying levels of intensity
May include a variety of support activities, such as but not limited to:Development of state resources (e.g., guidance
documents, readiness checklists)Training and coaching Development of implementation plans
National Center on Response to
Intervention
Strategy 3: Information Dissemination
Sharing information through a variety of methodsThe NCRTI website – www.rti4success.org Monthly newsletters – the RTI ResponderEmail blasts about new resources or productsQ&A through email inbox and toll-free number
National Center on Response to
Intervention
NCRTI State Database
Database contains RTI information and resources from states, such as:• Policies• Guidance
documents• Briefs• Handbooks• Presentations• Tools• Checklists
Monthly Webinars and Podcasts
Training Modules
IMPLEMENTATION SCIENCE
National Center on Response to
Intervention
“To implement – is easier said than done.”
National Center on Response to
Intervention
What is Implementation?
Greenhalgh et al. (2005) active and planned efforts to mainstream an
innovationOther definitions of the verb “to implement” are: introduce and put new ideas into use, establish and use a method in practice, realize, apply or put plans, ideas, models,
norms or policies into operation.Greenhalgh T, Robert G, Bate P, Macfarlane F, & Kyriakidou O. (2005) Diffusion of innovations in health service organisations. A systematic
literature review. Oxford: BMJ Books, Blackwell Publishing.See Guldbrandsson, 2008
National Center on Response to
Intervention
What is Implementation?
Fixsen et al. (2005) a specified set of activities designed to put
into practice an activity or program of known dimensions
Fixsen DL, Naoom SF, Blase KA, Friedman RM, Wallace F. (2005). Implementation research: A synthesis of the literature. Tampa, Florida: University of South Florida, Louise de la Parte. Florida Mental Health Institute, The National Implementation Research Network.
National Center on Response to
Intervention
Implementation
Intervention Activities
Intervention Outcomes
Implementation Activities
Implementation Outcomes
Two Sets of Activities
Two Sets of Outcomes
National Center on Response to
Intervention
Why is implementation important?IMPLEMENTATION
EFFECTIVE NOT EFFECTIVE
INTERVENTIONEFFECTIVE
Improved Consumer Outcomes
Poor Outcomes
NOT EFFECTIVE Variable, often ineffective;
sometimes harmful
As cited in Fixsen, 2008 (Institute of Medicine, 2000; 2001; New Freedom Commission of Mental Health, 2003; National Commission of Excellence in Education, 1983; Department of Health and Human Services, 1999)
National Center on Response to
Intervention
Evidence: What Doesn’t Work?
• Dissemination alone• Training/ professional
development alone
• Laws and policies alone• Special funding alone
Most Common Approaches Used
to Support Implementation!
(see Ager & O´May, 2001; National Implementation Research Network, n.d.; Paul Nutt, 2002; Rogers, Wellins, & Conner, 2002).
National Center on Response to
Intervention
Evidence: What Works?
• Combination of several implementation measures leads to better results– e.g., distributing guidelines for innovations,
offering education, practical training, coaching, feedback and consultation.
• Quality of support is more important than quantity
(See Guldbrandsson, 2008)
National Center on Response to
Intervention
Implementation Support
Letting it Happen
Helping it Happen
Making it Happen
Benefits to Consumers
Effective Implementation
(Greenhalgh et al., 2005)
National Center on Response to
Intervention
Common Perceived Barriers
Scheduling (time)State/district/school policiesStaff attitudes/lack of knowledgeFunding“The system”
Is this really true? Can these things really not be changed?
Evidence: What Doesn’t Work?• Attempt to fit innovation into existing service
delivery system• OUTCOMES:– Rarely fully implemented in a reasonable time– Often viewed as incompatible – Eventually disappears
Service Delivery System
Innovation: Component #1
Innovation: Component #2
Innovation: Component #4
Innovation: Component #3
Innovation: Component #5
National Center on Response to
Intervention
Example: What Doesn’t Work?
Service Delivery System
Core Curriculum
Universal Screening
Progress Monitoring
Tiered Interventions (some)
Data Based Decision Making
National Center on Response to
Intervention
Evidence: What Works?
• Evaluate current infrastructure and identify and address potential barriers to implementation
• Structure technical assistance and service delivery system to support innovation
Service Delivery System
Changed to Fit Innovation
Innovation: Component #1
Innovation: Component #2
Innovation: Component #4
Innovation: Component #3
Innovation: Component #5
National Center on Response to
Intervention
Example: What Works?
Service Delivery System
• Changes in PD• Schedule in teaming
time• Establish
assessment/ intervention times in schedule• Restructure priorities
Core Curriculum
Universal Screening
Progress Monitoring
Tiered Interventions
Data Based Decision Making
National Center on Response to
Intervention
Supporting Implementation
Identify potential barriers prior to implementation
Prepare for potential barriersBuild capacity of implementation teams to
identify and address issues immediately
The biggest mistake is to ignore or hope they will resolve themselves.
