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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'DR. KATHLEEN WHITMIRE: Our keynote today will be presented today by David Prasse. Dr. Prasse is Professor and Dean of the School of Education at Loyola University in Chicago, School Psychologist by '}},
{ timecode: 12, handler: 'blob', id: 2, data: {text: 'training. He has participated in the preparation of school psychologists for over 30 years, is the author of numerous publications on legal issues in school psychology and special education, he has '}},
{ timecode: 24, handler: 'blob', id: 3, data: {text: 'contributed to special and general education reform initiatives at local, state and national levels, and recently has contributed to assisting states and districts in the full implementation of '}},
{ timecode: 35, handler: 'blob', id: 4, data: {text: 'problem solving service delivery models and using Response to Intervention as the basis for responding to AYP requirements and No Child Left Behind, and for determining special education eligibility. '}},
{ timecode: 48, handler: 'blob', id: 5, data: {text: 'DR. DAVID PRASSE: Good morning everyone. I am pleased to be here. I want to thank the NEA, the RTI Action Network, Kathy for that kind introduction. Let me begin by saying that this is my 34th year in '}},
{ timecode: 66, handler: 'blob', id: 6, data: {text: 'higher education, my 37th year as a professional educator in some capacity or another. In my entire career this particular subject, focus, initiative if you will is easily the most promising and '}},
{ timecode: 85, handler: 'blob', id: 7, data: {text: 'exciting thing that I have been a part of in that entire career and holds, in my humble opinion, the best promise for all of our nation’s school children that I have ever seen. So, if I get '}},
{ timecode: 102, handler: 'blob', id: 8, data: {text: 'rolling here a little bit that explains that enthusiasm. So, what we will do is we will look at approximately 3 kinds of things this morning. I want to have a brief interview of the RTI process and '}},
{ timecode: 120, handler: 'blob', id: 9, data: {text: 'explanation and I will spend just a little bit of time on making sure that we all remember why this is something that we need to give serious consideration to. Then we will talk a little bit about '}},
{ timecode: 133, handler: 'blob', id: 10, data: {text: 'professional development, and we will wrap it up with a few comments, if not focus questions, around professional preparations. Let’s begin with a definition of Response to Intervention. There '}},
{ timecode: 146, handler: 'blob', id: 11, data: {text: 'are three essential key components to that definition. One is providing high quality instruction and intervention matched to student needs. Two is using learning rate over time and level and '}},
{ timecode: 158, handler: 'blob', id: 12, data: {text: 'performance. Three is make important educational decisions. The part of that that includes problem solving is the process that is used to develop effective interventions and instructions. Let’s '}},
{ timecode: 175, handler: 'blob', id: 13, data: {text: 'just pause for a moment on those 3 key elements. Provide high quality instruction and intervention matched to student needs. Let me begin by making sure that we understand that learning disabilities '}},
{ timecode: 187, handler: 'blob', id: 14, data: {text: 'is not a need. In fact, any disability, by category, is not a need. It never has been and it never will be and the sooner we understand the difference between specific identification of educational '}},
{ timecode: 201, handler: 'blob', id: 15, data: {text: 'needs that lead to effective classroom based instruction and intervention, the further we are going to get in a quicker period of time. Using learning rate over time in the level of performance. '}},
{ timecode: 212, handler: 'blob', id: 16, data: {text: 'Learning rate over time and level of performance in an RTI model is, of course as most of you know, something that requires frequent, and that’s the key word, progress monitoring of student '}},
{ timecode: 225, handler: 'blob', id: 17, data: {text: 'performance. So, while we all understand as educators that we live with the reality of high stakes testing, and there may be elements of high stake testing that are beneficial to informing us about '}},
{ timecode: 238, handler: 'blob', id: 18, data: {text: 'how we are doing in our schools, it is not the same as frequent progress monitoring for our students. So, we will need to focus on developing those skills and systems to do that. Then, three, to make '}},
{ timecode: 251, handler: 'blob', id: 19, data: {text: 'important educational decisions. Let me be clear by what I mean by that phrase. An important educational decision is not, in my opinion, whether or not a child has or does not have a learning '}},
{ timecode: 265, handler: 'blob', id: 20, data: {text: 'disability based on a specific set of criteria. An important educational decision is – What are the effective interventions that we need to deliver to a student in order to insure positive good '}},
{ timecode: 278, handler: 'blob', id: 21, data: {text: 'learning and/or behavioral outcomes. So, I have rephrased the question in a way that I hope contributes to continuing system reform. Why RTI? It is time that we moved the focus of attention to student '}},
{ timecode: 294, handler: 'blob', id: 22, data: {text: 'progress, not student labels. I do not think that I had been on the job for more than a month as a school psychologist, and I was finding myself going home in the evening asking myself, “What am '}},
{ timecode: 307, handler: 'blob', id: 23, data: {text: 'I doing?” Because I spent all my time being what I used to refer to as a Binet jockey, that would be as in the Stanford-Binet . So it was like, remember that old cowboy show Palatin? Have '}},
