Response to Instruction and Intervention RtI 2
29
Response to Instruction and Intervention RtI 2 “Empowering each student to succeed in life” “Empowering each student to succeed in life”
description
“Empowering each student to succeed in life”. Response to Instruction and Intervention RtI 2. “Empowering each student to succeed in life”. “Empowering each student to succeed in life”. 9 Essential Program Components. RtI 2. Students w/ Disabilities. Because All Means All. - PowerPoint PPT Presentation
Transcript of Response to Instruction and Intervention RtI 2
Response to Instruction and Intervention
RtI2
“Empowering each student to succeed in life”
“Empowering each student to succeed in life”
9 E
ssen
tial P
rogr
am C
ompo
nent
s
SE
D
Ethnic S
ubgroups
Students w
/ Disabilities
Explicit Direct Instruction
ELL
Be
ca
us
e A
ll
Me
an
s A
ll RtI 2
“Empowering each student to succeed in life”
9 Es
sent
ial P
rogr
am C
ompo
nent
s
RtI 2
Explicit Direct Instruction
“Empowering each student to succeed in life”
Intensive:Who: Sp Education staff
Whom: Non-responders to Tier III interventions,Parent request for services
What: Intervention materials that are state adopted/approved materials that are research based, highly valid and highly reliable
Where: Resource RoomWhy: Support deficits in reading & math / collect data
How: Obtain baseline – draw an aim line – look at rate of improvement, progress monitor with AIMSWEB weekly
Time: 20-30 minutes per day
Strategic:Who: Paraprofessional supervised by credentialed teacher
(API Coach, Resource Specialist)Whom: FBB on CSTs/Strategic & Intensive on DPA / SBRC
What: Intervention materials that are state adopted/approved materials that are research based, highly valid and highly reliable
Where: Outside the regular classroom - pulloutWhy: Progress monitoring data (AIMSWEB)
How: Obtain baseline – draw an aim line – look at rate of improvement, progress monitor with AIMSWEB monthly
Time: 30 min per day
Benchmark:Who: Classroom Teacher
Whom: Students experiencing temporary difficultiesWhat: Adopted core curriculum support materials
Where: Regular classroomWhy: Observational progress monitoring How: Observational progress monitoring
Time: Fluid – based on on-going progress monitoring
Core/Advanced:Who: Classroom Teacher
Whom: All StudentsWhat: State Adopted Standards Based English Language Arts
and Mathematics Core Where: General Education Classroom
Why: Observational dataHow: Observation & progress monitoring
Time: State recommended time K- 1 hour / 1st-3rd- 2.5 hours / 4th-6th – 2 hours
“Empowering each student to succeed in life”
Why RtI²?
RtI embedded in NCLB and IDEA 2001• Student outcomes• Use of evidence-based instruction/interventions• Data-driven accountability• Highly qualified teachers
NCLB (ESEA) and Title 1• Ensuring that high-quality academic assessments, accountability systems, teacher preparation
and training, curriculum, and instructional materials are aligned with challenging State academic standards so the students, teachers, and administrators can measure progress against common expectation for student academic achievement.
• Improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State achievement standards and content standards and increasing achievement overall, but especially for the disadvantaged.
• Promoting school wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content.
Response to Instruction and Intervention (RtI2)
Guiding Principles
• RtI2 is a function of general education.
• RtI2 is a framework and not a specific procedure.
• Data should guide decisions regarding core, supplemental and comprehensive instruction/interventions.
“Empowering each student to succeed in life”
Response to Instruction and Intervention (RtI2)
Guiding Principles
• Interventions and supports must be provided within a multi-tiered framework of increasing intensity.
• Tier III and Tier IV interventions take place outside the general education classroom.
• Special education teachers will focus on students with disabilities and students with the most intensive academic and behavioral needs.
“Empowering each student to succeed in life”
DUSD Response to Instruction and Intervention (RtI2)Guiding Principles
• Intervention materials will be state adopted/approved materials that are research based, highly valid and highly reliable.
• Students in Tier III and Tier IV interventions will be monitored with a progress monitoring tool.
• A system is in place in which there is focused communication around student data between API coach, teacher and interventionist that occurs at least monthly.
