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RTI: The Central Role RTI: The Central Role of Instruction in NCLB of Instruction in NCLB and IDEAand IDEA
Joseph Witt, PhDJoseph Witt, PhD
NCLB and IDEA are NCLB and IDEA are MergingMerging Foundation is good practices in Foundation is good practices in
general educationgeneral education Eligibility determination in special Eligibility determination in special
education cannot be based on a education cannot be based on a lack of appropriate instruction in lack of appropriate instruction in general education general education
Comes Together in Comes Together in – 3 Tiered Model3 Tiered Model
Responsiveness to Intervention Responsiveness to Intervention ModelModel
Degree of Unresponsiveness to InterventionLOW HIGH
HIGH
Inte
nsi
ty o
f T
reat
men
t
Level I
Universal Interventions
Level II
Selected Interventions
Level III
Intensive Interventions
Level IV
Special Education IEP Determination
Kalisha: New Way and Kalisha: New Way and Old WayOld Way
Current Grade Placement=5th Current Reading Level=3rd
A Discrepancy Does A Discrepancy Does Exist but Why?Exist but Why?
0
1
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Grade Level
CurrentFunctioning
ExpectedFunctioning
Expected vs. Current Grade Level
The Discrepancy between Actual and Expected
Two ApproachesTwo Approaches
Assume problem resides within Assume problem resides within child and search for problemchild and search for problem– Learning DisabilityLearning Disability
Assume FIRST problem is with Assume FIRST problem is with instructioninstruction– every child can learn given the right every child can learn given the right
strategiesstrategies
Current SystemCurrent System
Kalisha is ReferredKalisha is Referred TestedTested
– WoodcockedWoodcocked– WISC—eredWISC—ered
VoilaVoila– Severe DiscrepancySevere Discrepancy– Diagnosis: LDDiagnosis: LD– Placement in Special EducationPlacement in Special Education
Discrepancy Explained:Discrepancy Explained:Kalisha has LD!Kalisha has LD! Kalisha goes off to Special Kalisha goes off to Special
EducationEducation The Classroom Teacher Returns The Classroom Teacher Returns
to Normal Routinesto Normal Routines School Based Team is HappySchool Based Team is Happy
– SomethingSomething has been done about has been done about KalishaKalishaWhy Consider a Change in IDEA to RTI
Why ChangeWhy Change
Disability designation and hall Disability designation and hall passespasses
LD placements up in US LD placements up in US astronomicallyastronomically
Increase not a problem IF Increase not a problem IF Students do Well in SPEDStudents do Well in SPED– Outcomes for SPED Students PoorOutcomes for SPED Students Poor
Could All Those New Could All Those New Placements Really be Placements Really be LD?LD? Is there a new LD epidemicIs there a new LD epidemic If not, what could explain the If not, what could explain the
large increases in LD placement?large increases in LD placement?
LD Epidemic LD Epidemic Mystery SolvedMystery Solved Scientists have Discovered that Scientists have Discovered that
often the student has merely not often the student has merely not been instructed --ABTbeen instructed --ABT– Was teacher “highly qualified”Was teacher “highly qualified”– Did reading instruction include Did reading instruction include
“essential components of reading” “essential components of reading” – Was reading instruction “evidenced Was reading instruction “evidenced
based”based”– Did instruction occur consistentlyDid instruction occur consistently
Duh~
Now with NCLB: Onus on Now with NCLB: Onus on District to Show District to Show Progress-Not Blame Progress-Not Blame StudentStudent
Expected
Actual
0
2
4
Are progress data available showing most Are progress data available showing most students are successful? students are successful?
Are all subgroups successful?Are all subgroups successful? If not how can you say any one child is LDIf 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
How Do you KNOWHow Do you KNOW
Core instruction is working within Core instruction is working within RTIRTI
Which students need helpWhich students need help STEEP ExampleSTEEP Example
RTI: Lots of “Moving” RTI: Lots of “Moving” PartsParts Screen ALL StudentsScreen ALL Students Begin Intervention for SomeBegin Intervention for Some Monitor ProgressMonitor Progress Make Changes if NeededMake Changes if Needed Schools Need Tech AssistanceSchools Need Tech Assistance
– Who will do these new JobsWho will do these new Jobs– How do you do themHow do you do them
Universal Screening—Universal Screening—Sounds Like Too Much Sounds Like Too Much WorkWork STEEPSTEEP
– Reading—One Minute Individual Reading—One Minute Individual ScreeningScreening
– Math—Group ScreeningMath—Group Screening– Can’t Do or Won’t DoCan’t Do or Won’t Do
Most Schools Can Be Screened in a Most Schools Can Be Screened in a DayDay
Results returned to teachers that Results returned to teachers that dayday
How Does it Work?How Does it Work?