{ timecode: 322, handler: 'blob', id: 24, data: {text: 'something, will travel. I forget what that was. Gun, will travel. Well, we do not want the guns. But my point is that because I had a test kit that was identified and perceived as a valuable part of '}},
{ timecode: 335, handler: 'blob', id: 25, data: {text: 'an identification process, I spent my time doing that and most of my professional colleagues in the classroom really did not value my contributions to be sure. I knew that. I sensed that. Most of them '}},
{ timecode: 349, handler: 'blob', id: 26, data: {text: 'were kind enough to not say that to me to my face at that time. So I knew then that there must be a better way of doing this. There must be something we could do that would be more beneficial than I '}},
{ timecode: 363, handler: 'blob', id: 27, data: {text: 'felt we were doing at that time. This should not be about student labels. Indeed, it must not be about student labels. It must be about student progress. Second, focus on achieving benchmarks '}},
{ timecode: 378, handler: 'blob', id: 28, data: {text: 'regardless of the student type. Being involved with the special education community my entire professional life, I have understood full well that when we have identified, or when we identify, students '}},
{ timecode: 391, handler: 'blob', id: 29, data: {text: 'as special education students, in the aggregate our expectations of and for their performance goes down. That is unacceptable. We need to change that. We cannot change that if we continue to focus on '}},
{ timecode: 404, handler: 'blob', id: 30, data: {text: 'type rather than benchmarks. Scarce available resources. There are no trucks full of money backing up to our nation’s schools. I wish there were, but there isn’t. There really hasn’t '}},
{ timecode: 420, handler: 'blob', id: 31, data: {text: 'been in my career and I am not thinking that is going to change significantly anytime in the future. That does tell us that we do have to think about how we take the precious resources we have and use '}},
{ timecode: 436, handler: 'blob', id: 32, data: {text: 'them in a more efficient manner. I believe the kinds of system reform components of a Response to Intervention framework will help us do that. Finally it is responsive to best practice in national '}},
{ timecode: 448, handler: 'blob', id: 33, data: {text: 'direction. We do work today and will continue to work today in an educational environment where there are 2 important, I think, principles that operate and I want to be clear that I support them both. '}},
{ timecode: 462, handler: 'blob', id: 34, data: {text: 'All children can learn. I have no problem with that at all. I endorse it wholeheartedly and I am on board with it. Yes, it is true that some children will learn at different rates than other children '}},
{ timecode: 477, handler: 'blob', id: 35, data: {text: 'and some children will learn different things than other children. But all children can learn. I also have no issue whatsoever that we, as educators, as a professional community, should in some way be '}},
{ timecode: 491, handler: 'blob', id: 36, data: {text: 'part of the accountability for those outcomes. I do have many issues about how that accountability is assessed, absolutely. So, I embrace those two things and I think that is an important part of our '}},
{ timecode: 504, handler: 'blob', id: 37, data: {text: 'Response to Intervention reform efforts that will facilitate that. The basic premises of RTI. First, we begin with effective core instruction is the basis for the model. I will show you some graphs in '}},
{ timecode: 519, handler: 'blob', id: 38, data: {text: 'a little bit and others on the panel and then we will talk about this. But, there is no question that effective core instruction, or building base curriculum that flows from or responds to '}},
{ timecode: 531, handler: 'blob', id: 39, data: {text: 'professional learning standards, learning outcomes, etc. is a key component of this framework. We also know that the model alone cannot fix the core instruction but demands effective core instruction. '}},
{ timecode: 546, handler: 'blob', id: 40, data: {text: 'Suffice it to say at the moment that if (we will make up a percent) 62% of our students in a say a kindergarten, first, or second grade are below a benchmark with regard to literacy outcome, the '}},
{ timecode: 562, handler: 'blob', id: 41, data: {text: 'solution to that may not be, can not be, must not be to wait until all of those students are in third, fourth, or fifth grade and we refer them and become eligible for some special education program. '}},
{ timecode: 575, handler: 'blob', id: 42, data: {text: 'If you will, the old wait to fail model. We also know we cannot do more in our existing time framework. I meet very few educators who tell me they have more room on their plate, indeed quite the '}},
{ timecode: 589, handler: 'blob', id: 43, data: {text: 'opposite. Our time frame, both with regard to our own time as teachers with students, with regard to our school day, and with regard to our school year is limited. We really don’t have children '}},
{ timecode: 603, handler: 'blob', id: 44, data: {text: 'with us for a very long period of time, and so we have to be very smart about understanding that time frame. I think part of that means to understand how we might work differently in order to maximize '}},
{ timecode: 615, handler: 'blob', id: 45, data: {text: 'the time we do have with our students. Finally, in our RTI framework, the building is the unit of analysis. Tom will talk a little bit about the experiences in a few minutes on the panel for his '}},
