Heartland Area Education Agency’s Evolution From Four To Three Tiers: Our Journey – Our Results

1. Responsiveness-to-Intervention Symposium December 4-5, 2003 • Kansas City, Missouri The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. When citing materials presented during the symposium, please use the following: “Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.” Heartland Area Education Agency’s Evolution From Four To Three Tiers: Our Journey – Our Results Correspondence about this presentation should be directed to David Tilly, Heartland AEA 11, 6500 Corporate Dr., Johnston, IA 50131. Email is dtilly@aea11.k12.ia.us, (515) 270-9030.

2. Most Important Points ! ! ! • RTI is NOT simply a method to identify students with learning disabilities – it is about improving results for students – the fact that it can help systematically identify students with LD is incidental • RTI can be done in practice • It is good for kids Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

3. Overview of “How Many Tiers”? • Unproven Assumptions – Ineffective Practice • Systems Structure Redesign • Import the Scientific Method • Scientifically-validated practice • Punch Line – What Happens When You Do It Large Scale? Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

4. 1. Assumptions • Change in thinking is as critical as change in behavior • Our historical system was predicated on a series of assumptions – these pervade practice today • Basing our service delivery system on them has not resulted in broad-based and consistently replicable positive student achievement results for students with disabilities • Last purpose of IDEA-To assess and ensure the effectiveness of efforts to education children with disabilities Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

5. After nearly 30 years we know more about our tools • Assumption 1: Existing and widely used educational assessment procedures are sufficient and valid for differentiating instruction for students. • Many assessment devices used for differential diagnosis and programming are not reliable and valid enough for use with individuals (e.g., Salvia and Ysseldyke, 1991; Witt, 1986). Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

6. After nearly 30 years we know more about how to focus our assessment • Assumption 2: Thorough understanding of the intrapersonal (within person) cause of educational problems is the most critical factor in determining appropriate treatment • Learning problems results from a complex interaction between curriculum, instruction, the environment and learner characteristics (e.g., Howell, 1993) Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

7. After nearly 30 years we know more about the type of resource allocation it takes to improve results • Assumption 3: Sufficient resources and meaningful strategies for providing differentiated instruction are available within schools. • Changing learning trajectories for all students requires sustained, ongoing and focused efforts beyond what traditionally has been available in most of our schools. (Simmons, Kuykendall, King, Cornachione & Kame’enui, 2000) Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

8. After nearly 30 years we know that typological thinking about mild learning problems is problematic • Assumption 4: Grouping students with others based on instructionally questionable “underlying characteristics” is an efficient and effective method for matching differentiated instruction to student needs • Educational needs vary widely within and across categorical “groupings” of students (e.g., Jenkins, Pious, & Peterson, 1988; Marston, 1987). We must flexibly group students based on skills and things they need to learn. Students with LD Students with MR Students with EBD LD Reading Methods MR Reading Methods EBD Reading Methods Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

9. After more than 30 years we know that apriori ATIs don’t work • Assumption 5: Matching treatments to underlying characteristics of students will result in maximally effective interventions. • Aptitude-by-treatment interactions (ATIs) have not been proven (e.g., Arter & Jenkins, 1979; Cronbach, 1975; Good, et al., 1993; Teeter, 1987, 1989; Ysseldyke & Mirkin, 1982). Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

10. The Reality • The effectiveness of any educational strategy for an individual can only be determined through its implementation. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

11. We Need A New Logic • Begin with the idea that the purpose of the system is student achievement • Acknowledge that student needs exist on a continuum rather than in typological groupings • Organize resources to make educational resources available in direct proportion to student need Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

12. We have witnessed over the last 30 years numerous attempts at planned educational change. The benefits have not nearly equaled the costs, and all too often, the situation has seemed to worsen. We have, however, gained clearer and clearer insights over this period about the do’s and don’ts of bringing about change….One of the most promising features of this new knowledge about change is that successful examples of innovation are based on what might be most accurately labeled “organized common sense.” (Fullan, 1991, p. xi-xii) Fullan, M. G. (1991). The new meaning of educational change. New York, NY : Teachers College Press. Quote Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

13. 2. System Structure Redesign Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

14. From a policy perspective, what school sites appear to need is a way of acquiring or shifting resources and teaching technology in response to students whom teachers perceive as difficult to teach without the burden of labeling such students handicapped (Gerber, 1984 – cited yesterday) Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

15. Special Education Sea of Ineligibility General Education Unintended Consequence of How We Structured Our Early System (1975-1990) Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

16. Special Education Sea of Ineligibility General Education The Needed Solution Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

17. Level IV IEP Consideration Level III Consultation With Extended Problem Solving Team Level II Consultation with Amount of Resources Needed to Solve Problem Other Resources Level I Consultation Between Teachers-Parents INTENSITY OF PROBLEM Heartland AEA’s Problem Solving Approach Special Education System Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