First, All Children in the school are First, All Children in the school are screened in reading and mathscreened in reading and math– Using BRIEF classroom based tests—Using BRIEF classroom based tests—
CBMCBM Next, Can’t Do/Won’t Do Next, Can’t Do/Won’t Do
AssessmentAssessment– Is problem skill or motivationIs problem skill or motivation
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
Won’t Do Problem
Lack of Motivation is NOT a Disability
Can’t Do Problem
Needs Instructional Intervention
Few Individual Concerns
Fewer Non-responders
Many Children Are Screened
Even Less Require Full Evaluation
““Filters” Increase Filters” Increase Accuracy of ReferralsAccuracy of Referrals
Positive OutcomesPositive Outcomes
Biloxi, MSBiloxi, MS– Referrals in two schools from 1999-2003Referrals in two schools from 1999-2003
40 Total Per Year40 Total Per Year– Referrals 2004-2005Referrals 2004-2005
1 Total1 Total– Why? School Psycs and Speech Paths with Why? School Psycs and Speech Paths with
Graphs—modeling interventionsGraphs—modeling interventions Vail ArizonaVail Arizona
– Multiple Baseline Across SchoolsMultiple Baseline Across Schools 30-50% Reduction in Referrals30-50% Reduction in Referrals
– Why? Focus on Core Curriculum—Why? Focus on Core Curriculum—TEACHERS!!TEACHERS!!
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
Progress Monitoring in Progress Monitoring in General EDGeneral ED a MUST a MUST Inquiring minds want to know, how did Inquiring minds want to know, how did
Kalisha get behind in the first placeKalisha get behind in the first place Did this happen gradually?Did this happen gradually? Why wasn’t something done soonerWhy wasn’t something done sooner
Asleep at the Wheel?
Progress for Progress for Subgroups?Subgroups?
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White Af Am Hispanic Other
Why Place Hispanic Students—Core not Working
Will this be known in future?
What Should you Do if What Should you Do if Core Curriculum is a Core Curriculum is a ProblemProblem OptionsOptions
– Classwide InterventionClasswide Intervention– Large GroupLarge Group– Most students will respondMost students will respond
Grade 4
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Bre
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Ais
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Yellow Zone
Red Zone
STEEP Screening STEEP Screening Identified School Wide Identified School Wide Math Deficits in Arizona Math Deficits in Arizona SchoolSchool
Each bar is a student’s performance
Math problems grades 3-5
Green Zone
After After School WideSchool Wide Intervention--No Intervention--No Systemic ProblemSystemic Problem
Fourth Grade Multiplication 0-9
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Roc
he
Cha
pdel
ain
Lam
b N
icol
e
Gav
ino
Tip
ton
Em
ily
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rete
Layt
on
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atth
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onna
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ta c
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ean
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ith
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Fro
st J
oshu
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leDig
its
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rrec
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wo
Min
ute
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Fourth Grade
Importantly: Significant Importantly: Significant Improvements in SAT-9 DataImprovements in SAT-9 Data
SAT-9 Standard Scores and t-test Results for Pre- and Post-Implementation Years by Grade 2001-2002 2002-2003 t
Grade n M SD n M SD
Third 85 562.06 143.80 129 602.54 35.20 3.07**
Fourth 116 611.09 120.61 117 638.22 33.39 2.35*
Fifth 113 636.73 109.86 107 659.17 35.77 2.01*
Total 314 607.04 126.83 353 631.53 41.93 3.42**
* p < .05 ** p < .01 Cohen’s d (effect size between years) Third .45 Fourth .35 Fifth .31 Total .29
How are these alike?How are these alike?
