Upload
kayla-martinez
View
218
Download
0
Tags:
Embed Size (px)
Citation preview
1
Using Response to Intervention for Washington’s Students
Paul Alig OSPI, Special Education
Program Supervisor Tonya Middling
OSPI, Special Education Program Supervisor
SEAC September 27, 2006
2
Overview
Defining RTI Where did it come from and why do we
need it? Support for RTI in federal law Core principles Special education eligibility
considerations Policy issues Professional development issues
3
Defining RTI
RTI is a general education approach that aligns resources from general, remedial and special education through a multi-tiered service delivery model in order to provide scientific, research-based interventions to struggling students.
4
Defining RTI, con’t.
RTI includes making data-based decisions based on curriculum based measurements (CBMs) through problem-solving or standard protocol measures
Uses progress monitoring (formative assessments)
Specific Learning Disability Identification
5
Where did it come from and why do we need it?Background and Research Support
The idea of using CBMs to identify student needs is not new.
Stan Deno’s data-based decision program modification model (Deno, 1985; Deno & Mirkin, 1977)
Bergan’s behavioral consultation model (Bergan, 1977)
Problems in the traditional system (Wait to fail) Integration between general and special education Undocumented benefits of special education Variability and accuracy of eligibility determination Integration of eligibility determination with
instruction
6
Support for RTI in federal law
Provisions of IDEA 2004 allow school districts to use scientific, research-based interventions as an alternative method for identifying students with SLD.
Aligns with No Child Left Behind (2001)
7
RTI Manual Introduction
Outlines principle components of RTI
Guidance on RTI decision making Recommendations on using RTI
data to identify specific learning disabilities (SLD)
Answers common questions Includes additional resources and
practical appendices
8
How to use the manual
Recommendations NOT regulations Readiness checklist Each district and school design their own
RTI system depending on curriculum decisions and resources
NOTE: An RTI system is a combined general education and special education approach
OSPIs RTI manual is aligned with OSPIs K-12 Reading Model
9
Response to Intervention: Core Principles
Use all available resources to teach all students
Use scientific, research-based interventions Monitor classroom performance Conduct universal screening/benchmarking Use multi-tier model of service delivery Make data based decisions using a problem
solving/standard protocol Monitor progress frequently Fidelity
10
Use all available resources to teach all students
RTI practices are built on the belief that all students can learn and everyone supports all students
RTI focuses on student intervention need and not “What is wrong with the student?”
Systems Change: Integrated approach No one building/district will look the same
11
Use all available resources to teach all students, cont.
Basic Education LAP/Title Reading First (NCLB, 2001) School Improvement Plan Student Learning Plans Special Education (IDEA 2004) Other resources available to the
building/district
12
Use scientific, research-based interventions Curriculum and instruction approaches must have
a high probability of success for the majority of students
Offer as soon as it is clear the student is lagging behind
Increase intensity of instruction and practice Opportunity for explicit and systematic
instruction/practice and cumulative review Provide skillful instruction with good error
correction, immediate feedback Guided by and in response to progress monitoring
data Must provide a supportive atmosphere for
learning
13
Monitor classroom performance
General education teacher play a vital role in designing and delivering high quality instruction
General education teachers also monitor student progress through CBMs
Student performance in relationship to state standards (GLEs)
14
Universal Screening
School staff conduct universal screening in all academic areas and behavior to all students three times/year to identify students at risk
Benchmarks document whether a child is on track compared to peer group and/or state standards
The student’s data at benchmark testing periods can be utilized to validate the effectiveness of intervention. Is the gap closing?
