1. Response to Intervention EDU 222 Dr. Danan Myers

2. Read the quote below… “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005) Do you agree or disagree with this statement? Why?

3. In the past ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. A student with significant academic delays would be administered a battery of tests, including an intelligence test and academic achievement test(s). If the student was found to have a substantial gap between a higher IQ score and lower achievement scores, a formula was used to determine if that gap was statistically significant and ‘severe’. If the student had a ‘severe discrepancy’ [gap] between IQ and achievement, he or she would be diagnosed with a Learning Disability. 3

4. Limitations to the test-score approach of identification Requires chronic school failure BEFORE remedial/special education supports can be given. Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay. A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically. Different states (and even school districts within the same state) often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support.

5. Why RTI? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004. This Federal legislation provides the guidelines that schools must follow when identifying children for special education services. Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments.

6. What the law says The new USDE regulations: – Explicitly ALLOW states to use RTI to identify LD – FORBID states from forcing schools to use a ‘discrepancy model’ to identify LD

7. § 300.307 Specific learning disabilities (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State— (2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model] (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention… [‘RTI’ Model] Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)

8. What do we mean by RTI? RTI has two goals: – To prevent academic problems – To identify students with LD. 2 or more tiers of increasingly intense interventions. Use a problem solving model or standardized treatment protocol for intervention tiers. Implementation of a differentiated curriculum with different instructional methods. Varied duration, frequency, and time of interventions, and Explicit decision rules for judging learners’ progress.

9. Goals of RTI Prevention of academic/behavior problems – Attend to skill gaps early – Provide interventions/instruction early – Close skill gaps to prevent failure Determination of eligibility as a student with a specific learning disability – Pattern of inadequate response to interventions may result in referral to special education – Student intervention response data are considered for SLD eligibility

10. What does RTI look like? Students receive high quality, research-based instruction by qualified staff in their general education setting. General education instructors and staff assume an active role in students’ assessment in that curriculum. School staff conduct universal screening of – academics – behavior. School staff implement specific, research- based interventions to address the student’s difficulties.

11. What subjects use RTI? Reading Math Writing Behavior

12. Other features of RTI Continuous progress monitoring of student performance occurs (weekly or biweekly). School staff use progress-monitoring data and decision rules to determine interventions’ effectiveness and needed modifications. Systematic assessment of the fidelity or integrity with which instruction and interventions are implemented.

13. Intervention Levels Two or more tiers Tiers include increasing levels of intensity of interventions – Primary Instruction -- differentiated curriculum and instruction for all students – Secondary Interventions -- Targeted interventions for students at-risk – Tertiary Interventions -- Strategic/Intense interventions for students with intensive needs

14. Tertiary intervention 5% of students Secondary intervention 15% of students Primary Instruction 80% of students

15. PRIMARY INSTRUCTION Tier 1

16. Primary Instruction Expectation = 80% or more of students successful with general education curriculum and instruction Assessment = Universal screenings for academics and social/emotional growth (behaviors) Intervention = Through differentiated instructional practices – Reading groups – Pre-teach – Re-teach Roles and responsibilities = primarily the general education teacher

17. Which students may have learning gaps? Low income Culturally diverse English language learners Special education Disengaged Male or female Career and technical education Gifted education

18. Differentiated Instruction Meeting diverse needs of diverse student population Differentiating based on content and student strengths and needs Choosing curriculum components to differentiate – Content – Process – Product – Environment Within the core curriculum Consistent with state learning standards

19. SECONDARY INTERVENTION Tier two

20. Secondary Intervention Expectation = 15% of students may be at risk and in need of targeted interventions Assessment = progress monitoring of student response to specific intervention Intervention = standard protocol treatment intervention as available from the research; evidence-based intervention as available in the literature Roles and responsibilities = variety of personnel as determined at the local site – can be Title I teacher or Reading Specialist