{ timecode: 629, handler: 'blob', id: 46, data: {text: 'building, but we understand that initiatives, either those that work well or those that don’t work well within our school systems, are first and foremost a function of the entire building. I '}},
{ timecode: 642, handler: 'blob', id: 47, data: {text: 'often use the phrase that the education of a student in a building is the shared responsibility of everyone in that building. So those key characteristics of RTI, universal screening of academics and '}},
{ timecode: 659, handler: 'blob', id: 48, data: {text: 'behavior, we have learned a lot in the last 5 to 10 years about the importance of engaging in universal screening, using the data from universal screening, to inform us about what adjustments we must '}},
{ timecode: 675, handler: 'blob', id: 49, data: {text: 'make to our core curriculum so as to maximize the educational outcomes of our students. The model of multiple tiers of increasingly intense intervention is the second component or characteristic. Tied '}},
{ timecode: 692, handler: 'blob', id: 50, data: {text: 'in part to the resource issue, and working more efficiently, we have to think about delivering our educational services in a framework, in a system, where we allocate our resources in ways that '}},
{ timecode: 708, handler: 'blob', id: 51, data: {text: 'maximize those outcomes for children. A tiered system is one way to approach that. We must insist that we use evidence based interventions, we must. All of us who visit, if you will, the medical '}},
{ timecode: 725, handler: 'blob', id: 52, data: {text: 'profession for one illness or anomaly, if you will, after another, have an expectation and that expectation is that those who provide us our medical service do use evidence based interventions. We get '}},
{ timecode: 738, handler: 'blob', id: 53, data: {text: 'quite upset if we have to experience a medical intervention that is not evidence based. As a profession we know what effective instruction is. We know what research based curriculum is. We want to '}},
{ timecode: 752, handler: 'blob', id: 54, data: {text: 'make sure that our system insures that we use that on a regular predictable and ongoing way. Continuous monitoring of student performance. Continuous monitoring means building in at the classroom '}},
{ timecode: 767, handler: 'blob', id: 55, data: {text: 'level assessment systems that are integrated with the delivery of instruction and that do not demand additional time and effort of our instructional staff. As I said, if it is not integrated with and '}},
{ timecode: 782, handler: 'blob', id: 56, data: {text: 'part of, it is an add-on and if you are a classroom teacher the moment RTI begins to feel like an add-on you should stop and ask what is wrong, because that is the first sign it is not integrated with '}},
{ timecode: 794, handler: 'blob', id: 57, data: {text: 'and part of. Last, evaluating student performance against benchmarks and outcome assessments. Each school building, each school district in this nation must move in the direction of benchmarking '}},
{ timecode: 808, handler: 'blob', id: 58, data: {text: 'against its own local norms at a minimum at a school base level, if not classroom base level. That’s an important part of moving our assessment and instruction system forward. If we don’t '}},
{ timecode: 821, handler: 'blob', id: 59, data: {text: 'do that benchmarking then we are going to continue not to be able to develop and in short periods of time the interventions and the effect of instruction that we are going to need to move our diverse '}},
{ timecode: 833, handler: 'blob', id: 60, data: {text: 'body of student learners forward. Some key assumptions. Supplemental instruction is best delivered through standard protocols or interventions to groups of students with common needs. Let me '}},
{ timecode: 846, handler: 'blob', id: 61, data: {text: 'operationalize what I mean by that. Real simple example, but it is universal. When I go and meet with middle school faculty I often will ask, “Okay, tell me what are the three top challenges you '}},
{ timecode: 862, handler: 'blob', id: 62, data: {text: 'face as faculty here in this middle school?” Almost invariably I can predict that lack or poor return of homework rates surfaces in the top three because that transition from elementary school '}},
{ timecode: 878, handler: 'blob', id: 63, data: {text: 'to middle school is often something that exacerbates that situation. Then I ask the question, “What is the building-wide intervention being used to address that common problem which exists '}},
{ timecode: 891, handler: 'blob', id: 64, data: {text: 'across almost every class or teacher in the building?” What is the answer? There isn’t any. That is an example of change in thinking in an RTI system initiative. That needs to be a '}},
{ timecode: 909, handler: 'blob', id: 65, data: {text: 'building level response that the school draws on in terms of a standard protocol to address the intervention we are going to put in place to increase the rate of homework. Why should that be only the '}},
{ timecode: 922, handler: 'blob', id: 66, data: {text: 'individual classroom teacher’s challenge. Data must drive our decisions. I like to point it to myself occasionally and the history as a School Psychologist, and sometimes when I think back about '}},
{ timecode: 936, handler: 'blob', id: 67, data: {text: 'some of the decisions that I participated in as a School Psychologist, and I would say things like, “well it was my clinical impression that,” and it was a clinical impression. I am not '}},
{ timecode: 948, handler: 'blob', id: 68, data: {text: 'even saying that the outcome of that decision was wrong, but I am saying it was not a data based decision and I, in the beauty of 20/20 hindsight today, would say that is not a good thing. We need to '}},