15
3rd Grade Math Addition and Subtraction 0-18
0
10
20
3040
50
60
70
Dig
its
Co
rrec
t in
on
e m
inu
te
16
3rd Grade Addition and Subtraction 0-18
010203040506070
John Sue
Steve
Sherry
Bridge
tM
ike
Laris
a
Carle
yTom
EliasTyle
rEva
nZane
Kadon
Jasm
ine
Nicole
Gina
Carde
nas
Tiffan
yKris
Sherm
anAar
onSky
e
Gra
ham
Roxan
n
Dig
its
Co
rrec
t in
On
e M
inu
te
17
Features of a Multi-Tiered ModelFeatures of a Multi-Tiered Model
Each tier represents increasingly intense level of services associated with increasing levels of learner needs
All students, including those with disabilities are found in Tiers I, II, and III
The nature of the academic or behavioral intervention changes at each tier, becoming more rigorous as the student moves through the tiers
Students move up and down the tiers depending on need
18
80% of your students should be here
15% of your students should be here
5% of your students should be here
Three-Tier Model of School SupportsThree-Tier Model of School Supports
19
Use multi-tier model of service delivery: Tier I
Tier I: ALL Students All students receive high quality scientific
research based instruction in the core curriculum in all areas
Core curriculum provides the foundation for instruction upon which all strategic and intensive interventions are formulated
Serves 80-90% of the student body Some Tier 1 interventions may be applied to at
risk students followed by progress monitoring
20
Use multi-tier model of service delivery: Tier II
Tier II: Some Students Strategic interventions supplements
instruction to students who are not achieving standards through the core curriculum alone
Consists of 5-10% of the student body Occurs in small groups of 3-6 students Short-term in duration [9-12 week blocks] Recommended 3-4 sessions per week at 30-60
minutes per session Students progress is monitored more
frequently at Tier II, usually every 2 weeks
21
Use multi-tier model of service delivery: Tier II, cont.
Tier II: Some Students Students may receive more than one
block of Tier II interventions if progressing but who have not yet reached the goal
Students who reach goal would be reintegrated into Tier I
Students who do not progress in Tier II may require more intensive interventions
22
Use multi-tier model of service delivery: Tier III
Tier III: Few Students Intensive interventions are designed to accelerate a
student’s rate of learning by increasing the frequency and duration of individualized interventions based on targeted assessment data.
Students at Tier III are those performing significantly below standards and have not adequately responded to Tier I or Tier II interventions
Consists of less than 5% of student body Occurs in groups of no more than 3 ideally May occur longer than 9-12 weeks Students progress is monitored on at least a weekly
basis
23
Use multi-tier model of service delivery: Tier III, cont.
Tier III: Few Students Students who are successful at Tier III
reintegrate to Tier I with Tier II support If not successful at Tier III, consider
referral for special education and/or other long-term planning [504 plan, additional Tier III cycle]
24
Data-Based Decision Making
The purpose of using data based decision making is to find the best instructional approach for a student with an academic or behavioral problem
Decisions are made by teams consisting of professionals knowledgeable about the student, and the parent
Decisions are made through the problem solving process or standard protocol
25
Progress Progress MonitoringMonitoring
Performance or Performance or Criterion Criterion
AssessmentsAssessments
Standardized Standardized AssessmentsAssessments
Benchmarking Benchmarking or Screeningor Screening
Instructional Problem SolvingRequires taking multiple
sources of evidence and selecting appropriate
instructional interventions based on
identified student needs
Designing Instruction to Meet Student Designing Instruction to Meet Student NeedsNeeds
26
Develop a PlanDecide on the
intervention, timeframe, frequency and
intervention provider
Define the ProblemClearly identify the deficit area
Analyze the CauseDevelop a hypothesis: Why is
the problem happening?
Implement the PlanCarry out the intervention
as planned
Evaluate the PlanCompare progress to the
aimline. Did it work?
A Problem Solving Process
27
Domains of Influence
I.nstruction How we teach
C.urriculum What is being taught
E.nvironment Context where learning is to occur
L.earnerCharacteristics that directly relate to the area of concern
28
R.I.O.T.
Review Work Samples Cumulative Folders Health Records
Interview Teachers Parents Student Significant Others
Observe Student-teacher Student-peer
Test Curriculum based Norm referenced Criterion referenced Rating Scales
29
Evaluation Planning
Relevant KNOWN
RelevantUNKNOWN
Instruction (R.I.O.T.)
Curriculum (R.I.O.T.)
Environment (R.I.O.T.)
Learner (R.I.O.T.)