21. Standard Treatment Protocol Approach To RTI The standard treatment is for the student to receive a validated, intense intervention The bad news is that all students receive the same intervention The good news is that the interventions are well-specified, sequenced with clear outcomes The interventions are more likely to be delivered with fidelity; training is consistent Increases the consistency of services; easy to check for implementation

22. Tertiary Intervention Expectation = 5% of students may be at significant risk and in need of intense interventions Assessment = progress monitoring of student response to specific intervention Intervention = standard protocol treatment intervention as available from the research; evidence-based intervention as available in the literature; unique intervention based on teacher expertise Roles and responsibilities = variety of personnel as determined at the local site – can be Title I Teacher, Reading Specialist, and/or Special Education Teacher

23. QUICK CHECK! What are the goals of RTI? What are the 3 levels of RTI? What is the percentage of students at each level?

24. Components to a quality program High-quality, scientifically based classroom instruction On-going student assessment Tiered instruction Parent involvement

25. High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom for all 3 tiers.

26. Ongoing student assessment Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

27. Tiered Instruction A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.

28. Parent Involvement Parents need to be informed of intervention plan prior to placement. Parents need to partner with school personnel to help with instruction at home. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

29. Advantages to RTI Provides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model) Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum Informs teacher and improves instruction because assessment data are collected and closely linked to interventions

30. SO, HOW DOES RTI HELP IN IDENTIFICATION OF LD?

31. Dual discrepancy model 31 A widely accepted method for determining whether a student has a Learning Disability under RTI is the ‘dual discrepancy model’ (Fuchs, 2003). – Discrepancy 1: The student is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance). – Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).

32. 32 Target Student Discrepancy 1: Skill Gap (Current Performance Level) Avg Classroom Academic Performance Level ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’)

33. When to refer for special education In the RTI model, the student would be referred for a special education evaluation if: A series of research-based interventions have been attempted There is documentation that the interventions were carried out as designed (treatment/intervention integrity) Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).

34. Quick Review of Inclusion

35. All children learning in the same school environment helped by supportive services so that they can be successful in their adjustment and performance. Having each student’s specific needs addressed in the integrated environment of a regular school setting. All children participating equally in all aspects/functions available within the school. Educating and providing support for regular classroom teachers who will have special children in their classroom.

36. Educating children to be tolerant of and to respect the differences in each other. Creating a comfortable environment within which students with and without disabilities can develop healthy social interactions and relationships. Educating and supporting parents in their concerns. Allowing parents to participate in the team process responsible for inclusion. Arranging for appropriate work and educational experiences for disabled children within the community environments.

37. Using new delivery systems for special-education programs that emphasize collaboration between special-education staff and the classroom teachers. All children learning together in the same environment even though their educational needs and prescribed goals may differ. Making sure that each child has an appropriate individualized educational program.

38. Dumping children with challenging needs into regular classes without proper supports and services necessary to be successful. Trading the quality of a child’s education or the intensive support services the child needs for integration. Ignoring each child’s unique needs. Sacrificing the education of typical children so that children with challenging needs can be integrated. All children having to learn the same thing, at the same time, in the same way.

39. Doing away with or cutting back special-education services. Expecting regular education teachers to teach children who have challenging needs without the support they need to teach all children effectively. Locating special-education classes in separate wings at regular schools. Ignoring parents’ needs. Maintaining separate schedules for students in special and regular education. Students with disabilities receiving their education and job training in facilities outside their communities.

40. Pros and Cons of Inclusion PROS Provides opportunities to experience diversity of society on a small scale in the classroom Develops an appreciation that everyone has unique characteristics and abilities Develops respect for others with diverse characteristics Develops sensitivity toward others’ limitations CONS Teacher apathy Curriculum rigidity A competitive market

41. PROS cont’d Develops feelings of empowerment and the ability to make a difference CONS cont’d’ Parental prejudices Shortage of staffing Limited resources

42. PLAY THE GAME FOR REVIEW AND THEN MOVE FORWARD TO THE DISCUSSIONS FOR THIS WEEK.