Response to Response to Intervention (RTI): Intervention (RTI): Considerations for Considerations for Identification and Identification and

Instructional Instructional Reform Reform Joseph F. KovaleskiJoseph F. KovaleskiIndiana University of PAIndiana University of PA

David PrasseDavid PrasseLoyola University ChicagoLoyola University Chicago

Reasons for ChangeReasons for Change

Current system – process above resultsCurrent system – process above results Current system – wait to fail modelCurrent system – wait to fail model Dual system- general and specialDual system- general and special Culture of complianceCulture of compliance Identification methods lack validityIdentification methods lack validity Rigorous research and evidence-based Rigorous research and evidence-based

practicepractice Focus on compliance and bureaucratic Focus on compliance and bureaucratic

imperatives not academic achievement.imperatives not academic achievement.

Consensus Reports on Consensus Reports on Rethinking Learning Rethinking Learning

DisabilitiesDisabilities OSEP: Learning Disabilities Summit OSEP: Learning Disabilities Summit

(2001) (2001) Fordham Foundation/ Progressive Policy Fordham Foundation/ Progressive Policy

Institute: Rethinking Special Education Institute: Rethinking Special Education (2001)(2001)

National Research Council: Minority National Research Council: Minority Over- Representation in Special Ed Over- Representation in Special Ed (2002)(2002)

President’s Commission on Excellence in President’s Commission on Excellence in Special Ed (2002)Special Ed (2002)

“… “… the IQ-achievement the IQ-achievement discrepancy does not reliably discrepancy does not reliably distinguish between disabled distinguish between disabled and non-disabled readers … and non-disabled readers … children who were found to be children who were found to be difficult [and easy] to remediate difficult [and easy] to remediate … and it does not predict … and it does not predict response to remediation.”response to remediation.”

Vellutino et al. (2000), p. Vellutino et al. (2000), p. 235235

Senate Report re IDEIASenate Report re IDEIA

““The committee believes that the IQ-The committee believes that the IQ-achievement discrepancy formula, which achievement discrepancy formula, which considers whether a child has a severe considers whether a child has a severe discrepancy between achievement and discrepancy between achievement and intellectual ability, should not be a intellectual ability, should not be a requirement for determining eligibility requirement for determining eligibility under the IDEA. There is no evidence that under the IDEA. There is no evidence that the IQ-achievement discrepancy formula the IQ-achievement discrepancy formula can be applied in a consistent and can be applied in a consistent and educationally meaningful (i.e., reliable educationally meaningful (i.e., reliable and valid) manner.”and valid) manner.”

““In addition, this approach has been In addition, this approach has been found to be particularly problematic for found to be particularly problematic for students living in poverty or culturally students living in poverty or culturally and linguistically different and linguistically different backgrounds, who may be erroneously backgrounds, who may be erroneously viewed as having intrinsic intellectual viewed as having intrinsic intellectual limitations when their difficulties on limitations when their difficulties on such tests really reflect lack of such tests really reflect lack of experience or educational opportunity.”experience or educational opportunity.”

IDEIA 2004 ChangesIDEIA 2004 ChangesSpecific Learning DisabilitiesSpecific Learning Disabilities

““The LEA shall not be required to The LEA shall not be required to take into consideration whether the take into consideration whether the child has a severe discrepancy child has a severe discrepancy between achievement and between achievement and intellectual ability in oral intellectual ability in oral expression, listening comprehension, expression, listening comprehension, written expression, basic reading written expression, basic reading skill, reading comprehension, skill, reading comprehension, mathematical calculation, or mathematical calculation, or mathematical reasoning.”mathematical reasoning.”

IDEIA 2004 ChangesIDEIA 2004 ChangesSpecific Learning Disabilities (cont.)Specific Learning Disabilities (cont.)

““In determining whether a In determining whether a child has a specific learning child has a specific learning disability, a local educational disability, a local educational agency may use a process agency may use a process which determines if a child which determines if a child responds to scientific, responds to scientific, research-based interventionresearch-based intervention.”.”

Senate Report re IDEIASenate Report re IDEIA

““The bill allows local educational agencies to The bill allows local educational agencies to make an eligibility determination through … make an eligibility determination through … a process based upon a child's response to a process based upon a child's response to scientific, research-based intervention. The scientific, research-based intervention. The (President’s) Commission recommended that (President’s) Commission recommended that the identification process … be simplified and the identification process … be simplified and that assessments that reflect learning and that assessments that reflect learning and behavior in the classroom be encouraged, behavior in the classroom be encouraged, with less reliance on the assessments of IQ with less reliance on the assessments of IQ and achievement ….”and achievement ….”

Is this a radical change?Is this a radical change?

The ability-achievement The ability-achievement discrepancy may still be used if the discrepancy may still be used if the LEA chooses.LEA chooses.

Or not, if the LEA elects to use RTI.Or not, if the LEA elects to use RTI. Low achievement, exclusion Low achievement, exclusion

provisions, and assessment of lack provisions, and assessment of lack of instruction are already part of of instruction are already part of IDEIA. IDEIA.

