Recognition and Response (RnR)
Frequently Asked Questions
Responses to frequently asked question (FAQ) regarding the Recognition and Response (RnR) Project are
now available.
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Recognition and Response (RnR) Project
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What is Recognition and Response (RnR)?
Why is the department investigating a RnR approach?
What does the RnR Project involve?
What are the expected outcomes of the RnR project?
How will RnR improve student outcomes?
Who is involved in developing the RnR approach?
How were the schools chosen?
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Recognition and Response (RnR) Framework
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o What does the RnR Framework look like?
o How will schools implement the RnR Framework?
o Is it necessary to have SWPBS in place for RnR to work?
o What’s the difference between SWPBS and RnR?
RnR Approach in the Participating Schools
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Will classroom teachers have to do more work?
Will schools have to do extra assessments in the classroom?
What support/professional development will be given?
How will RnR be different to what happens now?
Why is it called Recognition and Response (RnR) and not Response to Intervention (RtI)?
How does RnR relate to our responsibilities under the DDA?
Will EAP continue?
Do we put students with suspected disabilities on AIMS?
What data will we collect around students with disabilities?
Is labelling wrong?
Is this going to “fix” all kids?
How will general education and special education fit together in RnR?
What’s going to happen to special schools?
How will this affect Special Education Program teaching staff?
How will RnR affect specialist support for HI, VI, PI?
Will all students be able to access therapy services?
How does this fit with the new learning support model in my school?
How will this impact on Early Childhood Developmental Programs/Services?
How do Advisory Visiting Teachers fit into RnR?
How will this effect Special Education Allowance for staff?
Parents
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Will this disadvantage my child with high support needs at school?
Recognition and Response (RnR)
Frequently Asked Questions
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What about my child’s diagnosis?
How will this look in my child’s classroom?
Who will support my child?
Will EAP continue?
It should be emphasised that the RnR project is an investigation of a non-categorical whole-school approach
for supporting all students in Prep to Year 3 within six state primary schools.
Recognition and Response (RnR) Project
What is Recognition and Response (RnR)?
The Recognition and Response (RnR) project, being carried out during 2010 and 2011, is an investigation of
a non-categorical approach for providing timely and flexible support to meet the needs of all students.
RnR is a whole-school systems approach to educational intervention for all students. RnR is not a specific
‘program’. It is a combination of effective practices, interventions, and systems that have a long history of
empirical support and development.
RnR provides the framework for inclusion and differentiation and marries the great work of classroom
teachers and specialist staff. RnR enables good teaching practice in a systematic way to address the needs
of all students through the provision of educational support/intervention as soon as needs are identified,
rather than focusing on meeting eligibility criteria. RnR ensures that resources are used flexibly in a targeted
and timely manner to meet the learning needs of all students.
RnR provides equity of access for all students to achieve and build curriculum knowledge and understanding,
in particular, literacy, language and communication skills and practices. RnR focuses on the areas of literacy.
Literacy is essential for all students’ life-long learning and for their active participation in work, family and civic
life.
Why is the department investigating an RnR approach?
The Department of Education and Training (DET) is committed to ongoing reviews of emerging evidencebased practice to ensure that all students, including students with disabilities, can access, participate and
succeed in education on the same basis as other students.
In 2007, as part of the department’s ongoing commitment to review best practice approaches, a need was
identified to ensure that teaching and learning interventions are provided in a timely and efficient manner for
all students, in particular for students with disabilities. The “Response to Intervention” approach was identified
as the best way to achieve this.
As a result, a trial project called Recognition and Response (RnR) was initiated in 2010.
What does the RnR Project involve?
The RnR project involves the investigation of a non-categorical approach focusing on:
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improving educational outcomes for all students
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identifying and supporting the educational needs of all students
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regularly monitoring and evaluating student progress and rate of progress over time to inform
decision-making processes
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matching evidence-based teaching practices/interventions to student educational support needs
Recognition and Response (RnR)
Frequently Asked Questions
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creating an effective learning environment for all students to achieve.
RnR builds capacity and supports staff in every school to systematically address the needs of all students.
RnR is about the smallest amount of change, for the greatest amount of gain in delivering high quality
outcomes for all students.
It is important to note that the RnR project is an investigation of a non-categorical approach for providing
timely and flexible support to meet the needs of all students. EAP will continue to operate parallel to RnR in
the six participating schools during 2010 and 2011.