“Empowering each student to succeed in life”
Number of Students Served in Intervention
Jeffe
rson
Linc
oln
Grand
Vie
w
Roose
velt
Wils
on
JFK
0
100
200
300
400
500
600
700613
535
349
589542
437
145 153
72
150 130
69
Enrolled Intervention
“Empowering each student to succeed in life”
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
5
10
15
20
25
3028
23 23
25
5
1
2 2
SLD Identification from 2001 - 2009
Initial Referrals
“Empowering each student to succeed in life”
XXXXXXXXXXXXX
Second, 0, 0%Third, 8, 1%
Fourth, 5, 3%
Fifth, 10, 7%
Sixth, 11, 8%
Seventh, 15, 10%
Eighth, 17, 12%Ninth, 18, 12%
Tenth, 14, 10%
Eleventh, 21, 15%
Twelfth, 22, 15%
Students Identified with a Specific Learning Disability
141/242 special educa-tion students identified with SLD (58%). 75/141 are in HS
“Empowering each student to succeed in life”
Section 504
MAJ0R NEW DEVELOPMENTS FOR REGULAR AND PECIAL EDUCATION STUDENTS
Section 504 of the Rehabilitation Act
• Civil right law designed to eliminate discrimination on the basis of disability in any program receiving Federal financial assistance
• Guarantees disabled students the provision of appropriate education services
34 C.F.R. § 104
“No otherwise qualified individual with a disability in the United States…shall, soley by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
ADA and 504
• Sutton v. United Airlines (1999)– Mitigating factors considered when evaluating
if a person has a “substantial limitation”• Toyota v. Williams (2002)
– Severely restricted an individual from engaging in activites of central importance and impairment was permanent or long term.
ADA Amendments Act (ADAAA)
• Effective 1/1/09• U.S. Supreme Court rejected a series of
U.S. Supreme Court decision, the new law is intended to reinstate the broad scope of protection for individuals with disabilities.
504 Implications
• Requires disability determination to be made without considering mitigating measures– E.g., medication medical supplies, appliances,
low-vision devices, prosthetics, hearing aids and mobility devices.
Section 504 - Expansion
• Clarifies that “substantially limits” does not mean “significantly restricts.”
• Impairment that limits one major life function need not limit other major life activities in order to be considered a disability.
• Impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active.
504- Expansion
• Broadens the definition and coverage of “disability” under ADA and the Rehabilitation Act
• Ensures that individual who compensate for their disabilities are protected from discrimination.
ADAAA revisions
THE BIG 4• CONCENTRATING• THINKING• LEARNING• READING
ADAAA Revision (con’t)
• Seeing• Eating• Hearing• Walking• Sleeping
• Digestive functions• Bladder functions• Bowel functions• Caring for oneself• Performing manual
tasks
504 and IDEA
• Child Find Obligations• Different standards of FAPE
– Section 504, unlike the IDEA, “requires a comparison between the treatment of disabled and nondisabled children, rather than simply requiring a certain level of services for each disabled child.”
– Mark H. v. Lemahieu (9th Cir. 2008) 513 F.3d 922)
IMPLICATIONS
1. RTI must be an option. The federal regulations require the state criteria to permit the use of a “process based on the child’s response to scientific research-based intervention.” The commentary reflects s preference for RTI.
(20 U.S.C. § 1414(b)(6); C.F.R. § 300.307 (a) (2); Fed. Reg. 46646-46648
State Performance Plan Indicators
IDEA as amended in 2004 requires that states make determinations of local district performance in their provision of special education and related services.
SELPAs are required to monitor district compliance and provide technical assistance as needed (AB 1200)
2010-2011 – Shasta County SESR
Types of Indicators
Compliance IndicatorsIndicator 9: Overall Disproportionality
Indicator 10: Disproportionality by Disability
Indicator 11: Initial Evaluation
Indicator 12: Transition from Part C to Part B
Timely Correction of Noncompliance
Timely and Complete Reporting
Indicators: 15, 16, 17, 20
RESULTS INDICATORSIndicator 1: Graduation
Indicator 2: Dropout
Indicator 3: Statewide Assessments
Indicator 5: Least Restrictive Environment
Indicator 6: Preschool Least Restrictive Environment
Indicator 8: Parent Involvement
Indicator 14: Post-school Outcomes
Indicator 18: Hearing Requests
Indicator 19: Mediation Agreements
Think It Through…
What goals are guiding your school’s plans and actions right now? Are they consistent with your mission and vision? Are they SMART?
….a take away
Change is powerful and motivating. Each professional must watch for meaningful changes in the discipline, evaluate those changes and adapt when appropriate.
