SCIENTIFIC RESEARCH BASED
INTERVENTION (SRBI)
Keely Swartzer-Special Education Coordinator
[email protected]
Megan Anderson-School Psychologist Intern
[email protected]
TODAY’S AGENDA
Reason for training today
 Projected timeline
 Who will be effected and involved?
 Review previous SLD Criteria Rule
 Explanation of new SLD Criteria Rule
 RTI=SRBI

Why should we exercise choice?
 Necessary components
 Implementation Inventory


Future training opportunities
THINK-PAIR-SHARE
Turn to your neighbor and talk briefly about
what you have learned or heard about Response
to Intervention (RTI/SRBI.)
 Jot down any questions you and/or your neighbor
may have. Use this ½ sheet to do this as we
navigate through the training.

Stages of Implementation:

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Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
2–4
Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
Research suggests full development and implementation of SRBI is
a three to seven year process (per MDE SLD Manual.)
WHO IS INVOLVED?

EVERYONE-This is a whole school initiative that
may involve systemic changes.





Administration: Must be supportive and involved in
SRBI initiatives.
General Education: “RTI is primarily a general
education initiative designed to address the needs of
struggling learners early in their educational
experience.” -Joseph Casbarro, Ph. D.
Special Education: SRBI can now be used in
determining eligibility specifically SLD.
Parents: SRBI expects parent notification and
involvement in interventions.
Students: SRBI increases success rates.
SPECIFIC LEARNING DISABILITIES
CRITERIA

Is changing to include the option of using RTI (SRBI) as
one component of the criteria to replace severediscrepancy.
Old Criteria
Information
Processing
Severe
Underachievement
Severe
Discrepancy
OLD VS. NEW CRITERIA RULE
New Criteria
Information
Processing
Severe
Underachievement
Scientific Research
Based
Interventions
SPECIFIC LEARNING DISABILITIES ELIGIBILITY
CRITERIA OPTIONS
CHOICE IN CRITERIA
Building teams now have a choice between using
the “old criteria” (discrepancy model) or using the
SRBI model.
 The “old criteria” did not go away. There is just
the addition of a new option for qualifying a
student as Specific Learning Disabilities.

WHY EXERCISE CHOICE AND USE SRBI?
Early intervention to prevent long-term academic
failure and possible special education labeling
and service.
 SRBI can replace and/or augment the IQ
discrepancy model in the identification of
learning disabilities.


Low ability learner who does not have a gap and
therefore, does not qualify for special education may
be able to qualify under the new system of SRBI.
SRBI-NOT JUST AN ELIGIBILITY CRITERIA
Although SRBI can be used as an SLD criteria
option, it is also used to improve the quality of
services/instruction in the general education
environment.
 It provides services early on at the student’s level
of need in specific areas of concern.

SCIENTIFIC RESEARCH BASED INTERVENTION
(SRBI): A VALUE ADDED PRACTICE





SRBI increases the success rate of students receiving
general education instruction.
SRBI provides research based instruction as an early
intervention to students.
SRBI provides critical data needed to design,
implement, and monitor instructional interventions.
SRBI may reduce the number of referrals to special
education.
SRBI can be beneficial to document and improve the
likelihood that students will respond to intervention
across concern areas. This may provide additional
data for other categorical areas of special education.
Implementing the Core Components
SYSTEM
FOR
TI 4
Step 1 OF ASSESSMENT
Step 2
Step
3 R
Step
Screen &
analyze data
for all students
Social/Emotional
Survey or
Screeners
Make decisions
based on data
Intensive Intervention:
Diagnostic data collected &
analyzed
Focused Intervention:
Prescriptive data collected &
analyzed
Physical
Health Screenings
Behavior
Discipline/
Referrals
Attendance
Academic
NWEA-MAP
Curriculum Based
Measures
Gifted Screeners
Pro-active teaching
Apply high quality, research
based practices effective for 8090%
Fit
Instruction to
the needs
Individualized
Intensive
(Accelerate/
Advance)
Small Group
Matched to need
Differentiated
(Enrich, Elaborate)
Adjusted to
improve
outcomes
Monitor
Progress
weekly
2 times/month
Data informs
instructional
strategy and
materials selection
SCREEN ALL STUDENTS AT LEAST 2 X PER
YEAR







Social Emotional (Surveys or Screeners)
Physical (Health screenings, attendance records,
vision/hearing, physical wellness)
Behavior (Discipline/referrals and attendance)
Academic (NWEA-MAP, Learnia, MClass,
Curriculum Based Measures (Dibels/Aimsweb), Gifted
Screeners, YCAT, OWLS, Iowa Acceleration Scale)
These screenings would be used to determine the
level of risk for each individual student.
Imperative to look at the whole child.
General screening answers the question, “Who needs
extra help?”
ACTIVITY
Take a minute to look at p. 3-9 to 3-14.
 Mark assessments that your district may already
have in place.
 Remember, MCA’s are not considered screening
tools.