What are the expected outcomes of the RnR project?
The expected outcomes include:
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develop an RnR working model that addresses the specific needs of Qld state schools
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improve learning outcomes for all students
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reduce the need to categorise students with disabilities for support
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evaluate the effectiveness of an RnR model for supporting students with additional educational needs
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explore the resourcing implications of a RnR framework
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provide future recommendations regarding RnR.
How will RnR improve student outcomes?
An RnR approach ensures teachers and support staff understand and use effective and evidence-based
practices and interventions, including explicit universal instruction, to maximise student learning in order to
achieve established explicit school-wide and regional achievement targets. RnR does not make assumptions
about the skills students bring to learning. RnR uses student achievement data to inform teaching and
learning.
RnR shifts the focus of educational support for students with additional needs from a medical to a social
model, whereby the relationship between students, teachers and the curriculum is the focal point.
RnR addresses the disconnect of students’ knowledge and experiences of literacy, language and
communication with the expectations of the classroom by aligning the classroom expectations with students’
knowledge and experiences.
Who is involved in developing the RnR approach?
The RnR framework is being developed in consultation with key stakeholders within the department as well as
relevant associations, regional and school personnel. These include:
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Student Services Branch
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Teaching and Learning Branch
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Workforce Planning and Resourcing Branch
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Performance Monitoring and Reporting Branch, Principal Associations
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Queensland Teacher Union
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Queensland Health
Recognition and Response (RnR)
Frequently Asked Questions
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Parent Associations.
An RnR Reference Group and RnR Evaluation Governance Group have been established to monitor and
evaluate the RnR project.
Support teams from Student Services have been formed to provide direct guidance, coaching and
professional support for each of the participating schools as required.
Critical friends, nationally and internationally, have also been invited to provide strategic advice and guidance
from an external perspective, provide insights and raise awareness of relevant developments and initiatives in
the sector.
How were the schools chosen?
Consultation occurred between Student Services and regions to identify the six possible schools. Criteria
used to assist with the selection of the schools included:
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student enrolment numbers
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diversity of population (student and staff)
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socioeconomic status
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number of students identified through EAP in Prep – Year 3
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the school’s commitment to a whole-school approach.
The schools identified by regions were contacted by Student Services to discuss the scope of the project and
to gauge the school’s interest in participating.
The participating schools include:
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Berrinba East State School
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Camira State School
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Mudgeeraba State School
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Moreton Downs State School
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Pacific Pines State School
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Springfield Lakes State School.
Recognition and Response (RnR) Framework
What does the RnR Framework look like?
Within RnR, the focus is on student learning with a continuum of support options that are conceptualised
within three layers. At each layer, support increases in frequency, intensity and duration based on decisions
made from the data collected and assessed.
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Layer 1 Universal Explicit Teaching
All students receive a differentiated curriculum with evidence-based assessment. To ensure effective
learning, approximately 80% of students will meet expected outcomes with the implementation of
curriculum that is evidence-based and delivered with a high degree of fidelity.
Recognition and Response (RnR)
Frequently Asked Questions
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Layer 2 Targeted Teaching
Layer 2 support involves revisiting and reteaching of concepts, skills and knowledge in small groups for
those students who require additional, targeted support based on data collected from both formative and
summative assessment. This targeted teaching continues to align with the class program and is delivered
in the classroom alongside peers as much as possible.
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Layer 3 Intensive Ongoing Intervention
About 5% of students require more intensive, ongoing, individualised support in addition to Layer 1 and
Layer 2. Students support needs identified in this layer, generally require this intensive, ongoing layer of
support for their entire schooling experience. Students being supported through interventions in Layer 3
demonstrate a need for intensive programming in the form of specially-designed instruction or an
alternative curriculum and a specialist team approach.
Students being supported through Layer 3 receive support alongside peers in the general education
classroom as much as possible.
How will schools implement the RnR Framework?
Nine steps have been identified to assist a school with implementing the RnR Framework:
1. Establish RnR Leadership Team
2. Develop and Implement RnR Action Plan
3. Ensure Understanding and Commitment of RnR within the School Community
4. Alignment of School Resources that Address the Learning Needs of All Students in Timely and
Flexible Ways
5. Develop and Implement Professional Development Plan for Supporting Staff and Parents
6. Implement Evidence-Based Screening and Assessment Processes
7. Establish Data Sorting for Decision Making
8. Implement Universal Evidence-Based Teaching Practices/Interventions
9. Develop Process for Addressing and Responding to the Needs of All Students.
Recognition and Response (RnR)
Frequently Asked Questions
These steps were developed during 2010 through consultation with the key stakeholders in particular,
regional and school personnel.
