The Role of General Education in Implementing Response to Intervention David J. Chard Center on Teaching and Learning College of Education University of Oregon Project Funded By Office of Special Education Programs Grant No. H324X010014, U.S. Department of Education

To reduce complications from established cases of severe difficulty learning to read To reduce the duration of existing cases (prevalence) of severe difficulty learning to read To reduce the number of new cases of severe difficulty learning to read

RtI-Based Assumptions about General Education School districts have the capacity and the will to focus on sustained improvements in academic achievement for all students.

RtI-Based Assumptions about General Education School districts have the capacity to focus on sustained improvements in academic achievement. Screening and progress monitoring systems are available in target academic domains.

Preliminary Results on Mathematics Screening and Progress Monitoring in a California School District (Using BRT Math Assessments; Ketterlin-Geller & Tindal, circa 2003)

A student that scored 37 problems correct or high on the Spring Math Probe had a 95% likelihood of passing the California Grade 3 Math Assessment at the proficient level or higher. Those that scored below 37 problems correct had a 38% likelihood of passing the CA Math Assessment.

RtI-Based Assumptions about General Education School districts have the capacity to focus on sustained improvements in academic achievement. Screening and progress monitoring systems are available in target academic domains. Evidence-based interventions (EBIs) are available for secondary and tertiary levels of support.

Sep - May Slopes (word per/wk) A= 1.60 B= 1.58 C= 1.04 Feb 28-Apr 28 Slopes (word per/wk) A= 2.58 B= 2.22 C= 1.92 Sep-Feb 14 Slopes (word per/wk) A = 1.10 B =.94 C = 1.08 Year-Long PM on ORF by Sub-Group

Some Questions that Need Additional Attention How do we define response?

Evaluating Response to Intervention & Determining Need for Intervention Modifications Trendline: Slope=4 Word/wk Trendline: Slope=1.38 Word/wk Trendline: Slope=.5 Word/wk Trendline: Slope= -1.2 Word/wk How is the group responding? Time for a change in instructional focus.. How is the group responding to the change? Are all the same? Time for individual modifications….

Some Questions that Need Additional Attention How do we define response? What models can effectively and efficiently improve general education systems?

Data 1.Relevant and frequent performance feedback. 2. Aligned with standards. InformationInstrumentationMotivation PersonnelFactors SystemFactors Gilbert, T. E. (1978). Human competence: Engineering worthy performance. New York: McGraw-Hill. Tools, materials, and technology designed scientifically to meet the needs of struggling readers. Incentives 1.Contingent on performance. 2.Include career- development opportunities. Knowledge 1.Scientifically designed to match exemplary performance. 2.Differentiated based on teachers’ needs. Capacity 1.Focused on procedural skills. 2.Include coaching support. 3.Differentiated based on teachers’ needs. Motives Responsive to teachers’ sense of efficacy.

Some Questions that Need Additional Attention How do we define response? What models can effectively and efficiently improve general education systems? How can these models address the challenge of contextual differences between schools and school districts?