Response to Intervention Big Ideas: Since its inception as a category, SLD has been characterized by...
-
Upload
chad-goodwin -
Category
Documents
-
view
215 -
download
1
Transcript of Response to Intervention Big Ideas: Since its inception as a category, SLD has been characterized by...
Response to Intervention
Big Ideas: •Since its inception as a category, SLD has been characterized by
severe discrepancy between •ability/achievement.
•In IDEA 2004 RTI was added as a “don’t wait to fail’ alternative.•Council for Exceptional Children has a position on RTI that warrants
consideration.
04/18/23 RTI.ppt
Specific Learning Disability-Determination
WAC DefinitionWAC 392-172A-03055
• The student does not achieve adequately for the student's age or meet the state's grade level standards when provided with learning experiences and instruction appropriate for the student's age in one or more of the following areas:(a) Oral expression.(b) Listening comprehension.(c) Written expression.(d) Basic reading skill.(e) Reading fluency skill (Added in 2004 IDEA).(f) Reading comprehension.(g) Mathematics calculation.(h) Mathematics problem solving.
04/18/23 RTI.pptMore on next slide.
WAC CriteriaWAC 392-172A-03065
• If the school district uses a severe discrepancy model, it will use the OSPI's published discrepancy tables for the purpose of determining a severe discrepancy between intellectual ability and academic achievement.
• The tables are developed on the basis of a regressed standard score discrepancy method that includes:
• (a) The reliability coefficient of the intellectual ability test;• (b) The reliability coefficient of the academic achievement
test; and• (c) An appropriate correlation between the intellectual ability
and the academic achievement tests.
• The regressed standard score discrepancy method is applied at a criterion level of 1.55.
04/18/23 RTI.pptSee example on next slide.
WAC CriteriaWAC 392-172A-03065
04/18/23 RTI.pptMore on next slide.
Intelligence test performance
Reading test performance
X
X
The assumption is that a Chuck’s IQ
and reading performance would be approximately
the same.
The assumption is that a Chuck’s IQ
and reading performance would be approximately
the same.
WAC CriteriaWAC 392-172A-03065
04/18/23 RTI.pptMore on next slide.
Intelligence test performance
Reading test performance
X
X
Here is an example of when a 2 SD discrepancy exists.
Chuck’s IQ standard score is 100 but his reading test
standard score is 70.Check your curve if you don’t know the percentile ranks for
both of Chuck’s scores.
Here is an example of when a 2 SD discrepancy exists.
Chuck’s IQ standard score is 100 but his reading test
standard score is 70.Check your curve if you don’t know the percentile ranks for
both of Chuck’s scores.
04/18/23 RTI.ppt
Well, that’s the discrepancy formula approach. Thanks Silver Guy.
IDEA 2004 provided another way of identifying a student with LD that is based on ‘Response to Scientific
Research-Based Intervention’ (AKA Response to Intervention or RTI). The next slide provides the WAC
description of how this works.
Well, that’s the discrepancy formula approach. Thanks Silver Guy.
IDEA 2004 provided another way of identifying a student with LD that is based on ‘Response to Scientific
Research-Based Intervention’ (AKA Response to Intervention or RTI). The next slide provides the WAC
description of how this works.
WAC CriteriaWAC 392-172A-03060 - Process based on a student's response to scientific research-based intervention.
• School districts using…[RTI]…shall adopt procedures…[containing]…the following elements:
• (a) Universal screening and/or benchmarking at fixed intervals at least three times throughout the school year;
• (b) A high quality core curriculum designed to meet the instructional needs of all students;
• (c) Scientific research-based interventions as defined in WAC 392-172A-01165 are identified for use with students needing additional instruction;
• (d) Scientific research-based interventions used with a student are appropriate for the student's identified need and are implemented with fidelity;
• (e) A multitiered model is developed for delivering both the core curriculum and strategic and intensive scientific research-based interventions in the general education setting;
• (f) Frequent monitoring of individual student progress occurs in accordance with the constructs of the multitiered delivery system implemented in the school consistent with the intervention and tier at which it is being applied; and
• (g) Decision making using problem solving or standard treatment protocol techniques is based upon, but not limited to, student centered data including the use of curriculum based measures, available standardized assessment data, intensive interventions, and instructional performance level.
04/18/23 RTI.pptSee more on next slide.
WAC CriteriaWAC 392-172A-03060 - Process based on a student's response to scientific research-based intervention.
Such policies and procedures outlined in subsection (1) of this section shall be designed so that districts can establish that:
• (a) The student's general education core curriculum instruction provided the student the opportunity to increase her or his rate of learning;
• (b) Two or more intensive scientific research-based interventions, identified to allow the student to progress toward his or her improvement targets, were implemented with fidelity and for a sufficient duration to establish that the student's rate of learning using intensive scientific research-based interventions in the general education setting, in addition to or in place of the core curriculum, did not increase or allow the student to reach the targets identified for the student;
• (c) The duration of the intensive scientific research-based interventions that were implemented was long enough to gather sufficient data points below the student's aim line to demonstrate student response for each of the interventions through progress monitoring to determine the effectiveness of the interventions.
