Selected Resources: Responsiveness to Intervention
Several states (DE, MD, NC, VA) are implementing the Instructional Collaboration Team
Model by Dr. Todd Gravois at the University of Maryland
http://www.icteams.umd.edu/icteamlab.html. The Lab for IC Teams currently has a
number of long-term partnerships with school districts in Maryland, Virginia, and
Delaware. Through these partnerships, often funded by school budgets or external grants,
they offer the training and technical support necessary to develop, implement, and
evaluate Instructional Consultation Teams in elementary or middle schools.
A goal of this model is to enhance teachers' skills in and application of best practices of
instructional assessment and delivery. At the core of this model is the development,
training, implementation, and evaluation of interdisciplinary school-based teams. The
purpose of the team is to serve as a centralized problem-solving unit, to model interactive
professionalism, and to operate as a consultant panel for each other and for teachers in
the building (Rosenfield & Gravois, 1996).
“Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning
Disabilities Construct” This article discusses four states in the NCRRC region that are
using the problem solving approach and describes the initiatives: IA, MN, OH, PA. Below
are links of more information related to these initiatives.
http://www.blackwell-synergy.com/links/doi/10.1111/1540-5826.00072/abs/
State Initiatives
DELAWARE
Delaware has an initiative in the state through their SIG. One goal of the DE-SIG is
to increase students’ placement in the general education classroom and increase
students’ access to the general education curriculum. Their approach to achieving
this goal is through the implementation of the Instructional Collaboration Team
Model described above. A description of this model can be found in a brochure
http://www.doe.state.de.us/docs/pdf/desig_ist.pdf. A listing of participating
schools can be found at http://www.icteams.umd.edu/delawareist.html.
For further information, contact:
Dr. Paula Burdette, SIG Director pburdette@doe.k12.de.us, 302.739.4667
IDAHO
Idaho's "Results Based Model" is a commitment to the RtI process statewide.
http://www.idahotc.com/rbm/rbmoverview.htm Wayne Callender is the lead trainer.
wcallend@boisestate.edu.
IOWA
-1-
A presentation offering a complete description of Iowa's statewide model is available
online on the National Research Center on Learning Disabilities' web site.
http://www.nrcld.org/html/symposium2003/grimes/
Heartland's Problem-Solving Model began in 1988 when the Iowa Renewed Service Delivery
System (RSDS) was developed to improve educational services in local schools by planning
and implementing educational innovations across the state.
http://www.nasponline.org/publications/cq306probsolve.html
"Heartland Area Education Agency's Problem Solving Model: An Outcomes-Driven Special
Education Paradigm," Rural Special Education Quarterly, Fall 2003 by Jankowski,
Elizabeth http://www.findarticles.com/p/articles/mi_qa4052/is_200310/ai_n9241552
MARYLAND
Maryland is also implementing the Instructional Collaboration Team Model by Dr.
Todd Gravois. In Baltimore City Schools, the Instructional Consultation (IC) Model
of team functioning began its ninth year of implementation during the 2003-2004
school year. The model continued implementation in five elementary schools, two
elementary/middle schools and one middle school. The IC mission to develop and
implement collaborative problem-solving teams that assist teachers in optimizing
student academic and behavioral success is aligned with goals around professional
development and student learning. A list of participating schools in Baltimore City
can be found at http://www.icteams.umd.edu/baltimorecity.html. Schools
participating in the Eastern Shore Consortium can be found at
http://www.icteams.umd.edu/easternshore.html. Schools participating in the
Western Maryland Consortium can be found at
http://www.icteams.umd.edu/westernmd.html.
No contact was located at the MD DOE; however, for more info contact:
Baltimore City: Lorrie Wizda, Baltimore City Schools (lwizda@bcps.k12.md.us)
Eastern Shore Consortium: Allison LaFleur, Univ MD ICT, (alafleur@umd.edu,
301.405.8428)
Western Maryland: Sarah Signor, Univ MD ICT (signor@umd.edu, 301.405.8428)
MINNESOTA
Minneapolis Public Schools’ are Problem-Solving Model (PSM)
“Problem Solving: Implementation and Evaluation in Minneapolis Schools” from
National Association of School Psychologists
http://www.nasponline.org/publications/cq308minneapolis.html
From the Minneapolis Public School Website
http://speced.mpls.k12.mn.us/PSM.html
OCR evaluation checklist, parent letters, FAQ, and worksheets related to the
Problem-Solving Model. Also includes comparison of the Problem Solving Model to
the state criteria.
