1. RTI: The Central Role of Instruction in NCLB and IDEA Joseph Witt, PhD

2. NCLB and IDEA are Merging Foundation is good practices in general education Foundation is good practices in general education Eligibility determination in special education cannot be based on a lack of appropriate instruction in general education Eligibility determination in special education cannot be based on a lack of appropriate instruction in general education Comes Together in Comes Together in –3 Tiered Model

3. Responsiveness to Intervention Model Degree of Unresponsiveness to InterventionLOWHIGH Intensity of Treatment Level I Universal Interventions Level II Selected Interventions Level III Intensive Interventions Level IV Special Education IEP Determination

4. Kalisha: New Way and Old Way Current Grade Placement= 5 th Current Reading Level= 3 rd

5. A Discrepancy Does Exist but Why? The Discrepancy between Actual and Expected

6. Two Approaches Assume problem resides within child and search for problem Assume problem resides within child and search for problem –Learning Disability Assume FIRST problem is with instruction Assume FIRST problem is with instruction –every child can learn given the right strategies

7. Current System Kalisha is Referred Kalisha is Referred Tested Tested –Woodcocked –WISC—ered Voila Voila –Severe Discrepancy –Diagnosis: LD –Placement in Special Education

8. Discrepancy Explained: Kalisha has LD! Kalisha goes off to Special Education Kalisha goes off to Special Education The Classroom Teacher Returns to Normal Routines The Classroom Teacher Returns to Normal Routines School Based Team is Happy School Based Team is Happy –Something has been done about Kalisha Why Consider a Change in IDEA to RTI

9. Why Change Disability designation and hall passes Disability designation and hall passes LD placements up in US astronomically LD placements up in US astronomically Increase not a problem IF Students do Well in SPED Increase not a problem IF Students do Well in SPED –Outcomes for SPED Students Poor

10. Could All Those New Placements Really be LD? Is there a new LD epidemic Is there a new LD epidemic If not, what could explain the large increases in LD placement? If not, what could explain the large increases in LD placement?

11. LD Epidemic Mystery Solved Scientists have Discovered that often the student has merely not been instructed --ABT Scientists have Discovered that often the student has merely not been instructed --ABT –Was teacher “highly qualified” –Did reading instruction include “essential components of reading” –Was reading instruction “evidenced based” –Did instruction occur consistently Duh~

12. Now with NCLB: Onus on District to Show Progress- Not Blame Student Are progress data available showing most students are successful? Are progress data available showing most students are successful? Are all subgroups successful? Are all subgroups successful? If not how can you say any one child is LD If not how can you say any one child is LD They have not had a chance to learn. They have not had a chance to learn. Why is Student Low

13. How Do you KNOW Core instruction is working within RTI Core instruction is working within RTI Which students need help Which students need help STEEP Example STEEP Example

14. RTI: Lots of “Moving” Parts Screen ALL Students Screen ALL Students Begin Intervention for Some Begin Intervention for Some Monitor Progress Monitor Progress Make Changes if Needed Make Changes if Needed Schools Need Tech Assistance Schools Need Tech Assistance –Who will do these new Jobs –How do you do them

15. Universal Screening— Sounds Like Too Much Work STEEP STEEP –Reading—One Minute Individual Screening –Math—Group Screening –Can’t Do or Won’t Do Most Schools Can Be Screened in a Day Most Schools Can Be Screened in a Day Results returned to teachers that day Results returned to teachers that day

16. How Does it Work? First, All Children in the school are screened in reading and math First, All Children in the school are screened in reading and math –Using BRIEF classroom based tests—CBM Next, Can’t Do/Won’t Do Assessment Next, Can’t Do/Won’t Do Assessment –Is problem skill or motivation

17. Many students in the red zone. The team should consider group or classwide interventions rather than referring one student at a time. Core Curriculum Problems

18. Won’t Do Problem Lack of Motivation is NOT a Disability

19. Can’t Do Problem Needs Instructional Intervention

21. Few Individual Concerns Fewer Non- responders Many Children Are Screened Even Less Require Full Evaluation “Filters” Increase Accuracy of Referrals

22. Positive Outcomes Biloxi, MS Biloxi, MS –Referrals in two schools from 1999-2003 40 Total Per Year 40 Total Per Year –Referrals 2004-2005 1 Total 1 Total –Why? School Psycs and Speech Paths with Graphs—modeling interventions Vail Arizona Vail Arizona –Multiple Baseline Across Schools 30-50% Reduction in Referrals 30-50% Reduction in Referrals –Why? Focus on Core Curriculum—TEACHERS!!

