1. Why RTI Makes Sense For kids…..AND teachers

2.  BIG RTI  Regular education  Tiers of instruction  Scientific based  Instruction is matched to need and progress monitored frequently  Little RTI  Special Education  More precise diagnosis of possible SLD only disability  Comprehensive evaluation

3. Pre- 1976Public Law 94-142 (1975)  Clinical descriptions Samuel Orton  Perceptual motor theories  Minimal brain dysfunction  Processing disorders We knew there was something but we didn’t know quite what!  No consensus  Last minute legislative maneuver Barbara Bateman  Definition: “a disorder in one or more of the basic psychological processes involved in understanding.”  Regulations: “a severe discrepancy between intellectual ability and achievement.”

4.  Research Rationale ◦ Rutter and Yule  “Found” two distinct groups of poor readers  With IQ/Achievement Discrepancy  Without IQ/Achievement Discrepancy  Has never been replicated  Reading is evenly distributed

5.  In universities: ◦ The research didn’t hold up  In special education: ◦ The common sense didn’t hold up  In general education: ◦ Students’ progress and morale didn’t hold up

6.  1997 Reauthorization ◦ Study of learning disabilities identification  LD Summit (2001) Synthesis of Research  LD Roundtable (2004) Regular Ed and RTI  What was decided?

7.  The relation between IQ and the reading skills and reading progress of 741 children were examined:  At age 13, 34% of the low IQ children were reading at a level comparable to other children the same age.  Share, McGee & Silva (1989)

8. IQ Level Below 11 Reading Age 11 & 12 Reading Age 13 & 13+ Reading Age 115-130 IQ 21268 100-115 IQ 3243191 85-100 IQ 6866126 70-85 IQ 392031

9.  We have assigned too much importance to IQ scores through the discrepancy approach ◦ IQ is only a moderate predictor of achievement for individual children – especially in the primary grades ◦ “Intellectual ability” is much more than IQ – attention, motivation, experience – all affect “ability” ◦ Most importantly…IQ does not set a limit on learning to read!

10.  We have waited too long to intervene with struggling readers. ◦ The discrepancy approach promotes a “Wait to fail” system  Old model age for identification is 10 to 12 (Fuchs) ◦ Early intervening works

11. What We’ve Been Taught Children with learning disabilities: Are boys Are left-handed Are young Reverse letters and words Have spatial and handedness confusions Are clumsy or have poor fine motor skills What We Now Know: Children with learning disabilities: Girls have learning disabilities at the same rate as boys Reversals represent uncertainty and lack of practice Age is not a good predictor of school success There is a genetic component to learning disabilities Synthesis of Research

12.  Does the current approach enhance outcomes for all students?  Does it promote collaboration, or categorization?  Does it find the student, or does the student find the system?  Do the current special education evaluations provide instructionally relevant information?  Does the approach systematically rule out exclusionary factors such as language acquisition, lack of instruction and poverty?  Are you identifying students with learning disabilities early enough? (1 st or 2 nd grade)

13.  Identify kids early  Keep the achievement gap from growing  Focus on instructionally relevant data  Do what we know makes sense  Address the increase in identification rates Students identified as having LD grew by 150% between 1975 and 2003  Differentiate low achieving from learning disabilities

14.  Leadership at District Level AND School Level Collaboration is the key: Membership might include…  Principal  Classroom Teachers  Specialists  School Counselor RTI is predicated on effective, research- based programs that include the following components of reading:  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension What Does it Take:

15. Assessment and RTI :  Universal screening must occur for ALL students at least three times per year (fall, winter, spring)  Procedures must identify which students are proficient in the target skills and which are deficient.  Procedures will lead to data for decision making about:  How to create instructional change for ALL  Which students need additional intervention support

16.  Be research-based  Increase the intensity of instruction  More time  Smaller groups  Focus on essential skills  Be regularly monitored  Be delivered with fidelity  Be coordinated at the district/school level  Training

17.  Decision Rules  Forms  SpEd Procedures Thorough understanding of what Special Eductaion is and how Specially Designed Instruction looks in an RTI model

18.  CORE  Interventions  Fidelity Checklists  Team formation  SpEd

19.  BIG RTI  Regular education  Tiers of instruction  Scientific based  Instruction is matched to need and progress monitored frequently  Little RTI  Special Education  More precise diagnosis of possible SLD only disability  Comprehensive evaluation

20.  Means organized and planned instructional activities which adapt, as appropriate, to the needs of eligible students, the content, methodology, or delivery of instruction  To address the unique needs that result from the disability(ies)  To ensure access to the general curriculum so that the student can meet educational standards of the school district

21. Specially Designed Instruction Content (curriculum) Method or Instruction Different content Different setting Same but different purpose Adapted method/ delivery Intensity/ frequency of Instruction Same with Accommodations General Ed Instructional Delivery Same Content Key Concept Specially Designed Instruction General Education

22. Content Methods/ Instruction Delivery Same with accommodati on Key components only Same, close to grade level Same content, different purposes Different content Same with accommodation Additional presentations Pre-teaching/ Task clarification Guided practice/ Slower pace Alter tasks Change criteria Substitute prerequisite tasks Task analysis Support/ instruct processing of information for generalization and mastery General Ed Instructional delivery Same with accommodations Intensity/ Frequency of instruction Adapted method/ delivery Different setting

23. Accommodations:  Student is provided coaching from teacher and given 3 opportunities prior to removal from class  Student is provided a quiet, non=threatening, non-stimulating area to regain control when upset Specially Designed Instruction:  Student is provided training in anger management, alternative behavior strategies, etc.  Student is provided behavior contingency plan with student- selected reward and response cost

24. Accommodations:  Science text is highlighted for the student  Student given extra time to complete assignment Specially Designed Instruction:  Student is provided instruction in reading texts for information  Student is taught science vocabulary/ Key concepts prior to the lesson

25. Accommodations:  In sophomore English, a peer reads story to the student  The student is allowed to turn in an abbreviated assignment Specially Designed Instruction:  Student is provided reading instruction using lower level materials for the same piece of literature that others are reading