The following worksheets are available on the Minneapolis Public School web site
Identification of Students with Disabilities under the Problem-Solving Model
Classroom Interventions - Worksheet 1
Team Interventions - Worksheet 2
Problem-Solving Referral for Sp. Ed. Evaluation Plan - Worksheet 3
http://pic.mpls.k12.mn.us/Problem_Solving_Model_Worksheets_1__2_and_3.html
-2-
“Performance Assessment of Academic Skills in the Problem Solving Model”
http://pic.mpls.k12.mn.us/Performance_Assessment_Manual.html
NORTH CAROLINA
NC is also implementing the Instructional Collaboration Team Model by Dr. Todd
Gravois. A list of participating schools can be found at
http://www.icteams.umd.edu/northcarolina.html.
For further information, contact:
Laura Snyder, Learning Disabilities Consultant (lsnyder@dpi.state.nc.us,
919.807.3985)
OHIO
Intervention Based Assessment
Ohio Dept of Ed description of initiative
http://www.ode.state.oh.us/exceptional_children/children_with_disabilities/iba_
response.asp
Ida Wells Community Academy is one school in Ohio that is using Intervention
Based Assessment
http://www.ode.state.oh.us/community_schools/oldsite01_17_05/archived_files/
community_school_directory/profiles/idabwells.asp
PENNSYLVANIA
“Instructional Support Teams in Pennsylvania: 12 Years Later” Article from
National Association of School Psychologists.
http://www.nasponline.org/futures/ist_pa.html
Journal article that can’t be accessed online but may be of interest.
Kovaleski, J. F., Gickling, E. E., Morrow, H., & Swank, P. (1999)." High versus low
implementation of instructional support teams: A case for maintaining program
fidelity." Remedial and Special Education, 20, 170-183.
VIRGINIA
Virginia is also implementing the Instructional Collaboration Team Model by Dr. Todd
Gravois. In December 1999 the Virginia Department of Education (VDOE) began
developing model Instructional Support Team (IST) sites across Virginia. The goal of
an IST is to enhance, improve, and increase student and staff performance. To
achieve these goals, the IST provides two interrelated and complimentary services:
student intervention (includes assessment and intervention implementation) and
professional development. The website for the IST initiative
http://www.pen.k12.va.us/VDOE/studentsrvcs/IST/ includes a Counterpoint
article which describes the VA initiative
http://www.pen.k12.va.us/VDOE/studentsrvcs/IST/counterpoint-article.pdf and a
☼ booklet with more details of the initiative
http://www.pen.k12.va.us/VDOE/studentsrvcs/IST/booklet.pdf. A list of
participating schools can be found at
http://www.pen.k12.va.us/VDOE/studentsrvcs/IST/ist.shtml.
For more info contact:
Alvetta Sutton (Alveta.Sutton@doe.virginia.gov, 804.692.0396)
WISCONSIN
-3-
Milwaukee Public Schools
“Optimizing Success through Problem Solving” initiative, pilot started in
2000/2001.
Article from National Association of School Psychologists explaining the process:
http://www.nasponline.org/futures/milwaukee.html
This article is particularly concise, and includes a list of five requirements that
must exist for the problem solving model to be successfully implemented.
Milwaukee Public Schools site info on the topic:
http://www2.milwaukee.k12.wi.us/psi2/blue/blue_home.htm
Other Resources
LD Online's RTI Model
The response-to-invention (RTI) model is also often called the Three-Tiered Model. It is
being proposed as an alternative to the Discrepancy Model, the "Wait to Fail Model," as it
is often called by proponents of the RTI model. In the past most state education programs
have used the discrepancy model for the identification of learning disabilities.
http://www.ldonline.org/ld_indepth/assessment/response_to_intervention.html
National Research Center on Learning Disabilities (NRCLD)
Includes a number of RTI documents.
http://www.nrcld.org/
Responsiveness-to-Intervention Symposium - December 4-5, 2003 * Kansas City, Missouri.
Jeff Grimes and Dave Tilly presented at the NRCLD symposium and their papers can be
found at http://www.nrcld.org/symposium2003/index.html
Jeff's presentation is under Session 2 and Dave's is under Session 5. Jeff and Dave are also
implementing RTI in a school district in Iowa which is accepting a limited number of
visitors. For more information contact them directly. Jeff's email is
jgrimes@aeall.k12.ia.us and Dave's is dtilly@aeall.k12.ia.us
-4-