Implementing RtI with Integrity The IC Team Exper……

1、 ICAT Resources1Implementing RtI with Integrity: The IC Team ExperienceTodd Gravois, Ph.D.University of Maryland ICAT Resources2Structuring the Discussion:Structuring the Discussion:nConceptualizing Response to Intervention (RTI)nFidelity of what?nIC Team Model within RTInIC Team Approach to Measuri

2、ng Implementation Integrity ICAT Resources3Multiple Approaches to RtIMultiple Approaches to RtI: :nProtocol ApproachPre-specified universal and progress measuresNon-responder criteria established Non-responders identifiedNon-responders assigned to increasingly intense servicesAdoption of standard pr

3、otocol/ intervention practicesContinued measurement of student performancenProblem Solving ApproachConsultation/ problem solving between classroom teacher and service providerSpecified problem solving stepsData-based decision making that includes baseline, goals, charted dataDecisions made relative

4、to the goals and progress made within the classroom environmentnOtherOften a combination or hybrid of the other two ICAT Resources4The Importance of Implementation Integrity: Protocol Approach Prior to considering whether a program is effective, there is a need to determine that the critical compone

5、nts are implemented with integrity.A program must be delineated in specific terms that allows replication across settings and situations. There must be enough specificity as to the elements required, either alone or in combination, to constitute the existence of the particular program. ICAT Resource

6、s5Quality Classroom InstructionQuality/ Standardized/ Documented/ InterventionsIntensiveInstructionUniversal Screening:Identify those students not benefiting from the core curriculum Eligibility Process:Discrepancy Modeland/orResponse to Intervention Three -Tier Model of School SupportsThree -Tier M

7、odel of School Supports ICAT Resources6Quality Classroom InstructionQuality/ Standardized/ Documented/ InterventionsIntensiveInstructionUniversal Screening:Identify those students not benefiting from the core curriculum Eligibility Process:Discrepancy Modeland/orResponse to Intervention Fidelity of

8、What?Fidelity of What?Fidelity of the decision-making process?Fidelity of the progress monitoring process?Fidelity of the Tier 2 Interventions?Fidelity of the Tier 3 Intensive Interventions?Fidelity of classroom instruction? ICAT Resources7The Importance of Implementation Integrity: Problem Solving

9、Approach Prior to considering whether a program is effective, there is a need to determine that the critical components are implemented with integrity.A program must be delineated in specific terms that allows replication across settings and situations. There must be enough specificity as to the ele

10、ments required, either alone or in combination, to constitute the existence of the particular program. ICAT Resources8Quality Classroom InstructionQuality/ Standardized/ Documented/ InterventionsIntensive InstructionIC Teams: Fidelity of What?Gravois, 2006 Starting point is the “match” between the s

11、tudents entry skills and the quality of instruction within the classroom (tier 1). Focus is to support high quality instructional practices (regardless of students assignment to tier). Recognizes that principles of quality instruction are the same regardless of tier. Recognizes assignment (or lack o

12、f assignment) of student to a tier does not resolve the need for teacher support. Recognizes that measures of student progress are necessary, yet alone are insufficient to improve teacher and student performance. Instructional Consultation Teams ICAT Resources9ObjectivesnDevelop a systematic support

13、 network within each building, including a trained IC Team Facilitator and trained Instructional Consultation Team.nEnhance teachers skills in and application of best practices of instructional assessment and deliverynDevelop school-wide norms of collaboration and problem-solvingnUtilize data for cl

14、assroom and school decisions Enhance/ Improve/ Increase Student and Staff Performance. ICAT Resources10Delivery System:- Representative Team- Request for Assistance- Case Management- DocumentationProcess Variables:- Collaborative/ Reflective Communication- Systematic Problem Solving- Curriculum base

15、d assessmentEvaluation Design:-Training-Implementation- Outcomes ICAT Resources11IC Team Request for AssistanceTeacher Name: _Teacher Name: _Date of Request: _Date of Request: _I need assistance with _I need assistance with _ _ _ _ _I am available to meet (times and location): _I am available to mee