Something to Think About: Implementation Matters
IMPLEMENTATION
EFFECTIVE NOT EFFECTIVE
INNOVATION EFFECTIVE80% Full
Implementation3.6 Years
14% Full Implementation
17 Years
NOT EFFECTIVE
(Fixsen, 2008)
National Center on Response to
Intervention
Things to Remember
75 - 85% of LEA/SEA policies support innovations Remaining need to be changed
Benefit will be seen when 60% are in full implementation
Things don’t always work at firstKeep the entire system in mind – even if you
are only responsible for training in one area
National Center on Response to
Intervention
System AlignmentFederal
TA /PD System
State
Local Education Agencies
Teachers/ Staff
Effective Practices(Fixsen, 2008)
National Center on Response to
Intervention
What are Implementation Drivers?
Methods to develop, improve, and sustain competent use of innovations
Methods to create and sustain effective organizational and systems environments for effective services
(National Implementation Research Network)
National Center on Response to
Intervention
Implementation Drivers
Staff Selection Preservice and Inservice Training Consultation and Coaching Staff and Program Evaluation Program Evaluation Facilitative Administrative Support
Systems Interventions
Developing Competency
Creating Supportive
Systems and Environments
(National Implementation Research Network)
Implementation Components or Drivers
National Implementation Research Network
National Implementation Research Network
National Center on Response to
Intervention
Driver 1: Staff Recruitment & Selection
Selection may be a key ingredient of implementation at every level: selection of practitioners, selection of organization staff (trainers,
coaches, evaluators, administrators), and selection of staff for purveyor groups.
National Implementation Research Network
National Center on Response to
Intervention
Sample Staff Selection Questions
Who is qualified to carry out the evidence-based practice or program that a program wants to implement?
Beyond academic qualifications or experience factors, what practitioner characteristics are essential for carrying out the evidence-based practice “on the ground?” What characteristics or abilities will not or cannot be addressed through training and coaching?
Do organizational staff members have a comprehensive understanding of the practices being implemented?
Are organizational staff members prepared to support practitioners in carrying out the evidence-based practices that are slated to be implemented?
(National Implementation Research Network)
National Center on Response to
Intervention
Driver 2: Pre-service or in-service training
Training appears to be a core implementation component for practitioners, agency staff, and purveyor staff.
Includes activities related to providing Specialized informationInstructionSkill development
Most skills can be introduced in training but really are learned on the job with the help of a consultant/coach (Driver 3)
National Center on Response to
Intervention
Research indicates that effective training involves:
Providing practitioners with the background information, theory, philosophy, and values of the new program or practice
Introducing and demonstrating the components and rationales of key practices;
Providing opportunities to practice specific skills related to the new way of work and receive feedback in a safe training environment
Providing staff with opportunities for quality interaction
National Center on Response to
Intervention
Driver 3: Consultation and Coaching
Coaching and mentoring include activities for either individuals or groups, on-the-job observation, instruction, modeling, feedback, or debriefing of practitioners and other key staff in the program.
Avoid “train and hope”Ensure coaching and mentoring are included as
part of the training processGOAL: Behavior change
National Center on Response to
Intervention
Driver 4: Staff Evaluation
Assesses use and outcome of essential skillsComponent of overall program evaluation
(Driver 5)OUTCOMES:
Assess progress of implementation efforts for building staff competency
Assess usefulness of training and coaching
National Center on Response to
Intervention
Driver 5: Program Evaluation
Ensure data system supports decision makingAssess key aspects of overall performance
Numerous UsesImprove quality professional development, training,
and coaching Assess fidelity of implementation of interventionAllocate resources based on identified needsIdentify and address innovations or barriers to
implementationAssess cost efficiency
National Center on Response to
Intervention
Driver 6: Facilitative Administrative Supports
Proactive, vigorous and enthusiastic attention by the administration to…Reduce implementation barriers Create an administratively hospitable environment for
practitioners. Facilitative administration includes…
Internal policy analyses and decisionsProcedural changesFunding allocationsCulture focused on what it takes to implement with
fidelity
National Implementation Research Network
National Implementation Research Network
National Center on Response to
Intervention
Integrated and Compensatory
Behavior change must occur among professionals AND within the system
An infrastructure (e.g., implementation drivers) is needed to support and sustain such changes
These implementation components (drivers) must be integrated and can be compensatoryinternal consistency among selection variables,
skills training, coaching, staff evaluation, etc.