• OSPI has developed guidelines for using response to intervention to assist districts in developing the procedures required under this section.
04/18/23 RTI.ppt
04/18/23 RTI.ppt
Whew, that was a lot to cover. The big idea seems to be that
identification based on RTI requires faithful application of research based
instructional procedures and materials.
Hmmm…I wonder how this hand is going to play out?
Whew, that was a lot to cover. The big idea seems to be that
identification based on RTI requires faithful application of research based
instructional procedures and materials.
Hmmm…I wonder how this hand is going to play out?
Dave, does Council for Exceptional Children have anything to say about RTI?
Dave, does Council for Exceptional Children have anything to say about RTI?
04/18/23 RTI.ppt
I’m glad you asked; yes. CEC (largest professional group that works on behalf of persons with
disabilities) has a position statement on RTI. They begin by
saying…
I’m glad you asked; yes. CEC (largest professional group that works on behalf of persons with
disabilities) has a position statement on RTI. They begin by
saying…
“The RTI process is designed to identify struggling learners early, to provide
access to needed interventions, and to help identify children with disabilities. …by providing data about how a child responds to scientifically based interventions as part of the comprehensive evaluation required for
identification of any disability.”
“The RTI process is designed to identify struggling learners early, to provide
access to needed interventions, and to help identify children with disabilities. …by providing data about how a child responds to scientifically based interventions as part of the comprehensive evaluation required for
identification of any disability.”
04/18/23 RTI.ppt
CEC continues with specific statements
CEC continues with specific statements
RTI “must be viewed as a schoolwide initiative…representing an inclusive partnership between all school personnel and families to address the academic and behavioral needs of learners beginning as early as the preschool years.”
Shall not delay the referral of a child who is suspected of having a disability for a comprehensive evaluation.
Shall consist of a multi-tiered problem-solving process with at least three tiers.
• The first tier provides instruction through a universal core program in general education until students show evidence of failing to respond as expected to the instruction provided.*
• The second tier…more intensive than general education but less individualized than special education.
• The third or highest tier provides specially designed instruction and related services…which is delivered by special educators. This tier may also include intense individualized intervention services to a small number of children not identified as having a disability but requiring these services that are delivered by specialized general educators and/or other professionals.
04/18/23 RTI.ppt
Regarding ‘interventions,’ CEC says these….
Regarding ‘interventions,’ CEC says these….
*NCLB emphasized “Reading First” initiative which requires research-based instruction by highly qualified teachers using materials with proven effectiveness.
CEC on RTI Interventions cont.
Special education and related services in tier three are based on an IEP. …Specially designed instruction should be characterized by individualized, data-based, and recursive instruction, combined, as appropriate, with general education instruction.
Shall use a formative evaluation process, such as progress monitoring measures, to inform instructional decision making about adjusting instruction, changing curricula or materials, and/or determining movement among tiers.
04/18/23 RTI.ppt
Shall include provisions for referral for a comprehensive evaluation in any tier, which includes measures of cognitive ability, to determine if a child has a disability and is eligible for special education and related services and due process protections.
Data from RTI in tiers one and two shall not be a substitute for a comprehensive evaluation. RTI data does not provide sufficient data to rule out or identify a disability.
04/18/23 RTI.ppt
This is what CEC considers important regarding referral to
special education.
This is what CEC considers important regarding referral to
special education.
1
2
Shall recognize general educators as the primary interveners and special educators as members of the problem-solving teams in tiers one and two.
Conversely special educators are the primary interveners in tier three or the highest tier.
04/18/23 RTI.ppt
Regarding RTI team roles, CEC indicates the following.
Regarding RTI team roles, CEC indicates the following.
04/18/23 RTI.ppt
I’m getting tired of that
Diamondhead picture. You?
In closing, here’s how
CEC considers professional
knowledge and skills.
I’m getting tired of that
Diamondhead picture. You?
In closing, here’s how
CEC considers professional
knowledge and skills.
Shall recognize that the knowledge and skill level of educators needed in each of the three tiers is very different, thereby supporting requirements that educators possess the appropriate level of knowledge and skills in such areas as
•identifying and implementing evidence-based intervention strategies;
•monitoring academic and behavioral progress;
•selecting, implementing, and evaluating instructional and programmatic elements;
•participating meaningfully and actively in the multidisciplinary comprehensive evaluation process; and
•designing, implementing, and evaluating problem-solving models that ensure fidelity and integrity.
The End
Special thanks to…
• CEC whose position statement appears in Teaching Exceptional Children, Jan/Feb 2008
• OSPI for its guidance in translating the federal law, IDEA, in WA school practices
• Silver Guy for his help on discrepancy formula.
04/18/23 RTI.ppt