{ timecode: 962, handler: 'blob', id: 69, data: {text: 'focus on the generation of a data base that drives all of our decisions. Time is both our ally and our enemy. I referred to that earlier, but if we don’t understand that when we encounter a '}},
{ timecode: 975, handler: 'blob', id: 70, data: {text: 'student who has half a grade below where they ought to be, that if we don’t develop and deliver an intervention that doubles their rate of growth and progress, meaning they can catch up not just '}},
{ timecode: 987, handler: 'blob', id: 71, data: {text: 'stay equi-distant behind, time is now our enemy. That is an incredibly important part of a Response to Intervention framework. Because it is all about the rate of student progress in the amount of '}},
{ timecode: 1003, handler: 'blob', id: 72, data: {text: 'time remaining. Data collection without intervention integrity is useless. Part of what happened, if you will, pre-referral system, building assistance teams, whatever you called them, was that they '}},
{ timecode: 1021, handler: 'blob', id: 73, data: {text: 'were structurally dead on arrival, but one of the key components that was wrong, that was missing, was we had no systems in place to insure that the “interventions we were going to try” '}},
{ timecode: 1034, handler: 'blob', id: 74, data: {text: 'were indeed being delivered with integrity. Well, understand why that happened. We would send poor classroom teachers back to a classroom by themselves asking them to try X, Y, or Z. They often times '}},
{ timecode: 1049, handler: 'blob', id: 75, data: {text: 'would walk back to their classrooms muttering to themselves, “These people haven’t been in a classroom in 20 years” and there was no system in place. So, for us to actually be '}},
{ timecode: 1062, handler: 'blob', id: 76, data: {text: 'successful at delivering interventions, particularly supplemental interventions, we have to be sure we are delivering them with integrity the way they are intended to be delivered. Finally, our staff '}},
{ timecode: 1074, handler: 'blob', id: 77, data: {text: 'resources and time must match the demands. The diversity of our student learners today in our nation’s schools, tells us clearly that we have to be thinking seriously about shifting some of our '}},
{ timecode: 1088, handler: 'blob', id: 78, data: {text: 'resources to meet the demands of that diverse student learning body earlier in their educational career. Failure to do that on our part means we are going to kind of continue to be on that circle of '}},
{ timecode: 1103, handler: 'blob', id: 79, data: {text: 'going around, and around, and around and playing catch up. Comment about standard practices. All intervention and eligibility decisions are based on the assumption that the core instruction and '}},
{ timecode: 1118, handler: 'blob', id: 80, data: {text: 'academic behavior is effective. I do not know how we address this issue indirectly, but I know we have to. We have no business either referring children for special education services, considering '}},
{ timecode: 1137, handler: 'blob', id: 81, data: {text: 'them for special education services, if we as a professional education community have not delivered a core effective instruction during their time in class. The solution to whatever failings we, as a '}},
{ timecode: 1152, handler: 'blob', id: 82, data: {text: 'profession, may have and you can probably already begin to sense that I am not afraid to talk about a few elephants in the living room; but whatever those are, it is our responsibility and it should '}},
{ timecode: 1165, handler: 'blob', id: 83, data: {text: 'be our opportunity to address those, not to be afraid of them, but to address those. Our procedures that exist for a tier based resource allocation is how do we realign our resources based on a 3 '}},
{ timecode: 1179, handler: 'blob', id: 84, data: {text: 'tiered system. We have to make sure that we have procedures that exist to support intervention integrity and to document the dose of intervention provided. That is data. As you will see when I get to '}},
{ timecode: 1193, handler: 'blob', id: 85, data: {text: 'the first problem solving step, the work data appears four out of the five bullets. We need a cadre of interventions that the entire school is knowledgeable about. I go back to the homework assignment '}},
{ timecode: 1206, handler: 'blob', id: 86, data: {text: 'kind of thing. But if I have a district, if I have 20 ninth grade classrooms teaching Algebra – by the way Algebra in ninth grade around the country is struggling, you may or may not know that '}},
{ timecode: 1221, handler: 'blob', id: 87, data: {text: '– why do all ninth grade teachers need to struggle on their own individually with identifying the effective interventions to address the learning challenges that we are having around any '}},
{ timecode: 1234, handler: 'blob', id: 88, data: {text: 'particular content area. We need interventions that are available to our teachers in a systemic way. A single problem solving process exists in the implementation steps and skills are standardized. '}},
{ timecode: 1251, handler: 'blob', id: 89, data: {text: 'There is the requirement that we create a structure and a system that helps us allocate those resources and moves us through a predictable decision making process. So, here is a picture, hypothetical '}},
{ timecode: 1274, handler: 'blob', id: 90, data: {text: 'data, but I could make it real, it doesn’t matter, where we see that about 52% of the students are not meeting a benchmark, okay. That data, by the way, could be from a high stakes test, right? '}},
{ timecode: 1297, handler: 'blob', id: 91, data: {text: 'That could be “X” number of students with a stanine score below whatever, okay? So, right there is a little value in a high stakes test. I can use the results of high stakes tests in a '}},
