Implementation and Supports for an Intervention-based Service Delivery System
Operating a service delivery system committed to a response-to-intervention model is not business as usual, nor is it simply adding-on interventions to an existing process (Reschly, 1988; Reschly & Tilly, 1999). An effective intervention-based service delivery system operates from a different set of assumptions compared to a traditional special education service delivery system (Tilly, 2002; Tilly, this conference procedings). In this section we review factors that support quality professional practices in an intervention-based services.
Program leadership. An intervention-oriented service delivery system requires a paradigm shift (Reschly & Yesseldyke, 1995, 2002) which has implications for agency leader). Allison (2002) identifies how professional services within an agency must be aligned to ensure clarity of expectations for professional staff implementing an intervention-based approach. For example, job descriptions are modified to include expectations that direct assessments of student performance are linked to student interventions and support. Staff are evaluated on their implementation of these practices. To support the ongoing infusion of scientifically-based practices, the agency's professional development activities focus on intervention-oriented content. Supervisors prioritize hiring personnel who have knowledge and specific skills necessary for direct assessment of student behavior, data-based decision making, intervention planning and consultation skills.
The agency's paperwork is revised to prompt intervention design that contains essential component of problem solving, such as behavioral definition of the behavior, measurement strategy for the intervention, decision plan and other quality indicators indicative of scientifically-based application in a problem-solving system (Flughum & Reschly, 1994; Upah & Tilly, 2002). Figure 11 illustrates the intervention form that supports agency staff in systematically addressing the quality components in intervention design and decision-making (Heartland Area Education Agency, 2003).
In addition to the supports provided to individual practitioners, a data collection procedure called the Comprehensive Service Review (CSR), is used system-wide to judge the level of implementation of the problem-solving process. This framework systematically assesses the fidelity of implementation of the agency's expectations for data-based decision-making, progress monitoring and adherence to other quality indicators. The CSR format (see Figure 13) is a structured approach for reviewing case specific information corresponding the services provided to individual students by agency professional implementing problem-solving practices. At the systems level, these data are used to direct attention to enhancements needed in agency procedures, staff development and supervisory supports. The CSR process is a mechanism for directly assessing the integrity of implementation of Heartland AEA's intervention-based system. An important leadership function is collecting and reviewing ongoing implementation data to determine adjustments required in the service delivery system.
Figure 13: Comprehensive Service Review--Case Review Protocol
Standards for data-based decision-making. Problem-solving practices are built upon a strong scientific foundation supporting the implementation assessment, intervention, and progress monitoring (Reschly & Yesslydyke, 2002). Professionals benefit from clear definitions, descriptions of operational procedures and definitive standards essential for providing intervention-based services. Heartland AEA recognized this need and established a decision-making guide to support professional practices. The decision-making guide describes steps, definition, procedures and documentation for six concepts embedded within intervention-based services: screening, problem definition, problem analysis, intervention design, intervention evaluation and entitlement decision-making (Heartland Area Education Agency, 2000). In addition to operationally defining these six applications of problem solving, standards are needed for the quality of data used in the decision-making process. Heartland established data standards as shown in Table 5. The first four standards address data collection and last three standards are related to the use of data. Thus, Heartland AEA utilizes standards to focus professional work on quality decision-making practices. These professional practices (screening, problem definition, problem analysis, intervention design, intervention evaluation and entitlement decision-making) are applicable across all tiers of interventions, all ages of clients and all professional disciplines providing special education services.
Table 5: Heartland AEA Data-Based Decision-Making Standards
A. Data Collection Standards
1. Relevant Behavior Standard Data collection methods are designed to assess behaviors focused on teachable skills which are related to the curriculum.
2. Accurate Measurement Standard Assessment data used to describe student performance are reliable, valid and draw upon a representative sample of the behavior being assessed.
3. Discrepancy Standard An appropriate standard of comparison is used to determine the relationship between the behavior of concern and expectations.
4. Question and Hypothesis Standard. The assessment of student performance is designed to address educationally relevant questions and test specified hypotheses.
B. Use of Data Standards
5. Convergent and Comparative Data Standard. Data from appropriate multiple sources (RIOT) are drawn from multiple settings to determine patterns of congruence or divergence for the behavior of concern. Professionals with expertise formulate decisions based on relevant data.
6. Sufficiency Standard. Sufficient data is present in critical domains (educational progress, discrepancy and instructional planning) to support professional judgments.
7. Instructional Relevance Standard. Data are applicable for instructional decisions and the design of educational interventions to improve student performance in the areas of concern.
Fidelity of implementation of problem-solving practices by professional staff is addressed in a direct and straightforward manner. Heartland AEA uses four methods to support its staff in their adherence to professional decision-making practices. First, skill training is provided to all staff in intervention design and data based decision-making, which includes practice opportunities with feedback to verify skills acquisition. Second, administrators routinely review intervention paperwork that is the basis of entitlement decisions to ensure that appropriate procedures are followed. Third, discipline supervisors, such as school psychology, collect case documentation and review professional work as part of the agency's evaluation system. Lastly, the CSR process selects cases at random and reviews services in relationship to the agency's expectation in its procedure manual. In each instance the purpose is to understanding professional staff implementation of the intervention-based service and recognize excellence as it occurs or provide supports when that is determined to be needed. Interventions at all levels or tiers are a part of this process.
Entitlement Decision-making. Entitlement decision-making for special education is a complex professional task that requires substantial and appropriate data. Two approaches are commonly recognized for making entitlement decisions for students with learning disabilities: the standard protocol approach and standards-based decision-making. Standard protocol interventions have been applied to support student learning in reading (Torgesen, Alexander, Wagner, Rashotte, Voeller, & Conway, 2001; Velluntino, Scanlon, & Tanzman, 1998). Based on student performance at end of a treatment plan, performance improvement is determined and decisions made about a students magnitude of improvement and an intervention-based judgment made regarding entitlement (Fuchs, 2003). A standard protocol approach must represent an appropriate match between a students need and treatment protocol.
Heartland AEA established and uses a standards-based approach to professional decision-making. The special education service delivery system in Heartland is provided for all individuals from birth through age twenty-one who have academic, behavior, language, motor difficulties and other manifestations of their disability. There are no standard treatment protocols for the wide range of behaviors and circumstance encountered in general and special education. It is incumbent service agencies agency to provide and support a comprehensive service delivery model that can be equitably provided assistance to all clients. Heartland AEA has done that by establishing professional standards for intervention-based services and supporting staff in their decision-making practices with skill training, written procedures, and supervisory support the implementation of the problem-solving model. Standard-based services provide a structure to responsibly guide professional decisions while individualizing interventions according to student needs. Thus, the assessments and interventions are tailored to individual needs, as required by IDEA, and entitlement decisions adhere to quality standards of professional practice.
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