IDEIA 2004 –CHANGESIDEIA 2004 –CHANGES: : Eligibility DeterminationsEligibility Determinations

A child shall not be determined to be A child shall not be determined to be a child with a disability if a child with a disability if determinant factor is:determinant factor is:Lack of scientifically-based Lack of scientifically-based instructional practices and programs instructional practices and programs that contain the essential that contain the essential components of reading instruction.components of reading instruction.Lack of instruction in mathLack of instruction in mathLimited English ProficiencyLimited English Proficiency

Should Cognitive Processes be Should Cognitive Processes be Included?Included?

There is no substantial body of evidence that There is no substantial body of evidence that attempts to assess cognitive processing attempts to assess cognitive processing improve LD identification, control improve LD identification, control prevalence, translate into more effective prevalence, translate into more effective instruction, or improve prediction of the instruction, or improve prediction of the outcomes of interventions.outcomes of interventions.

At best, these measures should be optional, At best, these measures should be optional, not required, components of a not required, components of a comprehensive evaluation. comprehensive evaluation.

Any psychological process is meaningful Any psychological process is meaningful only if it has direct functional correlates to only if it has direct functional correlates to classroom learning (e.g., phonological classroom learning (e.g., phonological awareness).awareness).

The construct of LD is The construct of LD is changing.changing.

Under RTI approaches, the Under RTI approaches, the discrepancy is relative to the discrepancy is relative to the expectation that expectation that allall children can children can learn (cf. NCLB), not just students learn (cf. NCLB), not just students with average IQs. with average IQs.

RTI identifies which students do not RTI identifies which students do not respond to instructional procedures respond to instructional procedures under which most students do under which most students do succeed. succeed.

It’s not just about It’s not just about identification…identification…

IDEIA and NCLB are companion laws.IDEIA and NCLB are companion laws. They are mutually referential.They are mutually referential. Together, they envision a seamless Together, they envision a seamless

system of supports, based on the use system of supports, based on the use of scientifically based instruction, in of scientifically based instruction, in both general and special education.both general and special education.

The mission is the development of The mission is the development of proficiency in basic skills (particularly proficiency in basic skills (particularly reading) for all students.reading) for all students.

NCLB AND IDEIA 2004NCLB AND IDEIA 2004 Scientifically based instruction, curriculum, Scientifically based instruction, curriculum,

and interventions.and interventions. Identification of learning problems early.Identification of learning problems early. Ongoing monitoring to determine impact of Ongoing monitoring to determine impact of

curriculum and instruction.curriculum and instruction. Design and implement remedial and Design and implement remedial and

individualized intervention for those who individualized intervention for those who don’t respond.don’t respond.

Inclusion of students in single accountability Inclusion of students in single accountability system.system.

Documentation of student outcomes through Documentation of student outcomes through AYP.AYP.

House Report re IDEIAHouse Report re IDEIA

“… “… a child cannot be determined to be a child a child cannot be determined to be a child with a disability solely because the child did not with a disability solely because the child did not receive scientifically based instruction in reading. receive scientifically based instruction in reading. With the combination of programs authorized With the combination of programs authorized under the Elementary and Secondary Education under the Elementary and Secondary Education Act (NCLB), particularly Reading First and Early Act (NCLB), particularly Reading First and Early Reading First, and the prereferral services Reading First, and the prereferral services concept … the Committee hopes that local concept … the Committee hopes that local educational agencies will improve their reading educational agencies will improve their reading and literacy instruction to enable all children to and literacy instruction to enable all children to read at grade level by the third grade.”read at grade level by the third grade.”

““The Committee believes that these The Committee believes that these changes will help reduce the number changes will help reduce the number of children being inappropriately of children being inappropriately referred to, and identified under, referred to, and identified under, special education and should special education and should encourage schools to improve their encourage schools to improve their programs on these subjects in early programs on these subjects in early grades.”grades.”

Treatment ValidityTreatment Validity

The selection of any assessment The selection of any assessment instrument or procedure is solely instrument or procedure is solely dependent on its ability to provide dependent on its ability to provide specific information about scientifically specific information about scientifically validated instructional strategies that validated instructional strategies that have a high probability of producing have a high probability of producing meaningful change in the student’s meaningful change in the student’s academic or social-emotional skills.academic or social-emotional skills.

Measures must relate to child outcomes.Measures must relate to child outcomes.

What is a Comprehensive What is a Comprehensive Evaluation Using RTI?Evaluation Using RTI?

Direct measurementDirect measurement of of achievement, behavior and the achievement, behavior and the instructional environment in instructional environment in relevant domains as the core foci relevant domains as the core foci of a comprehensive evaluation of a comprehensive evaluation for LD. for LD.

Focus is on achievement, Focus is on achievement, behavior, and instructional behavior, and instructional environment.environment.