{ timecode: 1313, handler: 'blob', id: 92, data: {text: 'rough way as a screening measure. I am comfortable with that as an educator. It is not going to tell me how to teach. It is not even going to tell me what to teach. It certainly isn’t going to '}},
{ timecode: 1324, handler: 'blob', id: 93, data: {text: 'generate any interventions, but neither did the Stanford-Binet test that I used to give generate any interventions, but it does inform me in terms of a broad picture of how I am doing. So right away '}},
{ timecode: 1336, handler: 'blob', id: 94, data: {text: 'we would look at data like this and we should indeed conclude that if whatever we are measuring there is a fundamental skill tied to our core curriculum, our problem is not anything other than, less '}},
{ timecode: 1352, handler: 'blob', id: 95, data: {text: 'than, more than, we must make serious changes in the delivery of our core curriculum, right? Exactly. Because in the end that figure, if we want it to be positive and turn it green needs to be about '}},
{ timecode: 1369, handler: 'blob', id: 96, data: {text: '80% of our children, if not higher. I am always willing to try and shoot for a 100, but I am also pragmatic. That figure needs to be 80% or higher and the color needs to be green, meaning that percent '}},
{ timecode: 1385, handler: 'blob', id: 97, data: {text: 'of our children are achieving the benchmark whatever it may be. As an aside for a moment, on the issue of benchmarks and local norms, the reason we create local norms is often to inform us as a school '}},
{ timecode: 1405, handler: 'blob', id: 98, data: {text: 'district about sub sets of children within our own school district, within our own school building. So, for example, I might look at data from a school district and school buildings today, and I see '}},
{ timecode: 1418, handler: 'blob', id: 99, data: {text: 'that 82%, 87%, 93% are at or above benchmarks on high stakes testing. But what is equally important is for me to disaggregate those data across gender lines, across racial lines, and look clearly at '}},
{ timecode: 1437, handler: 'blob', id: 100, data: {text: 'how sub sets of students within school buildings and school districts are performing. If we fail to do that we will continue to lose generation on top of generation of people who don’t look like '}},
{ timecode: 1452, handler: 'blob', id: 101, data: {text: 'me. That is not acceptable. So even if a school building is at 87% benchmark, my responsibility is to pay attention to maybe the African American population, the ELL population that is a part of that '}},
{ timecode: 1470, handler: 'blob', id: 102, data: {text: '87% but their aggregate data is only 52%. Those data inform us and we need to act early and often on those data. Problem solving process. All of you have seen this and if you haven’t, here it '}},
{ timecode: 1487, handler: 'blob', id: 103, data: {text: 'is. There are four simple steps. Define the problem. By the way, a problem is never defined unless it is measurable and objective. If I can’t measure it we haven’t defined it. It is like a '}},
{ timecode: 1502, handler: 'blob', id: 104, data: {text: 'map. If I don’t know where I started I don’t know how I got to where I am. So all problems within our educational system must be defined in a way that is measurable. Let me push that out a '}},
{ timecode: 1519, handler: 'blob', id: 105, data: {text: 'little bit more. When someone says to me that he is reading at the fifth month of third grade, in my opinion, that is not a measurable objective definition of the problem. Why not? We have no national '}},
{ timecode: 1532, handler: 'blob', id: 106, data: {text: 'curriculum and when we are honest with ourselves we don’t really know what it means to read at the fifth month of third grade or the third month of fifth grade or any other approach like that. '}},
{ timecode: 1542, handler: 'blob', id: 107, data: {text: 'It doesn’t inform us very much except in very rough kind of rudimentary ways. Problem analysis is about validating a problem, identifying the variable that contribute to the problem, and '}},
{ timecode: 1556, handler: 'blob', id: 108, data: {text: 'developing a plan. Implement the plan as intended. Did we do what we said we were going to do? I like to paraphrase “Jerry McGuire”; Jerry McGuire said “Show me the money.” '}},
{ timecode: 1571, handler: 'blob', id: 109, data: {text: 'Well we are in education so forget that. Show me the data. Show me the data. I need to be able to see that we have done what we said we were going to do and the progress monitoring for the fourth '}},
{ timecode: 1589, handler: 'blob', id: 110, data: {text: 'phase evaluating is how I indeed judge whether or not we are doing what we’ve said we will do. So those steps: Problem identification: Identify the replacement behavior. It’s easy for us '}},
{ timecode: 1605, handler: 'blob', id: 111, data: {text: 'to say that the student is not achieving at grade level, falling behind their peers, etc. Well what do we want? But it’s not sufficient to say in this system, well what we want is him reading at '}},
{ timecode: 1618, handler: 'blob', id: 112, data: {text: 'grade level against what timeline, you see, time our friend and our ali. What am I going to accomplish regarding an outcome in the next three months. That must be measurable. We have to use data to '}},
{ timecode: 1634, handler: 'blob', id: 113, data: {text: 'define our current level of performance. We have to have data to know what our benchmark is. We have to have data of peer performance. My skills, if I am in an inner city school in the city of '}},
{ timecode: 1650, handler: 'blob', id: 114, data: {text: 'Chicago, my rate of learning, my skills, maybe fine. But if for some reason I move 20 miles north to Lake Forest or Wilmette my skills my not be fine. We must have local based benchmarks. The data '}},
