The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Response to Intervention Chapter 7 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Objectives Describe the purpose and background of response to intervention (RTI). Explain the multiple-tier structure of RTI, and its function in an integrated system of instruction. Describe the use and importance of progress monitoring. Explain how data-based decision making is conducted, and why it is necessary to the effective implementation of RTI. Compare and contrast the three tiers that commonly make up the RTI structure. List and describe procedures for ensuring fidelity of RTI implementation. Describe some present and future challenges of RTI. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

RTI RTI is a multilevel system of interventions designed to address different learning needs, reduce disability identification, and provide evidence for the appropriate identification of learning disabilities. It is intended to improve the overall quality of instructional offerings in schools, and to integrate general education more completely with special education. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

What is RTI? RTI is conceptually related to The Elementary and Secondary Education Act, particularly the Reading First components and The Individuals with the Disabilities Education Act The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Components of RTI Use of evidence-based practices Early intervention Careful monitoring of progress Treatment-resisters may be eligible for more intensive interventions or referrals to special education The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Characteristics of Increasing Intensity More systematic and explicit instruction More frequently implemented instruction Instruction of longer duration Smaller and more homogeneous student groups Instructors with greater expertise The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

RTI Models Standard Treatment Approach Problem Solving Approach Different versions of RTI include multiple tiers of intervention, although three is the most common Screening and progress monitoring Data-based decision making Fidelity of implementation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Screening Screening measures Must possess are intended to be easy to implement and score, and provide a general picture of academic achievement in a particular area Must possess sensitivity-identifies students who are at risk for academic difficulties in the area being measured specificity-students who perform acceptably on the measure are unlikely to have academic problems in the area And be implemented with fidelity-as intended The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Progress Monitoring Progress monitoring involves collecting multiple performance measures over time to Determine whether progress is appropriate and if not appropriate to Help identify more effective programs The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Features of Progress Monitoring and RTI Conducted in all tiers of instruction Based on, and directly relevant to the curriculum, grade level, and tier level of RTI Must be easy to administer and effective Results should be displayed to make interpretation simple and efficient Rules for decision making must be determined for all aspects of data Cut scores and decision rules must have a clear rationale Collected frequently enough to inform instructional and placement decisions Considered one of several sources that inform instructional decision making The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 1 Progress Monitoring Purpose: Determine whether individual students are making adequate progress in general education Performance monitoring conducted using curriculum-based measurement Slopes are calculated using Tukey’s method of tri-split slopes The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 2 Progress Monitoring Purpose: Determine whether individual students are making adequate progress to resume placement in the Tier 1 setting If progress is not adequate, the information may be used to modify the intervention The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 3 Progress Monitoring Undertaken after an individual student has been evaluated and found eligible for placement in special education, based upon state and district standards Implemented to meet requirements of IDEA-assess progress toward short-term and annual goals Provides information on the adequacy of instruction or need for modifications The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tiers and RTI Tier 1 represents scientifically based instruction implemented in general education classrooms Tier 2 is intended for those students for whom Tier 1 instruction is found to be insufficient, and includes more intensive instruction delivered to smaller groups Tier 3 is intended for those students for whom Tier 2 instruction is found to be insufficient, and is represented by placement in special education The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Features of All Tiers Size of instructional group Performance standards Frequency of delivery of the intervention Overall duration of the specific intervention Frequency of progress monitoring Training of the teacher/other specialist Focus of the content/skills The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies for Tier 1 Instruction Instruction, in general education must include universal screening and progress monitoring Based upon common standards and program coherence All elements aligned horizontally (across curriculum) and vertically (across grade levels) throughout the school Teachers must be more oriented to scientifically based practices The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 2: Intervention to Remediate Instruction may be delivered to small groups of students with similar areas of difficulty Implemented in separate areas in the general education classroom or in a separate setting Delivered by specialized instructional personnel using scientifically based instruction Provided over an extended period of time Focused on direct, systematic teaching to specific targeted objectives Directly relevant to Tier 1 instruction The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Problem-solving Approaches Teams meet Consider evidence regarding student academic progress and When needed, outline a plan to address learning challenges Effective when combined with scientifically based intervention, continuous progress monitoring, effective collaborative relationships, and direct connection to general education instruction The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Standard-Protocol Approaches Students are grouped according to instructional need Students are provided with interventions that are scientifically based Schools must indicate that their intervention replicate the intervention validated in previous research describe the skills addressed, the place of instruction, appropriate instructional materials, and means for assessing progress The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Decision Making and Tier 2 Implemented over a period of 9-12 weeks Near the end of the period, a determination must be made regarding the effectiveness of the Tier 2 instruction If progress is adequate, student resumes being served in general education If progress is not adequate, referral for evaluation for Tier 3 may be warranted Appropriate allocation of resources is an important consideration The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 3: Special Education IDEA specifies that the criteria Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disabilities Must permit the use of a process based on the child’s response to research-based interventions May permit the use of other alternative research-based procedures The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Tier 3 Instruction Implemented individually or in small groups May address any number of skills and content areas Associated with intensive instruction using specialized materials Includes evidence-based practices and progress monitoring toward specific goals and objectives Implemented individually or in small groups to meet the specific goals and objectives identified on the IEP Use Tier 2 data to supplement referral process for Tier 3 Special education placement is the final tier The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Fidelity of Implementation Refers to the degree to which instruction is delivered in the way it was intended Treatment will not be successful unless implemented correctly Includes three elements The method of evaluating fidelity The frequency of fidelity evaluation Support systems needed to implement the program with fidelity The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies Three types of fidelity assessments Direct assessment measures Indirect assessment Treatment manuals Frequency determined by schools Support systems Data used to help determine areas in need of remediation and relative areas of strengths The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Secondary Level RTI Challenges Scheduling can be more complicated Greater and more varied number of subjects Reading and basic math are no longer individual subjects of instruction Much less research on RTI at the secondary level Early intervention no longer an important objective Various skills and content domains addressed as needed The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

General Challenges with RTI The role of RTI in evaluating students for placement in special education is not generally agreed upon The degree to which evaluations based upon RTI discriminate between learning disabilities and other disabilities is not known There are many different versions of RTI, and procedures for determining success in a given tier varies widely The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

General Challenges with RTI Tier 2 strategies in areas other than reading await further development, particularly at the secondary level In some cases extended exposure to RTI programs may delay the evaluation process for special education Future procedures may include “Smart RTI” Collecting screening measures in multiple stages Fast tracking some students to special education Providing Tier 3 as intensive special education The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.