Response to Intervention

1. What and Why? Response to Intervention

2. Response to Intervention • Response to Intervention is a multi-tiered general education initiative to provide early intervention services to students who are struggling. M G Werts Appalachian State University

3. What RTI is… 1. Prevention • School wide screening • Professional development • Standards aligned effective instruction • Progress monitoring 2. Intervention • Frequent progress monitoring • Targeted instruction with greater intensity 3. Special Education determination • Component of a multidisciplinary team assessment M G Werts Appalachian State University

4. What RTI is not… • RTI is not… • Another special education program • A program run by special education • A system to track students • A quick fix for short term improvement M G Werts Appalachian State University

5. Generally, RTI is… • A general education initiative • To provide services to students who are struggling • A multi tiered system M G Werts Appalachian State University

6. IDEA 2004 –CHANGES: Eligibility Determinations • A child shall not be determined to be a child with a disability if determinant factor is: • Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction. • Lack of instruction in math • Limited English Proficiency §614(b)(6)(B) M G Werts Appalachian State University

7. The LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. M G Werts Appalachian State University

8. In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention. M G Werts Appalachian State University

9. Why was this included in the laws? • Because there are problems with the discrepancy approach… • Need to wait until discrepant to deliver SDI • Doesn’t link with intervention • False positives (high IQ; average achievement) • False negatives M G Werts Appalachian State University

10. What is the discrepancy model? If the distance between the IQ measure and the achievement measure is too great, there is a discrepancy…and it is explained by terming it a Learning Disability. M G Werts Appalachian State University

11. It is not just how to best identify students with SLD (and others) • IDEA and NCLB are companion laws. • Together, they should encompass a system of supports, in both general and regular education. • Interventions should be chosen and implemented using instructional practices that are research and scientifically based instruction • We strive for proficiency in basic skills for all students. M G Werts Appalachian State University

12. RTI is “the practice of… • (1) providing high-quality instruction and interventions matched to student needs and, • (2) using learning rate over time and level of performance to • (3) make important educational decisions. (p.5)” • National Association of State Directors of Special Education (2005) • Response to Intervention: Policy Considerations and Implementation, p. 5 M G Werts Appalachian State University

13. Generally, an RTI process includes… • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differentiated curriculum-tiered intervention strategy • Use of evidence-based interventions • Continuous monitoring of student performance M G Werts Appalachian State University

14. Universal screening • Screening all students • Academics • Behavior • Using a benchmark system • What is the “benchmark” for success? • How good does a student have to be? • What is the comparison group? M G Werts Appalachian State University

15. Universal screeners • DIBELS • AIMSweb • IRIs • … M G Werts Appalachian State University

16. Multiple tiers of increasingly intense interventions • Tier I is general education • All students given good instruction • All students progress is monitored • Many students will do well • Continue the plan • Decide if it is good enough • Adjust teaching accordingly M G Werts Appalachian State University

17. Benefits to having tier I in the system… • Promotion of evidence-based instruction on a whole-class, whole-school level • Systematic identification of non-responders (not just teacher referral) • Eventual focusing of resources on fewer students at tiers 2 and 3 (and 4) M G Werts Appalachian State University

18. Later tiers • Tier II is usually small group instruction • May or may not be with a different approach • Generally adds time to the instruction • Tier III is more individualized and more time • May or may not be with a different approach • Generally more time • In some states, it is special education • Tier IV is usually 1 to 1 instruction or special education (SDI) M G Werts Appalachian State University

19. Differentiated curriculum through tiered instruction If a student is not doing as well as his peers… • Step 1. Adjust teaching in general education classroom • Step 2. Give more intense instruction (later tiers) • More time • Instruction with fewer students (more attention) • Different curriculum • Different approach M G Werts Appalachian State University

20. One model Universal Screening Evidence-based core program Data analysis teaming TIER I TIER II TIER III M G Werts Appalachian State University

21. Who will need instruction beyond tier 1 • 5% of children learn to read effortlessly • 20-30% learn relatively easily once exposed to reading instruction • For 60% of children learning to read is a much more formidable task • For at least 20-30% of children, reading is one of the most difficult tasks that they will have to master. • For 5% of students even with explicit and systematic instruction, reading will continue to be a challenge. M G Werts Appalachian State University

22. Use of evidence-based interventions • MUST be validated interventions • How do we validate interventions? • Through research • Found in research journals • What works clearing house, best evidence encyclopedia • Problems • Teachers have little time to read research journals • MANY fad intervention with little research backing • Curriculum selection has many facets M G Werts Appalachian State University

23. Continuous monitoring of student performance • Curriculum based measurement • Systematic • Continuous • Data intensive Areas of concern interpretation of data fidelity of implementation M G Werts Appalachian State University

24. Under RTI, if a student is found to be performing well below peers, the school will: • Estimate the academic skill gap between the student and typically-performing peers • Determine the likely reason(s) for the student’s depressed academic performance • Select a scientifically-based intervention likely to improve the student's academic functioning • Monitor academic progress frequently to evaluate the impact of the intervention • Consider a referral to Special Education M G Werts Appalachian State University

25. Determining the reason a student is performing below the level of peers… • Skill Deficit: The student lacks the necessary skills to perform the academic task. • ‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills. • Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task. M G Werts Appalachian State University

26. Determining the reason a student is performing below the level of peers… • …or there may be a disability M G Werts Appalachian State University

27. Advantages to RTI • Allows schools to intervene early to meet the needs of struggling learners. • Allows more time for instruction of students who need it • Allow the use of specific instructional strategies found to benefit a particular student. M G Werts Appalachian State University

28. Disadvantages to RTI • No research to show it is more efficient of efficacious in identification of students with SLD (or other disability categories) • Little agreement on roles of educators (especially school psychologists and special education teachers) M G Werts Appalachian State University