Where possible, it is recommended the RnR approach strongly link with the Schoolwide Positive Behaviour
Support (SWPBS) program to ensure the best possible educational outcomes are achieved.
Is it necessary to have SWPBS in place for RnR to work?
It is not a requirement to have SWPBS in place for the RnR approach to work, but it is recommended.
What’s the difference between SWPBS and RnR?
SWPBS and RnR are conceptually similar and are based on the Response to Intervention (RtI) approach.
SWPBS focuses on behaviour while RnR focuses on academic achievement, particularly in the areas of
literacy and language. By focusing on both the academic and behaviour needs of students, this will assist in
ensuring the best possible educational outcomes are achieved.
Recognition and Response (RnR)
Frequently Asked Questions
Recognition and Response (RnR) Approach in the Participating Schools
Will classroom teachers have to do more work?
RnR marries the great work of classroom teachers and specialist staff and aims to improve academic
achievement by matching teaching strategies to student needs and monitoring student progress.
It is not anticipated that there will be an increase in work for teachers as RnR enables schools to align and
implement existing departmental and national educational initiatives and requirements such The Roadmap for
P-10 curriculum, teaching, assessment and reporting; Dimensions of Teaching and Learning; Whole-School
Approach to improving student achievement; P-12 Curriculum Framework; School Improvement Targets;
Whole-School Curriculum Plan; Assessment and Reporting Overview; Moderation and Reporting processes;
the Teaching and Learning Audit process and the recommendations that ensued; School Operation Plan;
School Annual Report and School NAPLAN Plan.
Teachers already gather and analyse a range of data for their students. RnR supports schools to analyse and
interpret this data more efficiently and effectively.
Will schools have to do extra assessments in the classroom?
Schools will review the range of assessments being used in Prep to Year 3. Some adjustments may occur but
this will be led by the school leadership team.
What support/professional development will be given?
RnR is a year of focused professional learning for participating schools. The professional development needs
of the staff in the participating schools will be determined by the school and documented in the school’s
professional learning plan.
The professional development opportunities, as identified by the school, are to ensure all staff are supported
and have access to relevant and current professional learning including:
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the schools vision, strategic direction and core objectives
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differentiated curriculum delivery
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data - processes, analysis and decision making
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evidence-based teaching practices/interventions
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evidence-based screening and assessment.
How will RnR be different to what happens now?
In some schools it may be very similar to what is happening at present. In others there may be changes to
reflect the needs identified by the school leadership team.
Why is it called Recognition and Response (RnR) and not Response to Intervention (RtI)?
The project is referred to as Recognition and Response (RnR) to distinguish this project from the
Government’s Right to Information (RtI) acronym. It also conveys the key element of recognising students’
educational needs and responding in an appropriate and timely manner.
How does RnR relate to our responsibilities under the DDA?
The Disability Discrimination Act (1992) (DDA) definition of disability is broader than the definition of disability
for the purposes of the Education Adjustment Program (EAP). RnR supports all students with additional
educational needs, and therefore assists schools to meet their obligations under the DDA.
Recognition and Response (RnR)
Frequently Asked Questions
Will EAP continue?
Verification, the EAP Profile and Validation will continue to be used in the participating schools but schools
may take longer to request verification for particular students. This is due to the school teams providing
intervention first based on educational needs before proceeding with the verification request. If the data
gathered for a student indicates verification is appropriate, a verification request can be completed.
Do we put students with suspected disabilities on AIMS?
If data gathered indicates that a verification request is appropriate, the student can be registered on AIMS as
currently is the process.
What data will we collect around students with disabilities?
Data will be gathered for all students, including students with disabilities. Data is a significant aspect of RnR
and will be used at various levels to inform decisions about interventions and/or adjustments and services.
Teachers already gather and analyse a range of data for their students, and this will continue with RnR. RnR
links directly to the work currently being undertaken by the Teaching and Learning Branch – Using Student
Data - http://www.learningplace.com.au/deliver/content.asp?pid=48771.
Is labelling wrong?