23. Kalisha in Red Seems to be a Problem The Sore Thumb Test Determining Lack of Instruction: Many students not Learning at Tier 1 Grade Level Standard

24. Progress Monitoring in General ED a MUST Inquiring minds want to know, how did Kalisha get behind in the first place Inquiring minds want to know, how did Kalisha get behind in the first place Did this happen gradually? Did this happen gradually? Why wasn’t something done sooner Why wasn’t something done sooner Asleep at the Wheel?

25. Progress for Subgroups? Why Place Hispanic Students—Core not Working

26. Will this be known in future?

27. What Should you Do if Core Curriculum is a Problem Options Options –Classwide Intervention –Large Group –Most students will respond

28. Yellow Zone Red Zone STEEP Screening Identified School Wide Math Deficits in Arizona School Each bar is a student’s performance Math problems grades 3-5 Green Zone

29. After School Wide Intervention--No Systemic Problem Fourth Grade

30. Importantly: Significant Improvements in SAT-9 Data

31. How are these alike? Overidentification Overidentification Disproportionality Disproportionality Linked to Academic Progress or Lack Thereof

32. Grade Level Standard Kalisha Sticks out Like a Sore Thumb What if Kalisha’s Class is OK but She is Struggling? Core instruction is OK. Core curriculum working for most but not her

33. Tier 2 For Kalisha Response to Intervention Before Intervention During Intervention Avg. for his Class Intervention in Reading #Correct Intervention Sessions Each Dot is one Day of Intervention

34. Before Intervention During Intervention #Correct Avg. for his Class No Response to intervention

35. Goals of Tier 2 Intervention To reduce the gap To reduce the gap To rule out ABT To rule out ABT –Can’t be done with Woodcock or any other test. –Testing can’t know she wasn’t taught effectively!!! –The only way to determine if student can learn normally is to teach and look at student’s response

36. Kalisha using RTI via NCLB and IDEA Evidenced based core to prevent failure Evidenced based core to prevent failure Universal screening to detect Kalisha when she is slightly behind Universal screening to detect Kalisha when she is slightly behind Evidenced based Supplemental Instruction Evidenced based Supplemental Instruction Intensive Individual Intervention Intensive Individual Intervention New way: 95% Chance No SPED Needed New way: 95% Chance No SPED Needed Old way: 90% Chance SPED Needed Old way: 90% Chance SPED Needed Kalisha Needs the Juice: I-N-S-T-R-U-C-T-I-O-N

37. Challenges Exist Research Base is Lacking in Some Areas Research Base is Lacking in Some Areas New Jobs Require New Jobs Require –Existing people learning new Jobs –New RTI Specialists Interventionists Interventionists Job Integrated Training Job Integrated Training The big big challenge…Implementation Fidelity The big big challenge…Implementation Fidelity

38. Here’s the Friction Currently Team Currently Team –Develops Gut Feeling About the problem –Then Self Report cycle for teacher How do you know child needs help. How do you know child needs help. How do you know intervention was done How do you know intervention was done How do you know intervention did not work How do you know intervention did not work –Ok lets test Because that is ONLY real option Because that is ONLY real option –Now Lets place –Nobody has to do much Old way easy and routine. Old way easy and routine. RTI—Lots of Moving Part RTI—Lots of Moving Part

39. Daunting Facts Yesseldyke Studies Yesseldyke Studies The Big Green Arrow The Big Green Arrow If intervention fidelity is this low If intervention fidelity is this low –Teacher delivered intervention impossible

40. Changes May be Needed Current Practice Current Practice –Every child has collaboratively developed individual intervention –Problems Not evidenced based Not evidenced based No one is an expert No one is an expert Materials must be assembled Materials must be assembled New Way New Way –Tiny Number of Evidenced Based Interventions –Materials Readied—Pre-training –Use them when needed

41. Due Process and Fidelity Old Way Old Way –We did the intervention now lets place New Way—Results tell us: New Way—Results tell us: –Can child learn at normal rate? Rule out ABT Rule out ABT –What intensity of services are needed? –Intervention now serves an assessment purpose. Validity data needed.

42. Common Questions How much improvement is “enough” How much improvement is “enough” What “counts” as intervention What “counts” as intervention –How long, what intensity What if intervention not used What if intervention not used Due Process Requirements Due Process Requirements –Completely Untested

43. Wait to fail Wait to fail Test her using Test her using –Block design –Woodcock her Compare to National Norms Compare to National Norms Place Place Screen early-help early Screen early-help early Compare to local norms Compare to local norms Intervene Intervene Use intervention response to determine child needs Use intervention response to determine child needs Kalisha OLD WAYNEW WAY

44. Contact: Joewitt@Joewitt.org Joewitt@Joewitt.org Web: www.joewitt.orgwww.joewitt.org Thank You