1. RESPONSE TO INTERVENTION (RTI) LEARNING DISABILITIES (LD) By: Julia Bjerke, Monica Fontana Crystal Schlosser, & Jessica Ringwelski

2. Tier 3 Intensive Instruction Tier 2 Additional supplemental instruction for students who do not make adequate progress in Tier 1 Tier 1 "High-quality" (i.e. research based) core instruction for all in the general education classroom

3. RTI  RTI is a multi-tiered approach to identify and correct learning and behavioral needs early.  Using the RTI model strategies can be implemented to help students without special education assessment and eligibility.  This strategies uses informal assessment for all students to identify students who need support.

4. Tier 1 "High-quality" (i.e. research based) core instruction for all in the general education classroom

5. Tier 1  High-Quality Classroom Instruction, Screening, and Group Interventions  All students receive quality instruction to ensure that difficulties are not due to inadequate instruction.  Through universal screening methods students may be identified as “at risk”.  “At risk” students progress is closely monitored using Curriculum Based Measurement.  Students not showing adequate progress are moved to tier 2

6. Tier 2 Additional supplemental instruction for students who do not make adequate progress in Tier 1

7. Tier 2  Targeted Interventions  Increasingly intensive instruction  Students receive additional services to their general education curriculum  The student is often serviced in small group settings by a highly effective and trained professional  Students time in this tier should not exceed a grading period  Students who continue to show little progress in this tier will be moved to tier 3

8. Tier 3 Intensive Instruction

9. Tier 3  Intensive Interventions and Comprehensive Evaluation  Students receive intensive individualized services  If progress is not made students are referred for comprehensive assessment for special education services.  Information collected through out the RTI process can be used in the eligibility determination.

10. RTI and Identification  Implementing and monitoring interventions can help identify student’s who may need special education services.  If students skills improve through the use of Tier 2 strategies they may not need special education.  RTI can be used for both academic and behavioral problems.

11. Learning Disabilities  A person's brain works or is structured differently. These differences interfere with a person's ability to think and remember.  Students with learning disabilities often struggle in the areas of reading, spelling, hand writing, speech and math.  15% of the population has a Learning Disability

12. Common Learning Disabilities  Dyslexia - a language based disability, in which a person has trouble understanding words, sentences, or paragraphs.  Dyscalculia - a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.  Dysgraphia - a writing disability in which a person finds it hard to form letters or write within a defined space.  Auditory and Visual Processing Disabilities - sensory disability in which a person has difficulty understanding language despite normal hearing and vision.

13. LD Characteristics (Reading, Writing)  Poor decoding skills  Poor reading fluency  Slow reading rate  Poor comprehension and/or retention  Poor writing fluency  Unable to compose complete, grammatical sentences  Poor handwriting  Extremely poor alignment

14. LD Characteristics (Math)  Poor mathematical fluency  Difficulty memorizing multiplication tables  Difficulty identifying multiples and/or factors  Poor basic calculation skills  Difficulty understanding word or application problems  Poor understanding of mathematical concepts  Difficulty sorting out irrelevant information  Inability to use basic facts within more complex calculations

15. Traditional LD Identification  Students would often be failing several classes for several grading periods before they were assessed  Discrepancy between IQ and achievement  Standardized tests are used to determine eligibility  Traditionally a cause could not be targeted. A process of eliminating or accepting factors of low achievement was used.

16. Traditional LD Identification Cont.  Clear problems with the traditional approach:  It is called a “wait to fail” approach in the sense that children aren’t identified soon enough.  Referral bias: There is a ratio of boys to girls of 4:1 in special education classrooms, but research shows that the actual ratio is about 1:1. Nearly as many girls are struggling with reading problems as boys.

17. How does RTI Change LD Identification?  The focus moves to how a child learns.  It provides valuable information.  It tells us what changes should be made to improve instructional outcomes.  Rather than looking at labels, emphasis shifts to what can be done on a day-to-day basis to ensure children’s academic growth.

18. Interventions for students with LD  Increasing intensity is about the best thing to do to help students.  Greater intensity and more time on task will really help children who just can’t keep up under the normal circumstances.  Ongoing progress monitoring is also important – if we’re repeating something, we want to make certain that it is working.  When giving students practice on particular skills, continually check that the skills tie back to and link to the regular curriculum.  More time and more repetitions are key.

19. Making Progress, Progress Monitoring  Regular progress monitoring:  What is the student’s current level of performance?  Is he or she making progress?  As RTI goes on, schools are developing “local norms.”  How are students within their school performing?  Local norms allow comparisons among peers.  Critical benchmarks need to be laid out very clearly in the surveillance system.  It is important to do 3 probes prior to implementing an intervention.  These probes set a benchmark, where the child is at now, helping to identify growth.

20. When Implementing an Intervention  Begin with identifying an area of need.  Locate an intervention that best fits the student and dynamics of your classroom.  Set up benchmarks, using 3 reading or math probes.  Monitor student progress using math or reading probes 12 times over 7 weeks,  Using a graph will be helpful to document data.  2 interventions need to be completed before a student can be assessed for special education

21. Resource  National Center For Learning Disabilities, Inc  http://www.ncld.org/  RTI Action Network  http://www.rtinetwork.org/