May 3. 2010 Dr. Schultz, Dr. Owen, Dr. Ryan, Dr. Stephens
Slide 3
Is it a pre-referral process? Is it a service delivery model?
Is it a way to identify SLD?
Slide 4
Response to intervention integrates assessment and intervention
within a multi- level prevention system to maximize student
achievement and to reduce behavioral problems. With RTI, schools
use data to identify students at risk for poor learning outcomes,
monitor student progress, provide evidence- based interventions and
adjust the intensity and nature of those interventions depending on
a students responsiveness, and identify students with learning
disabilities or other disabilities.
Slide 5
Four Major Developments 1. The first of these developments is
the longstanding concern about how LD is defined and identified. 2.
The passage of the reauthorization the IDEIA of 2004 and No Child
Left Behind (2001), an increased emphasis has been placed on
providing early intervention for struggling students and to reduce
the numbers of students served in special education programs
Slide 6
3. A third reason has been the emphasis on reading in both
research and policy. (i.e., Reading First, SSI) 4. Finally, an
increased policy emphasis on providing all students access to
scientifically based instruction delivered in core academic
subjects by a highly qualified teacher has required educators to
create systems of support that share responsibility for students
with LD or at risk for LD
Slide 7
Provide the earliest intervention for students who struggle.
Traditional models have historically required students to fail for
a period of time prior to receiving any specialized assistance,
often referred to as the wait-to-fail model. An RTI process can
quickly identify students who need extra help before falling too
far behind their peers.
Slide 8
Provides critical information to educators about the
instructional needs of the students and links them to
evidenced-based interventions. This information will be
particularly valuable for students who do not respond to increasing
levels of support and are ultimately referred for a comprehensive
evaluation and/or special education consideration.
Slide 9
Builds a culture of collaboration among administrative staff,
teachers, interventionists and parents by sharing responsibility
and accountability for student learning.
Slide 10
Use screening data to reduce bias in the special education
referral process by decreasing the reliance on teacher-based
referrals to data- based referrals. This has the potential to
reduce the overall number of students referred for special
education services, reduce the over- identification of minority
students in special education, and reduce the number of students
being referred whose problem was not receiving adequate
instruction.
Slide 11
While the potential benefits of the use of an RTI model are
clear, school districts have many questions as they move to
large-scale implementation How many tiers of instruction are needed
for an RTI process? How will students move from tier to tier? Which
approach is best for our school, the problem-solving model or
standardized protocol model? How does RTI apply to secondary
students? What are the personnel needs of the school to fully
implement RTI? How will data be collected and student progress
monitored? How will non-response to intervention be determined?
When should a student be referred for a comprehensive
assessment?
Slide 12
Slide 13
Four Tier Learning Model
Slide 14
While schools have considerable flexibility (e.g., number of
tiers, length of time at each tier, assessment tools, instructional
strategies, etc.) in determining how RTI will be implemented at
their particular school, in order to build a durable and sustaining
system of RTI, the features described below are essential:
Slide 15
Universal Screenings. Screenings take place by reviewing all
students recent performance on state or district tests or by
administering an academic screening (e.g., curriculum-based
measurement) to all students in a given grade. Related behaviors
(e.g., attendance, tardiness, truancy, disciplinary contacts, nurse
visits, etc.) may also serve as screening data and help identify
students who may require additional support.
Slide 16
High-quality classroom instruction. High quality instruction is
delivered by qualified general education teachers in general
education settings. The quality of the classroom instruction can be
measured by comparing student achievement across different
classrooms at the same grade level. Instruction and curriculum is
grounded in scientific, research and have been proven to be
effective for most students
Slide 17
Targeted research-based instruction and interventions.
Research-based interventions go beyond adapting and accommodating
the current curriculum and are characterized by making a systematic
change in delivery of instruction and/or support that have proven
effectiveness in addressing the presenting problem.
Slide 18
Continuous progress monitoring. In an RTI model, general
educators assume an active role in the assessment and monitoring of
classroom performance of students at regular intervals. Progress
monitoring is the scientifically based practice used to assess
student performance and evaluate the effectiveness of classroom,
targeted, and intensive instruction and interventions. Progress
monitoring is a fundamental and essential component of the RTI
process.
Slide 19
A scientifically validated form of progress monitoring is
Curriculum Based measurement or CBM. Using CBM allows teachers to
regularly assess student performance using brief, simple, global
measures. Consequently, the obtained data is utilized to make
instructional decisions.
Slide 20
Decision making rules. Critical to the RTI process is the
formation of guidelines for each school to decide which students
are not making sufficient progress or responding to interventions,
when to enter or exit tiers, and when to refer a student for a
comprehensive evaluation or consideration for special
education.
Slide 21
Fidelity Measures. Fidelity measures are in place to ensure
that interventions are designed and implemented consistently and
for a sufficient length of time to reliably measure a students
response to the intervention.
Slide 22
Data-Based Decision Making. Decisions are made in an RTI
process by using and analyzing information collected routinely and
purposefully to identify status, need for change, and effects of
interventions. Informed educational decisions are made using sound
data and professional judgment reducing the chances for error and
bias in treatment.
Slide 23
Strong Leadership Commitment (80%) Trust (The Process)
Slide 24
LEARN Act :The Literacy Education for All, Results for the
Nation (LEARN) Act, which was recently introduced into the House
and Senate, is a comprehensive literacy bill promoting reading and
writing across the K- 12 levels and in all disciplines. (Replace
Reading 1 st )
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(ix) using differentiated instructional approaches, including--
(I) individual and small group instruction; and (II) professional
development, curriculum development, and classroom instruction; (x)
applying the principles of universal design for learning; (xi)
using age appropriate screening assessments, diagnostic
assessments, formative assessments, and summative assessments to
identify individual child learning needs, to inform instruction,
and to monitor student progress and the effects of instruction over
time;
Slide 26
(vi) using differentiated instructional approaches, including
individual, small group, and classroom-based instruction and
discussion; viii) providing time and opportunities for systematic
and intensive instruction, intervention, and practice to supplement
regular instruction, which can be provided inside and outside the
classroom as well as during and outside regular school hours;
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