Comprehensive evaluation Comprehensive evaluation using RTI includes:using RTI includes:

Use of a variety of techniques driven Use of a variety of techniques driven by the referral question,by the referral question,

Multiple sources of information, Multiple sources of information, procedures, and settings,procedures, and settings,

Multidimensional assessment based Multidimensional assessment based on students’ needs, on students’ needs,

Not limited to a single methodology.Not limited to a single methodology.

Entitlement for Special Entitlement for Special EducationEducation

Educational Progress

Discrepancy InstructionalNeeds

Assessment and Progress DataFrom Problem Solving Process

Convergence of Data from aVariety of Sources

(Grimes & Tilly, 2003)

Discrepancy: Deviation Discrepancy: Deviation from Established from Established

BenchmarksBenchmarksAssessment of performance compared to Assessment of performance compared to national/state/local benchmarks:national/state/local benchmarks:

State and district group tests, and State and district group tests, and

National benchmark tests (e.g., DIBELS), and National benchmark tests (e.g., DIBELS), and

CBM results compared to local norms*, and maybe…CBM results compared to local norms*, and maybe…

Norm-referenced tests of achievement (if they meet the Norm-referenced tests of achievement (if they meet the treatment validity criterion, and provide additional treatment validity criterion, and provide additional needed information)needed information)

*Note that Shinn’s 2.0X format is not a calculation of *Note that Shinn’s 2.0X format is not a calculation of grade levels.grade levels.

Rate of ProgressRate of Progress Assessment of the student’s performance Assessment of the student’s performance

on critical academic skills under verifiable on critical academic skills under verifiable conditions of scientifically validated conditions of scientifically validated instruction.instruction.

Rate of progress is deficient compared to Rate of progress is deficient compared to peers, and is insufficient to attain peers, and is insufficient to attain state/local benchmarks within a reasonable state/local benchmarks within a reasonable time period. time period.

Note: Rates of progress in response to Note: Rates of progress in response to highly effective interventions has been highly effective interventions has been empirically established (Deno, et al., 2001). empirically established (Deno, et al., 2001).

Evaluating the Need for Evaluating the Need for Specially Designed Specially Designed

Instruction Instruction

Deviations in materialsDeviations in materials

Deviations in planningDeviations in planning

Deviations in personnelDeviations in personnel

Rule-outs are still Rule-outs are still included:included:

Hearing and vision problems Hearing and vision problems Mental retardationMental retardation Emotional problemsEmotional problems Cultural and language issuesCultural and language issues

Psychometric Integrity of Psychometric Integrity of RTI ComponentsRTI Components

Basic premise: identification is more Basic premise: identification is more reliable when based on multiple reliable when based on multiple measures gathered over time than measures gathered over time than on a single assessment.on a single assessment.

CBM has been extensive support in CBM has been extensive support in terms of validity and reliability for terms of validity and reliability for measurements of both deficiency measurements of both deficiency and rate of progress (e.g., Good & and rate of progress (e.g., Good & Jefferson, 1998; Deno et al., 2001).Jefferson, 1998; Deno et al., 2001).

Building the Infra-structure Building the Infra-structure for RTIfor RTI

Using RTI requires an infra-Using RTI requires an infra-structure of assessment and structure of assessment and intervention techniques.intervention techniques.

We do not recommend implementing We do not recommend implementing RTI if the infra-structure is not in RTI if the infra-structure is not in place.place.

Therefore, initial efforts should be Therefore, initial efforts should be placed on building the infra-placed on building the infra-structure.structure.

Three Tier Model of Teaming

Tier 1

Grade level teaming based on data

Standard Protocol Interventions

Problem-solvingTeam

Tier 3Special Education

Tier 2

The Three-Tier ProcessThe Three-Tier Process

Ensures that scientifically validated Ensures that scientifically validated interventions are used at a high interventions are used at a high degree of fidelity.degree of fidelity.

Allows for the collection of valid, Allows for the collection of valid, reliable, and functionally meaningful reliable, and functionally meaningful data that inform both identification data that inform both identification and treatment decisions.and treatment decisions.

Our PositionOur Position

The practice of school psychology The practice of school psychology should be guided by its effects on should be guided by its effects on student outcomes; student outcomes;

not by …not by … TraditionTradition Guild issuesGuild issues Unsupported TheoryUnsupported Theory Constructs (e.g., LD)Constructs (e.g., LD)

We do not argue that the particular We do not argue that the particular procedures that we describe must be procedures that we describe must be mandated practice for all school mandated practice for all school psychologists.psychologists.

However, we also resist the idea that However, we also resist the idea that others’ vision of the practice of others’ vision of the practice of school psychology should be school psychology should be mandated for all. mandated for all.

We understand the plurality of We understand the plurality of opinions on these issues.opinions on these issues.

We challenge our colleagues to be We challenge our colleagues to be guided by the same basic criterion guided by the same basic criterion that we set for ourselves … that we set for ourselves … student student outcomesoutcomes..