OveridentificationOveridentification DisproportionalityDisproportionality
Linked to Academic Progress or Lack Thereof
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
Tier 2 For KalishaTier 2 For KalishaResponse to Response to InterventionIntervention
Before Intervention During Intervention
Avg. for his Class
Intervention in Reading
#C
orr
ect
Intervention Sessions
Each Dot is one Day of Intervention
Before Intervention During Intervention
#C
orr
ect
Avg. for his Class
No Response to No Response to interventionintervention
Goals of Tier 2 Goals of Tier 2 InterventionIntervention To reduce the gapTo reduce the gap To rule out ABTTo rule out ABT
– Can’t be done with Woodcock or any Can’t be done with Woodcock or any other test. other test.
– Testing can’t know she wasn’t Testing can’t know she wasn’t taught effectively!!!taught effectively!!!
– The only way to determine if student The only way to determine if student can learn normally is to teach and can learn normally is to teach and look at student’s responselook at student’s response
Kalisha using RTI via Kalisha using RTI via NCLB and IDEANCLB and IDEA Evidenced based core to prevent failureEvidenced based core to prevent failure Universal screening to detect Kalisha Universal screening to detect Kalisha
when she is when she is slightlyslightly behind behind Evidenced based Supplemental InstructionEvidenced based Supplemental Instruction Intensive Individual InterventionIntensive Individual Intervention New way: 95% Chance No SPED NeededNew way: 95% Chance No SPED Needed Old way: 90% Chance SPED NeededOld way: 90% Chance SPED Needed
Kalisha Needs the Juice: I-N-S-T-R-U-C-T-I-O-N
Challenges ExistChallenges Exist
Research Base is Lacking in Some Research Base is Lacking in Some AreasAreas
New Jobs RequireNew Jobs Require– Existing people learning new JobsExisting people learning new Jobs– New RTI SpecialistsNew RTI Specialists
InterventionistsInterventionists
Job Integrated TrainingJob Integrated Training The big big challenge…Implementation The big big challenge…Implementation
FidelityFidelity
Here’s the FrictionHere’s the Friction
Currently TeamCurrently Team– Develops Gut Feeling About the problemDevelops Gut Feeling About the problem– Then Self Report cycle for teacherThen 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 doneHow do you know intervention was done How do you know intervention did not workHow do you know intervention did not work
– Ok lets testOk lets test Because that is ONLY real optionBecause that is ONLY real option
– Now Lets placeNow Lets place– Nobody has to do muchNobody has to do much
Old way easy and routine. Old way easy and routine. RTI—Lots of Moving PartRTI—Lots of Moving Part
Daunting FactsDaunting Facts
Yesseldyke StudiesYesseldyke Studies The Big Green ArrowThe Big Green Arrow If intervention fidelity is this lowIf intervention fidelity is this low
– Teacher delivered intervention Teacher delivered intervention impossibleimpossible
Changes May be Changes May be NeededNeeded Current PracticeCurrent Practice
– Every child has collaboratively developed Every child has collaboratively developed individual interventionindividual intervention
– ProblemsProblems Not evidenced basedNot evidenced based No one is an expertNo one is an expert Materials must be assembledMaterials must be assembled
New WayNew Way– Tiny Number of Evidenced Based Tiny Number of Evidenced Based
Interventions Interventions – Materials Readied—Pre-trainingMaterials Readied—Pre-training– Use them when neededUse them when needed
Due Process and Due Process and FidelityFidelity Old WayOld Way
– We did the intervention now lets placeWe did the intervention now lets place New Way—Results tell us:New Way—Results tell us:
– Can child learn at normal rate?Can child learn at normal rate? Rule out ABTRule out ABT
– What intensity of services are needed?What intensity of services are needed?– Intervention now serves an assessment Intervention now serves an assessment
purpose. Validity data needed. purpose. Validity data needed.
Common QuestionsCommon Questions
How much improvement is How much improvement is “enough”“enough”
What “counts” as interventionWhat “counts” as intervention– How long, what intensityHow long, what intensity
What if intervention not usedWhat if intervention not used Due Process RequirementsDue Process Requirements
– Completely UntestedCompletely Untested
Wait to failWait to fail Test her usingTest her using
– Block designBlock design– Woodcock herWoodcock her
Compare to Compare to National NormsNational Norms
PlacePlace
Screen early-help Screen early-help earlyearly
Compare to local Compare to local normsnorms
InterveneIntervene Use intervention Use intervention
response to response to determine child determine child needsneeds
KalishaKalishaOLD WAY NEW
WAY