{ timecode: 1670, handler: 'blob', id: 115, data: {text: 'must be peer performance based. My context, the classroom I’m in, the building I’m in, and the district I’m in, is a huge part of the variance as to how I will perform. Finally we '}},
{ timecode: 1685, handler: 'blob', id: 116, data: {text: 'must use data to analyze the gap. What’s the gap? The gap is no longer an ability achievement discrepancy gap; the gap is instead, the difference between my performance as a student and my peer '}},
{ timecode: 1698, handler: 'blob', id: 117, data: {text: 'group’s performance on the same measure. Problem analysis: Develop the hypothesis and the antecedence. What are the things that are contributing to impeding the learning or the behavior of a '}},
{ timecode: 1713, handler: 'blob', id: 118, data: {text: 'student? Develop our predictions across a goal and a timeline. I want the student to improve but on what timeline? Because if I don’t say by this point in time this student will be here I '}},
{ timecode: 1727, handler: 'blob', id: 119, data: {text: 'can’t really say whether my intervention is doing what it needs to do. Intervention development: Develop interventions in those areas which data are available and a hypothesis is verified and '}},
{ timecode: 1741, handler: 'blob', id: 120, data: {text: 'then implement implementation support. One of the key components conceptually and in practice of the RTI system is that we know and understand now, finally, that the implementation if you if you will '}},
{ timecode: 1761, handler: 'blob', id: 121, data: {text: 'of the phrase “The education of a student in a classroom is a shared responsibility of everyone in the building,” means that our classroom teachers will only be as successful as our '}},
{ timecode: 1774, handler: 'blob', id: 122, data: {text: 'ability to provide the implementation support to them that they need to deliver interventions that we ask them to deliver. If we don’t do that this won’t work. Our classroom teachers '}},
{ timecode: 1785, handler: 'blob', id: 123, data: {text: 'don’t have the resources and time to do these things by themselves. So it means as you will hear from Tom, a realigning of our resources, our personnel resources, what they do on a day in, and '}},
{ timecode: 1799, handler: 'blob', id: 124, data: {text: 'day out basis. Finally the Response to Intervention piece which is the evaluation piece is the frequently collected data which is not high stakes testing or annual reviews, or three year re-evals. '}},
{ timecode: 1814, handler: 'blob', id: 125, data: {text: 'Okay that’s not frequent. Frequent is ongoing and it changes as in a function of tier to tier. Here’s the picture. Many of you have seen the model. The green area which should represent at '}},
{ timecode: 1840, handler: 'blob', id: 126, data: {text: 'least 80% to 90% in our schools represents our core or universal instruction often today based on state standards of some kind or another. The yellow area represents 5% to 10% of our children, '}},
{ timecode: 1857, handler: 'blob', id: 127, data: {text: 'that’s what we refer to as tier 2 and the red area represents about 5% of our students. In the aggregate that ought to be the profile of every school building in every school district in our '}},
{ timecode: 1870, handler: 'blob', id: 128, data: {text: 'nation. How does it fit together? So if we go step one: We want all students at grade level we might be looking at behaviors. We might be looking at academics. If we are talking about behaviors we '}},
{ timecode: 1890, handler: 'blob', id: 129, data: {text: 'might looking at things like ODRs as baseline data by the month. Looking against different academic areas and finally annual testing which is our high stakes testing. If all of that comes up 90% '}},
{ timecode: 1906, handler: 'blob', id: 130, data: {text: 'green, great. But because we already know that things don’t always go as well as we would like, so step 2 is tier additional diagnostic assessment and looking at standard protocols. Those are '}},
{ timecode: 1927, handler: 'blob', id: 131, data: {text: 'the kids that aren’t doing as well with our core curriculum and they need some supplemental instruction. That supplemental instruction can take the form of small groups of students, now we are '}},
{ timecode: 1944, handler: 'blob', id: 132, data: {text: 'progress monitoring maybe once a month, once a week, it’ll depend. And then finally we know that some kids simply will not be able to stay up and catch up with our core curriculum and those '}},
{ timecode: 1961, handler: 'blob', id: 133, data: {text: 'represent our tier 3 children. They are usually easily identified not from the standpoint of a disability per se but based on their learning rates and we know that they will learn, they can learn, but '}},
{ timecode: 1972, handler: 'blob', id: 134, data: {text: 'they are not going to learn at the same rate as others. Let me show you some real quick screening data just as an example of how we look at tier 1 and how those data can inform what we do '}},
{ timecode: 1985, handler: 'blob', id: 135, data: {text: 'instructionally. The first chart is a chart of screening data gathered in September. It’s an early literacy skill, phoneme segmentation fluency, everybody to the left, your left, and the '}},
{ timecode: 2001, handler: 'blob', id: 136, data: {text: 'vertical bars is in trouble - every one of them. The kids in the white bars, the kids in the squiggly line bars, are all in trouble. Why are they in trouble? Because we know this early literacy skill '}},
{ timecode: 2017, handler: 'blob', id: 137, data: {text: 'is a fairly good predictor of literacy proficiency. If I don’t get those kids over on the right hand side of the graph they’re going to be in trouble. They will be, if you will, your '}},