18. If you teach the same curriculum, to all students, at the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education. Gary Germann, 2003 Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

19. 3. Import the Scientific Method To Ensure High Liklihood Interventions Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

20. The Problem Solving Process •Define the Problem (Screening and Diagnostic Assessments) What is the problem and why is it happening? • Develop a Plan (Goal Setting and Planning) • Evaluate (Progress Monitoring Assessment) What are we going to do? Did our plan work? • Implement Plan (Treatment Integrity) Carry out the intervention Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

21. The Purpose of Using Scientific Method is to Maximize Likelihood of Positive Outcome • Dan Reschly reminded us that one of the biggest problems we’ve had defining LD has been identifying universal, generalizable and consistent characteristics shared by all persons with LD – Partially because of this, ATI couldn’t help us maximize positive outcomes • Larry Gloeckler encouraged us to reflect on “how are we going to scale this up?”, especially across the diversity of school systems across the country Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

22. To Maximize Probability of Positive Results… • Identify characteristics of the service delivery system that are universal, generalizable and consistent across implementations • Assessments are functional and direct • Implement data-based decision making in practice (and differentiate your decisions, prob id, prob analysis, progress monitoring, program evaluation) • Monitor progress using authentic, sensitive measures • Determine success by performance gains • Use research-validated practices as a foundation for instruction and whenever possible in the system Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

23. 4. Use Scientifically Validated Practices • When outcomes are the arbiter, more things don’t work than do • It makes you really humble • It forces you to keep looking for better things – and consume research • Student performance data are unforgiving Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

24. Unintended Results for a 4-Tiered System • Not very efficient, especially with minor problems • General education (core instructional) problems could not be dealt with effectively in this framework • Getting kids “in” often still was the purpose, rather than working toward better results for kids Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

25. Level IV IEP Consideration Level III Consultation With Extended Problem Solving Team Level II Consultation with Amount of Resources Needed to Solve Problem Other Resources Level I Consultation Between Teachers-Parents INTENSITY OF PROBLEM Our Transition Core Instruction Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

26. Level IV IEP Consideration Level III Consultation With Extended Problem Solving Team Level II Consultation with Amount of Resources Needed to Solve Problem Other Resources Level I Consultation Between Teachers-Parents INTENSITY OF PROBLEM Our Transition Strategic Instruction/ Intervention Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

27. Level IV IEP Consideration Level III Consultation With Extended Problem Solving Team Level II Consultation with Amount of Resources Needed to Solve Problem Other Resources Level I Consultation Between Teachers-Parents INTENSITY OF PROBLEM Our Transition Intensive Instruction Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

28. A Few Important Advantages To Doing This • RTI/PS essentially is a system structure designed for the efficient importation of research-validated practice • Universal Screening - Systematic • RTI/PS criterion of excellence is student performance results • RTI/PS do(es) not rely on unproven assumptions for operation • The model(s) as designed are self-correcting and recursive • The model(s) allow for documenting the effectiveness of what we’re doing Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

29. 5. Problem Solving and the School-Wide Model in Practice Heartland Early Literacy Project(HELP) “Helping Children Read ...Helping Teachers Teach” Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

30. Participants • Heartland serves about 24% of students in Iowa • Started with 36 school buildings • Now have 121 buildings • Initial focus was K-1 early literacy instruction Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

31. Key Features of HELP • DIBELS • Student interventions based on response to instruction • Benchmark • Strategic • Intensive • Ongoing Monitoring • Instructional changes based on data • Literacy Team • Administrative support Process was adapted from Kame’enui and Simmons (2000) Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

32. How are we doing? Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

33. Project - Level Data (121 Schools) Cross - year box p lots phonemic segmentation fluency, Kindergarten Heartland Students Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

34. Project-Level Data (121 Schools) Cross-year box plots nonsense word fluency Kindergarten Heartland Students Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

35. Project-Level Data (121 Schools) Cross-year oral reading fluency gains for first-grade Heartland students Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

36. Translated Into Effect Sizes Table 1. z-Score Growth For Phonemic Segmentation Fluency, End of Kindergarten, Heartland Early Literacy Program 1999-2002. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

37. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

38. Translated Into Effect Sizes Table 2. z-Score Growth For Oral Reading Fluency (end of grade 1), Heartland Early Literacy Program 2002-2003. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

39. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

40. What Happened In the Larger System?

41. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

42. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

43. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

44. Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

45. This Will Be a Lot of Work { { Work to Date Work Remaining Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

46. Most Important Points ! ! ! • RTI is NOT simply a method to identify students with learning disabilities – it is about improving results for students – the fact that it can help systematically identify students with LD is incidental • This can be done in practice • It is good for kids Tilly, D. (2003, December). Heartland Area Education Agency’s evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.