30
Standard Treatment Protocol
Process where student decisions are made using an established response to regular occurring circumstances [e.g., Read Well]
Implementation involves a trial of fixed duration [e.g., 9-12 weeks]
Emerging research is showing success implementing this approach at Tier I and Tier II in the area of reading
31
Progress Monitoring
Documents student growth over time to determine whether the student is progressing as expected in tiers
CBMs are primarily used as a method for progress monitoring because they are brief, easy to administer and score, and are good predictors of student ability
Progress monitoring data provide a picture of the student’s performance and rate of growth to inform instructional and curricular changes so that every student reaches proficiency on targeted skills
32
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
Wor
ds R
ead
Cor
rect
B 1 2 3 4 5 6 7 8 9 10
11
12
13
X
XX
33
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
Wor
ds R
ead
Cor
rect
B 1 2 3 4 5 6 7 8 9 10
11
12
13
XX
X XX X
XX
XX
XX
X
XX
X
34
Lack of Responsiveness to Interventions
Defined as rate of improvement, or progress slope that is not sufficient for the student to become proficient with state standards without more interventions
Decisions to advance students from one tier to another is based upon analysis of the progress monitoring data to determine if the student is responsive [e.g. 4-6 data points below the aimline after interventions have been altered may show a student is non-responsive]
35
Targeted Assessment
Targeted assessment means shifting to evaluations that are designed around the specific “targeted” concerns of the student.
In other words, we select assessments that measure the area of concern rather than administering an assessment and then trying to determine what it means.
Usually conducted when student enters Tier III, but may be conducted earlier
36
Fidelity Fidelity refers to the degree to which RTI
components are implemented as designed, intended, and planned.
Fidelity is achieved through sufficient time allocation, adequate intervention intensity, qualified and trained staff, and sufficient materials and resources.
Fidelity is vital in universal screening, instructional delivery and progress monitoring.
37
Intervention Plan
Documents analysis of student data and outlines interventions and evaluation of progress
Also documents implementation of interventions with fidelity [See appendix F]
38
RTI and Child Find
Anyone, including parents and teachers, can make a referral at any time in a RTI system.
A student cannot be required to go all the way through Tier III before being evaluated if evidence exists to suspect a disability.
39
When should a student be suspected of having a disability due to a lack of responsiveness?
Students who are performing significantly less than their peers and have been provided two or more Tier III interventions that did not significantly decrease the gap in achievement should be suspected as having SLD and evaluated absent other evidence.
40
Parent Involvement in RTI
In a RTI system parents must be provided progress monitoring data. 34 CFR Sec. 300.309(b)(2).
Parents must also be informed of: State policies regarding the amount
and nature of student performance data that is collected and the general education services that are provided;
The strategies for increasing the student’s rate of learning; and
Their right to request an evaluation.34 CFR Sec. 300.311(a)(7).
41
Is consent required before conducting screenings or CBMs?
Teachers or specialists do not need to obtain consent to evaluate when administering universal screening, CBMs, or targeted assessments to a student in order to determine appropriate instructional strategies for curriculum implementation.
20 USC Sec. 1414(a)(1)(E).
42
Using RTI data to identify SLD
District procedures set out criteria for using RTI data to establish SLD.
District criteria must incorporate new federal regulations on SLD.
34 CFR Sections 300.309 through 300.311
43
Adopt an established approach for using RTI data to identify SLD
Districts are strongly encouraged to use established approaches for using RTI data to identify SLD.
Criteria determines if a student is not making sufficient progress to meet age or State-approved grade-level standards in one or more of the SLD areas. 34 CFR Sec. 300.309(a)(2)(i).
44
Recommended criteria for identifying SLD using RTI: Question 1
Where at least two phases of intensive interventions implemented in the general education curriculum with fidelity, which did not affect the student’s achievement and does evidence of the student’s non-responsiveness at Tier III reflect that he or she is learning at a rate significantly less that her or his peers?
45
Recommended criteria for identifying SLD using RTI: Question 2
Do RTI and other existing data (including observation) meet at least two of the following four criteria:
1)CBM scores showing the student is performing at or below the 7th percentile of current grade-level or at or below the 16th percentile of a previous grade-level;
2)A standardized assessment score that is 1.75 standard deviations below the mean (within test protocols);
3)CBM scores and other data demonstrate the student’s median performance is at or below his or her grade placement peers by a discrepancy ratio of at least 2;
4)The student’s instructional performance level is two or more grade levels below her or his current grade placement determined by CBM scores, classroom performance, observation and, if appropriate, standardized assessments?
