National Center on Response to Intervention RTI Implementer Webinar Series IDEA and the Multi-level Prevention System

National Center on Response to Intervention RTI Implementer Series Overview 2 IntroductionScreeningProgress Monitoring Multi-level Prevention System Defining the Essential Components What Is RTI?What Is Screening? What Is Progress Monitoring? What Is a Multi- level Prevention System? Assessment and Data-based Decision Making Understanding Types of Assessment within an RTI Framework Using Screening Data for Decision Making Using Progress Monitoring Data for Decision Making IDEA and Multi- level Prevention System Establishing Processes Implementing RTIEstablishing a Screening Process Selecting Evidence-based Practices

National Center on Response to Intervention Vocabulary Handout WordPredictionFinal MeaningPicture/Sketch/Example Primary prevention level The bottom of the pyramid that represents instruction given to students without learning problems Instruction delivered to all students using research-based curricula and differentiation in the general education classroom. Incorporates universal screening, continuous progress monitoring, and outcome measures or summative assessments. 3 Primary prevention

National Center on Response to Intervention Things to Remember  An RTI process cannot be used to delay-deny an evaluation for eligibility under IDEA.  Students with disabilities must be identified in a “timely manner.”  Long-term secondary prevention cannot be used as an alternative for providing services without an Individualized Education Program (IEP) to a student with a disability. 4

National Center on Response to Intervention What About Special Education? Two groups to consider:  Students with disabilities who are currently receiving special education  Students being referred for special education eligibility consideration 5

National Center on Response to Intervention What About Students with Disabilities? 6 ~15% ~5% Tertiary Specialized individualized systems for students with intensive needs Secondary Supplemental group systems for students with at- risk response to primary level Primary school-wide instruction for all Students, including differentiated instruction ~80%

National Center on Response to Intervention Disability Identification To ensure that underachievement in a child suspected of having a specific learning disability is not due to a lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation, what is described in 34 CFR through :  Data demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel.  Data-based documentation of repeated assessments of achievement at reasonable intervals reflect formal assessment of student progress during instruction, which was provided to the child’s parents. 7 ( )

National Center on Response to Intervention 8 When Do We Refer to Special Education? ~15% ~5% Tertiary Secondary Primary ~80% of students Example 1: After nonresponsiveness to two secondary interventions

National Center on Response to Intervention 9 When Do We Refer to Special Education? ~15% ~5% Tertiary Secondary Primary ~80% of Students Example 2: After nonresponsiveness to one secondary and one tertiary intervention

National Center on Response to Intervention Recommendations  Collaboration between special education and regular education to develop an inclusive multi-level instruction model  Create written guidance on the following: How do special education services “fit” in the model? What are the roles and responsibilities of special education staff? When should students be referred for eligibility consideration? 10

National Center on Response to Intervention 11 National Center on Response to Intervention RTI Action Network IDEA Partnership Need More Information?

National Center on Response to Intervention 12 This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326E Grace Zamora Durán and Tina Diamond served as the OSEP project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Center on Response to Intervention