This is a complex issue. Accurate diagnosis can inform appropriate interventions and/or adjustments and
services. RnR focuses on identifying a student’s educational needs and having the ability to use the school
resources in timely and flexible ways to support these needs. The emphasis of RnR is that data, rather than
just a diagnosis, is used to inform required interventions. The diagnosis however value adds to the data.
Is this going to “fix” all kids?
No. Some students will require intensive, ongoing, individualised support for their entire schooling experience.
RnR is designed to ensure that appropriate support is provided based on data-driven decision making
processes.
How will general education and special education fit together in RnR?
All school staff will work together to support every student, every day, in every classroom. The school
leadership team will identify how this can best be done with the resources they have been allocated.
What’s going to happen to special schools?
At this stage, the RnR project is being investigated in six primary schools in Prep to Year 3. The RnR steps
can be implemented in special schools as they enable all schools to align and implement existing
departmental and national educational initiatives/requirements.
How will this affect Special Education Program teaching staff?
The RnR approach allows flexibility in the way schools use school-based staff to support all students, using
data-driven decision making processes.
Schools may choose to have some staff work in different ways to support every student, every day, in every
classroom.
Head of Special Education Services (HOSES) specific skills may be used in the school’s leadership team to
support teaching and learning for all students.
How will RnR affect specialist support for HI, VI, PI?
Recognition and Response (RnR)
Frequently Asked Questions
Regions will continue to provide support through a range of services including Advisory Visiting Teacher
(AVT) support for students with HI, VI and PI.
Schools can continue to request this support through current regional processes.
Specialist teachers can provide schools with assistance in planning and implementing a range of interventions
to meet a student’s educational needs.
Will all students be able to access therapy services?
Eligibility criteria for therapy services will remain unchanged at this time but discussions are occurring
regarding possible solutions.
How does this fit with the new learning support model in my school?
There are many similarities between the Whole School Approach to Improving Student Achievement and RnR
(see Information Sheet). Both are based on the Response to Intervention Framework.
How will this impact on Early Childhood Developmental Programs/Services?
Eligibility for ECDP/Services will remain the same.
How do Advisory Visiting Teachers fit into RnR?
Advisory Visiting Teachers can provide schools with assistance in planning and implementing a range of
interventions to meet a student’s educational needs.
How will this effect Special Education Allowance for staff?
This will be addressed by the principal and regional human resource personnel. If you have any questions,
please discuss this with your principal.
Recognition and Response (RnR)
Frequently Asked Questions
Parents
Will this disadvantage my child with high support needs at school?
No, your child will not be disadvantaged. The RnR approach is designed to ensure appropriate and timely
support is provided for your child to achieve at school. RnR shifts the focus of educational support for
students with additional needs from a medical to a social model, whereby the relationship between students,
teachers and the curriculum is the focal point.
RnR provides equity of access for all students to achieve and build curriculum knowledge and understanding,
in particular, literacy, language and communication skills and practices.
What about my child’s diagnosis?
Some students arrive at school with a diagnosis (e.g. newborn hearing screening, congenital physical
impairment and vision impairment diagnoses, autism spectrum disorder, verbal dyspraxia, conditions
associated with intellectual impairment).
RnR promotes the provision of educational support/intervention as soon as needs are identified, rather than
focusing on meeting eligibility criteria. Accurate diagnosis can inform appropriate interventions and/or
adjustments and services but within an RnR approach support is provided based on educational needs not
only on the diagnosis.
Specialist teachers still provide assistance in planning and implementing a range of interventions to meet a
student’s educational needs as required and identified by the school team.
How will this look in my child’s classroom?
RnR is not a specific ‘program’. It is a combination of effective practices, interventions, and systems that have
a long history of empirical support and development. In some schools it may be very similar to what is
happening at present. In others there may be some changes. These changes will reflect the needs identified
by the school. There may be some changes in the way specialist support staff work within the classroom. If
you have any questions regarding the support being provided, please contact the school.
Who will support my child?
Once your child’s support needs are identified, the school team will determine the best support options. These
should be discussed with you.
Will EAP continue?
Verification and the EAP Profile will continue to be used in the participating schools. If the data gathered for a
student indicates verification is appropriate, a verification request can be completed. The school may
however take longer to request verification for particular students. This is due to the school teams providing
intervention first based on educational need before proceeding with the verification request. If the data
gathered for a student indicates verification is appropriate, a verification request will be completed at this time.