{ timecode: 2030, handler: 'blob', id: 138, data: {text: 'learning disability referrals in 3rd, 4th, and 5th grade. So we delivered an intervention. The intervention was part of our core curriculum. It was not supplemental, it was not in addition to, and it '}},
{ timecode: 2046, handler: 'blob', id: 139, data: {text: 'was part of the core curriculum. How did we do? That was not a rhetorical question. How did we do? AUDIENCE MEMBER: Great. DR. DAVID PRASSE: Great, better okay. I got a lot more kids at benchmark '}},
{ timecode: 2060, handler: 'blob', id: 140, data: {text: 'didn’t I? Here is some reading data from 1st grade - - The mastery instructional and at risk level. You can see the number of kids based on screening that are at risk, lower right hand corner. '}},
{ timecode: 2074, handler: 'blob', id: 141, data: {text: 'Okay. Right away I know just from this screening data that I must adjust my core curriculum. I don’t refer these kids for special education. I must adjust my core curriculum. I’ve got too '}},
{ timecode: 2087, handler: 'blob', id: 142, data: {text: 'many children who are not learning at a rate that they need to learn. So I did that. Next graph.  How did I do? AUDIENCE MEMBER: Great. DR. DAVID PRASSE: Great thank you. The point is look how powerful data can be not only to'}},
{ timecode: 2103, handler: 'blob', id: 143, data: {text: 'inform what we need to do but then to tell us how well we are doing. These things happen in a matter of weeks not a matter of years. Here is a table that we use in Illinois where we have actually '}},
{ timecode: 2121, handler: 'blob', id: 144, data: {text: 'benchmarked early literacy skill data with our state high stakes tests known as the ISET. So today in Illinois I can tell you based on kindergarten and first grade screening performance of a student '}},
{ timecode: 2133, handler: 'blob', id: 145, data: {text: 'either from Aims Web, DIBELS or something equivalent to it whether or not they’re going to pass their high stakes test in the state of Illinois in 3rd, 4th, 5th 6th grade. That’s how '}},
{ timecode: 2147, handler: 'blob', id: 146, data: {text: 'we’ve integrated our early….. (Go on to the next one) Here is another picture of that. So simply by looking at our WRC words per minute and our linking to later on performance in our high '}},
{ timecode: 2163, handler: 'blob', id: 147, data: {text: 'stakes test today I can tell you which students will or will not be passing our high stakes test when they get to 3rd, 4th, and 5th grade. What do we need to do? We do need to embrace RTI as a general '}},
{ timecode: 2177, handler: 'blob', id: 148, data: {text: 'education model with other initiatives. It is a general education initiative; let me be clear about that. This is not a special education initiative this is a reform of our educational delivery '}},
{ timecode: 2190, handler: 'blob', id: 149, data: {text: 'system. We need to change its structures, we need a different approach, and we need to be serious about using the data. It is a framework for student improvement. We need to consider how well our '}},
{ timecode: 2204, handler: 'blob', id: 150, data: {text: 'school staff use data to make instructional decisions for student improvement and we need to consider how well our current services for struggling students are coordinated and integrated. How do we '}},
{ timecode: 2218, handler: 'blob', id: 151, data: {text: 'know if it’s a general ed initiative. So let me ask, is it a question of priority for the superintendent and the school board? If it isn’t it needs to be. Is there a district level '}},
{ timecode: 2230, handler: 'blob', id: 152, data: {text: 'leadership team in place. Is it part of the strategic plan. Is the focus on the effectiveness of tier 1 for both aggregate and disaggregated groups? This is something that I referred to a few minutes '}},
{ timecode: 2240, handler: 'blob', id: 153, data: {text: 'ago. Understand that it is the unit of analysis is the building. Is the initiative led by the building principle? The phrase I like to use is, “Don’t tell me you love me, show me you love '}},
{ timecode: 2253, handler: 'blob', id: 154, data: {text: 'me.” So as an educational administrator if I want to send the message that this is something I value I will be at the meeting. That’s the message, I’m going to lead this. Do we have '}},
{ timecode: 2270, handler: 'blob', id: 155, data: {text: 'regular data analysis going on in our schools? Do we have data days? A data day is a day when we benchmark all the kids in our school. We bring in grandparents and cousins and everybody else to get '}},
{ timecode: 2282, handler: 'blob', id: 156, data: {text: 'this done. Prevention, early intervention, looking at kindergarten, 1st grade, 2nd grade and using those data to move us in a direction of giving meaning and substance to the word prevention. Key '}},
{ timecode: 2299, handler: 'blob', id: 157, data: {text: 'components: Consensus, infrastructure, and implementation. So let’s remember though high above the hushed crowd Rex tried to remain focused, still he couldn’t shake on nagging thought, he '}},
{ timecode: 2315, handler: 'blob', id: 158, data: {text: 'was an old dog and this was a new trick. What I know is that none of us like to do things we don’t know how to do. None of us like to do things that we don’t understand. And so the '}},
{ timecode: 2329, handler: 'blob', id: 159, data: {text: 'challenge for all of us in this nation is to accept that and not to fight that, not to understand resistance only as about, “They don’t want to change.” But to understand in the '}},
{ timecode: 2343, handler: 'blob', id: 160, data: {text: 'context that if you are walking through your house and your faucet is dripping and you don’t know how to fix it you’re frustrated. Cause you either have to try and do it yourself or you '}},