SCREENING FOR LANGUAGE DIFFICULTIES

Districts may want to consider screening for
language difficulties at certain grade levels
because:
Programs designed to stimulate language growth will
have a significant impact on later academic
development
 Students with mild to moderate language delays
remain at a greater risk for development of a reading
difficulty
 The risk for reading problems is greatest when a
child’s language impairment is severe in any area,
broad in scope, or persistent over the preschool
year…

SCREENING PROCEDURES FOR CULTURALLY
AND LINGUISTIC DIVERSE STUDENTS





Include non-discriminatory practices and procedures
Disaggregate data to see how well core instruction
meets the needs of these learners.
Screening tools normed on students similar to those
served in the school.
Collection of five weeks of progress monitoring data in
addition to screening results to improve selection
accuracy.
Examination of additional relevant data:
Instructional methods are appropriate
 Teachers are trained to assess and intervene
 Students are actively engaged and receiving core
instruction

SCREENING LOGISTICAL CONSIDERATIONS

Districts/buildings need to consider logistics of
screening:





Standardized procedures for administration and
scoring of screening measures to ensure reliability
Train teams each year to conduct and score results to
ensure reliability
Conduct screening of all students in a grade within a
one-week period to reduce data variability
Provide access to screening data to make
instructional decisions within one to two weeks of
administration
Add five weeks of progress monitoring measures to
the screening process for ELL learners and
kindergartners to improve accuracy of risk status
FURTHER DATA AND ANALYSIS OF
IDENTIFIED STUDENTS


After screening is complete and students have been
identified, further screening and/or analysis of
information is necessary based on the individual.
This is important to weigh screening data, teacher
data, any additional information, and extenuating
circumstances.
For example, Bobby didn’t meet standards on the math
NWEA. Through additional data, the team determined
that Bobby hadn’t eaten breakfast and fell asleep during
the assessment. Teacher data indicates Bobby’s math
skills have been at grade level for the last two year. Bobby
likely does not need intervention.
 We don’t want to digitize students.

IF SCREENING RESULTS ARE DETERMINED TO
BE VALID, MORE SPECIFIC SCREENING IS
NEEDED.

Targeted screening – Used to answer the
question “What type of extra help is needed?“

For example, a student with a low reading fluency
score may need to be screened to determine their
ability to decode and recognize sight words.
Typically, the answers to this question sort into
skill sets like math calculation or reading
comprehension.
 Informal diagnosis – Used to pinpoint specific
skills and instruction needed like reading fluency
or sight word recognition.

FIT INSTRUCTION TO THE NEED IDENTIFIED BY
MORE IN DEPTH ASSESSMENT
These interventions must be research based.
 The interventions must be done in addition to
core instruction.
 They must be done as prescribed.
 Interventions must be done with fidelity.

REMEMBER…
Students may be identified as at-risk through
either the screening process in a building OR by
parent/teacher referral.
 Students may have needs that do not fit into a
pre-existing intervention program.
 Scientifically research based interventions may
need to be implemented individually in these
cases.

Conceptual Model: Tiers +
Academic
Behavior
Intensive, Individual
1-5%
Strategic Group
5-10%
Universal
80-85%
Advanced
1-5%
Intensive, Individual
1-5%
5-10%
80-85%
Strategic Group
Universal
CONCEPTUAL MODEL: CONTINUUMS OF SUPPORT
Elaborate or
Added
Practice
Elaborate or
Enrich
Intensive
Instruction
to
Accelerate
Accelerate
or
Advance
Evidence-based
Instruction for
All
Tertiary Secondary
Organization of
Supports for
Individualization
Secondary Tertiary
THE THREE TIERS OF SRBI
INTERVENTION/SUPPORT

Tier One: Core instruction and universal
interventions for all learners.
80-90% of population
 If 80-90% are not at bench mark, then core
curriculum should be reviewed and/or modified to
meet students’ needs.


Tier Two: Small group, focused (skill specific)
intervention based on area of need identified.


10-15% of population
Tier Three: Intensive, individualized
intervention.

1-5% of population
MOVEMENT BETWEEN TIERS?
Tiers are fluid.
 Students can move between them.
 Based on progress monitoring data collected
during intervention.