National Center on Response to
Intervention
Implementation Drivers: In a Nut ShellLe
ader
ship
Staff Competency
Organization
Improved Outcomes
Integrated and Compensatory
National Center on Response to
Intervention
Stages of Implementation
Exploration and Adoption Program Installation Initial Implementation Full Implementation Innovation Sustainability
2-4 Years
National Center on Response to
Intervention
Stage 1: Exploration and Adoption
Assess match between innovation and needsCommon components
identify the need considering the information available acquire information via interactions with one another assess fit between the intervention and needs prepare the organization, staff, and resources by
mobilizing information and support (e.g., social marketing)
Concludes with decision to move toward implementation
National Implementation Research Network
National Center on Response to
Intervention
Stage 2: Program Installation
Active preparation prior to implementationAcquiring Required Resources and MaterialsStaff SelectionStructural Supports (e.g., policies, funding
Includes all start-up costs
National Implementation Research Network
National Center on Response to
Intervention
Stage 3: Initial Implementation
Initial attempt to implement the innovation (e.g., smaller scale, pilots)
Opportunity to re-assess potential barriers and identify additional needs (e.g., training, coaching) for full implementation
WARNING: Implementation could end here unintentionally!
National Implementation Research Network
National Center on Response to
Intervention
Stage 4: Full Implementation
Considered “business as usual” or “accepted practice”
Occurs when 60% of those who would benefit have full and effective accessNot just those who want the intervention
NOTE: Evaluation of student outcomes can only begin once full implementation is reached.
National Implementation Research Network
National Center on Response to
Intervention
Stage 5: Innovation
Occurs only after innovation has been implemented with fidelity
Opportunity to refine and expand both the innovation and the implementation practices and programs
National Implementation Research Network
National Center on Response to
Intervention
Stage 6: Sustainability
OUTCOMES:Long-term survival of innovationContinued effectiveness within changing world
National Implementation Research Network
National Center on Response to
Intervention
Stages of Implementation: In a Nut Shell
Decide you want to do ‘it’ Plan for ‘it’ Try ‘it’ out Just do ‘it’ Improve ‘it’ Sustain ‘it’
National Center on Response to
Intervention
NCRTI Capacity Building
According to Fullan (2001), “effective approaches to managing change call for combining and balancing factors that do not apparently go together--(such as) fidelity and adaptivity. More than anything else, effective strategies require an understanding of the process (of change), a way of thinking that cannot be captured in any list of steps to be followed” (p. 71).
National Center on Response to
Intervention
NCRTI Capacity Building Domains
Vision Leadership Needs Assessment Training and Outreach Evaluation
National Center on Response to
Intervention
Vision
Identify the state’s vision for RTI. The dialogue includes discussions about (a) state’s goal for RTI, (b) roles and responsibilities for different agencies in meeting the goal, and (c) timeline for implementing its RTI initiative on a multi-district or statewide level.
1. Develop overall vision and goals/objectives for RTI implementation
2. Develop vision for initial implementation3. Develop vision for full implementation4. Develop procedures for revising and
communicating vision
National Center on Response to
Intervention
Leadership
Establish RTI leadership or implementation teams. The dialogue includes discussions about membership, roles and responsibilities, and implementation plans.
1. Identify members, establish roles and responsibilities and establish administrative procedures
2. Identify potential barriers and ensure infrastructures are in place
3. Develop and implement plan (s) (PD, evaluation, ect.) for initial implementation
4. Develop and implement plan (s) for full implementation
National Center on Response to
Intervention
Needs Assessment
Conduct ongoing needs assessment (data collection). The dialogue includes discussions about assessing needs of the infrastructure, data system, students and teachers, and other key stakeholders.
1. Assess SEA/LEA need for RTI2. Assess infrastructure3. Conduct ongoing needs assessment for initial
implementation4. Conduct ongoing needs assessment for full
implementation
National Center on Response to
Intervention
Outreach and Training
Provide outreach and training. The dialogue includes discussions about broad outreach and communication about RTI, recruiting and training coaches, and scheduling and implementing a series of coordinated training events (including workshops and follow-up activities) to support LEAs 1. Engage in RTI social marketing activities 2. Build competency of leadership and implementation teams 3. Implement training and coaching plan for initial
implementation4. Implement training and coaching plan for full
implementation
National Center on Response to
Intervention
Evaluation
Conduct ongoing evaluation. The dialogue includes discussions about how to measure the efficiency with which the is implementing as well as the effectiveness.1. Evaluate the need and ability to implement RTI2. Evaluate infrastructure and develop comprehensive
data system3. Evaluate efficacy and efficiency of initial
implementation4. Evaluate efficacy and efficiency of full
implementation and evaluate RTI effectiveness
National Center on Response to
Intervention
Capacity Building Dialogue Guide
PURPOSE: Guide dialogue discussions with LEAs and SEAs
OUTCOMES:Identify strengths and weaknessesDevelop an action plan Assess progress for implementation of RTI
Questions or Comments?
National Center on Response to
Intervention
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