46
Recommended criteria for identifying SLD using RTI: Question 3
Does the evaluation group (including the parent) believe the student requires resources that are not available in the general education setting, with or without accommodations, in order to participate or progress in the general education curriculum at a level equal to his or her peers?
Evidence of this criterion would show that the student requires specially designed instruction or Tier III interventions for an extended period of time that is not available in the general education curriculum.
47
Evaluation Report
To establish SLD, under recommended approach, the report must reflect a “yes” to all three questions (sample in Appendix H).
Also need to rule out: (1) visual, hearing , or motor disability; (2) mental retardation; (3) emotional disturbance; (4) cultural factors; and (5) limited English proficiency. 34 CFR Sec. 300.309(a)(3).
Must have data to show the student received appropriate reading and mathematics instructions. 34 CFR Sec. 300.309(b).
48
Special Education Eligibility
To be eligible for special education, the evaluation group for students with SLD must find an adverse educational impact and the need for specially designed instruction (SDI).
The evaluation report for eligible students should include recommendations about the SDI and any related services, program modifications, accommodations and other supports the student needs with enough specificity to develop an IEP.
In a RTI system, the SDI provided should supplement the scientific-based interventions and high quality instruction the student was already receiving in general education.
49
Same players; new roles I
The New Psychologist Role Data Manager Data Analyzer Data Synthesizer Detective Extraordinaire Progress Monitoring?
The New Sped Teacher Role Data Provider
Targeted Assessment Progress Monitoring Intervention opportunities
50
Same players; new roles II
The New Parent Role Data Provider (FAAB) Interventionist Progress Monitoring
The New General Ed.Teacher Role Tier 1 & Tier 2 interventions Progress Monitoring Data provider (FAAB) for Learning Env. Be ready for intervention
51
Same players; new roles III
The New Principal Role As goes the principal’s attitude, so goes the
team Providing for the assessment of intervention
fidelity The New Attitude
We are not looking at the child as broken Focus is on “Why isn’t the general education
curriculum working for this child?”
52
EIS
Early Intervening Services are:Activities to support students in grades K-12 who are not currently identified as
needing special education, but who need additional academic and behavioral support to succeed in the general education curriculum
District’s may not use more than 15% of IDEA Part B funds for EIS activities, less any amount reduced by MOE
34 CFR §300.226
53
EIS Allowable Activities EIS activities may include:
Professional development for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions;
Instruction on use of adaptive and instructional software; and
Educational and behavioral evaluations, services and supports
54
How districts may use EIS funds
During the 05-06 school year, 15 school districts set aside EIS funds for a variety of activities, including: Offering extended Kindergarten for at-risk students Behavioral evaluations, including FBAs, and
behavioral services to general education students to improve students’ school-socialized behaviors
PD on delivery and implementation of SRBI Math interventions for students in grades 1-6 High school academic and behavioral services for
students who did not qualify for special education. Goal was to reduce the number of referrals to special education at the high school level; and to match services to student needs
55
Disproportionate Representation
States must require LEAs to reserve maximum amount of EIS funds to address any issues of disproportionate representation of minority students in special education
Currently, LEAs are identified through the state monitoring system (routine, focused, targeted) looking at both numerical data and policies and procedures (may change with final federal regulations which allow states to require EIS set aside based on disproportionate numerical data only
34 CFR §300.646
56
Statewide Efforts Implementation through each ESD for professional
development District RTI pilot sites statewide Technical assistance
SIG grant Coordination with OSPI C&I, Reading First, School
Improvement, Title 1, ELL OSPI January and summer institutes Stakeholder Conferences [WSASP, WERA,
I.D.E.A.S., etc.] Other resources: WEA, Wayne Callender and other
experts Other ideas?
57
Questions?
RTI Manual: http://www.k12.wa.us/SpecialEd/RTI.aspx
Additional Resources available at same website