INTERVENTIONS
Need to be in addition to core instruction
 Need to specifically address the skill deficit of the
individual student
 Need to be implemented with fidelity as defined
in the intervention research

IMPLEMENTING INTERVENTION >
PROGRESS MONITORING
Different areas of concern/tiers need to be
progress monitored at different frequencies.
 For example, behavior interventions may need to
be monitored daily or hourly depending on the
student, the concerning behavior, and the
intervention.
 Academic interventions can be monitored
between 1 x per week and 2 x per month
depending on the tier.

COMPONENTS OF PROGRESS MONITORING
Baseline data-Must be collected before the
intervention is started and will be used to set the
goal line.
 Progress monitoring tool-Must directly measure
growth in the area of concern.

For example, a reading fluency probe would not
directly measure improvement in a student’s
comprehension skills.
 Decision rules should be determined before the
implementation of the intervention. This is
important because it is used to evaluate the success
of the intervention or the need to change the
intervention.

PROGRESS MONITORING TOOLS

Curriculum based measures:
AIMSWEB Probes
 Dibels
 Teacher created CBM’s
 www.interventioncentral.com


Progress monitoring tools are NOT:
MCA-II’s
 NWEA-Measures of Academic Progress
 End of unit/chapter tests

WHAT DOES THE PROGRESS MONITORING TELL US?

Depending on the student’s progress with
intervention, we can determine:
If an intervention needs to be modified
 If a different intervention is needed
 If a student needs to switch to a different
intervention tier
 If a student should be referred for a special education
evaluation

Implementing the Core Components
SYSTEM
FOR
TI 4
Step 1 OF ASSESSMENT
Step 2
Step
3 R
Step
Screen &
analyze data
for all students
Social/Emotional
Survey or
Screeners
Make decisions
based on data
Intensive Intervention:
Diagnostic data collected &
analyzed
Focused Intervention:
Prescriptive data collected &
analyzed
Physical
Health Screenings
Behavior
Discipline/
Referrals
Attendance
Academic
NWEA-MAP
Curriculum Based
Measures
Gifted Screeners
Pro-active teaching
Apply high quality, research
based practices effective for 8090%
Fit
Instruction to
the needs
Individualized
Intensive
(Accelerate/
Advance)
Small Group
Matched to need
Differentiated
(Enrich, Elaborate)
Adjusted to
improve
outcomes
Monitor
Progress
weekly
2 times/month
Data informs
instructional
strategy and
materials selection
IMPLEMENTATION INVENTORY
Form is a mandatory step toward a building
exercising choice in SLD Criteria.
 Your identified team (multi-disciplinary) should
complete the form together. Items will be
verified before training can occur.
 Route form to Allyson Kuehn, Director of Special
Education, prior to June 15, 2011.
 Inventories will be reviewed, and teams will be
notified if they will be offered summer training.

LEADERSHIP AND IMPLEMENTATION
TEAMS

Leadership committed to making necessary
changes to staffing:


Example: Hiring or reassigning of staff member to
work as an interventionist
Questions?
PROFESSIONAL DEVELOPMENT AND
COLLABORATION
Professional development trainings offered in
your district to all teaching staff may cover some
of these requirements.
 MAWSECO will assist with staff development
relating to instructional practices and methods of
culturally and linguistically diverse students.
 MAWSECO may offer some of the other trainings
based on a summary of the information gathered
from these inventories.
 Questions?

DATA: EVALUATION SUPPORTS (SCREENING,
PROGRESS MONITORING, AND FIDELITY)


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

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Districts need to determine if their DATA
WAREHOUSE can hold benchmark screening data
for all students.
CBM’s (example: fluency checks) can be used as a
screener for benchmarking and determining the need
for intervention.
Cut scores are a team decision. Many assessments
you are giving offer insight into levels of achievement.
Members of the SRBI team would be responsible for
checking that interventions are being completed with
fidelity through observation, consultation, etc.
Mechanisms for using data simply means making
data driven decisions for improvement.
Questions?
INVENTORY DISCUSSION
Gather with your district colleagues preferably
 Review the inventory together
 Note questions to share with the group
 Come back together as a group for Q and A

FUTURE TRAINING OPPORTUNITIES
March 23 and 24=Special education staff and
psychologists will be trained on the new manual
including an overview of SRBI
 When systems are in place within a building,
teams will be offered trainings through
MAWSECO. These will include:

Systems of Assessment
 Systems of Scientific Research Based Interventions
 Using Multiple Methods of Data Collection for
Integrating Data, Determining Eligibility, and
Developing Specially Designed Instruction
 Linking Profiles of Achievement with Basic
Psychological Processes
