Plus schools: planning learning with unified supports piloting the problem solving approach and response to intervention

The "PLUS" pilot project schools are working to implement the "problem solving" or "response to intervention" (RTI) approach that has been part of national discussions of both the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA). Implementation of the approach includes a focus on interventions within and beyond the Personal Literacy Plan (PLP) process and using response to intervention (RTI) as part of the disability determination process. With the changes in federal legislation (IDEA), these schools are positioning themselves to meet new expectations as well as to share their learning with other schools. Although on-going initiative in the schools, the formal project occurred in 2004 and 2005.

Response to Intervention: A New Direction

The new direction described here rests on a foundation of effective general education. General education provides a comprehensive curriculum which results in at least 80% of all students reaching proficiency and expanded classroom-based support which brings 5% to 10% more students to proficiency. "Proficiency" should be understood to include students" appropriate and successful participation in the general Education environment. Educators need to become well-versed in the components and instructional strategies of comprehensive literacy, math, and social and emotional learning programs. Schools need a collegial support system to assist classroom teachers in bringing more students to proficiency.

Support for student learning is seen as an expanding circle of support that begins with the teacher and parent and grows to include other people"s efforts if needed. Any of a variety of professionals (including special educators) " individually and as members of support teams " may lend their experience and knowledge to help the teacher design what is needed for children to learn within the general education setting. Documentation of efforts made and their results provide the background needed as additional people enter the circle of support. This is the process described in guidance issued by the Rhode Island Department of Education in October 2003 on Personal Literacy Plans (PLPs), however the PLUS schools are extending the process to incorporate any areas of learning.

If instructional needs are found to be complex or intense for a particular child, additional support services may be considered; if a disability is eventually suspected, all the information already gathered provides the basis for determining if any additional assessments are needed in order to decide if the child has a disability. If the child is identified as requiring special education, appropriate and effective instructional approaches have already been identified; services are provided through special educators with the constant aim to bring the student"s achievement to a level that can be supported within general education. For students with IEPs, documentation of intervention plans (e.g. PLPs in reading) can provide the detailed assessments, interventions, timelines and coordination between general and special educators that are needed to improve students" progress toward their goals.

(L.B. Hauerwas, 2003) The steps of a response to intervention or problem-solving process are not new. What is new is the focus on aggressively using a problem-solving approach in addressing needs of individuals, classes and schools. Problems are identified (clarified in terms of target and actual performance); strategies are developed to address them; measurements are designed to evaluate progress; plans for who will do what, when and where are devised; plans are carried out; results are evaluated; and the ensuing analysis informs the next round of instruction and intervention. The problem-solving approach is as fundamental to the success of the new direction as are comprehensive curriculum programs. ALL educators must be prepared to utilize the problem-solving approach in various situations, including special education service delivery and progress reporting.

The "new direction" in service provision, in summary, means intervening in students" learning when their performance first begins to lag, involving a variety of people in support of classroom teachers" efforts, utilizing problem-solving approaches at individual, class, school and district levels, and documenting both interventions and results for future reference.

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