16、t (times and location): _ _ _Does the parent/ family share your concern(s)?Does the parent/ family share your concern(s)?Yes Yes NoNoDont knowDont know ICAT Resources12IC Team Case Management ConfigurationTEAM MEMBERS:AdministratorGeneral EducatorsSpecial EducatorSchool PsychologistGuidance Counselo

17、rHealth ProviderSocial WorkerOthersCASE MANAGERCASE MANAGERCASE MANAGERCASE MANAGERCASE MANAGERCASE MANAGERCASE MANAGERCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsStudentsCLASSROOM TEACHERStuden

18、tsCLASSROOM TEACHERCLASSROOM TEACHERStudentsCLASSROOM TEACHERStudentsStudentsCLASSROOM TEACHERCLASSROOM TEACHERStudents ICAT Resources13PROBLEM IDENTIFICATION & ANALYSISCreate a shared understanding of the concernDefine concerns in specific and observable termsConduct Instructional Assessment to

19、 ensure a MATCHPRIORITIZEBASELINEGOALSCONTRACTINGSTRATEGY/ INTERVENTION EVALUATIONSTRATEGY/ INTERVENTION IMPLEMENTATIONSTRATEGY/ INTERVENTION DESIGNCLOSUREIC Team Problem Solving Steps ICAT Resources14Critical IC Team Case Manager Skills Collaborative & Reflective CommunicationSystematic Problem

20、 Solving ProcessInstructional & BehavioralAssessment ICAT Resources15PROBLEM IDENTIFICATION & ANALYSISCreate a shared understanding of the concernDefine concerns in specific and observable termsConduct Instructional Assessment to ensure a MATCHPRIORITIZEBASELINEGOALSCONTRACTINGSTRATEGY/ INTE

21、RVENTION EVALUATIONSTRATEGY/ INTERVENTION IMPLEMENTATIONSTRATEGY/ INTERVENTION DESIGNCLOSUREIC Teams: Fidelity of What?Fidelity of the match between intervention and the stated priority?Fidelity of the intervention implementation?Fidelity of decision process to prioritize?Fidelity of the assessment

22、process used choose the right priority?Fidelity of the process to specify the concern in order to assess?Fidelity of the data and decisions used to evaluate the strategy? ICAT Resources16Specifying IC Team Program ComponentsThere are two measurable components of the IC Team model. Each is comprised

23、of seven dimensions, for a total of 14, that further explain and define the component Collaborative Process refers to the stage-based method of problem-solving utilizing interactive, nonhierarchical relationships among processionals with diverse areas of expertise is routinely utilized by the staff

24、for classroom-based problems. The LOI-R measures the integrity with which team members use the collaborative Instructional Consultation process for each case. Delivery System refers to the structure by which the collaborative consultation process is delivered by a team to a school is developed and m

25、aintained. The LOI-R measures the integrity of the team structure, procedures used to collect data and monitor student progress, and ease of access by classroom teachers to the team. ICAT Resources17Collaborative Process Dimensions1.Clear communication between the case manager and referring teacher

26、characterize all interactions. 2.Contracting- results in a mutual agreement to collaboratively engage in the problem-solving process.3.Problem Identification and Analysis- results in a specific and measured statement of desired and actual performance for the referred child.4.Strategy/ Intervention D

27、esign- results in specific and detailed recommendations for effective teaching practices to implement.5.Implementation of Intervention- assures integrity in the implementation of the specific strategy developed in the preceding stage.6.Evaluation and follow-up of intervention- results in data being

28、used to determine level of progress.7.Instructional Assessment (i.e., Gicklings CBA model) - assessments are conducted within the students daily curricula tasks and are used to support all states of problem-solving including determining baseline levels and monitoring on-going performance to determin

29、e the success/ failure of an intervention. ICAT Resources18Delivery System Dimensions8.Representative Support Team comprised of principal, teachers and representation of school-based resources. 9.Request for Assistance process by which teachers and staff can access the team.10.Requesting teacher par