{ timecode: 2353, handler: 'blob', id: 161, data: {text: 'have to pay someone to do it and either way it is a frustration at best. This is no different. So our challenge here is to understand the seriousness of professional development that must come with '}},
{ timecode: 2365, handler: 'blob', id: 162, data: {text: 'successful change in how we behave day in and day out. I am skipping through these, those long introductions took a bit of my time here so we are going to run through these. We do have to build '}},
{ timecode: 2384, handler: 'blob', id: 163, data: {text: 'consensus. We have to have the infrastructure in place. I know that the panelist will talk a little bit about that and then we have to implement. Remember my phrase. Implementation is '}},
{ timecode: 2396, handler: 'blob', id: 164, data: {text: '“don’t tell me you love me.” Where do we start? We can start with things like looking on line at the RTI Action Network. Looking online at the National Association of State Directors '}},
{ timecode: 2412, handler: 'blob', id: 165, data: {text: 'of Special Education Blueprints. We can look at the interventions that we’re using now and ask ourselves, “Are they working.” If they are not might I suggest a solution: stop doing '}},
{ timecode: 2424, handler: 'blob', id: 166, data: {text: 'them. Okay? (laughing) You know that Dr. Phil line, “How’s that working for you.” Let me close with a few comments because my time is about up about professional preparation '}},
{ timecode: 2441, handler: 'blob', id: 167, data: {text: 'programs. I said this a day ago at our meeting that long term we must understand the need to move professional educators into our districts who understand, know, and think Response to Intervention '}},
{ timecode: 2459, handler: 'blob', id: 168, data: {text: 'Systems. That must be all professional educators at the bachelors, masters, and certification levels. It must include our administrators. It must include our school psychologists, school counselors, '}},
{ timecode: 2472, handler: 'blob', id: 169, data: {text: 'school social workers and of course all K-12 teachers. What you should be part of that curriculum? It’s got to be the what? What is RTI? It is not enough to teach skills in isolation. I need to '}},
{ timecode: 2488, handler: 'blob', id: 170, data: {text: 'understand why I’m learning this skill. How does this skill fit with what I am going to be doing day in and day out in a school building? We have to understand the why of this. I am very '}},
{ timecode: 2500, handler: 'blob', id: 171, data: {text: 'sympathetic to those who kind of still look at me and go why are we doing this? What’s wrong? We have to be able to answer that question forthrightly, openly, and honestly. Remember the system '}},
{ timecode: 2514, handler: 'blob', id: 172, data: {text: 'we put in play is almost 35 years old, system meaning a divided general education and special education system. When Gerald Ford signed the law in 1975 it was the right law, it was the right structure '}},
{ timecode: 2529, handler: 'blob', id: 173, data: {text: 'and it was the right thing for then. It is no longer the right structure for today and our challenge as educators is to change that. We have to insist on developing the knowledge and skills necessary '}},
{ timecode: 2544, handler: 'blob', id: 174, data: {text: 'to work in that system. The structure: This has to be content that’s integrated with existing courses. I shudder as a Dean of a school of education when I hear my colleagues begin to talk about '}},
{ timecode: 2558, handler: 'blob', id: 175, data: {text: 'how we are going to develop an RTI course. That’s okay for professional development, that is not okay for professional preparation programs. It cannot be an add on. It must be part of clinicals, '}},
{ timecode: 2573, handler: 'blob', id: 176, data: {text: 'it must be cultivated, and our site selections for our clinical experiences for our educators should in part be based on whether or not these are schools in districts that are moving in this direction '}},
{ timecode: 2586, handler: 'blob', id: 177, data: {text: 'and our candidates should always be focused on the impact their work has on students in their classrooms. I’ll end with these questions for all of my colleague educators in higher education. '}},
{ timecode: 2602, handler: 'blob', id: 178, data: {text: 'Here is the questions to guide your thinking. How does you program prepare pre-service students to participate in a 3 tier problem solving model and Response to Intervention. How does your program '}},
{ timecode: 2614, handler: 'blob', id: 179, data: {text: 'prepare pre-service students to participate in your universal screening and problem Identification? How does your program prepare to students to implement scientifically based reading, math '}},
{ timecode: 2627, handler: 'blob', id: 180, data: {text: 'instruction and select research based curriculum. How does your program prepare pre-service students to implement scientifically based progress monitoring? How does your program prepare pre-service '}},
{ timecode: 2639, handler: 'blob', id: 181, data: {text: 'students to participate in data collection, interpretation, and use that data to inform instruction of decisions? Finally how does your program prepare pre-service teachers and students to participate '}},
{ timecode: 2652, handler: 'blob', id: 182, data: {text: 'in effective problem solving teams? When we can answer those questions comfortably, thoroughly, in higher education we know we will be doing and moving in the right direction. I thank you for your '}},
{ timecode: 2667, handler: 'blob', id: 183, data: {text: 'time and I look forward to hearing our panelist.'}},
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