Addressing Learning Problems in Elementary School Ellen Hampshire

Understand the why of Response To Intervention (RTI) Learn the language and components of Response to Intervention Understand the continuum of supports Note: RTI shifting to MTSS – Multi-Tiered Systems of Support (to support academic, social, emotional, behavioral needs) Learning Objectives

What is the RTI Word Bank? RTI Tiers Universal Screening Evidence-based Instruction Progress Monitoring Data-Based Decision Making CBM Fidelity AIMSweb, Easy CBM, DIBELS

Problem with Previous Practice Isolated classrooms/teachers exclusive settings with little to no measure of accountability for instruction Continued debate about effective instructional practices in reading and math Limited knowledge of research-based solutions Limited language and data (student can’t read) for effective problem-solving Resulting in poor decision-making around referrals and determining disability versus a lack of instruction and often stigmatizing labels

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Ongoing Problems in South Carolina Supreme Court ordered state to provide an appropriate education to children in poverty November, 2015 Students with disabilities are twice as likely to be penalized (suspensions, expulsions) as students without disabilities Over-representation of students with color and males in certain disability categories Continued discrepancy in models across districts

Discrepancy Model for Determining LD Over-identification of students with special needs and unreliable decision-making Over-representation of minorities at-risk Wait-to-fail – identification in 3 rd grade Poor outcomes: high dropout, few able to leave special education

RTI: ESEA (No Child Left Behind) Instruction/Intervention Increased accountability to ensure access, quality and equity Evidence Based instruction and intervention Methods for measuring performance and evaluating instruction and intervention Disability Determination States could not require the discrepancy model Alternative – use of evidence- based intervention with lack of response as data for decision-making

Shifts in Paradigm and Practice Culturally responsive Changing environment or strategies to meet student needs Least Restrictive Environment Knowledge and provision of research-based practice, programs, strategies Data-based decision making individual, group Prevention and early intervention Collaborative teams heterogeneous/inclusive settings Reliability in decision-making Increased inclusion of families in decisions All children can learn

Tier 1: Core Curriculum Quality instruction for all students through the core curriculum 80 – 90% of students should be successful with an evidence-based core curriculum and quality classroom instruction, yet all student receive this instruction Preventative/proacti ve Differentiated uction.jpg

Evidence-based: practices, instruction, and interventions that have independent validation that they will produce gains in student outcomes when used with fidelity

Tier 1: Assessment Universal Screening: All students in targeted grades Instruments: Screening Tools Chart Resources, Tool charts, Screening tools chart Reliability Validity Generalizability

Universal Screening Purpose Identifies students in need of intervention Provides specific early literacy or numeracy baseline performance in basic reading areas Provides norms/rate of progress in general curriculum May be useful for goal setting Allows teams to analyze group patterns

Significant progress among general population

Tier 2: Intervention Problem-solving: Clear identification of the problem that is measurable Goals are set in comparison to baseline Intervention matches identified problem Frequent assessment of deficient areas to determine response to intervention Examination of multiple sources of data and consideration of other factors (attendance, medical issues, environmental, social-emotional)

Tier 2: Intervention Supplemental Program or intervention for At-Risk Students in General Education Provide Evidence-Based Intervention  Increase opportunities to respond and feedback  Explicit instruction in deficit areas  Does not supplant core curriculum  Small group or individual  Provided within or outside of classroom

Progress Monitoring Take a closer look at the student: progress monitoring, problem- solving and analysis Data analysis, data analysis, data analysis

Individual Progress Monitoring Report Strong Progress (LNF)

Lack of Response

Tier or Tier 3: Increasing Intervention Options: Modifying intervention Providing supplemental interventions (based on problem- solving) Referral to individualized problem- solving team

Individualized Problem- Solving Team Increase in concerns = increase in personnel, data collected Referral to the SST, A-Team Parent, teacher, school psychologist, counselor, speech therapist, coordinator… Identify the problem, analyze the problem, determine interventions, set goals, evaluate response Increasing frequency/type/depth of assessment Observations, interviews, CBM… Lack of response may mean referral for psycho-educational evaluation

Identification of Disability and Individualized Education Plan Team plans evaluation based on concerns of teachers, parents and other stakeholders Team (parent, teacher, school psychologist, special education teacher, administrator…) reviews results of evaluation, including observations, parent and teacher information, grades, school history, standardized assessments… Determination of eligibility based on disability criteria and whether students shows a need for additional instruction If team determines student is eligible, an Individualized Education Plan is created based on student’s needs