30、ticipates in all problem solving activities.11.Systems manager who receives requests, organizes the meeting and records case progress.12.Case organization and management. Case managers are assigned and responsible for supporting teachers who requests assistance. 13.Team functioning includes regular

31、meetings and on-going training for team members. 14.Documentation and use of forms. A tracking process to document the delivery system. Student Documentation Forms are completed for each case. ICAT Resources19Measuring IC Team Program ImplementationThe IC Teams Level of Implementation Scale (LOI-R S

32、cale) measures the degree and level of integrity that the Collaborative Process and the Delivery System components of the IC Team model are actually being implemented. The LOI-R is multi-source, multi-method and includes a series of interviews and record reviews which provide information on the coll

33、aborative process and delivery system involved in the Instructional Consultation Team model. Team Survey Principal Interview Case Manager Interview(s) Referring Teacher Interview(s) Documentation/Form Review(s) ICAT Resources20nAll Case Managers are interviewed for at least one case (randomly select

34、ed if more than one case conducted).nTeachers and Case Mangers are interviewed separately.nResponses receive a positive score if: There is evidence of accuracy in implementing the dimension. ANDThere is agreement between Teacher and Case ConsultantnAll interviews are aggregated to provide a single I

35、C Team LOI Profile- no individual scores are provided.nBenchmark of 80% is considered adequate across individual dimensions and overall LOI.Administering and Scoring the LOI-R ICAT Resources21nCase Manager1.At your first meeting, how did you explain the problem-solving process to the teacher? 2.Desc

36、ribe the initial referral concern. What concerns did you and the teacher focus upon? What was the current/ baseline performance and goals established for the concern(s)? 3.How was the effectiveness of the strategy/ intervention to be monitored? nTeacher1.What was your understanding of what the IC Te

37、am process would be after your first meeting with the Case Manager?2.Describe the initial referral concern. What concerns did you and the case manager focus upon? What was the current/ baseline performance and goals established for the concern(s)? 3.How was the effectiveness of the strategy/ interve

38、ntion to be monitored? Sample LOI-R Items ICAT Resources22 SAMPLE LOI IC Team Profile0102030405060708090100OVERALL LEVEL OFIMPLEMENTATIOND14-Use of Documentation/FormsD13- Team FunctioningD12-Org./Monitoring CasesD11- Systems ManagementD10- Ref Teacher ParticipationD9- Referral ProcessD8- Support Te

39、am CharacteristicsDELIVERY SYSTEMD7- Curriculum Based AssessmentD6- Intervention EvaluationD5- Intervention ImplementationD4- Intervention RecommendationsD3- Problem IdentificationD2- ContractingD1- Clear CommunicationCOLLABORATIVE PROCESSPercent of Team Members with Cases thatReached Intervention P

40、ercent of Team Members AssignedCasesPercent of Dimensions Implemented0102030405060708090100 ICAT Resources23Original Construction of LOI (Fudell, 1992)nContent Validity established through panel of judgesn Inter-rater reliability of LOI established (average of .90)nTest-retest reliability establishe

41、d: .83 Revision of LOI-R (Fudell, Gravois & Rosenfield, 1996)nItem revisionsnScoring procedures standardized and reporting procedures developed and standardizednTraining for practitioner administration and scoring (i.e., IC Team Facilitator)McKenna (2005) Validation Study of Collaborative Proces

42、snComparison of interview results (self-report) to taped consultation behavior (observed)nResults were no significant differences between scores of taped sessions and scores from interviews of same participants. ICAT Resources24Comprehensive Program Evaluation of IC TeamsEvaluation of TrainingnReaction (Immediate Feedback on Effectiveness)nLearning (Pre-Post Assessment of Knowledge/ Concepts)nBehavior (Simulated Exercises)Evaluation of ImplementationnReview of Student Documentation FormEvaluation of Specified